WorldWideScience

Sample records for math concepts easy

  1. Five Easy Principles to Make Math Moments Count

    Science.gov (United States)

    Cutler, Carrie S.

    2011-01-01

    Preschool children are learning so many skills--how to cut with scissors, zip zippers, recognize the alphabet and their names, and share toys with others. A strong academic curriculum also requires that children learn more about math (National Council of Teachers of Mathematics [NCTM], 2000). By following the five easy principles outlined here,…

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

    Science.gov (United States)

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

    2017-12-01

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

  3. Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

    Science.gov (United States)

    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…

  4. The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

    OpenAIRE

    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...

  5. The Alignment of easyCBM[R] Math Measures to Curriculum Standards. Technical Report #1002

    Science.gov (United States)

    Nese, Joseph F. T.; Lai, Cheng-Fei; Anderson, Daniel; Park, Bitnara Jasmine; Tindal, Gerald; Alonzo, Julie

    2010-01-01

    The purpose of this study was to examine the alignment of the easyCBM[R] mathematics benchmark and progress monitoring measures to the National Council of Teachers of Mathematics "Curriculum Focal Points" (NCTM, 2006). Based on Webb's alignment model (1997, 2002), we collected expert judgments on individual math items across a sampling of forms…

  6. Criterion Validity Evidence for the easyCBM© CCSS Math Measures: Grades 6-8. Technical Report #1402

    Science.gov (United States)

    Anderson, Daniel; Rowley, Brock; Alonzo, Julie; Tindal, Gerald

    2012-01-01

    The easyCBM© CCSS Math tests were developed to help inform teachers' instructional decisions by providing relevant information on students' mathematical skills, relative to the Common Core State Standards (CCSS). This technical report describes a study to explore the validity of the easyCBM© CCSS Math tests by evaluating the relation between…

  7. Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

    Science.gov (United States)

    Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

    2016-01-01

    Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

  8. Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

    Science.gov (United States)

    Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

    2016-12-01

    [This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

  9. The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

    NARCIS (Netherlands)

    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,

  10. Reciprocal Relationships between Math Self-Concept and Math Anxiety

    NARCIS (Netherlands)

    Ahmed, Wondimu; Minnaert, Alexander; Kuyper, Hans; Van der Werf, Greetje

    The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a

  11. Reciprocal Relationships between Math Self-Concept and Math Anxiety

    Science.gov (United States)

    Ahmed, Wondimu; Minnaert, Alexander; Kuyper, Hans; van der Werf, Greetje

    2012-01-01

    The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between…

  12. Holistic Mathematics Instruction: Interactive Problem Solving and Real Life Situations Help Learners Understand Math Concepts.

    Science.gov (United States)

    Archambeault, Betty

    1993-01-01

    Holistic math focuses on problem solving with numbers and concepts. Whole math activities for adults include shopping for groceries, eating in restaurants, buying gas, taking medicine, measuring a room, estimating servings, and compiling a family cookbook. (SK)

  13. Math basics made easy teach yourself how to add, subtract, multiply and divide

    CERN Document Server

    Crisonino, Ginny

    2012-01-01

    There's an unspoken weak spot in our society …  most adults can't do basic math.  . A recent U.S. Department of Education study found that American adults are largely unable to calculate tips, understand their mortgage payments, or even figure out their weekly salary when told their hourly wage.  . Though we live in a world where numbers, percentages and statistics are tossed at us daily - a world that expects us to make sense of these figures -  87% of American adults are deemed "non-proficient" at math, according to a recent Education Department study.  . But there is hope. As the scope of t

  14. easyCBM CCSS Math Item Scaling and Test Form Revision (2012-2013): Grades 6-8. Technical Report #1313

    Science.gov (United States)

    Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

    2012-01-01

    The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8. For all operational 2012 research version test forms (10…

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

    Science.gov (United States)

    King, Ronnel B.; McInerney, Dennis M.

    2014-01-01

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

  16. Math Anxiety and Math Performance in Children: The Mediating Roles of Working Memory and Math Self-Concept

    Science.gov (United States)

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

    2017-01-01

    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…

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

    Science.gov (United States)

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

    2012-01-01

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

  18. Gender differences in the causal relation between adolescents' maths self-concept and scholastic performance

    Directory of Open Access Journals (Sweden)

    Cristina Antunes

    2007-05-01

    Full Text Available Mathematics is a core subject in every school curriculum and it is strongly correlated with maths self-concept, which is defined as the subjective feelings and beliefs about one's competence in maths. In general, boys tend to report higher maths self-concept than girls, but the difference between boys and girls' maths scholastic performance is low or even inexistent. Some authors maintain that academic self-concept can play an important role as a motivational variable, promoting self-confidence and investment in the learning process. This study examined the causal relations between maths self-concept and maths scholastic performance in four cohorts of boys and girls within a three-wave longitudinal study. The first two cohorts were composed of 187 girls and 139 boys attending grades 7 and 8 at Time 1 and the third and fourth cohorts were composed of 167 girls and 123 boys attending grades 9 and 10 at Time 1. Structural Equation Modelling was used to test the fit of several models of causal relations. The results revealed that for the first two cohorts the best models were reciprocal and skill-development for both boys and girls. However, for the older students, a reciprocal model gave a best fit for the boys, but for the girls there was only one significant effect from maths self-concept to maths scholastic performance. Results are discussed on the basis of gender-related differential learning expectancies.

  19. Math

    CERN Document Server

    Robertson, William C

    2006-01-01

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

  20. Gender Differences in Children's Math Self-Concept in the First Years of Elementary School

    Science.gov (United States)

    Lindberg, Sven; Linkersdörfer, Janosch; Ehm, Jan-Henning; Hasselhorn, Marcus; Lonnemann, Jan

    2013-01-01

    In the course of elementary school, children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the…

  1. Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement.

    Science.gov (United States)

    Casey, Beth M; Lombardi, Caitlin M; Thomson, Dana; Nguyen, Hoa Nha; Paz, Melissa; Theriault, Cote A; Dearing, Eric

    2018-01-01

    The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4½ and 6-7 years. Observational measures of mother-child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = .45) and first-grade math (d = .49), controlling for other forms of numerical support (identifying numerals, one-to-one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to children's eventual understanding of the cardinal principle. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

  2. Family Context Predictors of Math Self-Concept among Undergraduate STEM Majors: An Analysis of Gender Differences

    Science.gov (United States)

    Rinn, Anne N.; Miner, Kathi; Taylor, Aaron B.

    2013-01-01

    The purpose of the current study was to examine four family context variables (socioeconomic status, mother's level of education, father's level of education, and perceived family social support) as predictors of math self-concept among undergraduate STEM majors to better understand the gender differential in math self-concept. Participants…

  3. easyPET: a novel concept for an affordable tomographic system

    International Nuclear Information System (INIS)

    Arosio, V.; Caccia, M.; Castro, I.F.; Correia, P.M.M.; Mattone, C.; Moutinho, L.M.; Santoro, R.; Silva, A.L.M.; Veloso, J.F.C.A.

    2017-01-01

    The easyPET concept described here aims to reduce complexity and cost of preclinical Positron Emission Tomography (PET) scanners. The system, original in its principle and realisation, is based on a single pair of detectors and a rotating mechanism with two degrees of freedom reproducing the functionalities of an entire PET ring. The characterisation of a 2D imaging prototype, realised to assess the easyPET concept, is presented in this paper. In particular, a spatial resolution of 1±0.1 mm and a sensitivity of 0.1% with an energy threshold of 80 keV have been measured. These encouraging results, compared to the performances of commercial preclinical PET, motivate the feasibility study of a 3D system.

  4. easyPET: a novel concept for an affordable tomographic system

    Energy Technology Data Exchange (ETDEWEB)

    Arosio, V., E-mail: varosio@studenti.uninsubria.it [Dipartimento di Scienza e Alta Tecnologia, Università degli Studi dell' Insubria, Via Valleggio 11, 22100 Como (Italy); Caccia, M. [Dipartimento di Scienza e Alta Tecnologia, Università degli Studi dell' Insubria, Via Valleggio 11, 22100 Como (Italy); Castro, I.F.; Correia, P.M.M. [i3n, Departamento de Fisica, Univerdisade de Aveiro, Campus Universitario de Santiago, 3810-193 Aveiro (Portugal); Mattone, C. [Dipartimento di Scienza e Alta Tecnologia, Università degli Studi dell' Insubria, Via Valleggio 11, 22100 Como (Italy); Moutinho, L.M. [i3n, Departamento de Fisica, Univerdisade de Aveiro, Campus Universitario de Santiago, 3810-193 Aveiro (Portugal); Santoro, R. [Dipartimento di Scienza e Alta Tecnologia, Università degli Studi dell' Insubria, Via Valleggio 11, 22100 Como (Italy); Silva, A.L.M.; Veloso, J.F.C.A. [i3n, Departamento de Fisica, Univerdisade de Aveiro, Campus Universitario de Santiago, 3810-193 Aveiro (Portugal)

    2017-02-11

    The easyPET concept described here aims to reduce complexity and cost of preclinical Positron Emission Tomography (PET) scanners. The system, original in its principle and realisation, is based on a single pair of detectors and a rotating mechanism with two degrees of freedom reproducing the functionalities of an entire PET ring. The characterisation of a 2D imaging prototype, realised to assess the easyPET concept, is presented in this paper. In particular, a spatial resolution of 1±0.1 mm and a sensitivity of 0.1% with an energy threshold of 80 keV have been measured. These encouraging results, compared to the performances of commercial preclinical PET, motivate the feasibility study of a 3D system.

  5. A Study of the Benefits of Math Manipulatives versus Standard Curriculum in the Comprehension of Mathematical Concepts.

    Science.gov (United States)

    Rust, Amanda L.

    This study attempted to determine which teaching method, mainly manipulatives or the standard curriculum, best allowed the students to learn first grade math concepts. The manipulatives consisted of objects such as unifix cubes, personal chalkboards, work mats, and various other articles, which allowed the students to see the math that they were…

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

    Science.gov (United States)

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

    2015-01-01

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

  7. Do Teachers' Perceptions of Children's Math and Reading Related Ability and Effort Predict Children's Self-Concept of Ability in Math and Reading?

    Science.gov (United States)

    Upadyaya, Katja; Eccles, Jacquelynne

    2015-01-01

    This study investigated to what extent primary school teachers' perceptions of their students' ability and effort predict developmental changes in children's self-concepts of ability in math and reading after controlling for students' academic performance and general intelligence. Three cohorts (N?=?849) of elementary school children and their…

  8. Comparison of concepts in easy-to-use methods for MSD risk assessment.

    Science.gov (United States)

    Roman-Liu, Danuta

    2014-05-01

    This article presents a comparative analysis of easy-to-use methods for assessing musculoskeletal load and the risk for developing musculoskeletal disorders. In all such methods, assessment of load consists in defining input data, the procedure and the system of assessment. This article shows what assessment steps the methods have in common; it also shows how those methods differ in each step. In addition, the methods are grouped according to their characteristic features. The conclusion is that the concepts of assessing risk in different methods can be used to develop solutions leading to a comprehensive method appropriate for all work tasks and all parts of the body. However, studies are necessary to verify the accepted premises and to introduce some standardization that would make consolidation possible. Copyright © 2013 Elsevier Ltd and The Ergonomics Society. All rights reserved.

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

    Science.gov (United States)

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

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

  10. Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement

    Science.gov (United States)

    Casey, Beth M.; Lombardi, Caitlin M.; Thomson, Dana; Nguyen, Hoa Nha; Paz, Melissa; Theriault, Cote A.; Dearing, Eric

    2018-01-01

    The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4.5 and 6-7 years. Observational measures of mother-child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of…

  11. Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.

    Science.gov (United States)

    McCauley, James B; Zajic, Matthew C; Oswald, Tasha M; Swain-Lerro, Lindsey E; McIntyre, Nancy C; Harris, Michelle A; Trzesniewski, Kali; Mundy, Peter C; Solomon, Marjorie

    2018-05-01

    A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.

  12. Technical Math For Dummies

    CERN Document Server

    Schoenborn, Barry

    2010-01-01

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

  13. "But I'm Not Good at Math": The Changing Salience of Mathematical Self-Concept in Shaping Women's and Men's STEM Aspirations

    Science.gov (United States)

    Sax, Linda J.; Kanny, M. Allison; Riggers-Piehl, Tiffani A.; Whang, Hannah; Paulson, Laura N.

    2015-01-01

    Math self-concept (MSC) is considered an important predictor of the pursuit of science, technology, engineering and math (STEM) fields. Women's underrepresentation in the STEM fields is often attributed to their consistently lower ratings on MSC relative to men. Research in this area typically considers STEM in the aggregate and does not account…

  14. Brief Report: Investigating Relations between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder

    Science.gov (United States)

    McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie

    2018-01-01

    A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…

  15. Self-Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading.

    Science.gov (United States)

    Susperreguy, Maria Ines; Davis-Kean, Pamela E; Duckworth, Kathryn; Chen, Meichu

    2017-09-18

    This study examines whether self-concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large-scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development-Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics-Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self-concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self-concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high). © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  16. Understanding the Nernst Equation and Other Electrochemical Concepts: An Easy Experimental Approach for Students

    Science.gov (United States)

    Vidal-Iglesias, Francisco J.; Solla-Gullon, Jose; Rodes, Antonio; Herrero, Enrique; Aldaz, Antonio

    2012-01-01

    The goal of the present laboratory experiment is to deepen the understanding of the Nernst equation and some other concepts that are essential in electrochemistry. In this practical laboratory session, students first learn that the equilibrium potential of an electrode is related to the difference between two equilibrium inner electric potentials…

  17. Teaching Math Their Way.

    Science.gov (United States)

    Tankersley, Karen

    1993-01-01

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

  18. Getting Manipulative about Math.

    Science.gov (United States)

    Scheer, Janet K.; And Others

    1984-01-01

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

  19. Tangible Math

    Science.gov (United States)

    Scarlatos, Lori L.

    2006-01-01

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

  20. Talking Math, Blogging Math

    OpenAIRE

    Mathews, Linda Marie

    2009-01-01

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

  1. GRE math tests

    CERN Document Server

    Kolby, Jeff

    2014-01-01

    Twenty-three GRE Math Tests! The GRE math section is not easy. There is no quick fix that will allow you to ""beat"" the section. But GRE math is very learnable. If you study hard and master the techniques in this book, your math score will improve--significantly! The GRE cannot be ""beaten."" But it can be mastered--through hard work, analytical thought, and by training yourself to think like a test writer. Many of the problems in this book are designed to prompt you to think like a test writer. For example, you will find ""Duals."" These are pairs of similar problems in which only one prop

  2. [Dynamic concept of oral lichen planus. The diagnosis easy at early stages may become difficult in ancient lichen planus].

    Science.gov (United States)

    Lombardi, Tommaso; Küffer, Roger

    2016-02-01

    Dynamic concept of oral lichen planus. The diagnosis easy at early stages may become difficult in ancient lichen planus. Lichen planus is a chronic inflammatory dermatosis of the skin, skin appendages and mucous membranes, which frequently affects the oral mucosa. Its aetiology still remains unknown, and currently accepted pathogenesis is that of an autoimmune cell-mediated disease. To the contrary of skin lichen planus, oral lichen planus is a long-term chronic disease with dynamic evolution, in which progressive and profound changes of the clinical and histopathological aspects occur over time and under the influence of various exogenous factors. By convention, in the history of the oral lichen planus four successive stages can be distinguished without well-defined boundaries between them. These stages can be defined as an initial phase; a long intermediate phase with alternating periods of activity and quiescence, which has a gradually increasing risk of malignant transformation; a late stage which activity is traditionally diminished; and a post-lichen cicatricial stage with an absent or negligible and undetectable activity, often undiagnosed because clinically unrecognized; in this stage, the lesion does not respond to usual treatments, but retains the same risk of malignant transformation. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

  3. SAT math prep course

    CERN Document Server

    Kolby, Jeff

    2011-01-01

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

  4. Reading, Writing, and Math Self-Concept in Elementary School Children: Influence of Dimensional Comparison Processes

    Science.gov (United States)

    Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus

    2014-01-01

    The internal/external (I/E) frame of reference model (Marsh, "Am Educ Res J" 23:129-149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of…

  5. Saxon Math. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2017

    2017-01-01

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

  6. Basic Maths Practice Problems For Dummies

    CERN Document Server

    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

  7. Development of a new test for the easy characterization of the adhesion at the interface of bilayer tablets: proof-of-concept study by experimental design.

    Science.gov (United States)

    Busignies, Virginie; Mazel, Vincent; Diarra, Harona; Tchoreloff, Pierre

    2014-12-30

    Although, adhesion at the interface of bilayer tablets is critical for their design it is difficult to characterize this adhesion between layers. In view of this, a new test with an easy implementation was proposed for the characterization of the interface of bilayer tablets. This work is presented as a proof-of-concept study to investigate the reliability of this new test with regard to the effects of some critical process parameters (e.g., compaction pressure applied on each layer) and material attributes (e.g., elasticity of the layered materials) on the interfacial adhesion of bilayer tablets. This was investigated using a design of experiment approach and the results obtained were in good accordance with those obtained with other tests and thus, confirms the potential of such a method for the measurement of the interfacial adhesion of bilayer tablets. Copyright © 2014 Elsevier B.V. All rights reserved.

  8. Modern maths

    CERN Multimedia

    Thom,R

    1974-01-01

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

  9. Math Safari.

    Science.gov (United States)

    Nelson, Vaunda; Stanko, Anne

    1992-01-01

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

  10. Math-Gender Stereotypes in Elementary School Children

    Science.gov (United States)

    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.…

  11. NANODEVICE: Novel Concepts, Methods, and Technologies for the Production of Portable, Easy-to-use Devices for the Measurement and Analysis of Airborne Engineered Nanoparticles in Workplace Air

    Energy Technology Data Exchange (ETDEWEB)

    Sirvioe, Sari; Savolainen, Kai, E-mail: sari.sirvio@ttl.fi [Finnish Institute of Occupational Health, Topeliuksenkatu 41 a A, 00250, Helsinki (Finland)

    2011-07-06

    NANODEVICE is a research project funded by the European Commission in the context of the 7th Framework Programme. The duration is 48 months starting 1st of April 2009. Due to their unique properties, engineered nanoparticles (ENP) are now used for a myriad of novel applications, and have a great economic and technological importance. However, some of these properties, especially their surface reactivity, have raised health concerns due to their potential health effects. There is currently a shortage of field-worthy, cost-effective ways - especially in real time - for reliable assessment of exposure levels to ENP in workplace air. NANODEVICE will provide new information on the physico-chemical properties of engineered nanoparticles (ENP) and information about their toxicology. The main emphasis of the project is in the development of novel measuring devices to assess the exposure to ENP's from workplace air. The purpose of the project is also to promote the safe use of ENP through guidance, standards and education, implementing of safety objectives in ENP production and handling, and promotion of safety related collaborations through an international nanosafety forum. The main project goal is to develop innovative concepts and reliable methods for characterizing ENP in workplace air with novel, portable and easy-to-use devices suitable for workplaces.

  12. NANODEVICE: Novel Concepts, Methods, and Technologies for the Production of Portable, Easy-to-use Devices for the Measurement and Analysis of Airborne Engineered Nanoparticles in Workplace Air

    Science.gov (United States)

    Sirviö, Sari; Savolainen, Kai

    2011-07-01

    NANODEVICE is a research project funded by the European Commission in the context of the 7th Framework Programme. The duration is 48 months starting 1st of April 2009. Due to their unique properties, engineered nanoparticles (ENP) are now used for a myriad of novel applications, and have a great economic and technological importance. However, some of these properties, especially their surface reactivity, have raised health concerns due to their potential health effects. There is currently a shortage of field-worthy, cost-effective ways - especially in real time - for reliable assessment of exposure levels to ENP in workplace air. NANODEVICE will provide new information on the physico-chemical properties of engineered nanoparticles (ENP) and information about their toxicology. The main emphasis of the project is in the development of novel measuring devices to assess the exposure to ENP's from workplace air. The purpose of the project is also to promote the safe use of ENP through guidance, standards and education, implementing of safety objectives in ENP production and handling, and promotion of safety related collaborations through an international nanosafety forum. The main project goal is to develop innovative concepts and reliable methods for characterizing ENP in workplace air with novel, portable and easy-to-use devices suitable for workplaces.

  13. NANODEVICE: Novel Concepts, Methods, and Technologies for the Production of Portable, Easy-to-use Devices for the Measurement and Analysis of Airborne Engineered Nanoparticles in Workplace Air

    International Nuclear Information System (INIS)

    Sirvioe, Sari; Savolainen, Kai

    2011-01-01

    NANODEVICE is a research project funded by the European Commission in the context of the 7th Framework Programme. The duration is 48 months starting 1st of April 2009. Due to their unique properties, engineered nanoparticles (ENP) are now used for a myriad of novel applications, and have a great economic and technological importance. However, some of these properties, especially their surface reactivity, have raised health concerns due to their potential health effects. There is currently a shortage of field-worthy, cost-effective ways - especially in real time - for reliable assessment of exposure levels to ENP in workplace air. NANODEVICE will provide new information on the physico-chemical properties of engineered nanoparticles (ENP) and information about their toxicology. The main emphasis of the project is in the development of novel measuring devices to assess the exposure to ENP's from workplace air. The purpose of the project is also to promote the safe use of ENP through guidance, standards and education, implementing of safety objectives in ENP production and handling, and promotion of safety related collaborations through an international nanosafety forum. The main project goal is to develop innovative concepts and reliable methods for characterizing ENP in workplace air with novel, portable and easy-to-use devices suitable for workplaces.

  14. Math Stuff

    CERN Document Server

    Pappas, Theoni

    2002-01-01

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

  15. Business math for dummies

    CERN Document Server

    Sterling, Mary Jane

    2008-01-01

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

  16. Talking Maths

    Science.gov (United States)

    Murray, Jenny

    2006-01-01

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

  17. Penguin Math

    Science.gov (United States)

    Green, Daniel; Kearney, Thomas

    2015-01-01

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

  18. Math Problem

    Science.gov (United States)

    Oguntoyinbo, Lekan

    2012-01-01

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

  19. On the Leaky Math Pipeline: Comparing Implicit Math-Gender Stereotypes and Math Withdrawal in Female and Male Children and Adolescents

    Science.gov (United States)

    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…

  20. Math word problems for dummies

    CERN Document Server

    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

  1. 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....

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

    Science.gov (United States)

    Ashcraft, Mark H; Krause, Jeremy A

    2007-04-01

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

  3. Numbers and other math ideas come alive

    CERN Document Server

    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

  4. Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102

    Science.gov (United States)

    Blazer, Christie

    2011-01-01

    Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however,…

  5. Mathematizing: An Emergent Math Curriculum Approach for Young Children

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2016-01-01

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

  7. Counseling the Math Anxious

    Science.gov (United States)

    Tobias, Sheila; Donady, Bonnie

    1977-01-01

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

  8. Taking Math Anxiety out of Math Instruction

    Science.gov (United States)

    Shields, Darla J.

    2007-01-01

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

  9. EASI graphics - Version II

    International Nuclear Information System (INIS)

    Allensworth, J.A.

    1984-04-01

    EASI (Estimate of Adversary Sequence Interruption) is an analytical technique for measuring the effectiveness of physical protection systems. EASI Graphics is a computer graphics extension of EASI which provides a capability for performing sensitivity and trade-off analyses of the parameters of a physical protection system. This document reports on the implementation of the Version II of EASI Graphics and illustrates its application with some examples. 5 references, 15 figures, 6 tables

  10. Easy Money? The Fuzzy Math of Online Fund-Raising.

    Science.gov (United States)

    Struck, Myron

    2001-01-01

    Schools should beware questionable practices of many dot.com companies offering attractive rebates for purchases made online. High rebate rates are often designed to drive traffic to a particular site, but fine print can change overnight. Companies' connections to schools are tenuous and are driven by profit. (MLH)

  11. Productive failure in learning math.

    Science.gov (United States)

    Kapur, Manu

    2014-06-01

    When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized-controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before being taught demonstrated significantly greater conceptual understanding and ability to transfer to novel problems than those who were taught first. The second study further showed that when given an opportunity to learn from the failed problem-solving attempts of their peers, students outperformed those who were taught first, but not those who engaged in problem solving first. Process findings showed that the number of student-generated solutions significantly predicted learning outcomes. These results challenge the conventional practice of direct instruction to teach new math concepts and procedures, and propose the possibility of learning from one's own failed problem-solving attempts or those of others before receiving instruction as alternatives for better math learning. © 2014 Cognitive Science Society, Inc.

  12. Maths for the building trades

    CERN Document Server

    Kidd, Jim

    2014-01-01

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

  13. Short-cut math

    CERN Document Server

    Kelly, Gerard W

    1984-01-01

    Clear, concise compendium of about 150 time-saving math short-cuts features faster, easier ways to add, subtract, multiply, and divide. Each problem includes an explanation of the method. No special math ability needed.

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

    OpenAIRE

    Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

    2015-01-01

    Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math de...

  15. Advanced Math Equals Career Readiness. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

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

  16. Solving America's Math Problem

    Science.gov (United States)

    Vigdor, Jacob

    2013-01-01

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

  17. An easy mold

    International Nuclear Information System (INIS)

    Kim, Nam Hun; Choe, Jong Sun

    1988-04-01

    This book deals with an easy mold, which introduces what is a mold kinds and classification of mold. It gives descriptions of easy theories such as basic knowledge on shearing work, clearance, power for punching and shear angle, basic knowledge for bending such as transform by bending, the minimal bending radius, spring back, the length of material, flexural strength for bending, fundamental knowledge for drawing work with transform of drawing and limitation of drawing.

  18. Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM

    Science.gov (United States)

    Hübner, Nicolas; Wille, Eike; Cambria, Jenna; Oschatz, Kerstin; Nagengast, Benjamin; Trautwein, Ulrich

    2017-01-01

    Math achievement, math self-concept, and vocational interests are critical predictors of STEM careers and are closely linked to high school coursework. Young women are less likely to choose advanced math courses in high school, and encouraging young women to enroll in advanced math courses may therefore bring more women into STEM careers. We…

  19. Maths in Prison

    Directory of Open Access Journals (Sweden)

    Catherine Patricia Byrne

    2015-08-01

    Full Text Available I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT. This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a prison maths teacher.

  20. Insecure attachment is associated with math anxiety in middle childhood

    OpenAIRE

    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...

  1. Cognitive consistency and math-gender stereotypes in Singaporean children.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Foley-Peres, Kathleen; Poirier, Dawn

    2008-01-01

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

  3. If One Goes up the Other Must Come Down: Examining Ipsative Relationships between Math and English Self-concept Trajectories across High School

    Science.gov (United States)

    Parker, Philip D.; Marsh, Herbert W.; Morin, Alexandre J. S.; Seaton, Marjorie; Van Zanden, Brooke

    2015-01-01

    Background: The Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis). Aims: To our knowledge this assumption has not been tested. Testing this effect also provides a context for…

  4. 1001 easy French phrases

    CERN Document Server

    McCoy, Heather

    2010-01-01

    The perfect companion for tourists and business travelers in France and other places where the French language is spoken, this book offers fast, effective communication. More than 1,000 basic words, phrases, and sentences cover everything from asking directions and renting a car to ordering dinner and finding a bank.Designed as a quick reference tool and an easy study guide, this inexpensive and easy-to-use book offers completely up-to-date terms for modern telecommunications, idioms, and slang. The contents are arranged for quick access to phrases related to greetings, transportation, shoppin

  5. French made nice & easy

    CERN Document Server

    REA, The Editors of

    2012-01-01

    Whether travelling to a foreign country or to your favorite international restaurant, this Nice & Easy guide gives you just enough of the language to get around and be understood. Much of the material in this book was developed for government personnel who are often assigned to a foreign country on a moment's notice and need a quick introduction to the language.

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

    Science.gov (United States)

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

    2010-02-02

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

  7. 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.

  8. Maths in Prison

    OpenAIRE

    Catherine Patricia Byrne

    2015-01-01

    I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a ...

  9. Maths in Prison

    OpenAIRE

    Byrne, Catherine; Carr, Michael

    2015-01-01

    I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a p...

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

    Science.gov (United States)

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

    2016-06-01

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

  11. Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects across Five Waves and Three Achievement Tracks

    Science.gov (United States)

    Arens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; vom Hofe, Rudolf

    2017-01-01

    This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from…

  12. Dr Math at your service

    CSIR Research Space (South Africa)

    Butgereit, L

    2012-10-01

    Full Text Available In this presentation the author explains how the Dr Math service works; how tutors are recruited to act as Dr Math; and how school pupils can reach Dr Math for help with their mathematics homework....

  13. English made easy

    CERN Document Server

    Crichton, Jonathan

    2013-01-01

    This is a fun and user–friendly way to learn English English Made Easy is a breakthrough in English language learning—imaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Self–guided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combination of pictures and text to discover for themselves how English works. The pictorial method used in this book is based on a thorough understanding of language structure and how language is successfully learned.English Made Easy, Volume 1 consists of a total of 20 units arranged in groups of five. The first four units presents language and provide learners the opportunities to practice as they learn. The first page of each unit has a list of all the word...

  14. English made easy

    CERN Document Server

    Crichton, Jonathan

    2013-01-01

    This is a fun and user–friendly way to learn EnglishEnglish Made Easy is a breakthrough in English language learning—imaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Self–guided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combination of pictures and text to discover for themselves how English works. The pictorial method used in this book is based on a thorough understanding of language structure and how language is successfully learned.English Made Easy, Volume 2 consists of a total of 20 units arranged in groups of five. The first four units presents language and provide learners the opportunities to practice as they learn. The first page of each unit has a list of all the words...

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

    2015-01-01

    Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

  17. 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.

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

    Science.gov (United States)

    Casad, Bettina J; Hale, Patricia; Wachs, Faye L

    2015-01-01

    Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

  19. The influence of experiencing success in math on math anxiety, perceived math competence, and math performance

    NARCIS (Netherlands)

    Jansen, B.R.J.; Louwerse, J.; Straatemeier, M.; van der Ven, S.H.G.; Klinkenberg, S.; van der Maas, H.L.J.

    2013-01-01

    It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a

  20. Barron's SAT math workbook

    CERN Document Server

    Leff MS, Lawrence S

    2016-01-01

    This completely revised edition reflects all of the new questions and question types that will appear on the new SAT, scheduled to be administered in Spring 2016. Includes hundreds of revised math questions and answer explanations, math strategies, test-taking tips, and much more.

  1. String Math 2017

    CERN Document Server

    The series of String-Math conferences has developed into a central event on the interface between mathematics and physics related to string theory, quantum field theory and neighboring subjects. The conference will take place from July 24-28 in the main building of Hamburg university. The String-Math conference is organised by the University of Hamburg jointly with DESY Hamburg.

  2. The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

    Science.gov (United States)

    Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

    2013-01-01

    It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

  3. GRE math workbook

    CERN Document Server

    Madore, Blair

    2015-01-01

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

  4. The MATH--Open Source Application for Easier Learning of Numerical Mathematics

    Science.gov (United States)

    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…

  5. EEG Estimates of Cognitive Workload and Engagement Predict Math Problem Solving Outcomes

    Science.gov (United States)

    Beal, Carole R.; Galan, Federico Cirett

    2012-01-01

    In the present study, the authors focused on the use of electroencephalography (EEG) data about cognitive workload and sustained attention to predict math problem solving outcomes. EEG data were recorded as students solved a series of easy and difficult math problems. Sequences of attention and cognitive workload estimates derived from the EEG…

  6. Relativity made relatively easy

    CERN Document Server

    Steane, Andrew M

    2012-01-01

    Relativity Made Relatively Easy presents an extensive study of Special Relativity and a gentle (but exact) introduction to General Relativity for undergraduate students of physics. Assuming almost no prior knowledge, it allows the student to handle all the Relativity needed for a university course, with explanations as simple, thorough, and engaging as possible.The aim is to make manageable what would otherwise be regarded as hard; to make derivations as simple as possible and physical ideas as transparent as possible. Lorentz invariants and four-vectors are introduced early on, but tensor not

  7. Easy instrumental analysis

    International Nuclear Information System (INIS)

    Ko, Myeong Su; Kim, Tae Hwa; Park, Gyu Hyeon; Yang, Jong Beom; Oh, Chang Hwan; Lee, Kyoung Hye

    2010-04-01

    This textbook describes instrument analysis in easy way with twelve chapters. The contents of the book are pH measurement on principle, pH meter, pH measurement, examples of the experiments, centrifugation, Absorptiometry, Fluorescent method, Atomic absorption analysis, Gas-chromatography, Gas chromatography-mass spectrometry, High performance liquid chromatography liquid chromatograph-mass spectrometry, Electrophoresis on practical case and analysis of the result and examples, PCR on principle, device, application and examples and Enzyme-linked immunosorbent assay with indirect ELISA, sandwich ELISA and ELISA reader.

  8. Nothing Great Is Easy

    OpenAIRE

    Stansbie, Lisa

    2014-01-01

    A solo exhibition of 13 pieces of art work.\\ud \\ud Nothing Great is Easy is an exhibition of sculpture, film, drawing and photography that proposes reconstructed narratives using the sport of swimming and in particular the collective interaction and identity of the channel swimmer. The work utilises the processes, rituals/rules, language and the apparatus of sport.\\ud \\ud “Nothing great is easy” are the words on the memorial to Captain Matthew Webb who was the first man to swim the English ch...

  9. Easy instrumental analysis

    Energy Technology Data Exchange (ETDEWEB)

    Ko, Myeong Su; Kim, Tae Hwa; Park, Gyu Hyeon; Yang, Jong Beom; Oh, Chang Hwan; Lee, Kyoung Hye

    2010-04-15

    This textbook describes instrument analysis in easy way with twelve chapters. The contents of the book are pH measurement on principle, pH meter, pH measurement, examples of the experiments, centrifugation, Absorptiometry, Fluorescent method, Atomic absorption analysis, Gas-chromatography, Gas chromatography-mass spectrometry, High performance liquid chromatography liquid chromatograph-mass spectrometry, Electrophoresis on practical case and analysis of the result and examples, PCR on principle, device, application and examples and Enzyme-linked immunosorbent assay with indirect ELISA, sandwich ELISA and ELISA reader.

  10. Flight Software Math Library

    Science.gov (United States)

    McComas, David

    2013-01-01

    The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.

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

    Science.gov (United States)

    Helming, Luralyn

    2013-01-01

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

  12. 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...

  13. The Effects of Math Anxiety

    Science.gov (United States)

    Andrews, Amanda; Brown, Jennifer

    2015-01-01

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

  14. Pretty Easy Pervasive Positioning

    DEFF Research Database (Denmark)

    Hansen, Rene; Wind, Rico; Jensen, Christian Søndergaard

    2009-01-01

    With the increasing availability of positioning based on GPS, Wi-Fi, and cellular technologies and the proliferation of mobile devices with GPS, Wi-Fi and cellular connectivity, ubiquitous positioning is becoming a reality. While offerings by companies such as Google, Skyhook, and Spotigo render...... positioning possible in outdoor settings, including urban environments with limited GPS coverage, they remain unable to offer accurate indoor positioning. We will demonstrate a software infrastructure that makes it easy for anybody to build support for accurate Wi-Fi based positioning in buildings. All...... that is needed is a building with Wi-Fi coverage, access to the building, a floor plan of the building, and a Wi-Fi enabled device. Specifically, we will explain the software infrastructure and the steps that must be completed to obtain support for positioning. And we will demonstrate the positioning obtained...

  15. More math into Latex

    CERN Document Server

    Grätzer, George

    2007-01-01

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

  16. Principals in Partnership with Math Coaches

    Science.gov (United States)

    Grant, Catherine Miles; Davenport, Linda Ruiz

    2009-01-01

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

  17. Four Easy Nudges.

    Science.gov (United States)

    Chenfield, Mimi Brodsky

    1991-01-01

    Advises teachers desiring to be more creative to ask "what else?" and "what if?" to trigger their students' imaginations. Two other useful techniques are "showing it" to introduce new concepts and "faking it" to invite participation and encourage involvement. Having fun won't hurt! (MLH)

  18. Chess Is Too Easy.

    Science.gov (United States)

    Bringsjord, Selmer

    1998-01-01

    Discusses artificial intelligence (AI) and the ideas of strong versus weak AI in relation to chess-playing computers. The concept of creativity is considered, and an attempt to develop a computer program capable of writing short stories is described. (LRW)

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

    Science.gov (United States)

    Hocker, Tami

    2017-01-01

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

  20. Easy Auto CAD

    International Nuclear Information System (INIS)

    Lee, Hyeon Jun

    1996-02-01

    This book explains Auto CAD easily, which introduces improved function in Auto CAD R 13, such as direct import and export of 3 DS pile, revised render order structure, and explanations of assist, view Draw, construct and modify. Next it gives descriptions of Auto CAD conception, application and system. The last part deals with line, arc, circle, ellipse, erase, undo, redo, redraw, line type, multi line, limits, zoom, move, copy, rotate, array, mirror, grid, snap, units, offset and poly line.

  1. Easy plane baby Skyrmions

    Science.gov (United States)

    Jäykkä, Juha; Speight, Martin

    2010-12-01

    The baby Skyrme model is studied with a novel choice of potential, V=(1)/(2)ϕ32. This “easy plane” potential vanishes at the equator of the target two-sphere. Hence, in contrast to previously studied cases, the boundary value of the field breaks the residual SO(2) internal symmetry of the model. Consequently, even the unit charge Skyrmion has only discrete symmetry and consists of a bound state of two half lumps. A model of long-range inter-Skyrmion forces is developed wherein a unit Skyrmion is pictured as a single scalar dipole inducing a massless scalar field tangential to the vacuum manifold. This model has the interesting feature that the two-Skyrmion interaction energy depends only on the average orientation of the dipoles relative to the line joining them. Its qualitative predictions are confirmed by numerical simulations. Global energy minimizers of charges B=1,…,14,18,32 are found numerically. Up to charge B=6, the minimizers have 2B half lumps positioned at the vertices of a regular 2B-gon. For charges B≥7, rectangular or distorted rectangular arrays of 2B half lumps are preferred, as close to square as possible.

  2. Math Snacks: Using Animations and Games to Fill the Gaps in Mathematics

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    Galuh Boy Hertantyo

    2014-11-01

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

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

    Science.gov (United States)

    Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

    2010-01-01

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

  5. MhicMathúna v Ireland

    OpenAIRE

    Thornton, Liam

    2016-01-01

    This is a feminist re-imagining of the Supreme Court decision MhicMathúna v Ireland [1995] 1 I.R. 454. The actual Supreme Court decision in this case continues to have a profound impact upon how the Irish superior courts view constitutional socio-economic rights claims. This feminist judgment seeks to re-situate the legal analysis of constitutionalised socio-economic rights claims. However, this, as is seen from the feminist judgment, has not been an easy task. The plaintiffs' in this case at...

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

    Science.gov (United States)

    Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.

    1998-01-01

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

  7. An Annotated Math Lab Inventory.

    Science.gov (United States)

    Schussheim, Joan Yares

    1980-01-01

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

  8. Culture and math.

    Science.gov (United States)

    Tcheang, Lili

    2014-01-01

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

  9. 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.

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

    Science.gov (United States)

    Lyons, Ian M.; Beilock, Sian L.

    2012-01-01

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

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

    Science.gov (United States)

    Lyons, Ian M; Beilock, Sian L

    2012-01-01

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

  12. Group Activities for Math Enthusiasts

    Science.gov (United States)

    Holdener, J.; Milnikel, R.

    2016-01-01

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

  13. Math Description Engine Software Development Kit

    Science.gov (United States)

    Shelton, Robert O.; Smith, Stephanie L.; Dexter, Dan E.; Hodgson, Terry R.

    2010-01-01

    The Math Description Engine Software Development Kit (MDE SDK) can be used by software developers to make computer-rendered graphs more accessible to blind and visually-impaired users. The MDE SDK generates alternative graph descriptions in two forms: textual descriptions and non-verbal sound renderings, or sonification. It also enables display of an animated trace of a graph sonification on a visual graph component, with color and line-thickness options for users having low vision or color-related impairments. A set of accessible graphical user interface widgets is provided for operation by end users and for control of accessible graph displays. Version 1.0 of the MDE SDK generates text descriptions for 2D graphs commonly seen in math and science curriculum (and practice). The mathematically rich text descriptions can also serve as a virtual math and science assistant for blind and sighted users, making graphs more accessible for everyone. The MDE SDK has a simple application programming interface (API) that makes it easy for programmers and Web-site developers to make graphs accessible with just a few lines of code. The source code is written in Java for cross-platform compatibility and to take advantage of Java s built-in support for building accessible software application interfaces. Compiled-library and NASA Open Source versions are available with API documentation and Programmer s Guide at http:/ / prim e.jsc.n asa. gov.

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

    Science.gov (United States)

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

    2015-12-01

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

  15. Business Math without Tears.

    Science.gov (United States)

    Merchant, Ronald

    1980-01-01

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

  16. Where's the Math?

    Science.gov (United States)

    Texas Child Care, 2003

    2003-01-01

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

  17. Understand electrical and electronics maths

    CERN Document Server

    Bishop, Owen

    1993-01-01

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

  18. Insecure attachment is associated with math anxiety in middle childhood.

    Science.gov (United States)

    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.

  19. 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.

  20. Ancient Pyramids Help Students Learn Math Concepts

    Science.gov (United States)

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

    2010-01-01

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

  1. 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.

  2. Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure.

    Science.gov (United States)

    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.

  3. 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.

  4. String-math 2012

    CERN Document Server

    Katz, Sheldon; Klemm, Albrecht; Morrison, David R

    2015-01-01

    This volume contains the proceedings of the conference String-Math 2012, which was held July 16-21, 2012, at the Hausdorff Center for Mathematics, Universitat Bonn. This was the second in a series of annual large meetings devoted to the interface of mathematics and string theory. These meetings have rapidly become the flagship conferences in the field. Topics include super Riemann surfaces and their super moduli, generalized moonshine and K3 surfaces, the latest developments in supersymmetric and topological field theory, localization techniques, applications to knot theory, and many more. The contributors include many leaders in the field, such as Sergio Cecotti, Matthias Gaberdiel, Rahul Pandharipande, Albert Schwarz, Anne Taormina, Johannes Walcher, Katrin Wendland, and Edward Witten. This book will be essential reading for researchers and students in this area and for all mathematicians and string theorists who want to update themselves on developments in the math-string interface.

  5. Contact dynamics math model

    Science.gov (United States)

    Glaese, John R.; Tobbe, Patrick A.

    1986-01-01

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

  6. All Students Need Advanced Mathematics. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

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

  7. Financial Statement Math

    OpenAIRE

    2007-01-01

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

  8. MathSci

    OpenAIRE

    De Robbio, Antonella

    1997-01-01

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

  9. Books for Professionals: Premathematical Concepts.

    Science.gov (United States)

    King, Margaret A.

    1993-01-01

    Reviews four books on teaching premathematical concepts to young children: (1) "Windows on Mathematics: Worktime Activities for Young Children" (Westley and Randolph); (2) "Hands-On Math: Manipulative Math for Young Children" (Stone); (3) "Books You Can Count On: Linking Mathematics and Literature" (Griffiths and Clyne); and (4) "Mathematics…

  10. 6 Sigma DFSS technique with easy practice

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2003-12-15

    This book describes 6 Sigma DFSS technique which is easy to use. These are the titles of the contents : new demand, the reason that DFSS needs, when is DFSS used?, DMAIC and DMADV and the bastion for achievement of 6 sigma, new trouble, chief, Chang's new store, plan on kalguksu development propel, customers are holding the key, CTQ refinement, process capability evaluation, setting goal, finding of conception of optimum design, finding of design element, the last gateway, and it's time for a DFSS!.

  11. Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety.

    Science.gov (United States)

    Bieg, Madeleine; Goetz, Thomas; Wolter, Ilka; Hall, Nathan C

    2015-01-01

    Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain) was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2-3 weeks (N within = 6207). As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students' self-concept (i.e., a lower discrepancy for students with higher self-concepts). Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed.

  12. Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety

    Directory of Open Access Journals (Sweden)

    Madeleine eBieg

    2015-09-01

    Full Text Available Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait versus state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2-3 weeks (Nwithin = 6207. As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students’ self-concept (i.e., a lower discrepancy for students with higher self-concepts. Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed.

  13. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

    Science.gov (United States)

    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.

  14. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

    Science.gov (United States)

    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

  15. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

    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

  16. 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.

  17. The Algebra Teacher's Guide to Reteaching Essential Concepts and Skills 150 Mini-Lessons for Correcting Common Mistakes

    CERN Document Server

    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

  18. Easy-to-use interface

    International Nuclear Information System (INIS)

    Blattner, D O; Blattner, M M; Tong, Y.

    1999-01-01

    Easy-to-use interfaces are a class of interfaces that fall between public access interfaces and graphical user interfaces in usability and cognitive difficulty. We describe characteristics of easy-to-use interfaces by the properties of four dimensions: selection, navigation, direct manipulation, and contextual metaphors. Another constraint we introduced was to include as little text as possible, and what text we have will be in at least four languages. Formative evaluations were conducted to identify and isolate these characteristics. Our application is a visual interface for a home automation system intended for a diverse set of users. The design will be expanded to accommodate the visually disabled in the near future

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

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

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

  20. Early Math Interest and the Development of Math Skills

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  2. Enhanced learning of proportional math through music training and spatial-temporal training.

    Science.gov (United States)

    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.

  3. Easy and flexible mixture distributions

    DEFF Research Database (Denmark)

    Fosgerau, Mogens; Mabit, Stefan L.

    2013-01-01

    We propose a method to generate flexible mixture distributions that are useful for estimating models such as the mixed logit model using simulation. The method is easy to implement, yet it can approximate essentially any mixture distribution. We test it with good results in a simulation study...

  4. Comparing computer adaptive and curriculum-based measures of math in progress monitoring.

    Science.gov (United States)

    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).

  5. Math primer for engineers

    CERN Document Server

    Cryer, CW

    2014-01-01

    Mathematics and engineering are inevitably interrelated, and this interaction will steadily increase as the use of mathematical modelling grows. Although mathematicians and engineers often misunderstand one another, their basic approach is quite similar, as is the historical development of their respective disciplines. The purpose of this Math Primer is to provide a brief introduction to those parts of mathematics which are, or could be, useful in engineering, especially bioengineering. The aim is to summarize the ideas covered in each subject area without going into exhaustive detail. Formula

  6. 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...

  7. Math Learning Begins at Home

    Science.gov (United States)

    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…

  8. From Mxit to Dr Math

    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...

  9. What Math Teachers Need Most

    Science.gov (United States)

    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…

  10. "Math Anxiety" Explored in Studies

    Science.gov (United States)

    Sparks, Sarah D.

    2011-01-01

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

  11. Math Fact Strategies Research Project

    Science.gov (United States)

    Boso, Annie

    2011-01-01

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

  12. The math excellence workshop

    International Nuclear Information System (INIS)

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

    1992-01-01

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

  13. The math excellence workshop

    Energy Technology Data Exchange (ETDEWEB)

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

    1992-07-01

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

  14. "Lettuce" Learn Math: Teaching Mathematics with Seeds and Centimeters

    Science.gov (United States)

    Rickard, Laura N.; Wilson, Colette

    2006-01-01

    "Lettuce Learn Math" is an interdisciplinary program that has effectively linked a small-scale agricultural production system to a sixth-grade mathematics and science curriculum. The mathematical concepts and skills, including measurement and geometry, taught in this project met and often exceeded the standards set by New York state for…

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

    Science.gov (United States)

    Soni, Akanksha; Kumari, Santha

    2017-01-01

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

  16. Maintaining Students’ Involvement in a Math Lecture Using Countdown Timers

    Directory of Open Access Journals (Sweden)

    Ann Krizzel A. Aban

    2015-12-01

    Full Text Available Involving students in a lecture is an important but not an easy task that every lecturer must encourage. This task becomes even greater in a math class that is composed of eighty to a hundred sixty students. In 2007, the University of the Philippines Los Baños (UPLB started offering some of its basic math courses in lecture-recitation set-up. This shift and many other factors drove most math instructors of UPLB to widely use presentation software, such as the PowerPoint (PPT, to deliver their lectures. The non-stop use of these softwares, however, seems to have negative effects on the students when it comes to maintaining their involvement in a lecture discussion for they tend to be more passive spectators. On the other hand, adding countdown timers strategically on some parts of the discussion seems to lessen such negative effects. This study determined the effectiveness of using countdown timers in maintaining students’ involvement in a lecture of MATH 27 (Analytic Geometry and Calculus II, a course in UPLB commonly taken by sophomore students. Results show that the effectiveness of countdown timers, as perceived by the students, is independent to students’ genders and degree programs, but is dependent to the colleges where the students belong to. Also, some effects of countdown timers are significantly correlated to various data from students’ profiles. It was concluded in the study that the use of countdown timers is effective in maintaining student’s involvement in MATH 27 lectures and might also be useful in other math lecture classes

  17. The activation system Easy 2007

    International Nuclear Information System (INIS)

    Forrest, R.A.; Kopecky, J.

    2007-01-01

    Full text of publication follows: Safety and waste management of materials for ITER, IFMIF and future power plants require detailed knowledge of the activation caused by irradiation with neutrons, or in the case of IFMIF, deuterons. The European Activation System (EASY) has been developed for such calculations and a new version (EASY-2007) was released earlier this year. This contains a large amount of nuclear data in the European Activation File (EAF-2007) covering neutron-, deuteron- and proton-induced cross sections (about 200,000 reactions have data extending up to 60 MeV), decay data (2,231 nuclides) and subsidiary data on e.g. biological hazards. These data are input to the FISPACT inventory code used to calculate the activation. Recent work has concentrated on the validation of EASY-2007 using integral and differential measurements; these studies are summarised showing examples of reactions agreeing with the experimental results and cases where the library data require further improvement. Integral data above 20 MeV are especially important in improving the library for IFMIF calculations. Using a previous version of EASY a study of the activation of all the elements enabled the identification of the reactions important in producing activation below 20 MeV. The list of 1,340 neutron-reactions producing the dominant radio-nuclides enables further studies to be focused on the important data. This study made extensive use of importance diagrams. This work has been extended to cover the energy region up to 60 MeV, and the new important radionuclides and reactions in this energy range are reported. Although the data above 20 MeV are important for IFMIF and are of interest because of their novelty, the traditional energy region below 20 MeV remains of great importance for most fusion applications. The testing of such large data libraries for reactions with no experimental data is necessary and results from the use of the recently developed method of Statistical

  18. Doing the Math

    Science.gov (United States)

    Pulley, John

    2009-01-01

    Coordinating advancement functions of units and divisions accustomed to independent operation and discretionary budgets isn't easy. Market research can help bridge those divides. And at a time of limited financial resources, institutions are eager to make smart choices with their marketing dollars. Market research can cut through misperceptions…

  19. Addressing Math Anxiety in the Classroom

    Science.gov (United States)

    Finlayson, Maureen

    2014-01-01

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

  20. Enhancing Mathematical Communication for Virtual Math Teams

    Science.gov (United States)

    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…

  1. Helping Students Get Past Math Anxiety

    Science.gov (United States)

    Scarpello, Gary

    2007-01-01

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

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

    CERN Document Server

    Benjamin, Amy

    2013-01-01

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

  3. Five strands of math tasks big book : grades pk-2

    CERN Document Server

    Reed, Nat; Forest, Chris

    2009-01-01

    For grades PK-2, our Common Core State Standards-based resource meets the five strands of math concepts addressed by the NCTM standards and encourages the students to learn and review the concepts in unique ways. Included are challenging problem-solving tasks which will push the boundaries of critical thought and demonstrate to students the importance of mathematical problems in Number & Operations, Geometry, Measurement, Data Analysis & Probability and Algebra using real world situations.

  4. Five strands of math drills big book : grades PK-2

    CERN Document Server

    Reed, Nat; Forest, Chris

    2011-01-01

    For grades PK-2, our Common Core State Standards-based resource meets the five strands of math concepts addressed by the NCTM standards and encourages the students to review the concepts in unique ways. Included are warm-up and timed drill activities which will push the boundaries of critical thought and demonstrate to students the importance of mathematical problems in Number & Operations, Geometry, Measurement, Data Analysis & Probability and Algebra using real world situations.

  5. String-Math 2015

    CERN Document Server

    2015-01-01

    Welcome to String-Math 2015 at Sanya. The conference will be opened in December 31, 2015- January 4, 2016. String theory plays a central role in theoretical physics as a candidate for the quantum theory unifying gravity with other interactions. It has profound connections with broad branches of modern mathematics ever since the birth. In the last decades, the prosperous interaction, built upon the joint efforts from both mathematicians and physicists, has given rise to marvelous deep results in supersymmetric gauge theory, topological string, M-theory and duality on the physics side as well as in algebraic geometry, differential geometry, algebraic topology, representation theory and number theory on the mathematics side. The interplay is two-fold. The mathematics has provided powerful tools to fulfill the physical interconnection of ideas and clarify physical structures to understand the nature of string theory. On the other hand, ideas from string theory and quantum field theory have been a source of sign...

  6. Mathe Kompakt fur Dummies

    CERN Document Server

    Zegarelli, Mark

    2015-01-01

    Der schnelle Überblick für Schüler und jeden, den es sonst noch interessiert Müssen Sie sich in der Schule oder im Beruf mit Mathematik beschäftigen und es hapert schon an den Grundlagen? Frei nach dem Motto »Einst gelernt, doch längst vergessen« bereiten oft gerade die einfachen Fragestellungen Probleme. Wie viel Prozent sind das nochmal? Wie war das doch gleich mit der Bruchrechnung und wie berechnet man eigentlich den Flächeninhalt eines Dreiecks? Keine Sorge, Mark Zegarelli erklärt es Ihnen einfach, aber zugleich amüsant, und hilft Ihnen so, Ihre Wissenslücken zu schließen. Damit ist Mathe

  7. 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.

  8. 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.

  9. The Relationship between Cognitive Reserve and Math Abilities.

    Science.gov (United States)

    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.

  10. Words Do Come Easy (Sometimes)

    DEFF Research Database (Denmark)

    Starrfelt, Randi; Petersen, Anders; Vangkilde, Signe Allerup

    multiple stimuli are presented simultaneously: Are words treated as units or wholes in visual short term memory? Using methods based on a Theory of Visual Attention (TVA), we measured perceptual threshold, visual processing speed and visual short term memory capacity for words and letters, in two simple...... a different pattern: Letters are perceived more easily than words, and this is reflected both in perceptual processing speed and short term memory capacity. So even if single words do come easy, they seem to enjoy no advantage in visual short term memory....

  11. How easy the invention is

    Energy Technology Data Exchange (ETDEWEB)

    Wang, Yeon Jung

    2002-05-15

    This book deals with the inventions invented by kids such as a utility helmet, a useful drawing board, automatic safe device, telephone for the blind, a peaceful washboard, roly poly milk bottle, seat belt with height control, gas hose to prevent thief, portable magic soap, useful bus handle, convent desk, a paper cup attached a spoon, a useful washboard, dressing room using moveable small cymbals, fluorescent light which is easy to put in a new one, rods for night, curtain for cars, spray shampoo, and a good calendar.

  12. How easy the invention is

    International Nuclear Information System (INIS)

    Wang, Yeon Jung

    2002-05-01

    This book deals with the inventions invented by kids such as a utility helmet, a useful drawing board, automatic safe device, telephone for the blind, a peaceful washboard, roly poly milk bottle, seat belt with height control, gas hose to prevent thief, portable magic soap, useful bus handle, convent desk, a paper cup attached a spoon, a useful washboard, dressing room using moveable small cymbals, fluorescent light which is easy to put in a new one, rods for night, curtain for cars, spray shampoo, and a good calendar.

  13. Strict rules for easy transition

    International Nuclear Information System (INIS)

    Roggen, M.

    2003-01-01

    The energy companies soon start tests to assess whether their information systems are ready to enable easy transition of retail clients from one energy supplier to another starting early next year. Having learnt a great deal from its experience with the liberalisation of the market for medium-sized business clients, power trade organisation EnergieNed has decided to run a support program named Spoed. (Dutch for Speed) to support the final stage of the liberalisation process. A Reference model has been prepared, on the basis of which energy companies can now test the mutual exchange of switch data [nl

  14. Multidimensional coherent spectroscopy made easy

    Energy Technology Data Exchange (ETDEWEB)

    Gundogdu, Kenan; Stone, Katherine W.; Turner, Daniel B. [Department of Chemistry, Massachusetts Institute of Technology, 77 Mass Ave. 6-026 Cambridge, MA 02139 (United States); Nelson, Keith A. [Department of Chemistry, Massachusetts Institute of Technology, 77 Mass Ave. 6-026 Cambridge, MA 02139 (United States)], E-mail: kanelson@mit.edu

    2007-11-15

    We have demonstrated a highly efficient fully coherent 2D spectrometer based on 2D pulse shaping and Fourier beam shaping. The versatility of the design allows one to measure different 2D spectral surfaces consecutively. Easy alignment, inherent phase stability, rotating wave frame detection, and arbitrary waveform generation in all of the beams are important features of this design. We have demonstrated the functionality of the 2D spectrometer by measuring a 2D spectral surface of a GaAs quantum well.

  15. Multidimensional coherent spectroscopy made easy

    International Nuclear Information System (INIS)

    Gundogdu, Kenan; Stone, Katherine W.; Turner, Daniel B.; Nelson, Keith A.

    2007-01-01

    We have demonstrated a highly efficient fully coherent 2D spectrometer based on 2D pulse shaping and Fourier beam shaping. The versatility of the design allows one to measure different 2D spectral surfaces consecutively. Easy alignment, inherent phase stability, rotating wave frame detection, and arbitrary waveform generation in all of the beams are important features of this design. We have demonstrated the functionality of the 2D spectrometer by measuring a 2D spectral surface of a GaAs quantum well

  16. Math for scientists refreshing the essentials

    CERN Document Server

    Maurits, Natasha

    2017-01-01

    Accessible and comprehensive, this guide is an indispensable tool for anyone in the sciences – new and established researchers, students and scientists – looking either to refresh their math skills or to prepare for the broad range of math, statistical and data-related challenges they are likely to encounter in their work or studies. In addition to helping scientists improve their knowledge of key mathematical concepts, this unique book will help readers: ·                     Read mathematical symbols ·                     Understand formulas, data or statistical information ·                     Determine medication equivalents ·                     Analyze neuroimaging  Mathematical concepts are presented alongside illustrative and useful real-world scien­tific examples and are further clarified through practical pen-and-paper exercises. Whether you are a student encountering high-level mathematics in your research or...

  17. Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities

    OpenAIRE

    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, ...

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

    OpenAIRE

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

    2017-01-01

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

  19. Attentional bias in math anxiety.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2015-09-01

    A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

  1. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

    OpenAIRE

    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...

  2. Math remediation for the college bound how teachers can close the gap, from the basics through algebra

    CERN Document Server

    Khatri, Daryao

    2011-01-01

    Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences.

  3. WWC Review of the Report "The Effects of Math Video Games on Learning." What Works Clearinghouse Single Study Review

    Science.gov (United States)

    What Works Clearinghouse, 2015

    2015-01-01

    In the 2014 study, "The Effects of Math Video Games on Learning," researchers examined the impacts of math video games on the fractions knowledge of 1,468 sixth-grade students in 23 schools. The video games focused on fractions concepts including: whole units, numerator and denominator, understanding the number line, fractions…

  4. Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

    Science.gov (United States)

    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.

  5. Radio frequency modulation made easy

    CERN Document Server

    Faruque, Saleh

    2017-01-01

    This book introduces Radio Frequency Modulation to a broad audience. The author blends theory and practice to bring readers up-to-date in key concepts, underlying principles and practical applications of wireless communications. The presentation is designed to be easily accessible, minimizing mathematics and maximizing visuals.

  6. Math for computer applications

    CERN Document Server

    REA, The Editors of

    2013-01-01

    REA's Essentials provide quick and easy access to critical information in a variety of different fields, ranging from the most basic to the most advanced. As its name implies, these concise, comprehensive study guides summarize the essentials of the field covered. Essentials are helpful when preparing for exams, doing homework and will remain a lasting reference source for students, teachers, and professionals. Topics include logic, set theory, relations and functions, vectors and matrices, graph theory, counting and binomial theorem, probability, Boolean algebra, and linear programming and

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

    Science.gov (United States)

    Libertus, Melissa E.

    2018-01-01

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

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

    Science.gov (United States)

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

    2014-12-01

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

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

    Science.gov (United States)

    Braham, Emily J; Libertus, Melissa E

    2018-01-01

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

  10. 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.

  11. Easy Bruising: Common as You Age

    Science.gov (United States)

    Healthy Lifestyle Healthy aging If you're experiencing easy bruising, you might have questions about what's causing the ... 04, 2017 Original article: http://www.mayoclinic.org/healthy-lifestyle/healthy-aging/in-depth/easy-bruising/art-20045762 . ...

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

    Science.gov (United States)

    Bull, Heather

    2009-01-01

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

  13. A Motivational Technique for Business Math

    Science.gov (United States)

    Voelker, Pamela

    1977-01-01

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

  14. Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

    Science.gov (United States)

    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…

  15. A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins

    Science.gov (United States)

    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…

  16. Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

    Science.gov (United States)

    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…

  17. Eléments de mathématique algèbre commutative

    CERN Document Server

    Bourbaki, Nicolas

    Les élements de mathématique de Nicolas Bourbaki ont pour objet une présentation rigoureuse, systématique et sans prérequis des mathématiques depuis leurs fondements. Ce premier volume du Livre d'Algèbre commutative, septième Livre du traité, est consacré aux concepts fondamentaux de l'algèbre commutative.

  18. Maths to the rescue!

    CERN Multimedia

    Computer Security Team

    2013-01-01

    Do you recall our article on “Creativity@CERN” and the problem of creating good, memorable passwords? Given the feedback we’ve received, it still does not seem to be that easy.   So let’s take another approach – the physicist’s/engineer’s/mathematician’s way. For them, mathematical formulae are bread and butter: binomial expansion formulae, Pythagoras’ Law, integrals or derivatives, Laplace or Fourier transforms – you name it. Furthermore, there are plenty of physics formulae: Maxwell’s equations, the Schrödinger equation, the standard model Lagrangian and so on. So why not use your favourite mathematical or physics formula as your password? Passwords are supposed to be at least eight characters long with a mixture of at least three of the following: upper-case letters, lower-case letters, digits and symbols. “sin^2(x)+cos^2(x)=1”, “e^ipi=-1&...

  19. Response to intervention in math

    CERN Document Server

    Riccomini, Paul J

    2010-01-01

    Boost academic achievement for all students in your mathematics classroom! This timely resource leads the way in applying RTI to mathematics instruction. The authors describe how the three tiers can be implemented in specific math areas and illustrate RTI procedures through case studies. Aligned with the NMAP final report and IES practice guide, this book includes: Intervention strategies for number sense, fractions, problem solving, and more Procedures for teaching math using systematic and explicit instruction for assessment, instructional planning, and evaluation Essential components to con

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

    Science.gov (United States)

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

    2015-01-01

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

  1. Math Branding in a Community College Library

    Science.gov (United States)

    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…

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

    NARCIS (Netherlands)

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

    2009-01-01

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

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

    Science.gov (United States)

    Radu, Petronela

    2013-01-01

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

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

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

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

  5. Math and Humane Education.

    Science.gov (United States)

    DeRosa, Bill

    1986-01-01

    Describes an activity designed to improve students' skills at solving mathematical word problems through an awareness of the pet overpopulation problem. Uses the concept of cumulative female offspring as a focal point in assisting students to analyze and work through word problems. (ML)

  6. Math in a Can

    Science.gov (United States)

    Cupillari, Antonella

    2015-01-01

    Practical problems that use mathematical concepts are among the highlights of any mathematics class, for better and for worse. Teachers are thrilled to show applications of new theoretical ideas, whereas most students dread "word problems." This article presents a sequence of three activities designed to get students to think about…

  7. Forum Math-for-Industry 2015

    CERN Document Server

    Broadbridge, Philip; Fukumoto, Yasuhide; Kamiyama, Naoyuki; Mizoguchi, Yoshihiro; Polthier, Konrad; Saeki, Osamu

    2017-01-01

    This book is a collection of papers presented at the “Forum Math-for-Industry 2015” for which the unifying theme was “The Role and Importance of Mathematics in Innovation”, held at the Institute of Mathematics for Industry, Kyushu University, October 26–30, 2015. The theme highlights two key roles that mathematics plays in supporting innovation in science, technology, and daily life, namely, needs-based and idea-based. For the former, mathematics assists with sorting through the possibilities and putting matters on a more rigorous foundation, and for the latter, mathematical models of the possible implementations play a key role. The book gives excellent examples of how mathematics assists with stimulating innovation and, thereby, highlights the importance and relevance of the concept Mathematics_FOR_Industry. The contents of this volume address productive and successful interaction between industry and mathematicians, as well as the cross-fertilization and collaboration that result when mathematics...

  8. Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2015-01-01

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

  10. Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

    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.

  11. Concepts of modern mathematics

    CERN Document Server

    Stewart, Ian

    1995-01-01

    Some years ago, ""new math"" took the country's classrooms by storm. Based on the abstract, general style of mathematical exposition favored by research mathematicians, its goal was to teach students not just to manipulate numbers and formulas, but to grasp the underlying mathematical concepts. The result, at least at first, was a great deal of confusion among teachers, students, and parents. Since then, the negative aspects of ""new math"" have been eliminated and its positive elements assimilated into classroom instruction.In this charming volume, a noted English mathematician uses humor an

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

    Science.gov (United States)

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

    2008-01-01

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

  13. All you need in Maths!

    NARCIS (Netherlands)

    van de Craats, J.; Bosch, R.

    2014-01-01

    All You Need in Maths! covers the basic mathematics you need to successfully embark on a university or college career in technology, natural sciences, computer and information science, economics, business and management studies, and related disciplines. By basic mathematics we mean elementary

  14. Meeting a Math Achievement Crisis

    Science.gov (United States)

    Jennings, Lenora; Likis, Lori

    2005-01-01

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

  15. Teaching Math to the Talented

    Science.gov (United States)

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

    2011-01-01

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

  16. Big Math for Little Kids

    Science.gov (United States)

    Greenes, Carole; Ginsburg, Herbert P.; Balfanz, Robert

    2004-01-01

    "Big Math for Little Kids," a comprehensive program for 4- and 5-year-olds, develops and expands on the mathematics that children know and are capable of doing. The program uses activities and stories to develop ideas about number, shape, pattern, logical reasoning, measurement, operations on numbers, and space. The activities introduce the…

  17. Three brief assessments of math achievement.

    Science.gov (United States)

    Steiner, Eric T; Ashcraft, Mark H

    2012-12-01

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

  18. Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

    Science.gov (United States)

    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

  19. Affective and motivational factors mediate the relation between math skills and use of math in everyday life

    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.

  20. 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.

  1. Strengthening maths learning dispositions through ‘math clubs’

    OpenAIRE

    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...

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

    OpenAIRE

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

    2009-01-01

    Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the opportunities offered by computer graphics, visual programming and game design as an alternative for traditional methods of teaching mathemathics. In particular, games may be deployed both as intruments to d...

  3. Technical Adequacy of the easyCBM Primary-Level Mathematics Measures (Grades K-2), 2009-2010 Version. Technical Report #1006

    Science.gov (United States)

    Anderson, Daniel; Lai, Cheng-Fei; Nese, Joseph F. T.; Park, Bitnara Jasmine; Saez, Leilani; Jamgochian, Elisa; Alonzo, Julie; Tindal, Gerald

    2010-01-01

    In the following technical report, we present evidence of the technical adequacy of the easyCBM[R] math measures in grades K-2. In addition to reliability information, we present criterion-related validity evidence, both concurrent and predictive, and construct validity evidence. The results represent data gathered throughout the 2009/2010 school…

  4. Examining of Perceptions of Gifted Students toward Mathematics Concept

    Directory of Open Access Journals (Sweden)

    Mesut ÖZTÜRK

    2014-12-01

    Full Text Available The purpose of this study bring out owned intellectual image interested in mathematics concept of gifted students. Participant of twenty-eight gifted students that they selected via WISC-R intelligent test. A phenomenology design that one of qualitative research methods was adopted and data collection focus group interview. Data analysis consisted of content analysis. Students who participant made up different sixteen metaphor. The most widely used of them kainite. When examined justifications lie behind of metaphor gifted students have different three perception such as affected with people of math, influence toward math of the nature, the nature of math. The result of examine of math perception according to grade level when grade level increased, gifted students more interested the nature of math whereas depended on needed of people more interested math concept.

  5. Nurses' maths: researching a practical approach.

    Science.gov (United States)

    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.

  6. Family Maths and Complexity Theory

    OpenAIRE

    Webb, Paul; Austin, Pam

    2012-01-01

    The importance of family involvement is highlighted by findings that parents’ behaviours, beliefs and attitudes affect children’s behaviour in a major way. The Family Maths programme, which is the focus of this study, provides support for the transformative education practices targeted by the South African Department of Education by offering an intervention which includes teachers, learners and their families in an affirming learning community. In this study participating parents were intervi...

  7. Greg Tang: Making Math Count

    Science.gov (United States)

    Pierpont, Katherine

    2006-01-01

    Greg Tang has a resume that could get his foot in the door to a lot of places. A graduate of Harvard with both a B.A. and M.A. in economics, Tang has found success as a business executive, a speechwriter, a software designer and owner of a Tae Kwon Do school. After the publication of his first best-selling book for children, "The Grapes of Math"…

  8. 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.

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

    OpenAIRE

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

    2007-01-01

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

  10. Inhibition Performance in Children with Math Disabilities

    OpenAIRE

    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...

  11. Briefing paper for universities on Core Maths

    OpenAIRE

    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...

  12. Teachers’ ability in using math learning media

    Science.gov (United States)

    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.

  13. The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Holub, Sherry L.

    2017-01-01

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

  15. Using Brief Guided Imagery to Reduce Math Anxiety and Improve Math Performance: A Pilot Study

    Science.gov (United States)

    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…

  16. Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

    Science.gov (United States)

    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…

  17. Using an Intelligent Tutor and Math Fluency Training to Improve Math Performance

    Science.gov (United States)

    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…

  18. Math Performance as a Function of Math Anxiety and Arousal Performance Theory

    Science.gov (United States)

    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…

  19. 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

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

    Science.gov (United States)

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

    2016-01-01

    Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. Mathematics anxiety: separating the math from the anxiety.

    Science.gov (United States)

    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.

  2. Girls Talk Math - Engaging Girls Through Math Media

    Science.gov (United States)

    Bernardi, Francesca; Morgan, Katrina

    2017-11-01

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

  3. 80 Years of Zentralblatt MATH

    CERN Document Server

    Teschke, Olaf; Werner, Dirk

    2011-01-01

    Founded in 1931 by Otto Neugebauer as the printed documentation service "Zentralblatt fur Mathematik und ihre Grenzgebiete", Zentralblatt MATH (ZBMATH) celebrates its 80th anniversary in 2011. Today it is the most comprehensive and active reference database in pure and applied mathematics worldwide. Many prominent mathematicians have been involved in this service as reviewers or editors and have, like all mathematicians, left their footprints in ZBMATH, in a long list of entries describing all of their research publications in mathematics. This book provides one review from each of t

  4. Post-Copenhagen: the 'new' math, legal 'additionality' and climate warming

    Energy Technology Data Exchange (ETDEWEB)

    Ferrey, Steven

    2010-05-15

    Control of carbon emissions to the atmosphere is the environmental issue of this decade - perhaps of this entire generation. Its importance has been equated to the survival of the planet. It may all come down to the novel legal concept that sounds like second-grade math: ''additionality.'' However, it is the ''new'' math. (author)

  5. Les mathématiques de la physique quantique

    CERN Document Server

    Basdevant, Jean-Louis

    2009-01-01

    Ce manuel contient les techniques mathématiques indispensables au maniement de la mécanique quantique : son apprentissage aussi bien que sa pratique. Composé de cinq chapitres, il couvre le programme suivant : les probabilités, la théorie des distributions, l'analyse de Fourier, l'analyse hilbertienne et quelques exemples utiles de fonctions spéciales. Le niveau est celui de la licence et du mastère de physique, le langage, celui des étudiants de physique et chimie d'aujourd'hui. Le but de l'auteur est la clarté et l'efficacité. Il présente les concepts et les résultats dans une langue aussi simple et aussi juste que possible au plan mathématique tout en restant digeste pour les applications. A l'appui de cas concrets, il souligne les points de rigueur mathématique qui ne sont traités que dans les ouvrages spécialisés. Outre sa dimension modeste, ce petit livre présente plusieurs avantages car, récent, simple et concis, il contient aussi quelques exercices.

  6. Combining Basic Business Math and Electronic Calculators.

    Science.gov (United States)

    Merchant, Ronald

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

  7. Explaining Math Achievement: Personality, Motivation, and Trust

    Science.gov (United States)

    Kilic-Bebek, Ebru

    2009-01-01

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

  8. Childcare Quality and Preschoolers' Math Development

    Science.gov (United States)

    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…

  9. Football to Improve Math and Reading Performance

    Science.gov (United States)

    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…

  10. Five Keys for Teaching Mental Math

    Science.gov (United States)

    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…

  11. Mini-Portfolio on Math and Science.

    Science.gov (United States)

    Teaching PreK-8, 1996

    1996-01-01

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

  12. Football to improve math and reading performance

    NARCIS (Netherlands)

    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

  13. Decreasing Math Anxiety in College Students

    Science.gov (United States)

    Perry, Andrew B.

    2004-01-01

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

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

    Science.gov (United States)

    Mercer, Gary J.

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

  15. Phylogeny of the TRAF/MATH domain.

    Science.gov (United States)

    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.

  16. 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.

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

    Science.gov (United States)

    Jameson, Molly M.; Fusco, Brooke R.

    2014-01-01

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

  18. A Case Study of Coaching in Science, Technology, Engineering, and Math Professional Development

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2016-01-01

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

  20. Audel carpenter's and builder's math, plans, and specifications

    CERN Document Server

    Miller, Mark Richard

    2005-01-01

    You can count on a good planA successful building or remodeling job requires not only a plan, but also the skill to interpret it and an understanding of the mathematics behind it. Whether you are a builder by trade or a do-it-yourself carpenter by choice, turn to this newly updated guide for easy explanations of the math involved and clear instructions on developing and using the necessary plans and specifications.* Explore the different types of wood products and learn what is best for your purpose* Choose appropriate building materials for weather and other natural factors* Refresh your knowledge of fractions, ratios, geometry, and measurement* Understand how to use basic surveying tools* Become familiar with the design process and recognize various styles of architecture* Learn to read architectural drawings and work with computer design

  1. The Language of Mathematics Utilizing Math in Practice

    CERN Document Server

    Baber, Robert L

    2011-01-01

    A new and unique way of understanding the translation of concepts and natural language into mathematical expressions Transforming a body of text into corresponding mathematical expressions and models is traditionally viewed and taught as a mathematical problem; it is also a task that most find difficult. The Language of Mathematics: Utilizing Math in Practice reveals a new way to view this process-not as a mathematical problem, but as a translation, or language, problem. By presenting the language of mathematics explicitly and systematically, this book helps readers to learn mathematics¿and i

  2. Math

    Directory of Open Access Journals (Sweden)

    Srinivas Jangili

    2016-09-01

    Full Text Available The present study investigates the entropy generation in magnetized-micropolar fluid flow in between two vertical concentric rotating cylinders of infinite length. The surface of the inner cylinder is heated while the surface of the outer cylinder is cooled. Internal heat generation is incorporated. The Eringen thermo-micropolar fluid model is used to simulate the micro-structural rheological flow characteristics in the annulus region. The flow is subjected to a constant, static, axial magnetic field. The surface of the inner cylinder is prescribed to be isothermal whereas the surface of the outer cylinder was exposed to convection cooling. The conservation equations are normalized and closed-form solutions are obtained for the velocity, microrotation, temperature, entropy generation number, Bejan number and total entropy generation rate. The effects of the relevant parameters are displayed graphically. It is observed that the external magnetic force enhances the entropy production rate and it is maximum in the proximity of the inner cylinder. This causes more wear and tear at the surface of the inner cylinder. Greater Hartmann number also elevates microrotation values in the entire annulus region. The study is relevant to optimization of chemical engineering processes, nuclear engineering cooling systems and propulsion systems utilizing non-Newtonian fluids and magnetohydrodynamics.

  3. Strengthening maths learning dispositions through ‘math clubs’

    Directory of Open Access Journals (Sweden)

    Mellony Graven

    2016-02-01

    Full Text Available 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 sensemaking 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 levels of numeracy learning across the majority of schools in the province. Two sources of data, learner interviews and teacher questionnaires, from one case study club, are shared in this article to illuminate the potential such clubs hold in developing increasingly participatory mathematics learning dispositions.

  4. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

    Science.gov (United States)

    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

  5. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Krystle O'Leary

    2017-12-01

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

  8. 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.

  9. Interpreting Histograms. As Easy as It Seems?

    Science.gov (United States)

    Lem, Stephanie; Onghena, Patrick; Verschaffel, Lieven; Van Dooren, Wim

    2014-01-01

    Histograms are widely used, but recent studies have shown that they are not as easy to interpret as it might seem. In this article, we report on three studies on the interpretation of histograms in which we investigated, namely, (1) whether the misinterpretation by university students can be considered to be the result of heuristic reasoning, (2)…

  10. 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.

  11. La maison des mathématiques

    CERN Document Server

    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...

  12. The neurodevelopmental basis of math anxiety.

    Science.gov (United States)

    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.

  13. More than Counting: Whole Math Activities for Preschool and Kindergarten.

    Science.gov (United States)

    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…

  14. Math know-how answers to your most persistent teaching issues, grades 3-5

    CERN Document Server

    Adams, Thomasenia L

    2013-01-01

    From two math coaches who really know how Have you ever wished there were a single resource to help you tackle your most persistent teaching issues once and for all? To engage students in more meaningful ways? To provide the tools you need to increase students' understanding of key mathematical concepts? All at the same time! Math coaches Thomasenia Lott Adams and Joanne LaFramenta have just written it. With the help of this book, you'll be armed with the know-how to employ strategies to achieve the CCSS, especially the Mathematical Practices make purposeful teaching decisions facilitate differentiated instruction teach and learn with manipulatives use technology appropriately.

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

    CERN Document Server

    Muschla, Judith A

    2011-01-01

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

  16. Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study

    Directory of Open Access Journals (Sweden)

    Gerardo Ramirez

    2017-12-01

    Full Text Available Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children (N = 812, I hypothesize that math anxiety creates negative experiences in the classroom that threaten children’s positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children’s math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education.

  17. Five strands of math drills big book : grades 6-8

    CERN Document Server

    Reed, Nat; Forest, Chris

    2011-01-01

    For grades 6-8, our Common Core State Standards-based resource meets the five strands of math concepts addressed by the NCTM standards and encourages the students to review the concepts in unique ways. Included are warm-up and timed drill activities which will push the boundaries of critical thought and demonstrate to students the importance of mathematical problems in Number & Operations, Geometry, Measurement, Data Analysis & Probability and Algebra using real world situations.

  18. Five strands of math drills big book : grades 3-5

    CERN Document Server

    Reed, Nat; Forest, Chris

    2011-01-01

    For grades 3-5, our Common Core State Standards-based resource meets the five strands of math concepts addressed by the NCTM standards and encourages the students to review the concepts in unique ways. Included are warm-up and timed drill activities which will push the boundaries of critical thought and demonstrate to students the importance of mathematical problems in Number & Operations, Geometry, Measurement, Data Analysis & Probability and Algebra using real world situations.

  19. 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...

  20. Affective and motivational factors mediate the relation between math skills and use of math in everyday life

    NARCIS (Netherlands)

    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

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

    Science.gov (United States)

    Looney, Lisa; Perry, David; Steck, Andy

    2017-01-01

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

  2. An Investigation of Boys' and Girls' Emotional Experience of Math, Their Math Performance, and the Relation between These Variables

    Science.gov (United States)

    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…

  3. An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables

    NARCIS (Netherlands)

    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

  4. Math Practice and Its Influence on Math Skills and Executive Functions in Adolescents with Mild to Borderline Intellectual Disability

    Science.gov (United States)

    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…

  5. Neural correlates of math anxiety – an overview and implications

    OpenAIRE

    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...

  6. Maths concepts in teaching: Procedural and conceptual knowledge

    Directory of Open Access Journals (Sweden)

    Caroline Long

    2005-10-01

    Full Text Available In teaching a general course on mathematics for prospective teachers, I have found the theoretical distinction between conceptual knowledge and procedural knowledge (Hiebert & Lefevre, 1986 a useful focus for teaching practice. The constructs provide a scaffold for the learning of mathematics by the students and for thinking about the teaching of mathematics in the school environment. These theoretical insights uncover in part the processes for acquiring knowledge and provide a tool for addressing problematic areas of learning.

  7. The Brain's Response to Digital Math Apps: A Pilot Study Examining Children's Cortical Responses during Touch-Screen Interactions

    Science.gov (United States)

    Baker, Joseph M.; Moyer-Packenham, Patricia S.; Tucker, Stephen I.; Shumway, Jessica F.; Jordan, Kerry E.; Gillam, Ronald B.

    2018-01-01

    Functional near-infrared spectroscopy (fNIRS) is an easy to use neuroimaging technique that is portable and maintains a liberal tolerance to movement. As such, fNIRS represents an ideal tool to observe children's neural activity as they engage in real-world classroom activities, such as the interaction with digital math apps on an iPad. Here, we…

  8. The European Activation System. EASY-2001 overview

    International Nuclear Information System (INIS)

    Forrest, R.A.

    2001-03-01

    This document gives an overview of the European Activation System (EASY) as released in 2001. EASY-2001 consists of a wide range of codes, data and documentation all aimed at satisfying the objective of calculating the response of materials irradiated in a neutron flux. It is designed to investigate fusion devices that will act as intense sources of high energy (14 MeV) neutrons and cause significant activation of the surrounding materials. However, the very general nature of the calculational method and the data libraries means that it is applicable (with some reservations) to all situations (e.g. fission reactors or neutron sources) where materials are exposed to neutrons below 20 MeV

  9. Fixed point algebras for easy quantum groups

    DEFF Research Database (Denmark)

    Gabriel, Olivier; Weber, Moritz

    2016-01-01

    Compact matrix quantum groups act naturally on Cuntz algebras. The first author isolated certain conditions under which the fixed point algebras under this action are Kirchberg algebras. Hence they are completely determined by their K-groups. Building on prior work by the second author,we prove...... that free easy quantum groups satisfy these conditions and we compute the K-groups of their fixed point algebras in a general form. We then turn to examples such as the quantum permutation group S+ n,the free orthogonal quantum group O+ n and the quantum reflection groups Hs+ n. Our fixed point......-algebra construction provides concrete examples of free actions of free orthogonal easy quantum groups,which are related to Hopf-Galois extensions....

  10. 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)

  11. Math: The Gateway to Great Careers

    Science.gov (United States)

    Ploutz-Snyder, Robert

    2010-01-01

    This slide presentation examines the role of mathematical proficiency and how it relates to advantages in careers. It emphasises the role of math in attaining entrance to college, graduate schools, and a career that is interesting and well paying.

  12. Dynamic Facial Expression of Emotion Made Easy

    OpenAIRE

    Broekens, Joost; Qu, Chao; Brinkman, Willem-Paul

    2012-01-01

    Facial emotion expression for virtual characters is used in a wide variety of areas. Often, the primary reason to use emotion expression is not to study emotion expression generation per se, but to use emotion expression in an application or research project. What is then needed is an easy to use and flexible, but also validated mechanism to do so. In this report we present such a mechanism. It enables developers to build virtual characters with dynamic affective facial expressions. The mecha...

  13. Planar graphical models which are easy

    Energy Technology Data Exchange (ETDEWEB)

    Chertkov, Michael [Los Alamos National Laboratory; Chernyak, Vladimir [WAYNE STATE UNIV

    2009-01-01

    We describe a rich family of binary variables statistical mechanics models on planar graphs which are equivalent to Gaussian Grassmann Graphical models (free fermions). Calculation of partition function (weighted counting) in the models is easy (of polynomial complexity) as reduced to evaluation of determinants of matrixes linear in the number of variables. In particular, this family of models covers Holographic Algorithms of Valiant and extends on the Gauge Transformations discussed in our previous works.

  14. Concept - or no concept

    DEFF Research Database (Denmark)

    Thorsteinsson, Uffe

    1999-01-01

    Discussion about concept in industrial companies. A method for mapping of managerial concept in specific area is shown......Discussion about concept in industrial companies. A method for mapping of managerial concept in specific area is shown...

  15. Improving basic math skills through integrated dynamic representation strategies.

    Science.gov (United States)

    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.

  16. Speaking the same language in physics and math

    Science.gov (United States)

    Harvey, Marci

    2012-02-01

    "Hey, is that the same thing as a derivative from calculus?" "Isn't that a quadratic equation?" These are some of the math-related questions my physics students ask every year. Some students realize that determining velocity from a position-time graph is the same thing as taking the first derivative in calculus or they recognize a quadratic equation has a t2 term. Why can all students not make the connection between the two? I wonder if we, as teachers of two different subjects, are making this learning more difficult because we have different terminology for identical concepts. We have an opportunity to create a learning environment that offers multiple opportunities to improve student comprehension. Teachers can connect the concepts from various classes into a cohesive set of information that can be used for higher-level thinking and processing skills.

  17. Developing Mathematical Resilience of Prospective Math Teachers

    Science.gov (United States)

    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.

  18. Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

    Science.gov (United States)

    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

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

    Science.gov (United States)

    Bahr, Peter Riley

    2013-01-01

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

  20. Math Tracks: What Pace in Math Is Best for the Middle School Child?

    Science.gov (United States)

    Morrison, Michelle

    2011-01-01

    Mathematics is a critical part of academic preparation of the middle school child, or, as Dr. Maria Montessori would refer to them, children in the third plane of development. Montessori educators are sincere in their endeavors not only to prepare young students for further studies of math and the application of math in their world and careers,…

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

    Science.gov (United States)

    Zakariya, Yusuf F.

    2016-01-01

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

  2. Math and Movement: Practical Ways to Incorporate Math into Physical Education

    Science.gov (United States)

    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…

  3. The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness

    Science.gov (United States)

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

    2016-01-01

    To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…

  4. Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California

    Science.gov (United States)

    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…

  5. Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

    Science.gov (United States)

    DiGisi, Lori L.; Fleming, Dianne

    2005-01-01

    Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…

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

    Science.gov (United States)

    Rimbey, Kimberly

    2007-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the themed program "Are You Game? Math Academy--Explorations in Probability," which teachers can use to…

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

    Science.gov (United States)

    Geist, Eugene

    2015-01-01

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

  8. Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety

    Science.gov (United States)

    Kulkin, Margaret

    2016-01-01

    Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…

  9. Astrophysics is easy! an introduction for the amateur astronomer

    CERN Document Server

    Inglis, Michael

    2015-01-01

    Astrophysics is often –with some justification – regarded as incomprehensible without the use of higher mathematics. Consequently, many amateur astronomers miss out on some of the most fascinating aspects of the subject. Astrophysics Is Easy! cuts through the difficult mathematics and explains the basics of astrophysics in accessible terms. Using nothing more than plain arithmetic and simple examples, the workings of the universe are outlined in a straightforward yet detailed and easy-to-grasp manner.   The original edition of the book was written over eight years ago, and in that time, advances in observational astronomy have led to new and significant changes to the theories of astrophysics. The new theories will be reflected in both the new and expanded chapters.   A unique aspect of this book is that, for each topic under discussion, an observing list is included so that observers can actually see for themselves the concepts presented –stars of the spectral sequence, nebulae, galaxies, even black ...

  10. An easy guide to factor analysis

    CERN Document Server

    Kline, Paul

    2014-01-01

    Factor analysis is a statistical technique widely used in psychology and the social sciences. With the advent of powerful computers, factor analysis and other multivariate methods are now available to many more people. An Easy Guide to Factor Analysis presents and explains factor analysis as clearly and simply as possible. The author, Paul Kline, carefully defines all statistical terms and demonstrates step-by-step how to work out a simple example of principal components analysis and rotation. He further explains other methods of factor analysis, including confirmatory and path analysis, a

  11. Competitive Clientelism, Easy Financing and Weak Capitalists

    DEFF Research Database (Denmark)

    Whitfield, Lindsay

    productive capitalists; and (3) easy access to financing for the state and the ruling coalition from foreign aid, mining and cocoa bean exports. As a result, ruling elites’ policy actions did not prioritize the development of new productive sectors (or upgrading of old ones), but were geared towards......Ghana has exhibited rather strong economic growth since the 1980s, but little transformation of the productive structure of its economy. The paper argues that ruling elites’ policy choices are shaped by their political survival strategies. In turn, these strategies are shaped by (1...... in significant productive sector investments....

  12. 'German Angst' vs 'Danish Easy Going'?

    DEFF Research Database (Denmark)

    Fersch, Barbara

    2012-01-01

    national lines. Whereas insecurity and its related fear and anxiety played a huge role in the German interviews (‘German Angst’), the Danish freelancers attached less importance to the topic of insecurity and showed almost no sign of related anxiety (‘Danish Easy-going’). Some reasons for this can be found...... in the different social security backgrounds and welfare state programmes of the two countries, but these differences cannot explain the very different ways of talking about and dealing with the topic. Therefore, I suggest that the differences can be understood in the context of trust as a multi...

  13. PHP Solutions Dynamic Web Design Made Easy

    CERN Document Server

    Powers, David

    2010-01-01

    This is the second edition of David Power's highly-respected PHP Solutions: Dynamic Web Design Made Easy. This new edition has been updated by David to incorporate changes to PHP since the first edition and to offer the latest techniques - a classic guide modernized for 21st century PHP techniques, innovations, and best practices. You want to make your websites more dynamic by adding a feedback form, creating a private area where members can upload images that are automatically resized, or perhaps storing all your content in a database. The problem is, you're not a programmer and the thought o

  14. Changes in frontal-parietal activation and math skills performance following adaptive number sense training: preliminary results from a pilot study.

    Science.gov (United States)

    Kesler, Shelli R; Sheau, Kristen; Koovakkattu, Della; Reiss, Allan L

    2011-08-01

    Number sense is believed to be critical for math development. It is putatively an implicitly learned skill and may therefore have limitations in terms of being explicitly trained, particularly in individuals with altered neurodevelopment. A case series study was conducted using an adaptive, computerised programme that focused on number sense and general problem-solving skills. The study was designed to investigate training effects on performance as well as brain function in a group of children with Turner syndrome who are at risk for math difficulties and altered development of math-related brain networks. Standardised measurements of math and math-related cognitive skills as well as functional magnetic resonance imaging (fMRI) were used to assess behavioural and neurobiological outcomes following training. Participants demonstrated significantly increased basic math skills, including number sense, and calculation as well as processing speed, cognitive flexibility and visual-spatial processing skills. With the exception of calculation, increased scores also were clinically significant (i.e., recovered) based on reliable change analysis. Participants additionally demonstrated significantly increased bilateral parietal lobe activation and decreased frontal-striatal and mesial temporal activation following the training programme. These findings show proof of concept for an accessible training approach that may be potentially associated with improved number sense, math and related skills, as well as functional changes in math-related neural systems, even among individuals at risk for altered brain development.

  15. Improving Student Achievement in Math and Science

    Science.gov (United States)

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

    1998-01-01

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

  16. The role of expressive writing in math anxiety.

    Science.gov (United States)

    Park, Daeun; Ramirez, Gerardo; Beilock, Sian L

    2014-06-01

    Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  17. The new math of ownership.

    Science.gov (United States)

    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.

  18. Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability.

    Science.gov (United States)

    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.

  19. Math at home adds up to achievement in school.

    Science.gov (United States)

    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.

  20. Elementary School Math Instruction: Can Reading Specialists Assist?

    Science.gov (United States)

    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)

  1. An easy method for plant polysome profiling

    DEFF Research Database (Denmark)

    Lecampion, Cécile; Floris, Maina Huguette Joséphine; Fantino, Jean Raphaël

    2016-01-01

    are then pooled to prepare three different mRNA populations: the polysomes, mRNAs bound to several ribosomes; the monosomes, mRNAs bound to one ribosome; and mRNAs that are not bound to ribosomes. mRNAs are then extracted. This protocol has been validated for different plants and tissues including Arabidopsis......Translation of mRNA to protein is a fundamental and highly regulated biological process. Polysome profiling is considered as a gold standard for the analysis of translational regulation. The method described here is an easy and economical way for fractionating polysomes from various plant tissues....... A sucrose gradient is made without the need for a gradient maker by sequentially freezing each layer. Cytosolic extracts are then prepared in a buffer containing cycloheximide and chloramphenicol to immobilize the cytosolic and chloroplastic ribosomes to mRNA and are loaded onto the sucrose gradient. After...

  2. Parallel programming with Easy Java Simulations

    Science.gov (United States)

    Esquembre, F.; Christian, W.; Belloni, M.

    2018-01-01

    Nearly all of today's processors are multicore, and ideally programming and algorithm development utilizing the entire processor should be introduced early in the computational physics curriculum. Parallel programming is often not introduced because it requires a new programming environment and uses constructs that are unfamiliar to many teachers. We describe how we decrease the barrier to parallel programming by using a java-based programming environment to treat problems in the usual undergraduate curriculum. We use the easy java simulations programming and authoring tool to create the program's graphical user interface together with objects based on those developed by Kaminsky [Building Parallel Programs (Course Technology, Boston, 2010)] to handle common parallel programming tasks. Shared-memory parallel implementations of physics problems, such as time evolution of the Schrödinger equation, are available as source code and as ready-to-run programs from the AAPT-ComPADRE digital library.

  3. Minimum-complexity helicopter simulation math model

    Science.gov (United States)

    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.

  4. Essential math and calculations for pharmacy technicians

    CERN Document Server

    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.

  5. 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

  6. Radio frequency channel coding made easy

    CERN Document Server

    Faruque, Saleh

    2016-01-01

    This book introduces Radio Frequency Channel Coding to a broad audience. The author blends theory and practice to bring readers up-to-date in key concepts, underlying principles and practical applications of wireless communications. The presentation is designed to be easily accessible, minimizing mathematics and maximizing visuals.

  7. 75 Easy Life Science Demonstrations. Teacher Book.

    Science.gov (United States)

    Kardos, Thomas

    This book is a collection of life science classroom demonstrations. Explanations that review key concepts are included. Topics are: stimulus and response; gravitropism; phototropism; living organisms; carbon dioxide; gases emitted by plants; greenhouse effect; stomata; transpiration; leaf skeletons; seed growth; water evaporation in plants; carbon…

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

    Science.gov (United States)

    Bresser, Rusty; Melanese, Kathy; Sphar, Christine

    2009-01-01

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

  9. Firefighter Math - a web-based learning tool

    Science.gov (United States)

    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...

  10. Specific Cognitive Predictors of Early Math Problem Solving

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Reid, Mary; Reid, Steven

    2017-01-01

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

  12. Formula for Success: Engaging Families in Early Math Learning

    Science.gov (United States)

    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…

  13. How to Make the Most of Math Manipulatives.

    Science.gov (United States)

    Burns, Marilyn

    1996-01-01

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

  14. District Finds the Right Equation to Improve Math Instruction

    Science.gov (United States)

    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%…

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

    Science.gov (United States)

    Ruff, Sarah E.; Boes, Susan R.

    2014-01-01

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

  16. Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability

    NARCIS (Netherlands)

    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

  17. Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Powell, Torence J.

    2017-01-01

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

  19. Order of Administration of Math and Verbal Tests: An Ecological Intervention to Reduce Stereotype Threat on Girls' Math Performance

    Science.gov (United States)

    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…

  20. Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

    Science.gov (United States)

    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…

  1. Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions.

    Science.gov (United States)

    Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M; Nagengast, Benjamin; Trautwein, Ulrich

    2017-08-01

    Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (M age = 14.62, SD age = 0.47) and their predominantly Caucasian middle-class parents were obtained via separate questionnaires. Multilevel regression analyses with cross-level interactions were used to investigate differential intervention effects on students' motivational beliefs 6 weeks and 5 months after the intervention. Socioeconomic status, FI, and parental utility values were investigated as moderators of the intervention effects. The intervention conditions were especially effective in promoting students' utility, attainment, intrinsic value beliefs, and effort 5 months after the intervention for students whose parents reported lower levels of math interest. Furthermore, students whose parents reported low math utility values especially profited in terms of their utility and attainment math values 5 months after the intervention. No systematic differential intervention effects were found for socioeconomic status. These results highlight the effectiveness of relevance interventions in decreasing motivational gaps between students from families with fewer or more motivational resources. Findings point to the substantial importance of motivational family resources, which have been neglected in previous research. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  2. It's not maths; it's science: exploring thinking dispositions, learning thresholds and mindfulness in science learning

    Science.gov (United States)

    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.

  3. Helical waves in easy-plane antiferromagnets

    Science.gov (United States)

    Semenov, Yuriy G.; Li, Xi-Lai; Xu, Xinyi; Kim, Ki Wook

    2017-12-01

    Effective spin torques can generate the Néel vector oscillations in antiferromagnets (AFMs). Here, it is theoretically shown that these torques applied at one end of a normal AFM strip can excite a helical type of spin wave in the strip whose properties are drastically different from characteristic spin waves. An analysis based on both a Néel vector dynamical equation and the micromagnetic simulation identifies the direction of magnetic anisotropy and the damping factor as the two key parameters determining the dynamics. Helical wave propagation requires the hard axis of the easy-plane AFM to be aligned with the traveling direction, while the damping limits its spatial extent. If the damping is neglected, the calculation leads to a uniform periodic domain wall structure. On the other hand, finite damping decelerates the helical wave rotation around the hard axis, ultimately causing stoppage of its propagation along the strip. With the group velocity staying close to spin-wave velocity at the wave front, the wavelength becomes correspondingly longer away from the excitation point. In a sufficiently short strip, a steady-state oscillation can be established whose frequency is controlled by the waveguide length as well as the excitation energy or torque.

  4. An Evolving Worldview: Making Open Source Easy

    Science.gov (United States)

    Rice, Z.

    2017-12-01

    NASA Worldview is an interactive interface for browsing full-resolution, global satellite imagery. Worldview supports an open data policy so that academia, private industries and the general public can use NASA's satellite data to address Earth science related issues. Worldview was open sourced in 2014. By shifting to an open source approach, the Worldview application has evolved to better serve end-users. Project developers are able to have discussions with end-users and community developers to understand issues and develop new features. Community developers are able to track upcoming features, collaborate on them and make their own contributions. Developers who discover issues are able to address those issues and submit a fix. This reduces the time it takes for a project developer to reproduce an issue or develop a new feature. Getting new developers to contribute to the project has been one of the most important and difficult aspects of open sourcing Worldview. After witnessing potential outside contributors struggle, a focus has been made on making the installation of Worldview simple to reduce the initial learning curve and make contributing code easy. One way we have addressed this is through a simplified setup process. Our setup documentation includes a set of prerequisites and a set of straightforward commands to clone, configure, install and run. This presentation will emphasize our focus to simplify and standardize Worldview's open source code so that more people are able to contribute. The more people who contribute, the better the application will become over time.

  5. An Easy Method for Plant Polysome Profiling.

    Science.gov (United States)

    Lecampion, Cécile; Floris, Maïna; Fantino, Jean Raphaël; Robaglia, Christophe; Laloi, Christophe

    2016-08-28

    Translation of mRNA to protein is a fundamental and highly regulated biological process. Polysome profiling is considered as a gold standard for the analysis of translational regulation. The method described here is an easy and economical way for fractionating polysomes from various plant tissues. A sucrose gradient is made without the need for a gradient maker by sequentially freezing each layer. Cytosolic extracts are then prepared in a buffer containing cycloheximide and chloramphenicol to immobilize the cytosolic and chloroplastic ribosomes to mRNA and are loaded onto the sucrose gradient. After centrifugation, six fractions are directly collected from the bottom to the top of the gradient, without piercing the ultracentrifugation tube. During collection, the absorbance at 260 nm is read continuously to generate a polysome profile that gives a snapshot of global translational activity. Fractions are then pooled to prepare three different mRNA populations: the polysomes, mRNAs bound to several ribosomes; the monosomes, mRNAs bound to one ribosome; and mRNAs that are not bound to ribosomes. mRNAs are then extracted. This protocol has been validated for different plants and tissues including Arabidopsis thaliana seedlings and adult plants, Nicotiana benthamiana, Solanum lycopersicum, and Oryza sativa leaves.

  6. Interactive geometry inside MathDox

    NARCIS (Netherlands)

    Cuypers, H.; Hendriks, M.; Knopper, J.W.

    2010-01-01

    In this paper we describe how we envision using interactive geometry inside MathDox pages. In particular, by some examples we discuss how users and mathematical services (offered by various mathematical software packages) can interact with the geometric objects available. This not only includes

  7. What Adds Up?: Math Enrollment and Graduation

    Science.gov (United States)

    Utah System of Higher Education, 2015

    2015-01-01

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

  8. ADP Security Plan, Math Building, Room 1139

    Energy Technology Data Exchange (ETDEWEB)

    Melton, R.

    1985-08-27

    This document provides the draft copy of an updated (ADP) Security Plan for an IBM Personal Computer to be used in the Math Building at PNL for classified data base management. Using the equipment specified in this document and implementing the administrative and physical procedures as outlined will provide the secure environment necessary for this work to proceed.

  9. Admission Math Level and Student Performance

    DEFF Research Database (Denmark)

    la Cour, Lisbeth

    2015-01-01

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

  10. Confessions of a Dr Math tutor

    CSIR Research Space (South Africa)

    Butgereit, L

    2015-06-01

    Full Text Available Mathematics look different on a small 3-inch screen of an inexpensive cell phone when compared to a 3-meter whiteboard in a mathematics classroom. Dr Math uses cell phone or mobile data "chat" technologies to assist primary and secondary school...

  11. Early math intervention for marginalized students

    DEFF Research Database (Denmark)

    Overgaard, Steffen; Tonnesen, Pia Beck

    2016-01-01

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

  12. Fold in Origami and Unfold Math

    Science.gov (United States)

    Georgeson, Joseph

    2011-01-01

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

  13. Math on the Job. Metal Product Assembler.

    Science.gov (United States)

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

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

  14. Ideas on Manipulative Math for Young Children.

    Science.gov (United States)

    Murray, Anne

    2001-01-01

    Presents a case study of one kindergarten class in which the mathematics center is the popular area in the room. Focuses on how math is best understood if activities follow the five-C formula: collaborative, concrete, comprehensive, connecting, and cavorting. Describes how children used manipulatives to construct mathematics concepts…

  15. The Demise of the Asian Math Gene.

    Science.gov (United States)

    Bracey, Gerald W.

    1999-01-01

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

  16. MIT professor wins major international math prize

    CERN Multimedia

    Allen, S

    2004-01-01

    Mathematicians Isadore Singer of MIT and Sir Michael Francis Atiyah of the University of Edinburgh will share an $875,000 award as winners of the second Abel Prize, which some hope will come to be seen as a Nobel Prize for math.

  17. Online Options for Math-Advanced Students

    Science.gov (United States)

    Wessling, Suki

    2012-01-01

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

  18. 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.

  19. New Mexico Math Pathways Taskforce Report

    Science.gov (United States)

    New Mexico Higher Education Department, 2016

    2016-01-01

    In April 2015 New Mexico faculty, Dana Center staff, and New Mexico Higher Education (NMHED) co-presented the need for better math pathways statewide. Faculty from 6 institutions (New Mexico State University, New Mexico Highlands University, Dine College, Eastern New Mexico University, El Paso Community College, and San Juan College) participated…

  20. Tic Tac Toe Math. Train the Trainer.

    Science.gov (United States)

    Center for Alternative Learning, Bryn Mawr, PA.

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

  1. Basic math and pre-algebra practice problems for dummies

    CERN Document Server

    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

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

    Science.gov (United States)

    Pizzie, Rachel G; Kraemer, David J M

    2017-11-01

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

  3. Neural correlates of math anxiety – an overview and implications

    Science.gov (United States)

    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

  4. Neural correlates of math anxiety - an overview and implications.

    Science.gov (United States)

    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.

  5. 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.

  6. A Chemistry Concept Reasoning Test

    Science.gov (United States)

    Cloonan, Carrie A.; Hutchinson, John S.

    2011-01-01

    A Chemistry Concept Reasoning Test was created and validated providing an easy-to-use tool for measuring conceptual understanding and critical scientific thinking of general chemistry models and theories. The test is designed to measure concept understanding comparable to that found in free-response questions requiring explanations over…

  7. EZID: Long term identifiers made easy (Invited)

    Science.gov (United States)

    Starr, J.

    2013-12-01

    Scholarly research is producing ever increasing amounts of digital research data, and this data should be managed throughout the research life cycle both as part of good scientific practice, but also to comply with funder mandates, such as the 2013 OSTP Public Access Memo (http://www.whitehouse.gov/sites/default/files/microsites/ostp/ostp_public_access_memo_2013.pdf). By assigning unique and persistent identifiers to data objects, data managers can gain control and flexibility over what can be a daunting task. This is due to the fact that the objects can be moved to new locations without disruption to links, as long as the identifier target is maintained. EZID is a tool that makes assigning and maintaining unique, persistent identifiers easy. It was designed and built by California Digital Library (CDL) and has both a user interface and a RESTful API. EZID currently offers services for two globally unique, persistent identifier schemes: Digital Object Identifiers (DOIs) and Archival Resource Keys (ARKs). DOIs are identifiers originating from the publishing world and are in widespread use for journal articles. CDL is able to offer DOIs because of being a founding member of DataCite (http://www.datacite.org/), an international consortium established to provide easier access to scientific research data on the Internet. ARKs are identifiers originating from the library, archive and museum community. Like DOIs, they become persistent when the objects and identifier forwarding information is maintained. DOIs and ARKs have a key role in data management and, therefore, in data management plans. DOIs are the recommended identifier for use in data citation, and ARKs provide the maximum flexibility needed for data documentation and management throughout the early phases of a project. The two identifier schemes are able to be used together, and EZID is made to work with both. EZID clients, coming from education, research, government, and the private sector, are utilizing the

  8. Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

    Science.gov (United States)

    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

  9. Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument

    Science.gov (United States)

    Caballero, Marcos D.; Doughty, Leanne; Turnbull, Anna M.; Pepper, Rachel E.; Pollock, Steven J.

    2017-06-01

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

  10. Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument

    Directory of Open Access Journals (Sweden)

    Marcos D. Caballero

    2017-04-01

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

  11. Developing software is not an easy matter

    Directory of Open Access Journals (Sweden)

    Tina Cardrige

    2014-12-01

    Full Text Available Why is it so difficult to learn to develop software? This question has been trying to answer for a long time, but has not yet found a solution to this issue. Moreover, it tends to confuse development with programming, and this also creates problems to elucidate the question. In an era in which urgently required improve the quality, and reliability, and safety of software it becomes urgent to potentiate or develop skills and abilities in professionals to meet these needs. But students are not interested in making careers involving these concepts, they prefer other less demanding and easier to achieve a certification. This article attempts to answer the question and present some suggestions for overcoming this difficulty.

  12. Growing perovskite into polymers for easy-processable optoelectronic devices

    Science.gov (United States)

    Masi, Sofia; Colella, Silvia; Listorti, Andrea; Roiati, Vittoria; Liscio, Andrea; Palermo, Vincenzo; Rizzo, Aurora; Gigli, Giuseppe

    2015-01-01

    Here we conceive an innovative nanocomposite to endow hybrid perovskites with the easy processability of polymers, providing a tool to control film quality and material crystallinity. We verify that the employed semiconducting polymer, poly[2-methoxy-5-(2-ethylhexyloxy)-1,4-phenylenevinylene] (MEH-PPV), controls the self-assembly of CH3NH3PbI3 (MAPbI3) crystalline domains and favors the deposition of a very smooth and homogenous layer in one straightforward step. This idea offers a new paradigm for the implementation of polymer/perovskite nanocomposites towards versatile optoelectronic devices combined with the feasibility of mass production. As a proof-of-concept we propose the application of such nanocomposite in polymer solar cell architecture, demonstrating a power conversion efficiency up to 3%, to date the highest reported for MEH-PPV. On-purpose designed polymers are expected to suit the nanocomposite properties for the integration in diverse optoelectronic devices via facile processing condition.

  13. The IBA Easy-E-Beam™ Integrated Processing System

    Science.gov (United States)

    Cleland, Marshall R.; Galloway, Richard A.; Lisanti, Thomas F.

    2011-06-01

    IBA Industrial Inc., (formerly known as Radiation Dynamics, Inc.) has been making high-energy and medium-energy, direct-current proton and electron accelerators for research and industrial applications for many years. Some industrial applications of high-power electron accelerators are the crosslinking of polymeric materials and products, such as the insulation on electrical wires, multi-conductor cable jackets, heat-shrinkable plastic tubing and film, plastic pipe, foam and pellets, the partial curing of rubber sheet for automobile tire components, and the sterilization of disposable medical devices. The curing (polymerization and crosslinking) of carbon and glass fiber-reinforced composite plastic parts, the preservation of foods and the treatment of waste materials are attractive possibilities for future applications. With electron energies above 1.0 MeV, the radiation protection for operating personnel is usually provided by surrounding the accelerator facility with thick concrete walls. With lower energies, steel and lead panels can be used, which are substantially thinner and more compact than the equivalent concrete walls. IBA has developed a series of electron processing systems called Easy-e-Beam™ for the medium energy range from 300 keV to 1000 keV. These systems include the shielding as an integral part of a complete radiation processing facility. The basic concepts of the electron accelerator, the product processing equipment, the programmable control system, the configuration of the radiation shielding and some performance characteristics are described in this paper.

  14. The IBA Easy-E-Beam Integrated Processing System

    International Nuclear Information System (INIS)

    Cleland, Marshall R.; Galloway, Richard A.; Lisanti, Thomas F.

    2011-01-01

    IBA Industrial Inc., (formerly known as Radiation Dynamics, Inc.) has been making high-energy and medium-energy, direct-current proton and electron accelerators for research and industrial applications for many years. Some industrial applications of high-power electron accelerators are the crosslinking of polymeric materials and products, such as the insulation on electrical wires, multi-conductor cable jackets, heat-shrinkable plastic tubing and film, plastic pipe, foam and pellets, the partial curing of rubber sheet for automobile tire components, and the sterilization of disposable medical devices. The curing (polymerization and crosslinking) of carbon and glass fiber-reinforced composite plastic parts, the preservation of foods and the treatment of waste materials are attractive possibilities for future applications. With electron energies above 1.0 MeV, the radiation protection for operating personnel is usually provided by surrounding the accelerator facility with thick concrete walls. With lower energies, steel and lead panels can be used, which are substantially thinner and more compact than the equivalent concrete walls. IBA has developed a series of electron processing systems called Easy-e-Beam for the medium energy range from 300 keV to 1000 keV. These systems include the shielding as an integral part of a complete radiation processing facility. The basic concepts of the electron accelerator, the product processing equipment, the programmable control system, the configuration of the radiation shielding and some performance characteristics are described in this paper.

  15. Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

    Science.gov (United States)

    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.

  16. Simple arithmetic: not so simple for highly math anxious individuals.

    Science.gov (United States)

    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.

  17. 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.

  18. Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

    Science.gov (United States)

    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,…

  19. Learning Math With My Father: A Memoir

    Directory of Open Access Journals (Sweden)

    Yolanda De La CRUZ

    2012-07-01

    Full Text Available If he is indeed wise he does not bid you enter the house of his wisdom, but rather leads you to the threshold of your own mind. Kahlil Gibran. We all build our own houses of wisdom, each of us; we cannot build them for each other. Teachers cannot simply invite students into their houses of wisdom, but can often find ways to help learners to enter and explore their own minds. While Constructivism has had a positive impact on the teaching and learning of literacy mathematics instruction continues to rely heavily on rote memorization and drills. As a young child, I learned to love math. My love of math stems from learning math with my father. He did not focus on rote memorization and drills. The primary emphasis was for a real purpose. My self-confidence was enforced when he started me out with problems that were less difficult and had many different solutions. These solutions were valued and respected, which allowed me to trust in my own problem solving abilities. How can we hope to lead children to the thresholds of their own minds when we remain intent on forcing them into our houses of wisdom? What alternative ways can we devise of interacting with children that respect their confidence and leave intact their levels of understanding, that lead them to the thresholds of their own minds excited about entering?

  20. An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years

    Science.gov (United States)

    Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philip D.; Guo, Jiesi; Dicke, Theresa

    2018-01-01

    Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of…

  1. Primary maths anyone can feed skittles to sharks

    CERN Document Server

    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.

  2. 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.

  3. Metacognitive awareness and math anxiety in gifted students

    OpenAIRE

    Hakan Sarıcam; Üzeyir Ogurlu

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary S...

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

    OpenAIRE

    Anna Stokke

    2015-01-01

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

  5. The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students

    Science.gov (United States)

    Yoshino, Asako

    2012-04-01

    The purpose of this research was to investigate the relationship between eighth-grade students' maths-related self-concepts and their achievements in the Trends in International Mathematics and Science Study (TIMSS) 2007. The students' maths self-concept was compared with other variables, namely their mothers' education, their fathers' education and the amount of books held in the students' households. To investigate the potential role of culture, a comparison between American and Japanese students' scores was also included. The findings demonstrated that students' maths self-concept was positively associated with their achievement both in the United States and Japan, but Japanese students, while having higher achievement, had a lower maths self-concept than American students. Maternal education, paternal education and the number of books at home were also found to be positively related to achievement. Examining standardised coefficients, the study confirmed a strong interaction between maths self-concept and country, as well as a positive connection between maths self-concept as such (irrespective of the country) with maths achievement.

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

    Science.gov (United States)

    Rodriguez Flecha, Samuel

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

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

    Science.gov (United States)

    Brown, Jayna Nicole

    Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p college students' math competencies and degree achievement.

  8. EasyDIAg: A tool for easy determination of interrater agreement.

    Science.gov (United States)

    Holle, Henning; Rein, Robert

    2015-09-01

    Reliable measurements are fundamental for the empirical sciences. In observational research, measurements often consist of observers categorizing behavior into nominal-scaled units. Since the categorization is the outcome of a complex judgment process, it is important to evaluate the extent to which these judgments are reproducible, by having multiple observers independently rate the same behavior. A challenge in determining interrater agreement for timed-event sequential data is to develop clear objective criteria to determine whether two raters' judgments relate to the same event (the linking problem). Furthermore, many studies presently report only raw agreement indices, without considering the degree to which agreement can occur by chance alone. Here, we present a novel, free, and open-source toolbox (EasyDIAg) designed to assist researchers with the linking problem, while also providing chance-corrected estimates of interrater agreement. Additional tools are included to facilitate the development of coding schemes and rater training.

  9. EasyPipes - Final/annual report; EasyPipes - Rapport final/annuel

    Energy Technology Data Exchange (ETDEWEB)

    Gallinelli, P.; Thomann, P.; Weber, W. [University of Geneva, Geneva (Switzerland); Hollmuller, P. [University of Lisbon, Lisbon (Portugal)

    2009-06-15

    This report describes follow-up activities in the field of design of buried air-to-ground heat exchangers for ventilated low-energy buildings. Such heat exchangers preheat the inlet air in winter and cool it in summer, contributing to significantly reduce the energy consumption and improve indoor thermal comfort. They have been extensively studied at the University of Geneva, Switzerland by P. Hollmuller, B. Lachal et al. since 2001. The corresponding reports can be found in the ETDE data base. The present and latest report of the series deals with implemented improvements of the computer simulation program for the dimensioning of such heat exchangers. A previous, experimentally and analytically validated version, based on TRNSYS formalism, was not enough user-friendly for architects and engineers in the practice. A new interface called EasyPipes, based on the windows input and output formalism and including graphical features, has been developed. Details are reported on.

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

    Science.gov (United States)

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

    2017-01-01

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

  11. Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance

    Science.gov (United States)

    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…

  12. STRATEGI PEMASARAN PAKET WISATA DI BALI EASY HOLIDAY DENPASAR BALI

    Directory of Open Access Journals (Sweden)

    Erick Kevin Perangin-Angin

    2017-07-01

    Full Text Available This Journal aimed to know the strengths and weaknesses of the internal environment and opportunities as well as threats from the external environment and create strategies and marketing programs that can be applied in the Bali Easy Holiday. The technique data collection using observation, interview, questionnaire, the study of literature and documentation study. Sampling techniques using a purposive sampling. Data analysis techniques using qualitative descriptive analysis and Likert scale analysis. The results of this research are obtaining indicators of strengths and weaknesses of internal environment and the opportunities and threats of weaknesses in Bali Easy Holiday. Bali Easy Holiday gains 16 indicators of strengths and 4 indicators of weaknesses in Bali Easy Holiday. Bali Easy Holiday gains 9 indicators of opportunities 5 indicators of threats in Bali Easy Holiday. Marketing strategies can be applied to Bali Easy Holiday, namely : the creation of strategy and product development, market development strategies, promotion strategy, a strategy of improved human resources, the strategy of market penetration strategies, improvement of the quality of products and services and pricing strategies. This research has some advice for Bali Easy Holiday is to increase the intensity of promotion, provide ease reservations and payments to consumers, renew tour packages, provide affordable rates to customers and formed a marketing division.

  13. Scientific Visualization Made Easy for the Scientist

    Science.gov (United States)

    Westerhoff, M.; Henderson, B.

    2002-12-01

    process of increasing image quality and resolution by computationally compensating artifacts of the recording process. amiraDeconv supports 3D wide field microscopy as well as 3D confocal microscopy. It offers both non-blind and blind image deconvolution algorithms. Non-blind deconvolution uses an individual measured point spread function, while non-blind algorithms work on the basis of only a few recording parameters (like numerical aperture or zoom factor). amiraVR is a specialized and extended version of the amira visualization system which is dedicated for use in immersive installations, such as large-screen stereoscopic projections, CAVEr or Holobenchr systems. Among others, it supports multi-threaded multi-pipe rendering, head-tracking, advanced 3D interaction concepts, and 3D menus allowing interaction with any amira object in the same way as on the desktop. With its unique set of features, amiraVR represents both a VR (Virtual Reality) ready application for scientific and medical visualization in immersive environments, and a development platform that allows building VR applications.

  14. Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and usefulness: insights from the Polish adaptation

    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.

  15. Math starters 5- to 10-minute activities aligned with the common core math standards, grades 6-12

    CERN Document Server

    Muschla, Judith A; Muschla, Erin

    2013-01-01

    A revised edition of the bestselling activities guide for math teachers Now updated with new math activities for computers and mobile devices-and now organized by the Common Core State Standards-this book includes more than 650 ready-to-use math starter activities that get kids quickly focused and working as soon as they enter the classroom. Ideally suited for any math curriculum, these high-interest problems spark involvement in the day's lesson, help students build skills, and allow teachers to handle daily management tasks without wasting valuable instructional time. A newly updated edit

  16. Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

    Science.gov (United States)

    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.

  17. Exposing the Myth: Advanced Math Does Not Increase Drop out Rates. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

    A common argument against raising math course-taking requirements for all students is that it will cause more students to drop out of high school. But most students who drop out for academic reasons do so not because they are being "too challenged," but rather because they are not being challenged enough. It is important to raise the rigor and…

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

    Science.gov (United States)

    Xu, Di; Dadgar, Mina

    2018-01-01

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

  19. Math Teachers' Attitudes towards Photo Math Application in Solving Mathematical Problem Using Mobile Camera

    Science.gov (United States)

    Hamadneh, Iyad M.; Al-Masaeed, Aslan

    2015-01-01

    This study aimed at finding out mathematics teachers' attitudes towards photo math application in solving mathematical problems using mobile camera; it also aim to identify significant differences in their attitudes according to their stage of teaching, educational qualifications, and teaching experience. The study used judgmental/purposive…

  20. Placing Math Reform: Locating Latino English Learners in Math Classrooms and Communities

    Science.gov (United States)

    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…

  1. Hollow Abutment Screw Design for Easy Retrieval in Case of Screw Fracture in Dental Implant System.

    Science.gov (United States)

    Sim, Bo Kyun; Kim, Bongju; Kim, Min Jeong; Jeong, Guk Hyun; Ju, Kyung Won; Shin, Yoo Jin; Kim, Man Yong; Lee, Jong-Ho

    2017-01-01

    The prosthetic component of dental implant is attached on the abutment which is connected to the fixture with an abutment screw. The abutment screw fracture is not frequent; however, the retrieval of the fractured screw is not easy, and it poses complications. A retrieval kit was developed which utilizes screw removal drills to make a hole on the fractured screw that provides an engaging drill to unscrew it. To minimize this process, the abutment screw is modified with a prefabricated access hole for easy retrieval. This study aimed to introduce this modified design of the abutment screw, the concept of easy retrieval, and to compare the mechanical strengths of the conventional and hollow abutment screws by finite element analysis (FEA) and mechanical test. In the FEA results, both types of abutment screws showed similar stress distribution in the single artificial tooth system. A maximum load difference of about 2% occurred in the vertical load by a mechanical test. This study showed that the hollow abutment screw may be an alternative to the conventional abutment screws because this is designed for easy retrieval and that both abutment screws showed no significant difference in the mechanical tests and in the FEA.

  2. Hollow Abutment Screw Design for Easy Retrieval in Case of Screw Fracture in Dental Implant System

    Directory of Open Access Journals (Sweden)

    Bo Kyun Sim

    2017-01-01

    Full Text Available The prosthetic component of dental implant is attached on the abutment which is connected to the fixture with an abutment screw. The abutment screw fracture is not frequent; however, the retrieval of the fractured screw is not easy, and it poses complications. A retrieval kit was developed which utilizes screw removal drills to make a hole on the fractured screw that provides an engaging drill to unscrew it. To minimize this process, the abutment screw is modified with a prefabricated access hole for easy retrieval. This study aimed to introduce this modified design of the abutment screw, the concept of easy retrieval, and to compare the mechanical strengths of the conventional and hollow abutment screws by finite element analysis (FEA and mechanical test. In the FEA results, both types of abutment screws showed similar stress distribution in the single artificial tooth system. A maximum load difference of about 2% occurred in the vertical load by a mechanical test. This study showed that the hollow abutment screw may be an alternative to the conventional abutment screws because this is designed for easy retrieval and that both abutment screws showed no significant difference in the mechanical tests and in the FEA.

  3. Hollow Abutment Screw Design for Easy Retrieval in Case of Screw Fracture in Dental Implant System

    Science.gov (United States)

    Kim, Bongju; Shin, Yoo Jin

    2017-01-01

    The prosthetic component of dental implant is attached on the abutment which is connected to the fixture with an abutment screw. The abutment screw fracture is not frequent; however, the retrieval of the fractured screw is not easy, and it poses complications. A retrieval kit was developed which utilizes screw removal drills to make a hole on the fractured screw that provides an engaging drill to unscrew it. To minimize this process, the abutment screw is modified with a prefabricated access hole for easy retrieval. This study aimed to introduce this modified design of the abutment screw, the concept of easy retrieval, and to compare the mechanical strengths of the conventional and hollow abutment screws by finite element analysis (FEA) and mechanical test. In the FEA results, both types of abutment screws showed similar stress distribution in the single artificial tooth system. A maximum load difference of about 2% occurred in the vertical load by a mechanical test. This study showed that the hollow abutment screw may be an alternative to the conventional abutment screws because this is designed for easy retrieval and that both abutment screws showed no significant difference in the mechanical tests and in the FEA. PMID:29065610

  4. Essential maths for geoscientists an introduction

    CERN Document Server

    Palmer, Paul I

    2014-01-01

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

  5. Increased pregnancy rate with use of the Clearblue Easy Fertility Monitor.

    Science.gov (United States)

    Robinson, Janet E; Wakelin, Melanie; Ellis, Jayne E

    2007-02-01

    To determine the effect on pregnancy rates through use of the Clearblue Easy Fertility Monitor (CEFM) in women trying to conceive. Prospective study, in which volunteers were randomly assigned either to use or not to use the CEFM. All participants could also use other aids to conception. Data were self-reported by volunteers using daily diaries, supplied and collected by mail. Home use, under conditions normally experienced by over-the-counter purchasers of the marketed device. Women who were trying to conceive; 653 (CEFM 305, control 348) provided evaluable information. CEFM was used for two cycles. Cumulative pregnancy rates over two cycles of use. The cumulative pregnancy rate for 2 cycles was significantly higher in the CEFM group (22.7%) compared with the control group (14.4%). More women who had been trying to conceive for conceive for >6 months (odds ratio: 2.67). Previous pregnancy and younger age of partners were also significant prognostic factors, but use of other aids to conception was not. After adjustment for other factors, CEFM use remained a significant factor affecting the chance of conceiving within two cycles (odds ratio: 1.89). CEFM users found the device to be easy/very easy to use (90%) and convenient/very convenient (80%). Use of the CEFM increases the likelihood of getting pregnant during the first two cycles of use compared with its nonuse, in women who had been trying to conceive for up to 2 years.

  6. Evaluating Number Sense in Community College Developmental Math Students

    Science.gov (United States)

    Steinke, Dorothea A.

    2017-01-01

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

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

    Science.gov (United States)

    Squires, John; Faulkner, Jerry; Hite, Carl

    2009-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  9. Math and Economics: Implementing Authentic Instruction in Grades K-5

    Science.gov (United States)

    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…

  10. 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...

  11. 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...

  12. How Math Anxiety Relates to Number–Space Associations

    Science.gov (United States)

    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

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

    Science.gov (United States)

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

    2012-01-01

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

  14. The Math Promise: Celebrating at Home and School

    Science.gov (United States)

    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…

  15. Feedback Design Patterns for Math Online Learning Systems

    Science.gov (United States)

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

    2017-01-01

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

  16. An Integration of Math with Auto Technician Courses

    Science.gov (United States)

    Valenzuela, Hector

    2012-01-01

    This article describes the development of the contextualized math, the course design, student teaching and daily interaction with the students, and the implementation aspects of the research project designed to develop contextualized mathematics and integrate it into the Auto Technician courses. The applied math curriculum was integrated into…

  17. 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 ...

  18. Science and Math in the Library Media Center Using GLOBE.

    Science.gov (United States)

    Aquino, Teresa L.; Levine, Elissa R.

    2003-01-01

    Describes the Global Learning and Observations to Benefit the Environment (GLOBE) program which helps school library media specialists and science and math teachers bring earth science, math, information literacy, information technology, and student inquiry into the classroom. Discusses use of the Internet to create a global network to study the…

  19. Restructuring Schools To Be Math Friendly to Females.

    Science.gov (United States)

    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…

  20. Math Garden: A new educational and scientific instrument

    NARCIS (Netherlands)

    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

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

    Science.gov (United States)

    Ballard, Charles L.; Johnson, Marianne F.

    2004-01-01

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

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

    Science.gov (United States)

    Walker, Erica N.

    2007-01-01

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

  3. 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.

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

    Science.gov (United States)

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

    2013-01-01

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

  5. The Effect of Cooperative Groups on Math Anxiety

    Science.gov (United States)

    Batton, Melissa

    2010-01-01

    Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to…

  6. How Math Anxiety Relates to Number-Space Associations.

    Science.gov (United States)

    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.

  7. Metacognitive Awareness and Math Anxiety in Gifted Students

    Science.gov (United States)

    Saricam, Hakan; Ogurlu, Üzeyir

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students…

  8. Remediation of Math Anxiety in Preservice Elementary School Teachers

    Science.gov (United States)

    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…

  9. Cognitive and Academic Profiles Associated with Math Disability Subtypes

    Science.gov (United States)

    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…

  10. The Reliability of Randomly Generated Math Curriculum-Based Measurements

    Science.gov (United States)

    Strait, Gerald G.; Smith, Bradley H.; Pender, Carolyn; Malone, Patrick S.; Roberts, Jarod; Hall, John D.

    2015-01-01

    "Curriculum-Based Measurement" (CBM) is a direct method of academic assessment used to screen and evaluate students' skills and monitor their responses to academic instruction and intervention. Interventioncentral.org offers a math worksheet generator at no cost that creates randomly generated "math curriculum-based measures"…

  11. 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 ...

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

    Science.gov (United States)

    EdSource, 2008

    2008-01-01

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

  13. 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.

  14. Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

    Science.gov (United States)

    Buelow, Melissa T; Frakey, Laura L

    2013-06-01

    Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

  15. PUMAS: Practical Uses of Math And Science

    Science.gov (United States)

    Kahn, R. A.

    2009-12-01

    For more than ten years, PUMAS has provided a forum for disseminating peer-reviewed examples of Practical Uses of Math And Science, aimed at helping pre-college teachers enrich their presentation of math and science topics. Contributors include scientists, engineers, and content experts from many disciplines. The innovative ideas in PUMAS examples tend to be treasures, containing the ‘sparks’ of understanding that comes only from having real-life experience with the material. Examples can be essays, anecdotes, problems, demonstrations, or activities, and can be written in any style that serves the material well. They are keyed to the National Standards and Benchmarks, which provide the critical connection to K-12 curriculum guidelines, and the peer-review process involves at least one scientist with a relevant background, and at least one teacher at an appropriate grade level. The PUMAS Web Site has recently been upgraded. It is now a NASA-wide facility, recognized by both the National Science Teachers Association (NSTA) and the National Council of Teachers of Mathematics (NCTM). This presentation will describe and illustrate the operation of PUMAS, will highlight a few of our many treasures, and will appeal to scientists interested in contributing meaningfully to pre-college education to consider submitting examples to PUMAS.

  16. Imagine math 3 between culture and mathematics

    CERN Document Server

    2015-01-01

    Imagine mathematics, imagine with the help of mathematics, imagine new worlds, new geometries, new forms. This volume in the series “Imagine Math” casts light on what is new and interesting in the relationships between mathematics, imagination, and culture. The book opens by examining the connections between modern and contemporary art and mathematics, including Linda D. Henderson’s contribution. Several further papers are devoted to mathematical models and their influence on modern and contemporary art, including the work of Henry Moore and Hiroshi Sugimoto. Among the many other interesting contributions are an homage to Benoît Mandelbrot with reference to the exhibition held in New York in 2013 and the thoughts of Jean-Pierre Bourguignon on the art and math exhibition at the Fondation Cartier in Paris. An interesting part is dedicated to the connections between math, computer science and theatre with the papers by C. Bardainne and A. Mondot.  The topics are treated in a way that is rigorous but capt...

  17. Maths and physics, a love story

    CERN Multimedia

    CERN Bulletin

    Denis Guedj brings one of his plays to CERN. The writer and mathematician is working on a new novel in which LHC research figures prominently. In Denis Guedj’s plays, the number One is a self-absorbed character, Zero is not to be underestimated, and the Line Segment wants the Curve to straighten out. In his novels, mathematical entities come to life—and turn out to have exciting stories to tell. Denis Guedj is a mathematician and professor of the history of science and epistemology at the University of Paris VIII; over the years he has also indulged a personal passion for bringing maths to the stage. His novels and plays reach a broad public. Among his notable successes is a crime thriller called “The Parrot’s Theorem”, which has been translated into 20 languages. The popularity of his work owes much to the author’s refusal to be didactic. “If it works, it’s because I don’t try to teach maths,” he explains....

  18. An Intervention for Early Mathematical Success: Outcomes from the Hybrid Version of the Building Math Readiness Parents as Partners (MRPP) Project

    Science.gov (United States)

    Kritzer, Karen L.; Pagliaro, Claudia M.

    2013-01-01

    The Building Math Readiness in Young Deaf/Hard-of-Hearing Children: Parents as Partners (MRPP) Project works with parents to increase the understanding of foundational mathematics concepts in their preschool deaf/hard-of-hearing (d/hh) children in preparation for formal mathematics education. A multiple-case/single-unit case study incorporating…

  19. Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

    Science.gov (United States)

    Marsh, Herbert W.; Abduljabbar, Adel Salah; Abu-Hilal, Maher M.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Leung, Kim Chau; Xu, Man K.; Nagengast, Benjamin; Parker, Philip

    2013-01-01

    For the international Trends in International Mathematics and Science Study (TIMSS2007) math and science motivation scales (self-concept, positive affect, and value), we evaluated the psychometric properties (factor structure, method effects, gender differences, and convergent and discriminant validity) in 4 Arab-speaking countries (Saudi Arabia,…

  20. Preschool Math Exposure in Private Center-Based Care and Low-SES Children's Math Development

    Science.gov (United States)

    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…

  1. Instant Math Storymats with Hands-on Activities for Building Essential Primary Math Skills, Grades K-2.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2017-01-01

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

  3. Math Academy: Play Ball! Explorations in Data Analysis & Statistics. Book 3: Supplemental Math Materials for Grades 3-8

    Science.gov (United States)

    Rimbey, Kimberly

    2008-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Play Ball! Explorations in Data Analysis & Statistics," which teachers can use to…

  4. Math Academy: Let's Go to the Mall! Explorations in Combinatorics. Book 5: Supplemental Math Materials for Grades 3-8

    Science.gov (United States)

    Rimbey, Kimberly

    2008-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Let's Go to the Mall! Explorations in Combinatorics," which teachers can use to enhance…

  5. Math Academy: Dining Out! Explorations in Fractions, Decimals, & Percents. Book 4: Supplemental Math Materials for Grades 3-8

    Science.gov (United States)

    Rimbey, Kimberly

    2007-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Dining Out! Explorations in Fractions, Decimals, and Percents," which teachers can use…

  6. Building a Math-Positive Culture: How to Support Great Math Teaching in Your School (ASCD Arias)

    Science.gov (United States)

    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…

  7. Simulating a Rotational Inverted Pendulum Model by using Matlab and Easy Java Simulations

    Directory of Open Access Journals (Sweden)

    Oscar O. Rodríguez-Díaz

    2012-06-01

    Full Text Available This paper presents the analysis, design and construction of a virtual simulator, in which the behavior of a non-lineal system as the rotational inverted pendulum is represented graphically in an interface. This uses an Applet of Java that allows users change parameters of the model. The use of this tool is a good alternative for bridging the gap between the theoretical concepts and the actual behaviors of a process. The server uses Matlab/Simulink as a calculation engine, taking advantage of its ease for constructing non-lineal models by using block diagrams. The user interface has been created by a free software tool called Easy Java Simulations that allows designing interactive graphical applications as 3D interfaces. Easy Java results an interesting tool for automatic control system education.

  8. Software for math and science education for the deaf.

    Science.gov (United States)

    Adamo-Villani, Nicoletta; Wilbur, Ronnie

    2010-01-01

    In this article, we describe the development of two novel approaches to teaching math and science concepts to deaf children using 3D animated interactive software. One approach, Mathsigner, is non-immersive and the other, SMILE, is a virtual reality immersive environment. The content is curriculum-based, and the animated signing characters are constructed with state-of-the art technology and design. We report preliminary development findings of usability and appeal based on programme features (e.g. 2D/3D, immersiveness, interaction type, avatar and interface design) and subject features (hearing status, gender and age). Programme features of 2D/3D, immersiveness and interaction type were very much affected by subject features. Among subject features, we find significant effects of hearing status (deaf children take longer time and make more mistakes than hearing children) and gender (girls take longer than boys; girls prefer immersive environments rather than desktop presentation; girls are more interested in content than technology compared to boys). For avatar type, we found a preference for seamless, deformable characters over segmented ones. For interface comparisons, there were no subject effects, but an animated interface resulted in reduced time to task completion compared to static interfaces with and without sound and highlighting. These findings identify numerous features that affect software design and appeal and suggest that designers must be careful in their assumptions during programme development.

  9. Calibrating EASY-Care independence scale to improve accuracy

    Science.gov (United States)

    Jotheeswaran, A. T.; Dias, Amit; Philp, Ian; Patel, Vikram; Prince, Martin

    2016-01-01

    Background there is currently limited support for the reliability and validity of the EASY-Care independence scale, with little work carried out in low- or middle-income countries. Therefore, we assessed the internal construct validity and hierarchical and classical scaling properties among frail dependent older people in the community. Objective we assessed the internal construct validity and hierarchical and classical scaling properties among frail dependent older people in the community. Methods three primary care physicians administered EASY-Care comprehensive geriatric assessment for 150 frail and/or dependent older people in the primary care setting. A Mokken model was applied to investigate hierarchical scaling properties of EASY-Care independence scale, and internal consistency (Cronbach's alpha) of the scale was also examined. Results we found that EASY-Care independence scale is highly internally consistent and is a strong hierarchical scale, hence providing strong evidence for unidimensionality. However, two items in the scale (unable to use telephone and manage finances) had much lower item Loevinger H coefficients than others. Exclusion of these two items improved the overall internal consistency of the scale. Conclusions the strong performance of the EASY-Care independence scale among community-dwelling frail older people is encouraging. This study confirms that EASY-Care independence scale is highly internally consistent and a strong hierarchical scale. PMID:27496925

  10. Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation.

    Science.gov (United States)

    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.

  11. News from the Library: Zentralblatt MATH: it's not all about maths

    CERN Multimedia

    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...

  12. 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.

  13. Tutoring math platform accessible for visually impaired people.

    Science.gov (United States)

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

    2018-04-01

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

  14. Using the Intel Math Kernel Library on Peregrine | High-Performance

    Science.gov (United States)

    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

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

    Science.gov (United States)

    Jameson, Molly M.

    2014-01-01

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

  16. Supporting English Language Learners in Math Class, Grades 6-8

    Science.gov (United States)

    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…

  17. Is There a Causal Effect of High School Math on Labor Market Outcomes?

    Science.gov (United States)

    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…

  18. Project TIMS (Teaching Integrated Math/Science)

    Science.gov (United States)

    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.

  19. Math Machines: Using Actuators in Physics Classes

    Science.gov (United States)

    Thomas, Frederick J.; Chaney, Robert A.; Gruesbeck, Marta

    2018-01-01

    Probeware (sensors combined with data-analysis software) is a well-established part of physics education. In engineering and technology, sensors are frequently paired with actuators—motors, heaters, buzzers, valves, color displays, medical dosing systems, and other devices that are activated by electrical signals to produce intentional physical change. This article describes how a 20-year project aimed at better integration of the STEM disciplines (science, technology, engineering and mathematics) uses brief actuator activities in physics instruction. Math Machines "actionware" includes software and hardware that convert virtually any free-form, time-dependent algebraic function into the dynamic actions of a stepper motor, servo motor, or RGB (red, green, blue) color mixer. With wheels and a platform, the stepper motor becomes LACI, a programmable vehicle. Adding a low-power laser module turns the servo motor into a programmable Pointer. Adding a gear and platform can transform the Pointer into an earthquake simulator.

  20. Gesturing Gives Children New Ideas About Math

    Science.gov (United States)

    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

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

    Science.gov (United States)

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

    2008-12-01

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

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

    Science.gov (United States)

    Crosnoe, Robert; Schneider, Barbara

    2011-01-01

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

  3. Basic math and pre-algebra for dummies

    CERN Document Server

    Zegarelli, Mark

    2014-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Keller, Johannes

    2007-06-01

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

  6. Using Cognitive Tutor Software in Learning Linear Algebra Word Concept

    Science.gov (United States)

    Yang, Kai-Ju

    2015-01-01

    This paper reports on a study of twelve 10th grade students using Cognitive Tutor, a math software program, to learn linear algebra word concept. The study's purpose was to examine whether students' mathematics performance as it is related to using Cognitive Tutor provided evidence to support Koedlinger's (2002) four instructional principles used…

  7. Math anxiety in second and third graders and its relation to mathematics achievement.

    Science.gov (United States)

    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

  8. Teachers Awareness of Students’ Anxiety in Math Classroom: Teachers’ Treatment VS Students’ Anxiety

    OpenAIRE

    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...

  9. Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement

    OpenAIRE

    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...

  10. Théorie mathématique des catégories en biologie et notion d'équivalence naturelle chez Robert Rosen

    OpenAIRE

    Varenne , Franck

    2011-01-01

    L'objectif de cet article est de rendre compte de la justification épistémologique de la proposition faite, dès 1958, par le biomathématicien Robert Rosen d'introduire le concept mathématique de " catégorie " et celui - corrélatif - d'" équivalence naturelle " dans la modélisation mathématique appliquée au vivant. Nos questions sont les suivantes : en quoi la notion mathématique de catégorie permet-elle, selon Rosen, de donner accès à des formalismes plus " naturels " pour la modélisation du ...

  11. Les grands problèmes mathématiques ils orientent l'avenir des maths

    CERN Document Server

    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.

  12. Suppression of quantum tunneling for all spins for easy-axis systems

    International Nuclear Information System (INIS)

    Khare, Avinash; Paranjape, M. B.

    2011-01-01

    The semiclassical limit of quantum spin systems corresponds to a dynamical Lagrangian which contains the usual kinetic energy, the couplings and interactions of the spins, and an additional, first-order kinematical term which corresponds to the Wess-Zumino-Novikov-Witten (WZNW) term for the spin degree of freedom. It was shown that in the case of the kinetic dynamics determined only by the WZNW term, half-odd integer spin systems show a lack of tunneling phenomena, whereas integer spin systems are subject to it in the case of potentials with easy-plane easy-axis symmetry. Here we prove for the theory with a normal quadratic kinetic term of arbitrary strength or the first-order theory with azimuthal symmetry (which is equivalently the so-called easy-axis situation), that the tunneling is in fact suppressed for all nonzero values of spin. This model exemplifies the concept that in the presence of complex Euclidean action, it is necessary to use the ensuing complex critical points in order to define the quantum (perturbation) theory. In the present example, if we do not do so, exactly the opposite, erroneous conclusion that the tunneling is unsuppressed for all spins, is reached.

  13. "RMP Evaluations, Course Easiness, and Grades: Are They Related?"

    Directory of Open Access Journals (Sweden)

    Syed A. Rizvi

    2015-10-01

    Full Text Available This paper investigates the relationship between the student evaluations of the instructors at the RateMyProfessors.com (RMP website and the average grades awarded by those instructors. As of Spring 2012, the RMP site included evaluations of 538 full-and part-time instructors at the College of Staten Island (CSI. We selected the evaluations of the 419 instructors who taught at CSI for at least two semesters from Fall 2009 to Spring 2011 and had at least ten evaluations. This research indicates that there is a strong correlation between RMP's overall evaluation and easiness scores. However, the perceived easiness of an instructor/course does not always result in higher grades for students. Furthermore, we found that the instructors who received high overall evaluation and easiness scores (4.0 to 5.0 at the RMP site do not necessarily award high grades. This is a very important finding as it disputes the argument that instructors receive high evaluations because they are easy or award high grades. On the other hand, instructors of the courses that are perceived to be difficult (RMP easiness score of 3.0 or less are likely to be tough graders. However, instructors who received moderate overall evaluation and easiness scores (between 3.0 and 4.0 the RMP site had a high correlation between these scores and average grade awarded by those instructors. Finally, our research shows that the instructors in non-STEM disciplines award higher grades than the instructors in STEM disciplines. Non-STEM instructors also received higher overall evaluations than their STEM counterparts and non-STEM courses were perceived easier by the students than STEM courses.

  14. Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

    Science.gov (United States)

    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

  15. Is Discrete Mathematics the New Math of the Eighties?

    Science.gov (United States)

    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)

  16. Change Vocational Funding to Acquire Qualified Math/Science Teachers.

    Science.gov (United States)

    Heron, Bill

    1985-01-01

    Gives a brief overview of the problems occurring at the high school level due to inadequately paid personnel in the math and science areas, summarizes the current bureaucratic structure surrounding vocational funding, and suggests an alternative. (FL)

  17. Solar Imagery - Photosphere - Sunspot Drawings - McMath-Hulbert Observatory

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — The McMath-Hulbert Observatory is a decommissioned solar observatory in Lake Angelus, Michigan, USA. It was established in 1929 as a private observatory by father...

  18. Positive Feedback From Male Authority Figures Boosts Women's Math Outcomes.

    Science.gov (United States)

    Park, Lora E; Kondrak, Cheryl L; Ward, Deborah E; Streamer, Lindsey

    2018-03-01

    People often search for cues in the environment to determine whether or not they will be judged or treated negatively based on their social identities. Accordingly, feedback from gatekeepers-members of majority groups who hold authority and power in a field-may be an especially important cue for those at risk of experiencing social identity threat, such as women in math settings. Across a series of studies, women who received positive ("Good job!") versus objective (score only) feedback from a male (vs. female) authority figure in math reported greater confidence; belonging; self-efficacy; more favorable Science, Technology, Engineering, and Mathematics (STEM) attitudes/identification/interest; and greater implicit identification with math. Men were affected only by the type of math feedback they received, not by the source of feedback. A meta-analysis across studies confirmed results. Together, these findings suggest that positive feedback from gatekeepers is an important situational cue that can improve the outcomes of negatively stereotyped groups.

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

    Science.gov (United States)

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

    2018-03-23

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

  20. 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.