WorldWideScience

Sample records for math mode accents

  1. Measurement of target and double-spin asymmetries for the <math>accent='true'>eaccent='true'>peπ+(n)math> reaction in the nucleon resonance region at low <math>Q2math>

    Energy Technology Data Exchange (ETDEWEB)

    Zheng, X.; Adhikari, K. P.; Bosted, P.; Deur, A.; Drozdov, V.; El Fassi, L.; Kang, Hyekoo; Kovacs, K.; Kuhn, S.; Long, E.; Phillips, S. K.; Ripani, M.; Slifer, K.; Smith, L. C.; Adikaram, D.; Akbar, Z.; Amaryan, M. J.; Anefalos Pereira, S.; Asryan, G.; Avakian, H.; Badui, R. A.; Ball, J.; Baltzell, N. A.; Battaglieri, M.; Batourine, V.; Bedlinskiy, I.; Biselli, A. S.; Briscoe, W. J.; Bültmann, S.; Burkert, V. D.; Carman, D. S.; Celentano, A.; Chandavar, S.; Charles, G.; Chen, J. -P.; Chetry, T.; Choi, Seonho; Ciullo, G.; Clark, L.; Colaneri, L.; Cole, P. L.; Compton, N.; Contalbrigo, M.; Crede, V.; D' Angelo, A.; Dashyan, N.; De Vita, R.; De Sanctis, E.; Djalali, C.; Dodge, G. E.; Dupre, R.; Egiyan, H.; El Alaoui, A.; Elouadrhiri, L.; Eugenio, P.; Fanchini, E.; Fedotov, G.; Fersch, R.; Filippi, A.; Fleming, J. A.; Gevorgyan, N.; Ghandilyan, Y.; Gilfoyle, G. P.; Giovanetti, K. L.; Girod, F. X.; Gleason, C.; Golovach, E.; Gothe, R. W.; Griffioen, K. A.; Guidal, M.; Guler, N.; Guo, L.; Hanretty, C.; Harrison, N.; Hattawy, M.; Hicks, K.; Holtrop, M.; Hughes, S. M.; Ilieva, Y.; Ireland, D. G.; Ishkhanov, B. S.; Isupov, E. L.; Jenkins, D.; Jiang, H.; Jo, H. S.; Joosten, S.; Keller, D.; Khachatryan, G.; Khandaker, M.; Kim, A.; Kim, W.; Klein, F. J.; Kubarovsky, V.; Lanza, L.; Lenisa, P.; Livingston, K.; MacGregor, I. J. D.; Markov, N.; McKinnon, B.; Mirazita, M.; Mokeev, V.; Movsisyan, A.; Munevar, E.; Munoz Camacho, C.; Murdoch, G.; Nadel-Turonski, P.; Net, L. A.; Ni, A.; Niccolai, S.; Niculescu, G.; Niculescu, I.; Osipenko, M.; Ostrovidov, A. I.; Paolone, M.; Paremuzyan, R.; Park, K.; Pasyuk, E.; Peng, P.; Pisano, S.; Pogorelko, O.; Price, J. W.; Puckett, A. J. R.; Raue, B. A.; Rizzo, A.; Rosner, G.; Rossi, P.; Roy, P.; Sabatié, F.; Salgado, C.; Schumacher, R. A.; Sharabian, Y. G.; Skorodumina, Iu.; Smith, G. D.; Sokhan, D.; Sparveris, N.; Stankovic, I.; Strakovsky, I. I.; Strauch, S.; Taiuti, M.; Tian, Ye; Ungaro, M.; Voskanyan, H.; Voutier, E.; Walford, N. K.; Watts, D. P.; Wei, X.; Weinstein, L. B.; Wood, M. H.; Zachariou, N.; Zhang, J.; Zonta, I.

    2016-10-01

    We report measurements of target- and double-spin asymmetries for the exclusive channel <math>accent='true'>eaccent='true'>peπ+(n)math> in the nucleon resonance region at Jefferson Lab using the CEBAF Large Acceptance Spectrometer (CLAS). These asymmetries were extracted from data obtained using a longitudinally polarized NH3 target and a longitudinally polarized electron beam with energies 1.1, 1.3, 2.0, 2.3, and 3.0 GeV. The new results are consistent with previous CLAS publications but are extended to a low Q2 range from 0.0065 to 0.35 (GeV/c)2. The Q2 access was made possible by a custom-built Cherenkov detector that allowed the detection of electrons for scattering angles as low as 6 degrees. These results are compared with the unitary isobar models JANR and MAID, the partial-wave analysis prediction from SAID, and the dynamic model DMT. In many kinematic regions our results, in particular results on the target asymmetry, help to constrain the polarization-dependent components of these models.

  2. 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.

  3. Cortical morphometry in frontoparietal and default mode networks in math-gifted adolescents.

    Science.gov (United States)

    Navas-Sánchez, Francisco J; Carmona, Susana; Alemán-Gómez, Yasser; Sánchez-González, Javier; Guzmán-de-Villoria, Juan; Franco, Carolina; Robles, Olalla; Arango, Celso; Desco, Manuel

    2016-05-01

    Math-gifted subjects are characterized by above-age performance in intelligence tests, exceptional creativity, and high task commitment. Neuroimaging studies reveal enhanced functional brain organization and white matter microstructure in the frontoparietal executive network of math-gifted individuals. However, the cortical morphometry of these subjects remains largely unknown. The main goal of this study was to compare the cortical morphometry of math-gifted adolescents with that of an age- and IQ-matched control group. We used surface-based methods to perform a vertex-wise analysis of cortical thickness and surface area. Our results show that math-gifted adolescents present a thinner cortex and a larger surface area in key regions of the frontoparietal and default mode networks, which are involved in executive processing and creative thinking, respectively. The combination of reduced cortical thickness and larger surface area suggests above-age neural maturation of these networks in math-gifted individuals. Hum Brain Mapp 37:1893-1902, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

  4. Measurement of the forward-backward asymmetry in top quark-antiquark production in <math display='inline'>paccent='true'>paccent='true' stretchy='false'>¯math> collisions using the <math display='inline'>lepton+jetsmath> channel

    Energy Technology Data Exchange (ETDEWEB)

    Abazov, V. M.; Abbott, B.; Acharya, B. S.; Adams, M.; Adams, T.; Agnew, J. P.; Alexeev, G. D.; Alkhazov, G.; Alton, A.; Askew, A.; Atkins, S.; Augsten, K.; Avila, C.; Badaud, F.; Bagby, L.; Baldin, B.; Bandurin, D. V.; Banerjee, S.; Barberis, E.; Baringer, P.; Bartlett, J. F.; Bassler, U.; Bazterra, V.; Bean, A.; Begalli, M.; Bellantoni, L.; Beri, S. B.; Bernardi, G.; Bernhard, R.; Bertram, I.; Besançon, M.; Beuselinck, R.; Bhat, P. C.; Bhatia, S.; Bhatnagar, V.; Blazey, G.; Blessing, S.; Bloom, K.; Boehnlein, A.; Boline, D.; Boos, E. E.; Borissov, G.; Borysova, M.; Brandt, A.; Brandt, O.; Brock, R.; Bross, A.; Brown, D.; Bu, X. B.; Buehler, M.; Buescher, V.; Bunichev, V.; Burdin, S.; Buszello, C. P.; Camacho-Pérez, E.; Casey, B. C. K.; Castilla-Valdez, H.; Caughron, S.; Chakrabarti, S.; Chan, K. M.; Chandra, A.; Chapon, E.; Chen, G.; Cho, S. W.; Choi, S.; Choudhary, B.; Cihangir, S.; Claes, D.; Clutter, J.; Cooke, M.; Cooper, W. E.; Corcoran, M.; Couderc, F.; Cousinou, M. -C.; Cutts, D.; Das, A.; Davies, G.; de Jong, S. J.; De La Cruz-Burelo, E.; Déliot, F.; Demina, R.; Denisov, D.; Denisov, S. P.; Desai, S.; Deterre, C.; DeVaughan, K.; Diehl, H. T.; Diesburg, M.; Ding, P. F.; Dominguez, A.; Dubey, A.; Dudko, L. V.; Duperrin, A.; Dutt, S.; Eads, M.; Edmunds, D.; Ellison, J.; Elvira, V. D.; Enari, Y.; Evans, H.; Evdokimov, V. N.; Falkowski, A.; Fauré, A.; Feng, L.; Ferbel, T.; Fiedler, F.; Filthaut, F.; Fisher, W.; Fisk, H. E.; Fortner, M.; Fox, H.; Fuess, S.; Garbincius, P. H.; Garcia-Bellido, A.; García-González, J. A.; Gavrilov, V.; Geng, W.; Gerber, C. E.; Gershtein, Y.; Ginther, G.; Gogota, O.; Golovanov, G.; Grannis, P. D.; Greder, S.; Greenlee, H.; Grenier, G.; Gris, Ph.; Grivaz, J. -F.; Grohsjean, A.; Grünendahl, S.; Grünewald, M. W.; Guillemin, T.; Gutierrez, G.; Gutierrez, P.; Haley, J.; Han, L.; Harder, K.; Harel, A.; Hauptman, J. M.; Hays, J.; Head, T.; Hebbeker, T.; Hedin, D.; Hegab, H.; Heinson, A. P.; Heintz, U.; Hensel, C.; Heredia-De La Cruz, I.; Herner, K.; Hesketh, G.; Hildreth, M. D.; Hirosky, R.; Hoang, T.; Hobbs, J. D.; Hoeneisen, B.; Hogan, J.; Hohlfeld, M.; Holzbauer, J. L.; Howley, I.; Hubacek, Z.; Hynek, V.; Iashvili, I.; Ilchenko, Y.; Illingworth, R.; Ito, A. S.; Jabeen, S.; Jaffré, M.; Jayasinghe, A.; Jeong, M. S.; Jesik, R.; Jiang, P.; Johns, K.; Johnson, E.; Johnson, M.; Jonckheere, A.; Jonsson, P.; Joshi, J.; Jung, A. W.; Juste, A.; Kajfasz, E.; Karmanov, D.; Katsanos, I.; Kehoe, R.; Kermiche, S.; Khalatyan, N.; Khanov, A.; Kharchilava, A.; Kharzheev, Y. N.; Kiselevich, I.; Kohli, J. M.; Kozelov, A. V.; Kraus, J.; Kumar, A.; Kupco, A.; Kurča, T.; Kuzmin, V. A.; Lammers, S.; Lebrun, P.; Lee, H. S.; Lee, S. W.; Lee, W. M.; Lei, X.; Lellouch, J.; Li, D.; Li, H.; Li, L.; Li, Q. Z.; Lim, J. K.; Lincoln, D.; Linnemann, J.; Lipaev, V. V.; Lipton, R.; Liu, H.; Liu, Y.; Lobodenko, A.; Lokajicek, M.; Lopes de Sa, R.; Luna-Garcia, R.; Lyon, A. L.; Maciel, A. K. A.; Madar, R.; Magaña-Villalba, R.; Malik, S.; Malyshev, V. L.; Mansour, J.; Martínez-Ortega, J.; McCarthy, R.; McGivern, C. L.; Meijer, M. M.; Melnitchouk, A.; Menezes, D.; Mercadante, P. G.; Merkin, M.; Meyer, A.; Meyer, J.; Miconi, F.; Mondal, N. K.; Mulhearn, M.; Nagy, E.; Narain, M.; Nayyar, R.; Neal, H. A.; Negret, J. P.; Neustroev, P.; Nguyen, H. T.; Nunnemann, T.; Orbaker, D.; Orduna, J.; Osman, N.; Osta, J.; Pal, A.; Parashar, N.; Parihar, V.; Park, S. K.; Partridge, R.; Parua, N.; Patwa, A.; Penning, B.; Perfilov, M.; Peters, Y.; Petridis, K.; Petrillo, G.; Pétroff, P.; Pleier, M. -A.; Podstavkov, V. M.; Popov, A. V.; Prewitt, M.; Price, D.; Prokopenko, N.; Qian, J.; Quadt, A.; Quinn, B.; Ratoff, P. N.; Razumov, I.; Ripp-Baudot, I.; Rizatdinova, F.; Rominsky, M.; Ross, A.; Royon, C.; Rubinov, P.; Ruchti, R.; Sajot, G.; Sánchez-Hernández, A.; Sanders, M. P.; Santos, A. S.; Savage, G.; Savitskyi, M.; Sawyer, L.; Scanlon, T.; Schamberger, R. D.; Scheglov, Y.; Schellman, H.; Schwanenberger, C.; Schwienhorst, R.; Sekaric, J.; Severini, H.; Shabalina, E.; Shary, V.; Shaw, S.; Shchukin, A. A.; Simak, V.; Skubic, P.; Slattery, P.; Smirnov, D.; Snow, G. R.; Snow, J.; Snyder, S.; Söldner-Rembold, S.; Sonnenschein, L.; Soustruznik, K.; Stark, J.; Stoyanova, D. A.; Strauss, M.; Suter, L.; Svoisky, P.; Titov, M.; Tokmenin, V. V.; Tsai, Y. -T.; Tsybychev, D.; Tuchming, B.; Tully, C.; Uvarov, L.; Uvarov, S.; Uzunyan, S.; Van Kooten, R.; van Leeuwen, W. M.; Varelas, N.; Varnes, E. W.; Vasilyev, I. A.; Verkheev, A. Y.; Vertogradov, L. S.; Verzocchi, M.; Vesterinen, M.; Vilanova, D.; Vokac, P.; Wahl, H. D.; Wang, M. H. L. S.; Warchol, J.; Watts, G.; Wayne, M.; Weichert, J.; Welty-Rieger, L.; Williams, M. R. J.; Wilson, G. W.; Wobisch, M.; Wood, D. R.; Wyatt, T. R.; Xie, Y.; Yamada, R.; Yang, S.; Yasuda, T.; Yatsunenko, Y. A.; Ye, W.; Ye, Z.; Yin, H.; Yip, K.; Youn, S. W.; Yu, J. M.; Zennamo, J.; Zhao, T. G.; Zhou, B.; Zhu, J.; Zielinski, M.; Zieminska, D.; Zivkovic, L.

    2014-10-01

    We present a measurement of the forward–backward asymmetry in top quark–antiquark production using the full Tevatron Run II data set collected by the D0 experiment at Fermilab. The measurement is performed in math display="inline">lepton+jetsmath> final states using a new kinematic fitting algorithm for events with four or more jets and a new partial reconstruction algorithm for events with only three jets. Corrected for detector acceptance and resolution effects, the asymmetry is evaluated to be math display="inline">AFB=(10.6±3.0)%math>. Results are consistent with the standard model predictions which range from 5.0% to 8.8%. We also present the dependence of the asymmetry on the invariant mass of the top quark–antiquark system and the difference in rapidities of the top quark and antiquark.

  5. Accent Attribution in Speakers with Foreign Accent Syndrome

    Science.gov (United States)

    Verhoeven, Jo; De Pauw, Guy; Pettinato, Michele; Hirson, Allen; Van Borsel, John; Marien, Peter

    2013-01-01

    Purpose: The main aim of this experiment was to investigate the perception of Foreign Accent Syndrome in comparison to speakers with an authentic foreign accent. Method: Three groups of listeners attributed accents to conversational speech samples of 5 FAS speakers which were embedded amongst those of 5 speakers with a real foreign accent and 5…

  6. 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)

  7. Danish-accented Chinese

    DEFF Research Database (Denmark)

    Wang, Lei; Sloos, Marjoleine 莱娜; Zhang, Chun

    In search for a linguistic basis for the education of Chinese as a foreign language CFL in Denmark, we set up a new line of investigation into CFL. This research focuses on the phonetics and phonology of Mandarin Chinese as compared to Danish. Considering the sound systems of both languages, we......-ba /pha pa/ ta-da /tha ta/ ka-ga / kha-ka/ For L2 acquisition it is held that same and new phonemes are (relatively) easy acquired, whereas similar but not identical sounds are difficult to learn. New sounds are initially mapped onto the L1 phoneme inventory (Kuhl 1991). For Danish, this would predict...... instruction, which pitch contours do the Danish learners of Chinese use on neutral tones and to what extent does their production match that of native speakers? Future research may include Norwegian and Swedish-accented Chinese and a comparison between the different Germanic accents of CFL. Reference Kuhl, P...

  8. Japanese Attitudes toward English Accents.

    Science.gov (United States)

    Chiba, Reiko; And Others

    1995-01-01

    Examined the attitudes of 169 Japanese university students toward varieties of spoken English. Results found that the students with more instrumental motivation were more positive toward nonnative English accents than those with less instrumental motivation, and that the students' familiarity with accents had an influence on their acceptance of…

  9. Bilingual children's social preferences hinge on accent.

    Science.gov (United States)

    DeJesus, Jasmine M; Hwang, Hyesung G; Dautel, Jocelyn B; Kinzler, Katherine D

    2017-12-01

    Past research finds that monolingual and bilingual children prefer native speakers to individuals who speak in unfamiliar foreign languages or accents. Do children in bilingual contexts socially distinguish among familiar languages and accents and, if so, how do their social preferences based on language and accent compare? The current experiments tested whether 5- to 7-year-olds in two bilingual contexts in the United States demonstrate social preferences among the languages and accents that are present in their social environments. We compared children's preferences based on language (i.e., English vs. their other native language) and their preferences based on accent (i.e., English with a native accent vs. English with a non-native [yet familiar] accent). In Experiment 1, children attending a French immersion school demonstrated no preference between English and French speakers but preferred American-accented English to French-accented English. In Experiment 2, bilingual Korean American children demonstrated no preference between English and Korean speakers but preferred American-accented English to Korean-accented English. Across studies, bilingual children's preferences based on accent (i.e., American-accented English over French- or Korean-accented English) were not related to their own language dominance. These results suggest that children from diverse linguistic backgrounds demonstrate social preferences for native-accented speakers. Implications for understanding the potential relation between social reasoning and language acquisition are discussed. Copyright © 2017 Elsevier Inc. All rights reserved.

  10. Iranian EFL Teachers’ Perceptions of Learning Accent

    Directory of Open Access Journals (Sweden)

    Hassan Galbat

    2018-05-01

    Full Text Available Since the appearance of “Audio-lingual Method”, the issue of foreign accent has been the focus of many researchers and many teachers attempted to sound as native like as possible to better teach native English accent. The present study attempted to uncover the Iranian EFL teachers’ perceptions on accent, the way they viewed their own accent, and how English accent can be improved. Totally 50 male and female teachers with different age range, qualifications, teaching and learning experiences participated in the study. The data of the study were collected using Teachers’ Perceptions of Accent Questionnaire developed by the researcher and semi-structured interviews. Based on the analysis performed on the data collected through questionnaires and interviews, it was found that teachers care about learning accent and they considered it valuable and important. They admitted that they have foreign accent to some degree and they did not seem to be happy with foreign accent and were more in favour of native like accent. Regarding the strategies to improve English accent, they mentioned techniques like listening to authentic language, understanding pronunciation rules, and comparing people’s accent with their own accent, watching English movies, noticing stress, and pronunciation patterns, imitating, speaking with native people, using books, and recording and monitoring their own speeches.

  11. Accent Identification by Adults with Aphasia

    Science.gov (United States)

    Newton, Caroline; Burns, Rebecca; Bruce, Carolyn

    2013-01-01

    The UK is a diverse society where individuals regularly interact with speakers with different accents. Whilst there is a growing body of research on the impact of speaker accent on comprehension in people with aphasia, there is none which explores their ability to identify accents. This study investigated the ability of this group to identify the…

  12. 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 ...

  13. Instructional and Learning Modes in Math. Module CMM:006:02.

    Science.gov (United States)

    Rexroat, Melvin E.

    This is the second module in a series on mathematics methods and materials for preservice elementary teachers. This module focuses on three instructional and learning modes: expository, guided discovery, and inquiry (pure discovery). Objectives for the module are listed, the prerequisites are stated, pre- and post-assessment standards are…

  14. Agnosia for accents in primary progressive aphasia☆

    Science.gov (United States)

    Fletcher, Phillip D.; Downey, Laura E.; Agustus, Jennifer L.; Hailstone, Julia C.; Tyndall, Marina H.; Cifelli, Alberto; Schott, Jonathan M.; Warrington, Elizabeth K.; Warren, Jason D.

    2013-01-01

    As an example of complex auditory signal processing, the analysis of accented speech is potentially vulnerable in the progressive aphasias. However, the brain basis of accent processing and the effects of neurodegenerative disease on this processing are not well understood. Here we undertook a detailed neuropsychological study of a patient, AA with progressive nonfluent aphasia, in whom agnosia for accents was a prominent clinical feature. We designed a battery to assess AA's ability to process accents in relation to other complex auditory signals. AA's performance was compared with a cohort of 12 healthy age and gender matched control participants and with a second patient, PA, who had semantic dementia with phonagnosia and prosopagnosia but no reported difficulties with accent processing. Relative to healthy controls, the patients showed distinct profiles of accent agnosia. AA showed markedly impaired ability to distinguish change in an individual's accent despite being able to discriminate phonemes and voices (apperceptive accent agnosia); and in addition, a severe deficit of accent identification. In contrast, PA was able to perceive changes in accents, phonemes and voices normally, but showed a relatively mild deficit of accent identification (associative accent agnosia). Both patients showed deficits of voice and environmental sound identification, however PA showed an additional deficit of face identification whereas AA was able to identify (though not name) faces normally. These profiles suggest that AA has conjoint (or interacting) deficits involving both apperceptive and semantic processing of accents, while PA has a primary semantic (associative) deficit affecting accents along with other kinds of auditory objects and extending beyond the auditory modality. Brain MRI revealed left peri-Sylvian atrophy in case AA and relatively focal asymmetric (predominantly right sided) temporal lobe atrophy in case PA. These cases provide further evidence for the

  15. Agnosia for accents in primary progressive aphasia.

    Science.gov (United States)

    Fletcher, Phillip D; Downey, Laura E; Agustus, Jennifer L; Hailstone, Julia C; Tyndall, Marina H; Cifelli, Alberto; Schott, Jonathan M; Warrington, Elizabeth K; Warren, Jason D

    2013-08-01

    As an example of complex auditory signal processing, the analysis of accented speech is potentially vulnerable in the progressive aphasias. However, the brain basis of accent processing and the effects of neurodegenerative disease on this processing are not well understood. Here we undertook a detailed neuropsychological study of a patient, AA with progressive nonfluent aphasia, in whom agnosia for accents was a prominent clinical feature. We designed a battery to assess AA's ability to process accents in relation to other complex auditory signals. AA's performance was compared with a cohort of 12 healthy age and gender matched control participants and with a second patient, PA, who had semantic dementia with phonagnosia and prosopagnosia but no reported difficulties with accent processing. Relative to healthy controls, the patients showed distinct profiles of accent agnosia. AA showed markedly impaired ability to distinguish change in an individual's accent despite being able to discriminate phonemes and voices (apperceptive accent agnosia); and in addition, a severe deficit of accent identification. In contrast, PA was able to perceive changes in accents, phonemes and voices normally, but showed a relatively mild deficit of accent identification (associative accent agnosia). Both patients showed deficits of voice and environmental sound identification, however PA showed an additional deficit of face identification whereas AA was able to identify (though not name) faces normally. These profiles suggest that AA has conjoint (or interacting) deficits involving both apperceptive and semantic processing of accents, while PA has a primary semantic (associative) deficit affecting accents along with other kinds of auditory objects and extending beyond the auditory modality. Brain MRI revealed left peri-Sylvian atrophy in case AA and relatively focal asymmetric (predominantly right sided) temporal lobe atrophy in case PA. These cases provide further evidence for the

  16. Accent on communication: the impact of regional and foreign accent on comprehension in adults with aphasia.

    Science.gov (United States)

    Bruce, Carolyn; To, Cinn-Teng; Newton, Caroline

    2012-01-01

    This study explored whether an unfamiliar non-native accent, differing in both segmental and prosodic features was more difficult for individuals with aphasia to understand than an unfamiliar native accent, which differed in segmental features only. Comprehension, which was determined by accuracy judgments on true/false sentences, and speed of response were assessed in the following three conditions: a familiar Southern Standard British English (SSBE) accent, an unfamiliar native Grimsby accent, and an unfamiliar non-native Chinese accent. Thirty-four English speaking adults (17 people with and 17 people without aphasia) served as listeners for this study. All listeners made significantly more errors in the unfamiliar non-native accent, although this difficulty was more marked for those with aphasia. While there was no affect of speaker accent on the response times of listeners with aphasia, listeners without aphasia were significantly slower with the unfamiliar non-native accent. The results indicate that non-native accented speech affects comprehension even on simple tasks in ideal listening conditions. The findings suggest that speaker accent, especially accents varying in both segmental and prosodic features, can be a barrier to successful interactions between non-native accented speakers and native listeners, particularly those with aphasia.

  17. How do we perceive accents? The association between essentialist perceptions and accents

    Directory of Open Access Journals (Sweden)

    2015-09-01

    Conclusions: Corresponding to previous research, our results indicate that accents can be used to categorise people and foster perceptions of group homogeneity. More importantly, we found this to be a dynamic process that included the perceivers’ perception of their own accent. We tentatively suggest that accents may serve as a mediating factor in the relationship between group categorisation and essentialist perceptions.

  18. The common denominator in the perception of accents in cases with foreign accent syndrome

    NARCIS (Netherlands)

    Jonkers, Roel; van der Scheer, Fennetta; Gilbers, Dicky

    2017-01-01

    Background: Foreign accent syndrome (FAS) is a rare speech disorder leading to a perceived presence of a new accent in a speaker’s speech. Until now, around 100 cases of FAS have been reported. It is striking that in most cases the perception of the accent is in one consistent direction, namely from

  19. FOREIGN ACCENT PERCEPTION IN PROFESSIONAL DISCOURSE

    Directory of Open Access Journals (Sweden)

    Tyurina, S.Yu.

    2017-09-01

    Full Text Available This paper examines the attitude to the accent in professional discourse. The paper focuses on linguistic approach to accent, thus, the communicative effect of accent in professional discourse is evaluated. Discourse is considered as one of the key concepts of contemporary thinking. The key goal is to study how native speaking and non-native speaking people evaluate the accents in professional sphere. The study is considered to have important implications due to academic and professional mobility. Both quantitative and qualitative methods to collect and analyze data were used. The results of the research may be interesting for phoneticians and ESP teachers.

  20. The Penefit of Salience: Salient Accented, but Not Unaccented Words Reveal Accent Adaptation Effects.

    Science.gov (United States)

    Grohe, Ann-Kathrin; Weber, Andrea

    2016-01-01

    In two eye-tracking experiments, the effects of salience in accent training and speech accentedness on spoken-word recognition were investigated. Salience was expected to increase a stimulus' prominence and therefore promote learning. A training-test paradigm was used on native German participants utilizing an artificial German accent. Salience was elicited by two different criteria: production and listening training as a subjective criterion and accented (Experiment 1) and canonical test words (Experiment 2) as an objective criterion. During training in Experiment 1, participants either read single German words out loud and deliberately devoiced initial voiced stop consonants (e.g., Balken-"beam" pronounced as (*) Palken), or they listened to pre-recorded words with the same accent. In a subsequent eye-tracking experiment, looks to auditorily presented target words with the accent were analyzed. Participants from both training conditions fixated accented target words more often than a control group without training. Training was identical in Experiment 2, but during test, canonical German words that overlapped in onset with the accented words from training were presented as target words (e.g., Palme-"palm tree" overlapped in onset with the training word (*) Palken) rather than accented words. This time, no training effect was observed; recognition of canonical word forms was not affected by having learned the accent. Therefore, accent learning was only visible when the accented test tokens in Experiment 1, which were not included in the test of Experiment 2, possessed sufficient salience based on the objective criterion "accent." These effects were not modified by the subjective criterion of salience from the training modality.

  1. Measurement of the <math display='inline'>τmath> Lepton Polarization and <math display='inline'>R(D*)math> in the Decay <math display='inline'>accent='true'>B¯D*τ-accent='true'>ν¯τmath>

    Energy Technology Data Exchange (ETDEWEB)

    Hirose, S.; Iijima, T.; Adachi, I.; Adamczyk, K.; Aihara, H.; Al Said, S.; Asner, D. M.; Atmacan, H.; Aulchenko, V.; Aushev, T.; Ayad, R.; Babu, V.; Badhrees, I.; Bakich, A. M.; Bansal, V.; Barberio, E.; Behera, P.; Berger, M.; Bhuyan, B.; Biswal, J.; Bondar, A.; Bonvicini, G.; Bozek, A.; Bračko, M.; Browder, T. E.; Červenkov, D.; Chang, P.; Chen, A.; Cheon, B. G.; Chilikin, K.; Chistov, R.; Cho, K.; Choi, Y.; Cinabro, D.; Danilov, M.; Dash, N.; Di Carlo, S.; Dingfelder, J.; Doležal, Z.; Drásal, Z.; Dutta, D.; Eidelman, S.; Epifanov, D.; Farhat, H.; Fast, J. E.; Ferber, T.; Fulsom, B. G.; Gaur, V.; Gabyshev, N.; Garmash, A.; Goldenzweig, P.; Golob, B.; Greenwald, D.; Grygier, J.; Haba, J.; Hara, K.; Hasenbusch, J.; Hayasaka, K.; Hayashii, H.; Higuchi, T.; Hou, W. -S.; Hsu, C. -L.; Inami, K.; Inguglia, G.; Ishikawa, A.; Itoh, R.; Iwasaki, Y.; Jacobs, W. W.; Jaegle, I.; Jin, Y.; Joffe, D.; Joo, K. K.; Julius, T.; Kato, Y.; Kawasaki, T.; Kichimi, H.; Kiesling, C.; Kim, D. Y.; Kim, J. B.; Kim, K. T.; Kim, M. J.; Kim, S. H.; Kinoshita, K.; Kodyš, P.; Korpar, S.; Kotchetkov, D.; Križan, P.; Krokovny, P.; Kuhr, T.; Kulasiri, R.; Kumar, R.; Kwon, Y. -J.; Lange, J. S.; Li, C. H.; Li, L.; Li, Y.; Li Gioi, L.; Libby, J.; Liventsev, D.; Lubej, M.; Luo, T.; MacNaughton, J.; Masuda, M.; Matsuda, T.; Matvienko, D.; Miyabayashi, K.; Miyake, H.; Miyata, H.; Mizuk, R.; Mohanty, G. B.; Moon, H. K.; Mori, T.; Mussa, R.; Nakao, M.; Nanut, T.; Nath, K. J.; Natkaniec, Z.; Nayak, M.; Niiyama, M.; Nisar, N. K.; Nishida, S.; Ogawa, S.; Okuno, S.; Ono, H.; Onuki, Y.; Ostrowicz, W.; Pakhlov, P.; Pakhlova, G.; Pal, B.; Park, C. W.; Park, H.; Paul, S.; Pesántez, L.; Pestotnik, R.; Piilonen, L. E.; Prasanth, K.; Ritter, M.; Rostomyan, A.; Rozanska, M.; Sakai, Y.; Sandilya, S.; Santelj, L.; Sanuki, T.; Sato, Y.; Savinov, V.; Schlüter, T.; Schneider, O.; Schnell, G.; Schwanda, C.; Seino, Y.; Senyo, K.; Seon, O.; Sevior, M. E.; Shebalin, V.; Shen, C. P.; Shibata, T. -A.; Shiu, J. -G.; Simon, F.; Sokolov, A.; Solovieva, E.; Starič, M.; Strube, J. F.; Sumisawa, K.; Sumiyoshi, T.; Takizawa, M.; Tamponi, U.; Tenchini, F.; Trabelsi, K.; Uchida, M.; Uglov, T.; Unno, Y.; Uno, S.; Urquijo, P.; Ushiroda, Y.; Usov, Y.; Van Hulse, C.; Varner, G.; Varvell, K. E.; Vossen, A.; Wang, C. H.; Wang, M. -Z.; Wang, P.; Watanabe, M.; Watanabe, Y.; Widmann, E.; Won, E.; Yamashita, Y.; Ye, H.; Yelton, J.; Yuan, C. Z.; Zhang, Z. P.; Zhilich, V.; Zhulanov, V.; Zupanc, A.

    2017-05-01

    We report the first measurement of the τ lepton polarization PτðDÞ in the decay B¯ → Dτ- ¯ντ as well as a new measurement of the ratio of the branching fractions RðDÞ ¼ BðB¯ → Dτ- ¯ντÞ=BðB¯ → Dl- ¯νlÞ, where l- denotes an electron or a muon, and the τ is reconstructed in the modes τ- → π-ντ and τ- → ρ-ντ

  2. 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

  3. Effect of Accent and Dialect on Employability

    Science.gov (United States)

    Carlson, Holly K.; McHenry, Monica A.

    2006-01-01

    This study was designed to determine how ethnicity, the amount of perceived accent or dialect, and comprehensibility affect a speaker's employability. Sixty human resource specialists judged 3 female potential applicants. The applicants represented speakers of Spanish-influenced English, Asian-influenced English, and African American Vernacular…

  4. Psychogenic Foreign Accent Syndrome: a new case

    Directory of Open Access Journals (Sweden)

    Stefanie eKeulen

    2016-04-01

    Full Text Available This paper presents the case of a 33-year-old, right-handed, French-speaking Belgian lady who was involved in a car accident as a pedestrian. Six months after the incident she developed a German/Flemish-like accent. The patient’s medical history, the onset of the FAS and the possible psychological causes of the accent change are analyzed. Relevant neuropsychological, neurolinguistic and psychodiagnostic test results are presented and discussed. The psychodiagnostic interview and testing will receive special attention, because these have been underreported in previous FAS case reports. Furthermore, an accent rating experiment was carried out in order to assess the foreign quality of the patient’s speech. Pre- and post-morbid spontaneous speech samples were analyzed phonetically to identify the pronunciation characteristics associated with this type of FAS. Several findings were considered essential in the diagnosis of psychogenic FAS: the psychological assessments as well as the clinical interview confirmed the presence of psychological problems, while neurological damage was excluded by means of repeated neuroimaging and neurological examinations. The type and nature of the speech symptoms and the accent fluctuations associated with the patient's psychological state cannot be explained by a neurological disorder. Moreover, the indifference of the patient towards her condition may also suggest a psychogenic etiology, as the opposite is usually observed in neurogenic FAS patients.

  5. 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)

  6. Accent detection and social cognition: evidence of protracted learning.

    Science.gov (United States)

    Creel, Sarah C

    2018-03-01

    How and when do children become aware that speakers have different accents? While adults readily make a variety of subtle social inferences based on speakers' accents, findings from children are more mixed: while one line of research suggests that even infants may be acutely sensitive to accent unfamiliarity, other studies suggest that 5-year-olds have difficulty identifying accents as different from their own. In an attempt to resolve this paradox, the current study assesses American children's sensitivity to American vs. Dutch accents in two situations. First, in an eye-tracked sentence processing paradigm where children have previously shown sensitivity to a salient social distinction (gender) from voice cues, 3-5-year-old children showed no sensitivity to accent differences. Second, in a social decision-making task where accent sensitivity has been found in 5-year-olds, an age gradient appeared, suggesting that familiar accent preferences emerge slowly between 3 and 7 years. Counter to claims that accent is an early, salient signal of social group, results are more consistent with a protracted learning hypothesis that children need extended exposure to native-language sound patterns in order to detect that an accent deviates from their own. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=BQAgy3IFYXA. © 2017 John Wiley & Sons Ltd.

  7. What makes a rhythm complex? The influence of musical training and accent type on beat perception

    NARCIS (Netherlands)

    Bouwer, F.L.; Burgoyne, J.A.; Odijk, D.; Honing, H.; Grahn, J.A.

    2018-01-01

    Perception of a regular beat in music is inferred from different types of accents. For example, increases in loudness cause intensity accents, and the grouping of time intervals in a rhythm creates temporal accents. Accents are expected to occur on the beat: when accents are “missing” on the beat,

  8. 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

  9. Sequenced subjective accents for brain-computer interfaces

    Science.gov (United States)

    Vlek, R. J.; Schaefer, R. S.; Gielen, C. C. A. M.; Farquhar, J. D. R.; Desain, P.

    2011-06-01

    Subjective accenting is a cognitive process in which identical auditory pulses at an isochronous rate turn into the percept of an accenting pattern. This process can be voluntarily controlled, making it a candidate for communication from human user to machine in a brain-computer interface (BCI) system. In this study we investigated whether subjective accenting is a feasible paradigm for BCI and how its time-structured nature can be exploited for optimal decoding from non-invasive EEG data. Ten subjects perceived and imagined different metric patterns (two-, three- and four-beat) superimposed on a steady metronome. With an offline classification paradigm, we classified imagined accented from non-accented beats on a single trial (0.5 s) level with an average accuracy of 60.4% over all subjects. We show that decoding of imagined accents is also possible with a classifier trained on perception data. Cyclic patterns of accents and non-accents were successfully decoded with a sequence classification algorithm. Classification performances were compared by means of bit rate. Performance in the best scenario translates into an average bit rate of 4.4 bits min-1 over subjects, which makes subjective accenting a promising paradigm for an online auditory BCI.

  10. What makes a rhythm complex? The influence of musical training and accent type on beat perception.

    Science.gov (United States)

    Bouwer, Fleur L; Burgoyne, J Ashley; Odijk, Daan; Honing, Henkjan; Grahn, Jessica A

    2018-01-01

    Perception of a regular beat in music is inferred from different types of accents. For example, increases in loudness cause intensity accents, and the grouping of time intervals in a rhythm creates temporal accents. Accents are expected to occur on the beat: when accents are "missing" on the beat, the beat is more difficult to find. However, it is unclear whether accents occurring off the beat alter beat perception similarly to missing accents on the beat. Moreover, no one has examined whether intensity accents influence beat perception more or less strongly than temporal accents, nor how musical expertise affects sensitivity to each type of accent. In two experiments, we obtained ratings of difficulty in finding the beat in rhythms with either temporal or intensity accents, and which varied in the number of accents on the beat as well as the number of accents off the beat. In both experiments, the occurrence of accents on the beat facilitated beat detection more in musical experts than in musical novices. In addition, the number of accents on the beat affected beat finding more in rhythms with temporal accents than in rhythms with intensity accents. The effect of accents off the beat was much weaker than the effect of accents on the beat and appeared to depend on musical expertise, as well as on the number of accents on the beat: when many accents on the beat are missing, beat perception is quite difficult, and adding accents off the beat may not reduce beat perception further. Overall, the different types of accents were processed qualitatively differently, depending on musical expertise. Therefore, these findings indicate the importance of designing ecologically valid stimuli when testing beat perception in musical novices, who may need different types of accent information than musical experts to be able to find a beat. Furthermore, our findings stress the importance of carefully designing rhythms for social and clinical applications of beat perception, as not

  11. Accents in the workplace: their effects during a job interview.

    Science.gov (United States)

    Deprez-Sims, Anne-Sophie; Morris, Scott B

    2010-12-01

    As the workplace becomes increasingly global, organizations are more likely to employ persons from other countries whose accents clearly identify them as different from the local workforce. Understanding the impact of accents in the workplace is important because accents can be salient in the same way as ethnicity, age, gender, and skin color and may be a source of employment discrimination. The present study looked at the influence of accents on the evaluation of job applicants during an interview for a human resource manager position. Participants from the US were asked to evaluate an applicant with one of three accents (Midwestern US, French, Colombian) by listening to an audiofile. The results showed that the applicant with the Midwestern US accent was evaluated more positively than the applicant with the French accent; however, the applicant with the Colombian accent did not receive an evaluation that differed significantly from those given to the applicants with either the French or the Midwestern US accent. Analyses of process variables indicated that the bias against the French-accented applicant was mediated by perceived lower similarity. These results are consistent with the similarity-attraction hypothesis, which states that demographic variables will impact judgments to the extent to which they make the decision-maker view the applicant as similar or dissimilar. The ability of accent to trigger bias highlights the importance of considering the full array of characteristics that can lead to discrimination in employment settings. Research on employment discrimination has traditionally focused on visual cues such as gender and ethnicity, but in an interview situation, the way the applicant speaks is also important.

  12. Processing changes when listening to foreign-accented speech

    Directory of Open Access Journals (Sweden)

    Carlos eRomero-Rivas

    2015-03-01

    Full Text Available This study investigates the mechanisms responsible for fast changes in processing foreign-accented speech. Event Related brain Potentials (ERPs were obtained while native speakers of Spanish listened to native and foreign-accented speakers of Spanish. We observed a less positive P200 component for foreign-accented speech relative to native speech comprehension. This suggests that the extraction of spectral information and other important acoustic features was hampered during foreign-accented speech comprehension. However, the amplitude of the N400 component for foreign-accented speech comprehension decreased across the experiment, suggesting the use of a higher level, lexical mechanism. Furthermore, during native speech comprehension, semantic violations in the critical words elicited an N400 effect followed by a late positivity. During foreign-accented speech comprehension, semantic violations only elicited an N400 effect. Overall, our results suggest that, despite a lack of improvement in phonetic discrimination, native listeners experience changes at lexical-semantic levels of processing after brief exposure to foreign-accented speech. Moreover, these results suggest that lexical access, semantic integration and linguistic re-analysis processes are permeable to external factors, such as the accent of the speaker.

  13. Automatically identifying characteristic features of non-native English accents

    NARCIS (Netherlands)

    Bloem, Jelke; Wieling, Martijn; Nerbonne, John; Côté, Marie-Hélène; Knooihuizen, Remco; Nerbonne, John

    2016-01-01

    In this work, we demonstrate the application of statistical measures from dialectometry to the study of accented English speech. This new methodology enables a more quantitative approach to the study of accents. Studies on spoken dialect data have shown that a combination of representativeness (the

  14. Linguistic Processing of Accented Speech Across the Lifespan

    Directory of Open Access Journals (Sweden)

    Alejandrina eCristia

    2012-11-01

    Full Text Available In most of the world, people have regular exposure to multiple accents. Therefore, learning to quickly process accented speech is a prerequisite to successful communication. In this paper, we examine work on the perception of accented speech across the lifespan, from early infancy to late adulthood. Unfamiliar accents initially impair linguistic processing by infants, children, younger adults, and older adults, but listeners of all ages come to adapt to accented speech. Emergent research also goes beyond these perceptual abilities, by assessing links with production and the relative contributions of linguistic knowledge and general cognitive skills. We conclude by underlining points of convergence across ages, and the gaps left to face in future work.

  15. 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)…

  16. 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…

  17. 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…

  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. Accent imitation positively affects language attitudes.

    Science.gov (United States)

    Adank, Patti; Stewart, Andrew J; Connell, Louise; Wood, Jeffrey

    2013-01-01

    People in conversation tend to accommodate the way they speak. It has been assumed that this tendency to imitate each other's speech patterns serves to increase liking between partners in a conversation. Previous experiments examined the effect of perceived social attractiveness on the tendency to imitate someone else's speech and found that vocal imitation increased when perceived attractiveness was higher. The present experiment extends this research by examining the inverse relationship and examines how overt vocal imitation affects attitudes. Participants listened to sentences spoken by two speakers of a regional accent (Glaswegian) of English. They vocally repeated (speaking in their own accent without imitating) the sentences spoken by a Glaswegian speaker, and subsequently imitated sentences spoken by a second Glaswegian speaker (order counterbalanced across participants). After each repeating or imitation session, participants completed a questionnaire probing the speakers' perceived power, competence, and social attractiveness. Imitating had a positive effect on the perceived social attractiveness of the speaker compared to repeating. These results are interpreted in light of Communication Accommodation Theory.

  20. Accent Imitation Positively Affects Language Attitudes

    Directory of Open Access Journals (Sweden)

    Patti eAdank

    2013-05-01

    Full Text Available People in conversation tend to accommodate the way they speak. It has been assumed that this tendency to imitate each other’s speech patterns serves to increase liking between partners in a conversation. Previous experiments examined the effect of perceived social attractiveness on the tendency to imitate someone else’s speech and found that vocal imitation increased when perceived attractiveness was higher. The present experiment extends this research by examining the inverse relationship and examines how overt vocal imitation affects attitudes. Participants listened to sentences spoken by two speakers of a regional accent (Glaswegian of English. They vocally repeated (speaking in their own accent without imitating the sentences spoken by a Glaswegian speaker, and subsequently imitated sentences spoken by a second Glaswegian speaker (order counterbalanced across participants. After each repeating or imitation session, participants completed a questionnaire probing the speakers’ perceived power, competence, and social attractiveness. Imitating had a positive effect on the perceived social attractiveness of the speaker compared to repeating. These results are interpreted in light of Communication Accommodation Theory.

  1. Malaysian University Students' Attitudes towards Six Varieties of Accented Speech in English

    Science.gov (United States)

    Ahmed, Zainab Thamer; Abdullah, Ain Nadzimah; Heng, Chan Swee

    2014-01-01

    Previous language attitude studies indicated that in many countries all over the world, English language learners perceived native accents, either American or British, more positively than the non-native accents such as the Japanese, Korean, and Austrian accents. However, in Malaysia it is still unclear which accent Malaysian learners of English…

  2. Perception of Foreign Accent Syndrome Speech and Its Relation to Segmental Characteristics

    Science.gov (United States)

    Dankovicova, Jana; Hunt, Claire

    2011-01-01

    Foreign accent syndrome (FAS) is an acquired neurogenic disorder characterized by altered speech that sounds foreign-accented. This study presents a British subject perceived to speak with an Italian (or Greek) accent after a brainstem (pontine) stroke. Native English listeners rated the strength of foreign accent and impairment they perceived in…

  3. Two French-Speaking Cases of Foreign Accent Syndrome: An Acoustic-Phonetic Analysis

    Science.gov (United States)

    Roy, Johanna-Pascale; Macoir, Joel; Martel-Sauvageau, Vincent; Boudreault, Carol-Ann

    2012-01-01

    Foreign accent syndrome (FAS) is an acquired neurologic disorder in which an individual suddenly and unintentionally speaks with an accent which is perceived as being different from his/her usual accent. This study presents an acoustic-phonetic description of two Quebec French-speaking cases. The first speaker presents a perceived accent shift to…

  4. Focus, accent, and argument structure: effects on language comprehension.

    Science.gov (United States)

    Birch, S; Clifton, C

    1995-01-01

    Four experiments investigated the effect of syntactic argument structure on the evaluation and comprehension of utterances with different patterns of pitch accents. Linguistic analyses of the relation between focus and prosody note that it is possible for certain accented constituents within a broadly focused phrase to project focus to the entire phrase. We manipulated focus requirements and accent in recorded question-answer pairs and asked listeners to make linguistic judgments of prosodic appropriateness (Experiments 1 and 3) or to make judgments based on meaningful comprehension (Experiments 2 and 4). Naive judgments of prosodic appropriateness were generally consistent with the linguistic analyses, showing preferences for utterances in which contextually new noun phrases received accent and old noun phrases did not, but suggested that an accented new argument NP was not fully effective in projecting broad focus to the entire VP. However, the comprehension experiments did demonstrate that comprehension of a sentence with broad VP focus was as efficient when only a lexical argument NP received accent as when both NP and verb received accent. Such focus projection did not occur when the argument NP was an "independent quantifier" such as nobody or everything. The results extend existing demonstrations that the ease of understanding spoken discourse depends on appropriate intonational marking of focus to cases where certain structurally-defined words can project focus-marking to an entire phrase.

  5. 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.

  6. 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…

  7. Does seeing an Asian face make speech sound more accented?

    Science.gov (United States)

    Zheng, Yi; Samuel, Arthur G

    2017-08-01

    Prior studies have reported that seeing an Asian face makes American English sound more accented. The current study investigates whether this effect is perceptual, or if it instead occurs at a later decision stage. We first replicated the finding that showing static Asian and Caucasian faces can shift people's reports about the accentedness of speech accompanying the pictures. When we changed the static pictures to dubbed videos, reducing the demand characteristics, the shift in reported accentedness largely disappeared. By including unambiguous items along with the original ambiguous items, we introduced a contrast bias and actually reversed the shift, with the Asian-face videos yielding lower judgments of accentedness than the Caucasian-face videos. By changing to a mixed rather than blocked design, so that the ethnicity of the videos varied from trial to trial, we eliminated the difference in accentedness rating. Finally, we tested participants' perception of accented speech using the selective adaptation paradigm. After establishing that an auditory-only accented adaptor shifted the perception of how accented test words are, we found that no such adaptation effect occurred when the adapting sounds relied on visual information (Asian vs. Caucasian videos) to influence the accentedness of an ambiguous auditory adaptor. Collectively, the results demonstrate that visual information can affect the interpretation, but not the perception, of accented speech.

  8. Malaysian University Students’ Attitudes towards Six Varieties of Accented Speech in English

    Directory of Open Access Journals (Sweden)

    Zainab Thamer Ahmed

    2014-10-01

    Full Text Available Previous language attitude studies indicated that in many countries all over the world, English language learners perceived native accents either American or British, more positively than the non-native accents such as the Japanese, Korean, and Austrian accents. However, in Malaysia it is still unclear which accent Malaysian learners of English tend to perceive more positively (Pillai 2009. The verbal-guise technique and accent recognition item were adopted as indirect and direct instruments in gathering data to obtain data to clarify the inquiry. The sample includes 120 Malaysian university students and they were immersed in several speech accent situations to elicit feedback on their perceptions. Essentially two research questions are addressed: 1 What are Malaysian university students’ attitudes toward native and non-native English accents? 2 How familiar are students with accents?  The results indicated that the students had a bias towards in-group accent, meaning that they evaluated non-native lecturers’ accents more positively. These results supported the ‘social identity theory’ consistent with many previous language attitude studies of this nature. The Malaysian students were seen to be able to distinguish between native and non-native accents although there was much confusion between British and American accents.

  9. Adapting to foreign-accented speech: The role of delay in testing

    NARCIS (Netherlands)

    Witteman, M.J.; Bardhan, N.P.; Weber, A.C.; McQueen, J.M.

    2011-01-01

    Understanding speech usually seems easy, but it can become noticeably harder when the speaker has a foreign accent. This is because foreign accents add considerable variation to speech. Research on foreign-accented speech shows that participants are able to adapt quickly to this type of variation.

  10. A Neural Marker for Social Bias Toward In-group Accents.

    Science.gov (United States)

    Bestelmeyer, Patricia E G; Belin, Pascal; Ladd, D Robert

    2015-10-01

    Accents provide information about the speaker's geographical, socio-economic, and ethnic background. Research in applied psychology and sociolinguistics suggests that we generally prefer our own accent to other varieties of our native language and attribute more positive traits to it. Despite the widespread influence of accents on social interactions, educational and work settings the neural underpinnings of this social bias toward our own accent and, what may drive this bias, are unexplored. We measured brain activity while participants from two different geographical backgrounds listened passively to 3 English accent types embedded in an adaptation design. Cerebral activity in several regions, including bilateral amygdalae, revealed a significant interaction between the participants' own accent and the accent they listened to: while repetition of own accents elicited an enhanced neural response, repetition of the other group's accent resulted in reduced responses classically associated with adaptation. Our findings suggest that increased social relevance of, or greater emotional sensitivity to in-group accents, may underlie the own-accent bias. Our results provide a neural marker for the bias associated with accents, and show, for the first time, that the neural response to speech is partly shaped by the geographical background of the listener. © The Author 2014. Published by Oxford University Press.

  11. 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.

  12. 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...

  13. 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)…

  14. A Multi-Perspective Investigation of Attitudes towards English Accents in Hong Kong: Implications for Pronunciation Teaching

    Science.gov (United States)

    Chan, Jim Y. H.

    2016-01-01

    The study reported in this article examined Hong Kong students' attitudes towards English accents from three interrelated perspectives: (1) their awareness of accents, (2) their perception of accents in relation to the dimensions of status and solidarity, and (3) their choice of accents in various local language-using contexts. By means of the…

  15. Foreign accent, cognitive load and intelligibility of EMI lectures

    DEFF Research Database (Denmark)

    Jensen, Christian; Thøgersen, Jacob

    2017-01-01

    This study investigated the effect of foreign accent on the understanding of spoken texts in two different contexts: (1) when listeners extract surface level meaning of simple utterances, labelled “intelligibility in simple tasks” (IS) below, and (2) when they answer content questions to a complex...

  16. Accent, Identity, and a Fear of Loss? ESL Students' Perspectives

    Science.gov (United States)

    McCrocklin, Shannon; Link, Stephanie

    2016-01-01

    Because many theorists propose a connection between accent and identity, some theorists have justifiably been concerned about the ethical ramifications of L2 pronunciation teaching. However, English-as-a-second-language (ESL) students often state a desire to sound like native speakers. With little research into ESL students' perceptions of links…

  17. Can You Understand Me? Speaking Robots and Accented Speech

    Science.gov (United States)

    Moussalli, Souheila; Cardoso, Walcir

    2017-01-01

    The results of our previous research on the pedagogical use of Speaking Robots (SRs) revealed positive effects on motivating students to practice their oral skills in a stress-free environment. However, our findings indicated that the SR was sometimes unable to understand students' foreign accented speech. In this paper, we report the results of a…

  18. Indian accent text-to-speech system for web browsing

    Indian Academy of Sciences (India)

    This paper describes a 'web reader' which 'reads out' the textual contents of a selected web page in Hindi or in English with Indian accent. The content of the page is downloaded and parsed into suitable textual form. It is then passed on to an indigenously developed text-to-speech system for Hindi/Indian English, ...

  19. Bilingual and Monolingual Children Prefer Native-Accented Speakers

    Directory of Open Access Journals (Sweden)

    Andre L. eSouza

    2013-12-01

    Full Text Available Adults and young children prefer to affiliate with some individuals rather than others. Studies have shown that monolingual children show in-group biases for individuals who speak their native language without a foreign accent (Kinzler, Dupoux, & Spelke, 2007. Some studies have suggested that bilingual children are less influenced than monolinguals by language variety when attributing personality traits to different speakers (Anisfeld & Lambert, 1964, which could indicate that bilinguals have fewer in-group biases and perhaps greater social flexibility. However, no previous studies have compared monolingual and bilingual children’s reactions to speakers with unfamiliar foreign accents. In the present study, we investigated the social preferences of 5-year-old English and French monolinguals and English-French bilinguals. Contrary to our predictions, both monolingual and bilingual preschoolers preferred to be friends with native-accented speakers over speakers who spoke their dominant language with an unfamiliar foreign accent. This result suggests that both monolingual and bilingual children have strong preferences for in-group members who use a familiar language variety, and that bilingualism does not lead to generalized social flexibility.

  20. Pointed and plateau-shaped pitch accents in North Frisian

    DEFF Research Database (Denmark)

    Niebuhr, Oliver; Hoekstra, Jarich

    2015-01-01

    for language documentation and conservation purposes. We selected a small part of this corpus – interviews of 10 elderly speakers – and conducted multiparametric F0 and duration measurements, focusing on nuclear rising-falling pitch accent patterns. We found strong evidence for a phonological pitch...

  1. Bilingual and monolingual children prefer native-accented speakers.

    Science.gov (United States)

    Souza, André L; Byers-Heinlein, Krista; Poulin-Dubois, Diane

    2013-01-01

    Adults and young children prefer to affiliate with some individuals rather than others. Studies have shown that monolingual children show in-group biases for individuals who speak their native language without a foreign accent (Kinzler et al., 2007). Some studies have suggested that bilingual children are less influenced than monolinguals by language variety when attributing personality traits to different speakers (Anisfeld and Lambert, 1964), which could indicate that bilinguals have fewer in-group biases and perhaps greater social flexibility. However, no previous studies have compared monolingual and bilingual children's reactions to speakers with unfamiliar foreign accents. In the present study, we investigated the social preferences of 5-year-old English and French monolinguals and English-French bilinguals. Contrary to our predictions, both monolingual and bilingual preschoolers preferred to be friends with native-accented speakers over speakers who spoke their dominant language with an unfamiliar foreign accent. This result suggests that both monolingual and bilingual children have strong preferences for in-group members who use a familiar language variety, and that bilingualism does not lead to generalized social flexibility.

  2. 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…

  3. 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,…

  4. The influence of talker and foreign-accent variability on spoken word identification.

    Science.gov (United States)

    Bent, Tessa; Holt, Rachael Frush

    2013-03-01

    In spoken word identification and memory tasks, stimulus variability from numerous sources impairs performance. In the current study, the influence of foreign-accent variability on spoken word identification was evaluated in two experiments. Experiment 1 used a between-subjects design to test word identification in noise in single-talker and two multiple-talker conditions: multiple talkers with the same accent and multiple talkers with different accents. Identification performance was highest in the single-talker condition, but there was no difference between the single-accent and multiple-accent conditions. Experiment 2 further explored word recognition for multiple talkers in single-accent versus multiple-accent conditions using a mixed design. A detriment to word recognition was observed in the multiple-accent condition compared to the single-accent condition, but the effect differed across the language backgrounds tested. These results demonstrate that the processing of foreign-accent variation may influence word recognition in ways similar to other sources of variability (e.g., speaking rate or style) in that the inclusion of multiple foreign accents can result in a small but significant performance decrement beyond the multiple-talker effect.

  5. 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.

  6. 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…

  7. 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.

  8. A lighting metric for quantitative evaluation of accent lighting systems

    Science.gov (United States)

    Acholo, Cyril O.; Connor, Kenneth A.; Radke, Richard J.

    2014-09-01

    Accent lighting is critical for artwork and sculpture lighting in museums, and subject lighting for stage, Film and television. The research problem of designing effective lighting in such settings has been revived recently with the rise of light-emitting-diode-based solid state lighting. In this work, we propose an easy-to-apply quantitative measure of the scene's visual quality as perceived by human viewers. We consider a well-accent-lit scene as one which maximizes the information about the scene (in an information-theoretic sense) available to the user. We propose a metric based on the entropy of the distribution of colors, which are extracted from an image of the scene from the viewer's perspective. We demonstrate that optimizing the metric as a function of illumination configuration (i.e., position, orientation, and spectral composition) results in natural, pleasing accent lighting. We use a photorealistic simulation tool to validate the functionality of our proposed approach, showing its successful application to two- and three-dimensional scenes.

  9. 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 ...

  10. 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...

  11. 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)

  12. 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

  13. 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....

  14. Effects of age and hearing loss on recognition of unaccented and accented multisyllabic words

    Science.gov (United States)

    Gordon-Salant, Sandra; Yeni-Komshian, Grace H.; Fitzgibbons, Peter J.; Cohen, Julie I.

    2015-01-01

    The effects of age and hearing loss on recognition of unaccented and accented words of varying syllable length were investigated. It was hypothesized that with increments in length of syllables, there would be atypical alterations in syllable stress in accented compared to native English, and that these altered stress patterns would be sensitive to auditory temporal processing deficits with aging. Sets of one-, two-, three-, and four-syllable words with the same initial syllable were recorded by one native English and two Spanish-accented talkers. Lists of these words were presented in isolation and in sentence contexts to younger and older normal-hearing listeners and to older hearing-impaired listeners. Hearing loss effects were apparent for unaccented and accented monosyllabic words, whereas age effects were observed for recognition of accented multisyllabic words, consistent with the notion that altered syllable stress patterns with accent are sensitive for revealing effects of age. Older listeners also exhibited lower recognition scores for moderately accented words in sentence contexts than in isolation, suggesting that the added demands on working memory for words in sentence contexts impact recognition of accented speech. The general pattern of results suggests that hearing loss, age, and cognitive factors limit the ability to recognize Spanish-accented speech. PMID:25698021

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

    Science.gov (United States)

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

    2015-01-01

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

  16. Parent-Child Math Anxiety and Math-Gender Stereotypes Predict Adolescents’ Math Education Outcomes

    Directory of Open Access Journals (Sweden)

    Bettina J Casad

    2015-11-01

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

  17. 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.

  18. 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

  19. 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.

  20. 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.

  1. 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)…

  2. 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.

  3. 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.

  4. 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…

  5. 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…

  6. From One to Multiple Accents on a Test of L2 Listening Comprehension

    Science.gov (United States)

    Ockey, Gary J.; French, Robert

    2016-01-01

    Concerns about the need for assessing multidialectal listening skills for global contexts are becoming increasingly prevalent. However, the inclusion of multiple accents on listening assessments may threaten test fairness because it is not practical to include every accent that may be encountered in the language use domain on these tests. Given…

  7. The Conflation of /l/ and /r/: New Zealand Perceptions of Japanese-Accented English

    Science.gov (United States)

    Watanabe, Yutai

    2017-01-01

    As a case study of non-linguists' perceptions of accent, this paper investigates how accurately and on what basis Japanese-accented English (JAE) is discernible from other L2 varieties of English in New Zealand (NZ). The paper sheds light on how a feature salient in speech is associated with the perceived sociolinguistic identity of speakers. An…

  8. The importance of a near-native accent. : Do the Dutch speak English or Double Dutch?

    NARCIS (Netherlands)

    drs. Frans Hermans

    2014-01-01

    The importance of a near-native accent. This talk will discuss whether or not it is important for EFL-teachers to try and achieve a near-native generally accepted accent for their students. The focus will be on the credibility of non-native speakers of English while speaking English in a

  9. A Short Note on Accent-Bias, Social Identity and Ethnocentrism

    Science.gov (United States)

    Chakraborty, Rahul

    2017-01-01

    This paper discusses the interrelations among accent-based biases, social identity and ethnocentrism. Construction of social identity creates a set of ethnocentric values within a person, which indirectly or directly plays a pivotal role in generating accent related biases. Starting with Tajfel's (1959) social identity theory and then the…

  10. Automaticity and stability of adaptation to a foreign-accented speaker

    NARCIS (Netherlands)

    Witteman, M.J.; Bardhan, N.P.; Weber, A.C.; McQueen, J.M.

    2015-01-01

    In three cross-modal priming experiments we asked whether adaptation to a foreign-accented speaker is automatic, and whether adaptation can be seen after a long delay between initial exposure and test. Dutch listeners were exposed to a Hebrew-accented Dutch speaker with two types of Dutch words:

  11. Processing and Comprehension of Accented Speech by Monolingual and Bilingual Children

    Science.gov (United States)

    McDonald, Margarethe; Gross, Megan; Buac, Milijana; Batko, Michelle; Kaushanskaya, Margarita

    2018-01-01

    This study tested the effect of Spanish-accented speech on sentence comprehension in children with different degrees of Spanish experience. The hypothesis was that earlier acquisition of Spanish would be associated with enhanced comprehension of Spanish-accented speech. Three groups of 5-6-year-old children were tested: monolingual…

  12. 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!

  13. 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

  14. 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…

  15. 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…

  16. Foreign Accent Syndrome Secondary to Medication Withdrawal: A Case Report

    Directory of Open Access Journals (Sweden)

    Michael J. Schuh

    2017-08-01

    Full Text Available Objective: The purpose of this case report is to demonstrate a possible alternative etiology related to dopamine may exist for foreign accent syndrome (FAS. Methods: A 79-year-old, 205 pound, Caucasian woman originally presented to the department of Neurology for treatment and subsequently to the pharmacist pharmacotherapy service for evaluation of bilateral upper extremity tremor of high amplitude but was found to also exhibit FAS. Discussion: This case report contributes to the limited literature regarding foreign accent syndrome and adds to the few case reports of psychogenic origin, as opposed to the majority, which are of neurogenic origin. This also represents the first case that seems related to withdrawal of medication rather than psychotic exacerbation and ranks a six on the Naranjo algorithm. Conclusion: FAS is a rare disorder and little is understood about it. This case presentation also suggests that chronic use of high-dose dopamine and/or anticholinergic agents may alter pathways in the brain, which in this case, may have potentially contributed to the development of FAS. There remain many unanswered questions regarding FAS, but hopefully more clarity may be found as more cases are discovered and published. Conflict of Interest I declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received, employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties.   Type: Case Study

  17. Pitch structure, but not selective attention, affects accent weightings in metrical grouping.

    Science.gov (United States)

    Prince, Jon B

    2014-10-01

    Among other cues, pitch and temporal accents contribute to grouping in musical sequences. However, exactly how they combine remains unclear, possibly because of the role of structural organization. In 3 experiments, participants rated the perceived metrical grouping of sequences that either adhered to the rules of tonal Western musical pitch structure (musical key) or did not (atonal). The tonal status of sequences did not provide any grouping cues and was irrelevant to the task. Experiment 1 established equally strong levels of pitch leap accents and duration accents in baseline conditions, which were then recombined in subsequent experiments. Neither accent type was stronger or weaker for tonal and atonal contexts. In Experiment 2, pitch leap accents dominated over duration accents, but the extent of this advantage was greater when sequences were tonal. Experiment 3 ruled out an attentional origin of this effect by replicating this finding while explicitly manipulating attention to pitch or duration accents between participant groups. Overall, the presence of tonal pitch structure made the dimension of pitch more salient at the expense of time. These findings support a dimensional salience framework in which the presence of organizational structure prioritizes the processing of the more structured dimension regardless of task relevance, independent from psychophysical difficulty, and impervious to attentional allocation.

  18. The neural processing of foreign-accented speech and its relationship to listener bias

    Directory of Open Access Journals (Sweden)

    Han-Gyol eYi

    2014-10-01

    Full Text Available Foreign-accented speech often presents a challenging listening condition. In addition to deviations from the target speech norms related to the inexperience of the nonnative speaker, listener characteristics may play a role in determining intelligibility levels. We have previously shown that an implicit visual bias for associating East Asian faces and foreignness predicts the listeners’ perceptual ability to process Korean-accented English audiovisual speech (Yi et al., 2013. Here, we examine the neural mechanism underlying the influence of listener bias to foreign faces on speech perception. In a functional magnetic resonance imaging (fMRI study, native English speakers listened to native- and Korean-accented English sentences, with or without faces. The participants’ Asian-foreign association was measured using an implicit association test (IAT, conducted outside the scanner. We found that foreign-accented speech evoked greater activity in the bilateral primary auditory cortices and the inferior frontal gyri, potentially reflecting greater computational demand. Higher IAT scores, indicating greater bias, were associated with increased BOLD response to foreign-accented speech with faces in the primary auditory cortex, the early node for spectrotemporal analysis. We conclude the following: (1 foreign-accented speech perception places greater demand on the neural systems underlying speech perception; (2 face of the talker can exaggerate the perceived foreignness of foreign-accented speech; (3 implicit Asian-foreign association is associated with decreased neural efficiency in early spectrotemporal processing.

  19. 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

  20. 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)

  1. 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)

  2. 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.

  3. 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...

  4. 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.

  5. 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

  6. 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.

  7. 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.

  8. The role of planum temporale in processing accent variation in spoken language comprehension.

    NARCIS (Netherlands)

    Adank, P.M.; Noordzij, M.L.; Hagoort, P.

    2012-01-01

    A repetitionsuppression functional magnetic resonance imaging paradigm was used to explore the neuroanatomical substrates of processing two types of acoustic variationspeaker and accentduring spoken sentence comprehension. Recordings were made for two speakers and two accents: Standard Dutch and a

  9. Accent modulates access to word meaning: Evidence for a speaker-model account of spoken word recognition.

    Science.gov (United States)

    Cai, Zhenguang G; Gilbert, Rebecca A; Davis, Matthew H; Gaskell, M Gareth; Farrar, Lauren; Adler, Sarah; Rodd, Jennifer M

    2017-11-01

    Speech carries accent information relevant to determining the speaker's linguistic and social background. A series of web-based experiments demonstrate that accent cues can modulate access to word meaning. In Experiments 1-3, British participants were more likely to retrieve the American dominant meaning (e.g., hat meaning of "bonnet") in a word association task if they heard the words in an American than a British accent. In addition, results from a speeded semantic decision task (Experiment 4) and sentence comprehension task (Experiment 5) confirm that accent modulates on-line meaning retrieval such that comprehension of ambiguous words is easier when the relevant word meaning is dominant in the speaker's dialect. Critically, neutral-accent speech items, created by morphing British- and American-accented recordings, were interpreted in a similar way to accented words when embedded in a context of accented words (Experiment 2). This finding indicates that listeners do not use accent to guide meaning retrieval on a word-by-word basis; instead they use accent information to determine the dialectic identity of a speaker and then use their experience of that dialect to guide meaning access for all words spoken by that person. These results motivate a speaker-model account of spoken word recognition in which comprehenders determine key characteristics of their interlocutor and use this knowledge to guide word meaning access. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

  10. A hypothesis on improving foreign accents by optimizing variability in vocal learning brain circuits

    OpenAIRE

    Simmonds, Anna J.

    2015-01-01

    Rapid vocal motor learning is observed when acquiring a language in early childhood, or learning to speak another language later in life. Accurate pronunciation is one of the hardest things for late learners to master and they are almost always left with a non-native accent. Here, I propose a novel hypothesis that this accent could be improved by optimizing variability in vocal learning brain circuits during learning. Much of the neurobiology of human vocal motor learning has been inferred fr...

  11. ACCENT-BIAFLUX workshop 2005, trace gas and aerosol flux measurement and techniques. Abstract book

    Energy Technology Data Exchange (ETDEWEB)

    Werner, A.; Soerensen, L.L. (eds.)

    2005-04-01

    The woorkshop trace gas and aerosol flux measurement techniques in the second meeting within the Biosphere Atmosphere Exchange of Pollutions (BIAFLUX) group in the EU-network project Atmospheric Composition Change (ACCENT). The goal of the workshop is to obtain an overview of techniques for measurements of gas and aerosol fluxes and to gather the knowledge of uncertainties in flux measurements and calculations. The workshop is funded by ACCENT. The abstract book presents abstracts of 21 oral presentations and 26 poster presentations. (LN)

  12. The way you say it, the way I feel it: emotional word processing in accented speech

    Science.gov (United States)

    Hatzidaki, Anna; Baus, Cristina; Costa, Albert

    2015-01-01

    The present study examined whether processing words with affective connotations in a listener's native language may be modulated by accented speech. To address this question, we used the Event Related Potential (ERP) technique and recorded the cerebral activity of Spanish native listeners, who performed a semantic categorization task, while listening to positive, negative and neutral words produced in standard Spanish or in four foreign accents. The behavioral results yielded longer latencies for emotional than for neutral words in both native and foreign-accented speech, with no difference between positive and negative words. The electrophysiological results replicated previous findings from the emotional language literature, with the amplitude of the Late Positive Complex (LPC), associated with emotional language processing, being larger (more positive) for emotional than for neutral words at posterior scalp sites. Interestingly, foreign-accented speech was found to interfere with the processing of positive valence and go along with a negativity bias, possibly suggesting heightened attention to negative words. The manipulation employed in the present study provides an interesting perspective on the effects of accented speech on processing affective-laden information. It shows that higher order semantic processes that involve emotion-related aspects are sensitive to a speaker's accent. PMID:25870577

  13. Audiovisual cues benefit recognition of accented speech in noise but not perceptual adaptation.

    Science.gov (United States)

    Banks, Briony; Gowen, Emma; Munro, Kevin J; Adank, Patti

    2015-01-01

    Perceptual adaptation allows humans to recognize different varieties of accented speech. We investigated whether perceptual adaptation to accented speech is facilitated if listeners can see a speaker's facial and mouth movements. In Study 1, participants listened to sentences in a novel accent and underwent a period of training with audiovisual or audio-only speech cues, presented in quiet or in background noise. A control group also underwent training with visual-only (speech-reading) cues. We observed no significant difference in perceptual adaptation between any of the groups. To address a number of remaining questions, we carried out a second study using a different accent, speaker and experimental design, in which participants listened to sentences in a non-native (Japanese) accent with audiovisual or audio-only cues, without separate training. Participants' eye gaze was recorded to verify that they looked at the speaker's face during audiovisual trials. Recognition accuracy was significantly better for audiovisual than for audio-only stimuli; however, no statistical difference in perceptual adaptation was observed between the two modalities. Furthermore, Bayesian analysis suggested that the data supported the null hypothesis. Our results suggest that although the availability of visual speech cues may be immediately beneficial for recognition of unfamiliar accented speech in noise, it does not improve perceptual adaptation.

  14. Multidisciplinary Assessment and Diagnosis of Conversion Disorder in a Patient with Foreign Accent Syndrome

    Directory of Open Access Journals (Sweden)

    Harrison N. Jones

    2011-01-01

    Full Text Available Multiple reports have described patients with disordered articulation and prosody, often following acute aphasia, dysarthria, or apraxia of speech, which results in the perception by listeners of a foreign-like accent. These features led to the term foreign accent syndrome (FAS, a speech disorder with perceptual features that suggest an indistinct, non-native speaking accent. Also correctly known as psuedoforeign accent, the speech does not typically match a specific foreign accent, but is rather a constellation of speech features that result in the perception of a foreign accent by listeners. The primary etiologies of FAS are cerebrovascular accidents or traumatic brain injuries which affect cortical and subcortical regions critical to expressive speech and language production. Far fewer cases of FAS associated with psychiatric conditions have been reported. We will present the clinical history, neurological examination, neuropsychological assessment, cognitive-behavioral and biofeedback assessments, and motor speech examination of a patient with FAS without a known vascular, traumatic, or infectious precipitant. Repeated multidisciplinary examinations of this patient provided convergent evidence in support of FAS secondary to conversion disorder. We discuss these findings and their implications for evaluation and treatment of rare neurological and psychiatric conditions.

  15. 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.

  16. 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)

  17. 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)…

  18. 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

  19. Multimodality and its Modes in Novelizations

    Directory of Open Access Journals (Sweden)

    Heidi Peeters

    2010-01-01

    Full Text Available

  1. Focal F0 peak shape and sentence mode in Swedish

    DEFF Research Database (Denmark)

    Ambrazaitis, Gilbert; Buanzur, Tuarik C.; Niebuhr, Oliver

    2015-01-01

    Shape characteristics of rising-falling accentual F0 peaks of Stockholm Swedish Accent I words in narrow focus are studied in a corpus of 287 read sentences. The corpus includes statements and three types of polar questions. Results reveal a clear effect of sentence mode on the shape of the accen...

  2. Project accent: graphite irradiated creep in a materials test reactor

    International Nuclear Information System (INIS)

    Brooking, M.

    2014-01-01

    Atkins manages a pioneering programme of irradiation experiments for EDF Energy. One of these projects is Project ACCENT, designed to obtain evidence of a beneficial physical property of the graphite, which may extend the life of the Advanced Gas-cooled Reactors (AGRs). The project team combines the in-house experience of EDF Energy with two supplier organisations (providing the material test reactors and testing facilities) and supporting consultancies (Atkins and an independent technical expert). This paper describes: - Brief summary of the Project; - Discussion of the challenges faced by the Project; and - Conclusion elaborating on the aims of the Project. These challenging experiments use bespoke technology and both un-irradiated (virgin) and irradiated AGR graphite. The results will help to better understand graphite irradiation-induced creep (or stress modified dimensional change) properties and therefore more accurately determine lifetime and safe operating envelopes of the AGRs. The first round of irradiation has been completed, with a second round about to commence. This is a key step to realising the full lifetime ambition for AGRs, demonstrating the relaxation of stresses within the graphite bricks. (authors)

  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. Speaker and Accent Variation Are Handled Differently: Evidence in Native and Non-Native Listeners

    Science.gov (United States)

    Kriengwatana, Buddhamas; Terry, Josephine; Chládková, Kateřina; Escudero, Paola

    2016-01-01

    Listeners are able to cope with between-speaker variability in speech that stems from anatomical sources (i.e. individual and sex differences in vocal tract size) and sociolinguistic sources (i.e. accents). We hypothesized that listeners adapt to these two types of variation differently because prior work indicates that adapting to speaker/sex variability may occur pre-lexically while adapting to accent variability may require learning from attention to explicit cues (i.e. feedback). In Experiment 1, we tested our hypothesis by training native Dutch listeners and Australian-English (AusE) listeners without any experience with Dutch or Flemish to discriminate between the Dutch vowels /I/ and /ε/ from a single speaker. We then tested their ability to classify /I/ and /ε/ vowels of a novel Dutch speaker (i.e. speaker or sex change only), or vowels of a novel Flemish speaker (i.e. speaker or sex change plus accent change). We found that both Dutch and AusE listeners could successfully categorize vowels if the change involved a speaker/sex change, but not if the change involved an accent change. When AusE listeners were given feedback on their categorization responses to the novel speaker in Experiment 2, they were able to successfully categorize vowels involving an accent change. These results suggest that adapting to accents may be a two-step process, whereby the first step involves adapting to speaker differences at a pre-lexical level, and the second step involves adapting to accent differences at a contextual level, where listeners have access to word meaning or are given feedback that allows them to appropriately adjust their perceptual category boundaries. PMID:27309889

  5. 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.

  6. 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

  7. 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.

  8. 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…

  9. 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

  10. 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...

  11. 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.

  12. 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

  13. 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

  14. Shhh… I Need Quiet! Children's Understanding of American, British, and Japanese-accented English Speakers.

    Science.gov (United States)

    Bent, Tessa; Holt, Rachael Frush

    2018-02-01

    Children's ability to understand speakers with a wide range of dialects and accents is essential for efficient language development and communication in a global society. Here, the impact of regional dialect and foreign-accent variability on children's speech understanding was evaluated in both quiet and noisy conditions. Five- to seven-year-old children ( n = 90) and adults ( n = 96) repeated sentences produced by three speakers with different accents-American English, British English, and Japanese-accented English-in quiet or noisy conditions. Adults had no difficulty understanding any speaker in quiet conditions. Their performance declined for the nonnative speaker with a moderate amount of noise; their performance only substantially declined for the British English speaker (i.e., below 93% correct) when their understanding of the American English speaker was also impeded. In contrast, although children showed accurate word recognition for the American and British English speakers in quiet conditions, they had difficulty understanding the nonnative speaker even under ideal listening conditions. With a moderate amount of noise, their perception of British English speech declined substantially and their ability to understand the nonnative speaker was particularly poor. These results suggest that although school-aged children can understand unfamiliar native dialects under ideal listening conditions, their ability to recognize words in these dialects may be highly susceptible to the influence of environmental degradation. Fully adult-like word identification for speakers with unfamiliar accents and dialects may exhibit a protracted developmental trajectory.

  15. 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…

  16. 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…

  17. 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…

  18. Efficient Personalized Mispronunciation Detection of Taiwanese-Accented English Speech Based on Unsupervised Model Adaptation and Dynamic Sentence Selection

    Science.gov (United States)

    Wu, Chung-Hsien; Su, Hung-Yu; Liu, Chao-Hong

    2013-01-01

    This study presents an efficient approach to personalized mispronunciation detection of Taiwanese-accented English. The main goal of this study was to detect frequently occurring mispronunciation patterns of Taiwanese-accented English instead of scoring English pronunciations directly. The proposed approach quickly identifies personalized…

  19. The Posterior Fossa and Foreign Accent Syndrome : Report of Two New Cases and Review of the Literature

    NARCIS (Netherlands)

    Keulen, Stefanie; Mariën, Peter; van Dun, Kim; Bastiaanse, Roelien; Manto, Mario; Verhoeven, Jo

    Foreign accent syndrome is a rare motor speech disorder that causes patients to speak their language with a non-native accent. In the neurogenic condition, the disorder develops after lesions in the language dominant hemisphere, often affecting Broca's area, the insula, the supplementary motor area

  20. An Advantage for Age? Self-Concept and Self-Regulation as Teachable Foundations in Second Language Accent

    Science.gov (United States)

    Moyer, Alene

    2018-01-01

    Age of onset has long been assumed to predict outcomes in second/foreign language accent. Yet beyond early childhood, acquiring a new accent has much to do with social-affective factors such as learner identity and motivation, as well as cognitive factors such as learning strategies (Pfenninger, 2017). Newer perspectives acknowledge this…

  1. 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

  2. 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...

  3. 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…

  4. 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...

  5. 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…

  6. "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…

  7. 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…

  8. Being the corresponding accents of red in one interior and one exterior as

    OpenAIRE

    Sandeva, Vaska; Despot, Katerina; Namicev, Petar; Ignatov, Aleksandar

    2013-01-01

    What is the emphasis in the interior and what is exterior accent? Thair next goal is to attract attention and to clarify the answer to his location i.e. to highlight the special effect of the composition, which we have set. The color is the emphasis that has been selected for analysis. From the color palette, accent color is red, a primary color and while contrast to green or color that represented 60% of the exterior and is dominant. Ability of the human eye to focus and take depending on th...

  9. 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)

  10. 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)

  11. 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…

  12. 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.

  13. Addressing Math Anxiety in the Classroom

    Science.gov (United States)

    Finlayson, Maureen

    2014-01-01

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

  14. 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…

  15. 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…

  16. Effects of Strength of Accent on an L2 Interactive Lecture Listening Comprehension Test

    Science.gov (United States)

    Ockey, Gary J.; Papageorgiou, Spiros; French, Robert

    2016-01-01

    This article reports on a study which aimed to determine the effect of strength of accent on listening comprehension of interactive lectures. Test takers (N = 21,726) listened to an interactive lecture given by one of nine speakers and responded to six comprehension items. The test taker responses were analyzed with the Rasch computer program…

  17. Using Bona Adaptation to Improve Accent Defects as a Voice Training Method

    Science.gov (United States)

    Aycan, Kivanc

    2017-01-01

    Purpose: In this research, it is observed that if solfeggio syllables, consonants, and vowels are spoken properly, voice intensity (accent), duration, pitch (high pitch-low pitch) and intonation (the ability to carry a musical voice) related to proper pitch level. In this study, it is observed that rhythmic structures do not form without…

  18. Het poëtisch accent. Drie literaire genres in zeventiende-eeuwse Nederlandse pamfletten

    NARCIS (Netherlands)

    Vrieler, J.A.

    2007-01-01

    'The poetic accent. Three literary genres in seventeenth-century Dutch pamphlets' focuses on the way the conviction works, by studying pamphlets containing sonnets, songs and echo-poetry. I distinguish between structural and affective functions of poetry. Within the composition of a pamphlet, poetry

  19. The Accent-protocol: a framework for benchmarking and model evaluation

    NARCIS (Netherlands)

    Builtjes, P.J.H.; Grewe, V.; Moussiopoulos, N.; Borrego, C.; Isaksen, I.S.A.; Volz-Thomas, A.

    2011-01-01

    We summarise results from a workshop on “Model Benchmarking and Quality Assurance” of the EU-Network of Excellence ACCENT, including results from other activities (e.g. COST Action 732) and publications. A formalised evaluation protocol is presented, i.e. a generic formalism describing the procedure

  20. Acoustic and Perceptual Correlates of Foreign Accent Syndrome with Manic Etiology: A Case Study

    Science.gov (United States)

    Lewis, Skye; Ball, Laura J.; Kitten, Suzanna

    2013-01-01

    In foreign accent syndrome (FAS), changes in articulation and prosody cause listeners to perceive the speaker as "foreign-sounding." Fewer than 100 cases of FAS have been described in the literature; commonly associated with brain damage, only a handful of these have been analyzed with respect to acoustic measures. Acoustic and…

  1. Effects of regiolects on the perception of developmental foreign accent syndrome

    NARCIS (Netherlands)

    Tops, Wim; Neimeijer, Silke; Mariën, Peter

    Foreign accent syndrome (FAS) is a relatively rare speech motor disorder in which the pro- nunciation of an affected speaker is perceived as distinctly foreign by listeners of the same language community. Because of various close semiological resemblances with apraxia of speech, FAS has been

  2. On-Line Smiles: Does Gender Make a Difference in the Use of Graphic Accents?

    Science.gov (United States)

    Witmer, Diane; Katzman, Sandra

    1997-01-01

    Examines whether it is possible to determine the gender of a message sender from cues in the message. Finds partial support for the hypothesis that women use more graphic accents than men do in their computer-mediated communication. Finds also that women tend to challenge and "flame" more than men. Discusses implications and poses…

  3. The role of planum temporale in processing accent variation in spoken language comprehension

    NARCIS (Netherlands)

    Adank, P.M.; Noordzij, M.L.; Hagoort, P.

    2012-01-01

    A repetition–suppression functional magnetic resonance imaging paradigm was used to explore the neuroanatomical substrates of processing two types of acoustic variation—speaker and accent—during spoken sentence comprehension. Recordings were made for two speakers and two accents: Standard Dutch and

  4. The Effect of Vocal Training Methods on Improving Turkish Accent Defects

    Science.gov (United States)

    Aycan, Kivanc; Evren, Gul Fahriye

    2016-01-01

    Problem Statement: Despite analyses of how vocal training methods can correct or improve Turkish-language accent defects, for most voice educators, the most important methods continue to be breathe management control and correct vocalization exercises. We therefore sought to demonstrate the relationship of song lyrics to breathe control, accent…

  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. Perceptual accent rating and attribution in psychogenic FAS: some further evidence challenging Whitaker’s operational definition.

    Directory of Open Access Journals (Sweden)

    Stefanie eKeulen

    2016-03-01

    Full Text Available A 40-year-old, non-aphasic, right-handed, and polyglot (L1: French, L2: Dutch, L3: English woman with a 12 year history of addiction to opiates and psychoactive substances, and clear psychiatric problems, presented with a foreign accent of sudden onset in L1. Speech evolved towards a mostly fluent output, despite a stutter-like behavior and a marked grammatical output disorder. The psychogenic etiology of the accent foreignness was construed based upon the patient’s complex medical history, and psychodiagnostic, neuropsychological, and neurolinguistic assessments. The presence of a foreign accent was affirmed by a perceptual accent rating and attribution experiment. It is argued that this patient provides additional evidence demonstrating the outdatedness of Whitaker’s (1982 definition of Foreign Accent Syndrome, as only one of the four operational criteria was unequivocally applicable to our patient: her accent foreignness was not only recognized by her relatives and the medical staff, but also by a group of native French-speaking laymen. However, our patient defied the three remaining criteria, as central nervous system damage could not conclusively be demonstrated, psychodiagnostic assessment raised the hypothesis of a conversion disorder, and the patient was a polyglot whose newly gained accent was associated with a range of foreign languages, which exceeded the ones she spoke.

  8. Perception of contrastive bi-syllabic lexical stress in unaccented and accented words by younger and older listeners

    Science.gov (United States)

    Gordon-Salant, Sandra; Yeni-Komshian, Grace H.; Pickett, Erin J.; Fitzgibbons, Peter J.

    2016-01-01

    This study examined the ability of older and younger listeners to perceive contrastive syllable stress in unaccented and Spanish-accented cognate bi-syllabic English words. Younger listeners with normal hearing, older listeners with normal hearing, and older listeners with hearing impairment judged recordings of words that contrasted in stress that conveyed a noun or verb form (e.g., CONduct/conDUCT), using two paradigms differing in the amount of semantic support. The stimuli were spoken by four speakers: one native English speaker and three Spanish-accented speakers (one moderately and two mildly accented). The results indicate that all listeners showed the lowest accuracy scores in responding to the most heavily accented speaker and the highest accuracy in judging the productions of the native English speaker. The two older groups showed lower accuracy in judging contrastive lexical stress than the younger group, especially for verbs produced by the most accented speaker. This general pattern of performance was observed in the two experimental paradigms, although performance was generally lower in the paradigm without semantic support. The findings suggest that age-related difficulty in adjusting to deviations in contrastive bi-syllabic lexical stress produced with a Spanish accent may be an important factor limiting perception of accented English by older people. PMID:27036250

  9. The role of training structure in perceptual learning of accented speech.

    Science.gov (United States)

    Tzeng, Christina Y; Alexander, Jessica E D; Sidaras, Sabrina K; Nygaard, Lynne C

    2016-11-01

    Foreign-accented speech contains multiple sources of variation that listeners learn to accommodate. Extending previous findings showing that exposure to high-variation training facilitates perceptual learning of accented speech, the current study examines to what extent the structure of training materials affects learning. During training, native adult speakers of American English transcribed sentences spoken in English by native Spanish-speaking adults. In Experiment 1, training stimuli were blocked by speaker, sentence, or randomized with respect to speaker and sentence (Variable training). At test, listeners transcribed novel English sentences produced by unfamiliar Spanish-accented speakers. Listeners' transcription accuracy was highest in the Variable condition, suggesting that varying both speaker identity and sentence across training trials enabled listeners to generalize their learning to novel speakers and linguistic content. Experiment 2 assessed the extent to which ordering of training tokens by a single factor, speaker intelligibility, would facilitate speaker-independent accent learning, finding that listeners' test performance did not reliably differ from that in the no-training control condition. Overall, these results suggest that the structure of training exposure, specifically trial-to-trial variation on both speaker's voice and linguistic content, facilitates learning of the systematic properties of accented speech. The current findings suggest a crucial role of training structure in optimizing perceptual learning. Beyond characterizing the types of variation listeners encode in their representations of spoken utterances, theories of spoken language processing should incorporate the role of training structure in learning lawful variation in speech. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  10. 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...

  11. 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....

  12. 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, ...

  13. 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...

  14. 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…

  15. 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.

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

    Science.gov (United States)

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

    2015-09-01

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

  17. 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...

  18. The efficiency, energy intensity and visual impact of the accent lighting in the retail grocery stores

    Directory of Open Access Journals (Sweden)

    Ľudmila Nagyová

    2014-11-01

    Full Text Available Over the last few years, topics of displaying, presentation, lighting, energy saving and issues related to the environment while selling the fresh food (fruits, vegetable, bakery products, meat are becoming an important matter among traders. However, just bigger companies with transnational capital have devoted their attention to this issue yet. Generally, the energy costs make up 70% of operating costs in retail stores where the cooling system and lighting are the most energy consuming. Accent lighting in modern retails is largely involved in the overall design and atmosphere in shops and plays a crucial role in presenting the goods as well. Using of accent lighting can draw the customer's attention to a specific part of the sales area and achieve the overall harmonization in the store. With the rational using of combination of energy saving and effective accent lighting retailers can achieve not only attractive presentation of displayed products but also appreciable savings in the operation of their stores. It is the only factor that can be exactly measured and controlled. Using a Colour and Lux Meters we found out the intensity and color temperature of accent lighting used in domestic and foreign retail chains for the different kinds of fresh food products. Based on the obtained values we have compiled graphs, which are showing visual comfort. We also identified different types of accent lighting, which we assigned to their impact on emotional involvement of consumers. The starting points were the tests we conducted in simulated laboratory conditions. While searching of a compromise between effective and energy efficient accent lighting we take into consideration consumers' emotional response as well as the annual electricity consumption of different types of light sources. At the end we recommend options for energy-efficient, effective and spectacular lighting while using the optimal number of light sources and their logical organization

  19. 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

  20. 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.

  1. 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.

  2. 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.

  3. Accentedness and intelligibility of Mandarin-accented English for Chinese, Koreans and Americans

    DEFF Research Database (Denmark)

    Hardman, Jocelyn

    2014-01-01

    English is used as a lingua franca not only throughout Asia, but also in Inner Circle countries for academic purposes. Due to wide variation in L2 English speech, however, mutual intelligibility is an increasing concern. Since accentedness does not necessarily correlate with intelligibility...... and results have been mixed as to the benefit of interlanguage match, a study focused on the academic context investigated the extent to which Mandarin-accented English was intelligible to L1 Mandarin listeners, as compared to Koreans and Americans, and whether intelligibility varied by talker segmental...... revealed that listener L1 and word familiarity were significant predictors of intelligibility, but that talker segmental production accuracy was not. A clear benefit for interlanguage match was found for the Mandarin L1 listeners with Mandarin-accented English as compared to the Korean listeners, however...

  4. Het poëtisch accent. Drie literaire genres in zeventiende-eeuwse Nederlandse pamfletten

    OpenAIRE

    Vrieler, J.A.

    2007-01-01

    'The poetic accent. Three literary genres in seventeenth-century Dutch pamphlets' focuses on the way the conviction works, by studying pamphlets containing sonnets, songs and echo-poetry. I distinguish between structural and affective functions of poetry. Within the composition of a pamphlet, poetry was often given an exordial or perorational function. Poetry before the main text was well suited to portray the author in a good way, to deliver the message of the pamphlet as a kind of device an...

  5. An investigation of the Android/BadAccents malware which exploits a new Android tapjacking attack

    OpenAIRE

    Rasthofer, Siegfried; Asrar, Irfan; Huber, Stephan; Bodden, Eric

    2015-01-01

    We report on a new threat campaign, underway in Korea, which infected around 20,000 Android users within two months. The campaign attacked mobile users with malicious applications spread via different channels, such as email attachments or SMS spam. A detailed investigation of the Android malware resulted in the identification of a new Android malware family Android/BadAccents. The family represents current state-of-the-art in mobile malware development for banking trojans. In this paper, we ...

  6. Perception of foreign-accented clear speech by younger and older English listeners

    OpenAIRE

    Li, Chi-Nin

    2009-01-01

    Naturally produced English clear speech has been shown to be more intelligible than English conversational speech. However, little is known about the extent of the clear speech effects in the production of nonnative English, and perception of foreign-accented English by younger and older listeners. The present study examined whether Cantonese speakers would employ the same strategies as those used by native English speakers in producing clear speech in their second language. Also, the clear s...

  7. 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…

  8. Acquisition of stress and pitch accent in English-Spanish bilingual children

    Science.gov (United States)

    Kim, Sahyang; Andruski, Jean; Nathan, Geoffrey S.; Casielles, Eugenia; Work, Richard

    2005-09-01

    Although understanding of prosodic development is considered crucial for understanding of language acquisition in general, few studies have focused on how children develop native-like prosody in their speech production. This study will examine the acquisition of lexical stress and postlexical pitch accent in two English-Spanish bilingual children. Prosodic characteristics of English and Spanish are different in terms of frequent stress patterns (trochaic versus penultimate), phonetic realization of stress (reduced unstressed vowel versus full unstressed vowel), and frequent pitch accent types (H* versus L*+H), among others. Thus, English-Spanish bilingual children's prosodic development may provide evidence of their awareness of language differences relatively early during language development, and illustrate the influence of markedness or input frequency in prosodic acquisition. For this study, recordings from the children's one-word stage are used. Durations of stressed and unstressed syllables and F0 peak alignment are measured, and pitch accent types in different accentual positions (nuclear versus prenuclear) are transcribed using American English ToBI and Spanish ToBI. Prosodic development is compared across ages within each language and across languages at each age. Furthermore, the bilingual children's productions are compared with monolingual English and Spanish parents' productions.

  9. 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)

  10. 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…

  11. 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…

  12. 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…

  13. 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

  14. 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

  15. 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…

  16. 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…

  17. 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…

  18. 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

  19. 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…

  20. 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.…

  1. 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.

  2. 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

  3. 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.

  4. 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

  5. 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…

  6. 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…

  7. 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…

  8. 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

  9. 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.

  10. 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

  11. 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.

  12. 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...

  13. 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...

  14. A hypothesis on improving foreign accents by optimizing variability in vocal learning brain circuits.

    Science.gov (United States)

    Simmonds, Anna J

    2015-01-01

    Rapid vocal motor learning is observed when acquiring a language in early childhood, or learning to speak another language later in life. Accurate pronunciation is one of the hardest things for late learners to master and they are almost always left with a non-native accent. Here, I propose a novel hypothesis that this accent could be improved by optimizing variability in vocal learning brain circuits during learning. Much of the neurobiology of human vocal motor learning has been inferred from studies on songbirds. Jarvis (2004) proposed the hypothesis that as in songbirds there are two pathways in humans: one for learning speech (the striatal vocal learning pathway), and one for production of previously learnt speech (the motor pathway). Learning new motor sequences necessary for accurate non-native pronunciation is challenging and I argue that in late learners of a foreign language the vocal learning pathway becomes inactive prematurely. The motor pathway is engaged once again and learners maintain their original native motor patterns for producing speech, resulting in speaking with a foreign accent. Further, I argue that variability in neural activity within vocal motor circuitry generates vocal variability that supports accurate non-native pronunciation. Recent theoretical and experimental work on motor learning suggests that variability in the motor movement is necessary for the development of expertise. I propose that there is little trial-by-trial variability when using the motor pathway. When using the vocal learning pathway variability gradually increases, reflecting an exploratory phase in which learners try out different ways of pronouncing words, before decreasing and stabilizing once the "best" performance has been identified. The hypothesis proposed here could be tested using behavioral interventions that optimize variability and engage the vocal learning pathway for longer, with the prediction that this would allow learners to develop new motor

  15. Recognizing speech in a novel accent: the motor theory of speech perception reframed.

    Science.gov (United States)

    Moulin-Frier, Clément; Arbib, Michael A

    2013-08-01

    The motor theory of speech perception holds that we perceive the speech of another in terms of a motor representation of that speech. However, when we have learned to recognize a foreign accent, it seems plausible that recognition of a word rarely involves reconstruction of the speech gestures of the speaker rather than the listener. To better assess the motor theory and this observation, we proceed in three stages. Part 1 places the motor theory of speech perception in a larger framework based on our earlier models of the adaptive formation of mirror neurons for grasping, and for viewing extensions of that mirror system as part of a larger system for neuro-linguistic processing, augmented by the present consideration of recognizing speech in a novel accent. Part 2 then offers a novel computational model of how a listener comes to understand the speech of someone speaking the listener's native language with a foreign accent. The core tenet of the model is that the listener uses hypotheses about the word the speaker is currently uttering to update probabilities linking the sound produced by the speaker to phonemes in the native language repertoire of the listener. This, on average, improves the recognition of later words. This model is neutral regarding the nature of the representations it uses (motor vs. auditory). It serve as a reference point for the discussion in Part 3, which proposes a dual-stream neuro-linguistic architecture to revisits claims for and against the motor theory of speech perception and the relevance of mirror neurons, and extracts some implications for the reframing of the motor theory.

  16. 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.

  17. Accent and television journalism: evidence for the practice of speech language pathologists and audiologists.

    Science.gov (United States)

    Lopes, Leonardo Wanderley; Lima, Ivonaldo Leidson Barbosa; Silva, Eveline Gonçalves; Almeida, Larissa Nadjara Alves de; Almeida, Anna Alice Figueiredo de

    2013-01-01

    To analyze the preferences and attitudes of listeners in relation to regional (RA) and softened accents (SA) in television journalism. Three television news presenters recorded carrier phrases and a standard text using RA and SA. The recordings were presented to 105 judges who listened to the word pairs and answered whether they perceived differences between the RA and SA, and the type of pronunciation that they preferred in the speech of television news presenters. Afterwards, they listened to the sentences and judged seven attributes in the contexts of RA and SA using a semantic differential scale. The listeners perceived the difference between the regional and softened pronunciation (pstudied (pstudied (pstudied.

  18. 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...

  19. 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"…

  20. 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.

  1. 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.

  2. The effect of perceived regional accents on individual economic behavior: a lab experiment on linguistic performance, cognitive ratings and economic decisions.

    Directory of Open Access Journals (Sweden)

    Stephan Heblich

    Full Text Available Does it matter if you speak with a regional accent? Speaking immediately reveals something of one's own social and cultural identity, be it consciously or unconsciously. Perceiving accents involves not only reconstructing such imprints but also augmenting them with particular attitudes and stereotypes. Even though we know much about attitudes and stereotypes that are transmitted by, e.g. skin color, names or physical attractiveness, we do not yet have satisfactory answers how accent perception affects human behavior. How do people act in economically relevant contexts when they are confronted with regional accents? This paper reports a laboratory experiment where we address this question. Participants in our experiment conduct cognitive tests where they can choose to either cooperate or compete with a randomly matched male opponent identified only via his rendering of a standardized text in either a regional accent or standard accent. We find a strong connection between the linguistic performance and the cognitive rating of the opponent. When matched with an opponent who speaks the accent of the participant's home region--the in-group opponent--, individuals tend to cooperate significantly more often. By contrast, they are more likely to compete when matched with an accent speaker from outside their home region, the out-group opponent. Our findings demonstrate, firstly, that the perception of an out-group accent leads not only to social discrimination but also influences economic decisions. Secondly, they suggest that this economic behavior is not necessarily attributable to the perception of a regional accent per se, but rather to the social rating of linguistic distance and the in-group/out-group perception it evokes.

  3. 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...

  4. 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...

  5. 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...

  6. 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.

  7. The Effects of Lexical Pitch Accent on Infant Word Recognition in Japanese

    Directory of Open Access Journals (Sweden)

    Mitsuhiko Ota

    2018-01-01

    Full Text Available Learners of lexical tone languages (e.g., Mandarin develop sensitivity to tonal contrasts and recognize pitch-matched, but not pitch-mismatched, familiar words by 11 months. Learners of non-tone languages (e.g., English also show a tendency to treat pitch patterns as lexically contrastive up to about 18 months. In this study, we examined if this early-developing capacity to lexically encode pitch variations enables infants to acquire a pitch accent system, in which pitch-based lexical contrasts are obscured by the interaction of lexical and non-lexical (i.e., intonational features. Eighteen 17-month-olds learning Tokyo Japanese were tested on their recognition of familiar words with the expected pitch or the lexically opposite pitch pattern. In early trials, infants were faster in shifting their eyegaze from the distractor object to the target object than in shifting from the target to distractor in the pitch-matched condition. In later trials, however, infants showed faster distractor-to-target than target-to-distractor shifts in both the pitch-matched and pitch-mismatched conditions. We interpret these results to mean that, in a pitch-accent system, the ability to use pitch variations to recognize words is still in a nascent state at 17 months.

  8. Beat processing is pre-attentive for metrically simple rhythms with clear accents: an ERP study.

    Directory of Open Access Journals (Sweden)

    Fleur L Bouwer

    Full Text Available The perception of a regular beat is fundamental to music processing. Here we examine whether the detection of a regular beat is pre-attentive for metrically simple, acoustically varying stimuli using the mismatch negativity (MMN, an ERP response elicited by violations of acoustic regularity irrespective of whether subjects are attending to the stimuli. Both musicians and non-musicians were presented with a varying rhythm with a clear accent structure in which occasionally a sound was omitted. We compared the MMN response to the omission of identical sounds in different metrical positions. Most importantly, we found that omissions in strong metrical positions, on the beat, elicited higher amplitude MMN responses than omissions in weak metrical positions, not on the beat. This suggests that the detection of a beat is pre-attentive when highly beat inducing stimuli are used. No effects of musical expertise were found. Our results suggest that for metrically simple rhythms with clear accents beat processing does not require attention or musical expertise. In addition, we discuss how the use of acoustically varying stimuli may influence ERP results when studying beat processing.

  9. 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

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  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. 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,

  18. 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.

  19. 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.

  20. The Relevance of Accent in L2 Pronunciation Instruction: A Matter of Teaching Cultures or Language Ideologies?

    Science.gov (United States)

    Falkert, Anika

    2016-01-01

    The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teaching cultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR…

  1. In the Right Place at the Right Time: Asian English Accents in a Listening Test for Healthcare Professions

    Science.gov (United States)

    Suebsook, Khwanchanok; Adunyarittigun, Dumrong

    2016-01-01

    The rise of medical tourism and the increasing number of international patients from Asian countries have led Thai healthcare professionals to serve a lot of Asian patients and to encounter a complexity of language use in their workplace. There is a necessity for these professionals to strive for an understanding of Asian accents spoken by the…

  2. More than a boundary shift: Perceptual adaptation to foreign-accented speech reshapes the internal structure of phonetic categories.

    Science.gov (United States)

    Xie, Xin; Theodore, Rachel M; Myers, Emily B

    2017-01-01

    The literature on perceptual learning for speech shows that listeners use lexical information to disambiguate phonetically ambiguous speech sounds and that they maintain this new mapping for later recognition of ambiguous sounds for a given talker. Evidence for this kind of perceptual reorganization has focused on phonetic category boundary shifts. Here, we asked whether listeners adjust both category boundaries and internal category structure in rapid adaptation to foreign accents. We investigated the perceptual learning of Mandarin-accented productions of word-final voiced stops in English. After exposure to a Mandarin speaker's productions, native-English listeners' adaptation to the talker was tested in 3 ways: a cross-modal priming task to assess spoken word recognition (Experiment 1), a category identification task to assess shifts in the phonetic boundary (Experiment 2), and a goodness rating task to assess internal category structure (Experiment 3). Following exposure, both category boundary and internal category structure were adjusted; moreover, these prelexical changes facilitated subsequent word recognition. Together, the results demonstrate that listeners' sensitivity to acoustic-phonetic detail in the accented input promoted a dynamic, comprehensive reorganization of their perceptual response as a consequence of exposure to the accented input. We suggest that an examination of internal category structure is important for a complete account of the mechanisms of perceptual learning. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  3. The Wildcat Corpus of Native- and Foreign-Accented English: Communicative Efficiency across Conversational Dyads with Varying Language Alignment Profiles

    Science.gov (United States)

    Van Engen, Kristin J.; Baese-Berk, Melissa; Baker, Rachel E.; Choi, Arim; Kim, Midam; Bradlow, Ann R.

    2010-01-01

    This paper describes the development of the Wildcat Corpus of native- and foreign-accented English, a corpus containing scripted and spontaneous speech recordings from 24 native speakers of American English and 52 non-native speakers of English. The core element of this corpus is a set of spontaneous speech recordings, for which a new method of…

  4. 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.

  5. 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

  6. 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.

  7. 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)…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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"…

  13. 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

  14. 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…

  15. 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.

  16. 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.

  17. 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.

  18. Accentedness and intelligibility: Mandarin-accented English for Korean and American listeners

    DEFF Research Database (Denmark)

    Hardman, Jocelyn

    .S. who were certified to teach at the university level, and the key words were highly familiar to native speakers of English, those words which matched exactly were scored as accurate, while those which did not were marked as inaccurate. In addition, the listeners rated their familiarity with known key...... words on an increasing 5-point Likert scale, while unknown words were entered as ‘0.’. A series of mixed effects models with logistic regression analyzed the effect of speaker segmental production accuracy and listener word familiarity on intelligibility. Individual speaker and listener variation......, as well as key word variation, were crossed as random effects. For the Koreans, Mandarin-accented English was significantly less intelligible than for the Americans and the differences in the segments that most frequently caused problems for each L1 listener group lend evidence to the strong role played...

  19. Listening to accented speech in a second language: First language and age of acquisition effects.

    Science.gov (United States)

    Larraza, Saioa; Samuel, Arthur G; Oñederra, Miren Lourdes

    2016-11-01

    Bilingual speakers must acquire the phonemic inventory of 2 languages and need to recognize spoken words cross-linguistically; a demanding job potentially made even more difficult due to dialectal variation, an intrinsic property of speech. The present work examines how bilinguals perceive second language (L2) accented speech and where accommodation to dialectal variation takes place. Dialectal effects were analyzed at different levels: An AXB discrimination task tapped phonetic-phonological representations, an auditory lexical-decision task tested for effects in accessing the lexicon, and an auditory priming task looked for semantic processing effects. Within that central focus, the goal was to see whether perceptual adjustment at a given level is affected by 2 main linguistic factors: bilinguals' first language and age of acquisition of the L2. Taking advantage of the cross-linguistic situation of the Basque language, bilinguals with different first languages (Spanish or French) and ages of acquisition of Basque (simultaneous, early, or late) were tested. Our use of multiple tasks with multiple types of bilinguals demonstrates that in spite of very similar discrimination capacity, French-Basque versus Spanish-Basque simultaneous bilinguals' performance on lexical access significantly differed. Similarly, results of the early and late groups show that the mapping of phonetic-phonological information onto lexical representations is a more demanding process that accentuates non-native processing difficulties. L1 and AoA effects were more readily overcome in semantic processing; accented variants regularly created priming effects in the different groups of bilinguals. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  20. 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.

  1. 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.

  2. 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

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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...

  9. 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.

  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. 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…

  12. 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...

  13. 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

  14. 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;…

  15. 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…

  16. 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

  17. 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…

  18. Do Korean L2 learners have a "foreign accent" when they speak French? Production and perception experiments on rhythm and intonation

    OpenAIRE

    Grandon , Bénédicte; Yoo , Hiyon

    2014-01-01

    International audience; French and Korean are two languages with similar prosodic characteristics as far as rhythm and intonation are concerned. In this paper, we present the results of production and perception tests where we describe the prosodic characteristics of Korean L2 learners of French. Our aim is to analyze the impression of "foreign accent" for two prosodic components (intonation and rhythm) of speech produced by Korean L2 learners of French and the perception of this "accent" by ...

  19. 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...

  20. 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)

  1. 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.

  2. The intelligibility of Chinese-accented English to Korean and American students at a U.S. university

    DEFF Research Database (Denmark)

    Hardman, Jocelyn

    2017-01-01

    This study investigated the intelligibility of Chinese and American graduate students to their Korean and American peers. A psycholinguistic word-recognition-in-noise study investigated the effects on intelligibility of speakers’ L1 and segmental pronunciation accuracy and how this varied...... international and American university students should receive the linguistic perception training necessary to accommodate the range of accent diversity that has become an integral part of academia today.  ...

  3. 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.

  4. 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

  5. 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…

  6. 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:…

  7. 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,…

  8. 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…

  9. 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…

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

    Science.gov (United States)

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

    2016-01-01

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

  11. 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.

  12. 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…

  13. 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,…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. The ACCENT-protocol: a framework for benchmarking and model evaluation

    Directory of Open Access Journals (Sweden)

    V. Grewe

    2012-05-01

    Full Text Available We summarise results from a workshop on "Model Benchmarking and Quality Assurance" of the EU-Network of Excellence ACCENT, including results from other activities (e.g. COST Action 732 and publications. A formalised evaluation protocol is presented, i.e. a generic formalism describing the procedure of how to perform a model evaluation. This includes eight steps and examples from global model applications which are given for illustration. The first and important step is concerning the purpose of the model application, i.e. the addressed underlying scientific or political question. We give examples to demonstrate that there is no model evaluation per se, i.e. without a focused purpose. Model evaluation is testing, whether a model is fit for its purpose. The following steps are deduced from the purpose and include model requirements, input data, key processes and quantities, benchmark data, quality indicators, sensitivities, as well as benchmarking and grading. We define "benchmarking" as the process of comparing the model output against either observational data or high fidelity model data, i.e. benchmark data. Special focus is given to the uncertainties, e.g. in observational data, which have the potential to lead to wrong conclusions in the model evaluation if not considered carefully.

  19. The ACCENT-protocol: a framework for benchmarking and model evaluation

    Science.gov (United States)

    Grewe, V.; Moussiopoulos, N.; Builtjes, P.; Borrego, C.; Isaksen, I. S. A.; Volz-Thomas, A.

    2012-05-01

    We summarise results from a workshop on "Model Benchmarking and Quality Assurance" of the EU-Network of Excellence ACCENT, including results from other activities (e.g. COST Action 732) and publications. A formalised evaluation protocol is presented, i.e. a generic formalism describing the procedure of how to perform a model evaluation. This includes eight steps and examples from global model applications which are given for illustration. The first and important step is concerning the purpose of the model application, i.e. the addressed underlying scientific or political question. We give examples to demonstrate that there is no model evaluation per se, i.e. without a focused purpose. Model evaluation is testing, whether a model is fit for its purpose. The following steps are deduced from the purpose and include model requirements, input data, key processes and quantities, benchmark data, quality indicators, sensitivities, as well as benchmarking and grading. We define "benchmarking" as the process of comparing the model output against either observational data or high fidelity model data, i.e. benchmark data. Special focus is given to the uncertainties, e.g. in observational data, which have the potential to lead to wrong conclusions in the model evaluation if not considered carefully.

  20. A Mozart is not a Pavarotti: singers outperform instrumentalists on foreign accent imitation.

    Science.gov (United States)

    Christiner, Markus; Reiterer, Susanne Maria

    2015-01-01

    Recent findings have shown that people with higher musical aptitude were also better in oral language imitation tasks. However, whether singing capacity and instrument playing contribute differently to the imitation of speech has been ignored so far. Research has just recently started to understand that instrumentalists develop quite distinct skills when compared to vocalists. In the same vein the role of the vocal motor system in language acquisition processes has poorly been investigated as most investigations (neurobiological and behavioral) favor to examine speech perception. We set out to test whether the vocal motor system can influence an ability to learn, produce and perceive new languages by contrasting instrumentalists and vocalists. Therefore, we investigated 96 participants, 27 instrumentalists, 33 vocalists and 36 non-musicians/non-singers. They were tested for their abilities to imitate foreign speech: unknown language (Hindi), second language (English) and their musical aptitude. Results revealed that both instrumentalists and vocalists have a higher ability to imitate unintelligible speech and foreign accents than non-musicians/non-singers. Within the musician group, vocalists outperformed instrumentalists significantly. First, adaptive plasticity for speech imitation is not reliant on audition alone but also on vocal-motor induced processes. Second, vocal flexibility of singers goes together with higher speech imitation aptitude. Third, vocal motor training, as of singers, may speed up foreign language acquisition processes.

  1. Political skill: explaining the effects of nonnative accent on managerial hiring and entrepreneurial investment decisions.

    Science.gov (United States)

    Huang, Laura; Frideger, Marcia; Pearce, Jone L

    2013-11-01

    We propose and test a new theory explaining glass-ceiling bias against nonnative speakers as driven by perceptions that nonnative speakers have weak political skill. Although nonnative accent is a complex signal, its effects on assessments of the speakers' political skill are something that speakers can actively mitigate; this makes it an important bias to understand. In Study 1, White and Asian nonnative speakers using the same scripted responses as native speakers were found to be significantly less likely to be recommended for a middle-management position, and this bias was fully mediated by assessments of their political skill. The alternative explanations of race, communication skill, and collaborative skill were nonsignificant. In Study 2, entrepreneurial start-up pitches from national high-technology, new-venture funding competitions were shown to experienced executive MBA students. Nonnative speakers were found to have a significantly lower likelihood of receiving new-venture funding, and this was fully mediated by the coders' assessments of their political skill. The entrepreneurs' race, communication skill, and collaborative skill had no effect. We discuss the value of empirically testing various posited reasons for glass-ceiling biases, how the importance and ambiguity of political skill for executive success serve as an ostensibly meritocratic cover for nonnative speaker bias, and other theoretical and practical implications of this work. (c) 2013 APA, all rights reserved.

  2. 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

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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)

  8. “Gallia and Gaul, French and Welsh” (MWW, 3.1.89: Transposing Shakespeare’s ‘Favourite’ Foreign Accents into French

    Directory of Open Access Journals (Sweden)

    Lacroix Mylène

    2017-12-01

    Full Text Available The Merry Wives of Windsor has long been compared to a great babel of languages. The play contains a smattering of Spanish, Italian and Dutch and even a whole scene dedicated to the mistranslation of Latin. A large part of the play’s humour also heavily relies on the foreign accents of two characters: the French Doctor Caius and the Welsh parson Sir Hugh Evans. If Christopher Luscombe’s 2008/2010 production of The Merry Wives at Shakespeare’s Globe theatre in London bears testimony to the success of cross-language and accent-based comedy as a source of laughter on today’s English stage, it seems rather implausible, at first sight, that French translations, adaptations and stagings of these accents and linguistic idiosyncrasies should be greeted with the same degree of hilarity. Indeed, how should the Welsh and French accents, both representing real stumbling blocks for French-speaking translators of the play, be transposed into French? What translation strategies can the latter devise? And to what extent can some of those strategies be said to be politically correct? Focusing on Shakespeare’s ‘favorite’ (predominant accents and the significance and impact of such linguistic comedy, I shall examine the question of their problematic translation through the analysis and comparison of a number of translations and stagings of The Merry Wives of Windsor into French.

  9. 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.

  10. 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.

  11. 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

  12. 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,…

  13. 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…

  14. 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...

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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)

  20. 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%…

  1. 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…

  2. 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…

  3. Psychogenic or neurogenic origin of agrammatism and foreign accent syndrome in a bipolar patient: a case report.

    Science.gov (United States)

    Poulin, Stéphane; Macoir, Joël; Paquet, Nancy; Fossard, Marion; Gagnon, Louis

    2007-01-04

    Foreign accent syndrome (FAS) is a rare speech disorder characterized by the appearance of a new accent, different from the speaker's native language and perceived as foreign by the speaker and the listener. In most of the reported cases, FAS follows stroke but has also been found following traumatic brain injury, cerebral haemorrhage and multiple sclerosis. In very few cases, FAS was reported in patients presenting with psychiatric disorders but the link between this condition and FAS was confirmed in only one case. In this report, we present the case of FG, a bipolar patient presenting with language disorders characterized by a foreign accent and agrammatism, initially categorized as being of psychogenic origin. The patient had an extensive neuropsychological and language evaluation as well as brain imaging exams. In addition to FAS and agrammatism, FG also showed a working memory deficit and executive dysfunction. Moreover, these clinical signs were related to altered cerebral activity on an FDG-PET scan that showed diffuse hypometabolism in the frontal, parietal and temporal lobes bilaterally as well as a focal deficit in the area of the anterior left temporal lobe. When compared to the MRI, these deficits were related to asymmetric atrophy, which was retrospectively seen in the left temporal and frontal opercular/insular region without a focal lesion. To our knowledge, FG is the first case of FAS imaged with an 18F-FDG-PET scan. The nature and type of neuropsychological and linguistic deficits, supported by neuroimaging data, exclude a neurotoxic or neurodegenerative origin for this patient's clinical manifestations. For similar reasons, a psychogenic etiology is also highly improbable. To account for the FAS and agrammatism in FG, various explanations have been ruled out. Because of the focal deficit seen on the brain imaging, involving the left insular and anterior temporal cortex, two brain regions frequently involved in aphasic syndrome but also in FAS, a

  4. Magnitude of phonetic distinction predicts success at early word learning in native and non-native accents

    Directory of Open Access Journals (Sweden)

    Paola eEscudero

    2014-09-01

    Full Text Available Although infants perceptually attune to native vowels and consonants well before 12 months, at 13–15 months, they have difficulty learning to associate novel words that differ by their initial consonant (e.g., BIN and DIN to their visual referents. However, this difficulty may not apply to all minimal-pair novel words. While Canadian English (CE 15-month-olds failed to respond to a switch from the newly learned word DEET to the novel nonword DOOT, they did notice a switch from DEET to DIT (Curtin, Fennell, & Escudero, 2009. Those authors argued that early word learners capitalize on large phonetic differences, seen in CE DEET–DIT, but not on smaller phonetic differences, as in CE DEET–DOOT. To assess this hypothesis, we tested Australian English (AusE 15-month-olds, as AusE has a smaller magnitude of phonetic difference in both novel word pairs. Two groups of infants were trained on the novel word DEET and tested on the vowel switches in DIT and DOOT, produced by an AusE female speaker or the same CE female speaker as in Curtin et al. (2009. If the size of the phonetic distinction plays a more central role than native accent experience in early word learning, AusE children should more easily recognize both of the unfamiliar but larger CE vowel switches than the more familiar but smaller AusE ones. The results support our phonetic-magnitude hypothesis: AusE children taught and tested with the CE-accented novel words looked longer to both of the switch test trials (DIT, DOOT than same test trials (DEET, while those who heard the AusE-accented tokens did not notice either switch. Implications of our findings for models of early word learning are discussed.

  5. Study of <math display='inline'>CPmath> Asymmetry in <math display='inline'>B0-accent='true'>Baccent='true' stretchy='false'>¯0math> Mixing with Inclusive Dilepton Events

    Energy Technology Data Exchange (ETDEWEB)

    Lees, J. P. [et al.

    2015-02-01

    We present a measurement of the asymmetry ACP between same-sign inclusive dilepton samples ℓ++ and ℓ-- (ℓ=e, μ) from semileptonic B decays in Υ(4S)→BB¯ events, using the complete data set recorded by the BABAR experiment near the Υ(4S) resonance, corresponding to 471×106 BB¯ pairs. The asymmetry ACP allows comparison between the mixing probabilities P(B¯0→B0) and P(B0→B¯0), and therefore probes CP and T violation. The result, ACP=[-3.9±3.5(stat)±1.9(syst)]×10-3, is consistent with the standard model expectation.

  6. 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

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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

  12. 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,…

  13. 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.

  14. 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...

  15. 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...

  16. 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...

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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.

  2. 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…

  3. 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.

  4. 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…

  5. 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…

  6. 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

  7. 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.

  8. 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

  9. 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.

  10. 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.

  11. Measurement of the electric charge of the top quark in <math display='inline'>taccent='true'>taccent='true' stretchy='false'>¯math> events

    Energy Technology Data Exchange (ETDEWEB)

    Abazov, V. M.; Abbott, B.; Acharya, B. S.; Adams, M.; Adams, T.; Agnew, J. P.; Alexeev, G. D.; Alkhazov, G.; Alton, A.; Askew, A.; Atkins, S.; Augsten, K.; Avila, C.; Badaud, F.; Bagby, L.; Baldin, B.; Bandurin, D. V.; Banerjee, S.; Barberis, E.; Baringer, P.; Bartlett, J. F.; Bassler, U.; Bazterra, V.; Bean, A.; Begalli, M.; Bellantoni, L.; Beri, S. B.; Bernardi, G.; Bernhard, R.; Bertram, I.; Besançon, M.; Beuselinck, R.; Bhat, P. C.; Bhatia, S.; Bhatnagar, V.; Blazey, G.; Blessing, S.; Bloom, K.; Boehnlein, A.; Boline, D.; Boos, E. E.; Borissov, G.; Borysova, M.; Brandt, A.; Brandt, O.; Brock, R.; Bross, A.; Brown, D.; Bu, X. B.; Buehler, M.; Buescher, V.; Bunichev, V.; Burdin, S.; Buszello, C. P.; Camacho-Pérez, E.; Casey, B. C. K.; Castilla-Valdez, H.; Caughron, S.; Chakrabarti, S.; Chan, K. M.; Chandra, A.; Chapon, E.; Chen, G.; Cho, S. W.; Choi, S.; Choudhary, B.; Cihangir, S.; Claes, D.; Clutter, J.; Cooke, M.; Cooper, W. E.; Corcoran, M.; Couderc, F.; Cousinou, M. -C.; Cutts, D.; Das, A.; Davies, G.; de Jong, S. J.; De La Cruz-Burelo, E.; Déliot, F.; Demina, R.; Denisov, D.; Denisov, S. P.; Desai, S.; Deterre, C.; DeVaughan, K.; Diehl, H. T.; Diesburg, M.; Ding, P. F.; Dominguez, A.; Dubey, A.; Dudko, L. V.; Duperrin, A.; Dutt, S.; Eads, M.; Edmunds, D.; Ellison, J.; Elvira, V. D.; Enari, Y.; Evans, H.; Evdokimov, V. N.; Fauré, A.; Feng, L.; Ferbel, T.; Fiedler, F.; Filthaut, F.; Fisher, W.; Fisk, H. E.; Fortner, M.; Fox, H.; Fuess, S.; Garbincius, P. H.; Garcia-Bellido, A.; García-González, J. A.; Gavrilov, V.; Geng, W.; Gerber, C. E.; Gershtein, Y.; Ginther, G.; Gogota, O.; Golovanov, G.; Grannis, P. D.; Greder, S.; Greenlee, H.; Grenier, G.; Gris, Ph.; Grivaz, J. -F.; Grohsjean, A.; Grünendahl, S.; Grünewald, M. W.; Guillemin, T.; Gutierrez, G.; Gutierrez, P.; Haley, J.; Han, L.; Harder, K.; Harel, A.; Hauptman, J. M.; Hays, J.; Head, T.; Hebbeker, T.; Hedin, D.; Hegab, H.; Heinson, A. P.; Heintz, U.; Hensel, C.; Heredia-De La Cruz, I.; Herner, K.; Hesketh, G.; Hildreth, M. D.; Hirosky, R.; Hoang, T.; Hobbs, J. D.; Hoeneisen, B.; Hogan, J.; Hohlfeld, M.; Holzbauer, J. L.; Howley, I.; Hubacek, Z.; Hynek, V.; Iashvili, I.; Ilchenko, Y.; Illingworth, R.; Ito, A. S.; Jabeen, S.; Jaffré, M.; Jayasinghe, A.; Jeong, M. S.; Jesik, R.; Jiang, P.; Johns, K.; Johnson, E.; Johnson, M.; Jonckheere, A.; Jonsson, P.; Joshi, J.; Jung, A. W.; Juste, A.; Kajfasz, E.; Karmanov, D.; Katsanos, I.; Kehoe, R.; Kermiche, S.; Khalatyan, N.; Khanov, A.; Kharchilava, A.; Kharzheev, Y. N.; Kiselevich, I.; Kohli, J. M.; Kozelov, A. V.; Kraus, J.; Kumar, A.; Kupco, A.; Kurča, T.; Kuzmin, V. A.; Lammers, S.; Lebrun, P.; Lee, H. S.; Lee, S. W.; Lee, W. M.; Lei, X.; Lellouch, J.; Li, D.; Li, H.; Li, L.; Li, Q. Z.; Lim, J. K.; Lincoln, D.; Linnemann, J.; Lipaev, V. V.; Lipton, R.; Liu, H.; Liu, Y.; Lobodenko, A.; Lokajicek, M.; Lopes de Sa, R.; Luna-Garcia, R.; Lyon, A. L.; Maciel, A. K. A.; Madar, R.; Magaña-Villalba, R.; Malik, S.; Malyshev, V. L.; Mansour, J.; Martínez-Ortega, J.; McCarthy, R.; McGivern, C. L.; Meijer, M. M.; Melnitchouk, A.; Menezes, D.; Mercadante, P. G.; Merkin, M.; Meyer, A.; Meyer, J.; Miconi, F.; Mondal, N. K.; Mulhearn, M.; Nagy, E.; Narain, M.; Nayyar, R.; Neal, H. A.; Negret, J. P.; Neustroev, P.; Nguyen, H. T.; Nunnemann, T.; Orduna, J.; Osman, N.; Osta, J.; Pal, A.; Parashar, N.; Parihar, V.; Park, S. K.; Partridge, R.; Parua, N.; Patwa, A.; Penning, B.; Perfilov, M.; Peters, Y.; Petridis, K.; Petrillo, G.; Pétroff, P.; Pleier, M. -A.; Podstavkov, V. M.; Popov, A. V.; Prewitt, M.; Price, D.; Prokopenko, N.; Qian, J.; Quadt, A.; Quinn, B.; Ratoff, P. N.; Razumov, I.; Ripp-Baudot, I.; Rizatdinova, F.; Rominsky, M.; Ross, A.; Royon, C.; Rubinov, P.; Ruchti, R.; Sajot, G.; Sánchez-Hernández, A.; Sanders, M. P.; Santos, A. S.; Savage, G.; Savitskyi, M.; Sawyer, L.; Scanlon, T.; Schamberger, R. D.; Scheglov, Y.; Schellman, H.; Schwanenberger, C.; Schwienhorst, R.; Sekaric, J.; Severini, H.; Shabalina, E.; Shary, V.; Shaw, S.; Shchukin, A. A.; Simak, V.; Skubic, P.; Slattery, P.; Smirnov, D.; Snow, G. R.; Snow, J.; Snyder, S.; Söldner-Rembold, S.; Sonnenschein, L.; Soustruznik, K.; Stark, J.; Stoyanova, D. A.; Strauss, M.; Suter, L.; Svoisky, P.; Titov, M.; Tokmenin, V. V.; Tsai, Y. -T.; Tsybychev, D.; Tuchming, B.; Tully, C.; Uvarov, L.; Uvarov, S.; Uzunyan, S.; Van Kooten, R.; van Leeuwen, W. M.; Varelas, N.; Varnes, E. W.; Vasilyev, I. A.; Verkheev, A. Y.; Vertogradov, L. S.; Verzocchi, M.; Vesterinen, M.; Vilanova, D.; Vokac, P.; Wahl, H. D.; Wang, M. H. L. S.; Warchol, J.; Watts, G.; Wayne, M.; Weichert, J.; Welty-Rieger, L.; Williams, M. R. J.; Wilson, G. W.; Wobisch, M.; Wood, D. R.; Wyatt, T. R.; Xie, Y.; Yamada, R.; Yang, S.; Yasuda, T.; Yatsunenko, Y. A.; Ye, W.; Ye, Z.; Yin, H.; Yip, K.; Youn, S. W.; Yu, J. M.; Zennamo, J.; Zhao, T. G.; Zhou, B.; Zhu, J.; Zielinski, M.; Zieminska, D.; Zivkovic, L.

    2014-09-01

    We present a measurement of the electric charge of top quarks using $t\\bar{t}$ events produced in $p\\bar{p}$ collisions at the Tevatron. The analysis is based on fully reconstructed $t\\bar{t}$ pairs in lepton+jets final states. Using data corresponding to 5.3 $\\rm fb^{-1}$ of integrated luminosity, we exclude the hypothesis that the top quark has a charge of $Q=-4/3\\,e$ at a significance greater than 5 standard deviations. We also place an upper limit of 0.46 on the fraction of such quarks that can be present in an admixture with the standard model top quarks ($Q=+2/3\\,e$) at a 95\\% confidence level.

  12. Study of accent-based music speech protocol development for improving voice problems in stroke patients with mixed dysarthria.

    Science.gov (United States)

    Kim, Soo Ji; Jo, Uiri

    2013-01-01

    Based on the anatomical and functional commonality between singing and speech, various types of musical elements have been employed in music therapy research for speech rehabilitation. This study was to develop an accent-based music speech protocol to address voice problems of stroke patients with mixed dysarthria. Subjects were 6 stroke patients with mixed dysarthria and they received individual music therapy sessions. Each session was conducted for 30 minutes and 12 sessions including pre- and post-test were administered for each patient. For examining the protocol efficacy, the measures of maximum phonation time (MPT), fundamental frequency (F0), average intensity (dB), jitter, shimmer, noise to harmonics ratio (NHR), and diadochokinesis (DDK) were compared between pre and post-test and analyzed with a paired sample t-test. The results showed that the measures of MPT, F0, dB, and sequential motion rates (SMR) were significantly increased after administering the protocol. Also, there were statistically significant differences in the measures of shimmer, and alternating motion rates (AMR) of the syllable /K$\\inve$/ between pre- and post-test. The results indicated that the accent-based music speech protocol may improve speech motor coordination including respiration, phonation, articulation, resonance, and prosody of patients with dysarthria. This suggests the possibility of utilizing the music speech protocol to maximize immediate treatment effects in the course of a long-term treatment for patients with dysarthria.

  13. Optics learning by computing, with examples using Maple, MathCad, Mathematica, and MATLAB

    CERN Document Server

    Moeller, Karl Dieter

    2007-01-01

    This new edition is intended for a one semester course in optics for juniors and seniors in science and engineering; it uses scripts from Maple, MathCad, Mathematica, and MATLAB provide a simulated laboratory where students can learn by exploration and discovery instead of passive absorption. The text covers all the standard topics of a traditional optics course, including: geometrical optics and aberration, interference and diffraction, coherence, Maxwell's equations, wave guides and propagating modes, blackbody radiation, atomic emission and lasers, optical properties of materials, Fourier transforms and FT spectroscopy, image formation, and holography. It contains step by step derivations of all basic formulas in geometrical, wave and Fourier optics. The basic text is supplemented by over 170 files in Maple, MathCad, Mathematica, and MATLAB (many of which are in the text, each suggesting programs to solve a particular problem, and each linked to a topic in or application of optics. The computer files are d...

  14. 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

  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. "I like the Americans...but I Certainly Don't Aim for an American Accent": Language Attitudes, Vitality and Foreign Language Learning in Denmark

    Science.gov (United States)

    Ladegaard, Hans J.; Sachdev, Itesh

    2006-01-01

    The power and status of America in the world today are undeniable. This paper presents some empirical data about the attitudes and perceptions Danish learners of EFL have about British and American English. Ninety-six EFL learners participated in a verbal-guise experiment that involved rating different accents of English: American, Australian,…

  19. Current Sociopolitical, Sociocultural, and Sociolinguistic Issues of Latino Immigrants in Julia Álvarez's Novel "How the García Girls Lost Their Accents"

    Science.gov (United States)

    Molina-Naar, José

    2016-01-01

    The sociopolitical, sociocultural, and sociolinguistic issues many Latino immigrants face as they embark on the process of adjusting to American society have been depicted by many Hispanic American writers in the United States. Julia Álvarez's "How the García Girls Lost Their Accents" attempts to raise awareness of these issues through…

  20. What do we need to hear a beat? The influence of attention, musical abilities, and accents on the perception of metrical rhythm

    NARCIS (Netherlands)

    Bouwer, F.L.

    2016-01-01

    In this dissertation, I examine beat perception, the process that allows us to make music together. I explore the effects of attention, musical abilities, and accents on beat perception. Additionally, I address several methodological issues that arise when probing beat perception with event-related

  1. Search for <math display='inline'>CPmath> Violation and Measurement of the Branching Fraction in the Decay <math display='inline'>D0KS0KS0math>

    Energy Technology Data Exchange (ETDEWEB)

    Dash, N.; Bahinipati, S.; Bhardwaj, V.; Trabelsi, K.; Adachi, I.; Aihara, H.; Al Said, S.; Asner, D. M.; Aulchenko, V.; Aushev, T.; Ayad, R.; Babu, V.; Badhrees, I.; Bakich, A. M.; Bansal, V.; Barberio, E.; Bhuyan, B.; Biswal, J.; Bobrov, A.; Bondar, A.; Bonvicini, G.; Bozek, A.; Bračko, M.; Breibeck, F.; Browder, T. E.; Červenkov, D.; Chang, M. -C.; Chekelian, V.; Chen, A.; Cheon, B. G.; Chilikin, K.; Cho, K.; Choi, Y.; Cinabro, D.; Di Carlo, S.; Doležal, Z.; Drásal, Z.; Dutta, D.; Eidelman, S.; Epifanov, D.; Farhat, H.; Fast, J. E.; Ferber, T.; Fulsom, B. G.; Gaur, V.; Gabyshev, N.; Garmash, A.; Gillard, R.; Goldenzweig, P.; Haba, J.; Hara, T.; Hayasaka, K.; Hayashii, H.; Hedges, M. T.; Hou, W. -S.; Iijima, T.; Inami, K.; Ishikawa, A.; Itoh, R.; Iwasaki, Y.; Jacobs, W. W.; Jaegle, I.; Jeon, H. B.; Jin, Y.; Joffe, D.; Joo, K. K.; Julius, T.; Kahn, J.; Kaliyar, A. B.; Karyan, G.; Katrenko, P.; Kawasaki, T.; Kiesling, C.; Kim, D. Y.; Kim, H. J.; Kim, J. B.; Kim, K. T.; Kim, M. J.; Kim, S. H.; Kim, Y. J.; Kinoshita, K.; Kodyš, P.; Korpar, S.; Kotchetkov, D.; Križan, P.; Krokovny, P.; Kuhr, T.; Kulasiri, R.; Kumar, R.; Kumita, T.; Kuzmin, A.; Kwon, Y. -J.; Lange, J. S.; Lee, I. S.; Li, C. H.; Li, L.; Li, Y.; Li Gioi, L.; Libby, J.; Liventsev, D.; Lubej, M.; Luo, T.; Masuda, M.; Matvienko, D.; Merola, M.; Miyabayashi, K.; Miyata, H.; Mizuk, R.; Mohanty, G. B.; Mohanty, S.; Moon, H. K.; Mori, T.; Mussa, R.; Nakano, E.; Nakao, M.; Nanut, T.; Nath, K. J.; Natkaniec, Z.; Nayak, M.; Niiyama, M.; Nisar, N. K.; Nishida, S.; Ogawa, S.; Okuno, S.; Ono, H.; Pakhlov, P.; Pakhlova, G.; Pal, B.; Pardi, S.; Park, C. -S.; Park, H.; Paul, S.; Pedlar, T. K.; Pesántez, L.; Pestotnik, R.; Piilonen, L. E.; Prasanth, K.; Ritter, M.; Rostomyan, A.; Sahoo, H.; Sakai, Y.; Sandilya, S.; Santelj, L.; Sanuki, T.; Sato, Y.; Savinov, V.; Schneider, O.; Schnell, G.; Schwanda, C.; Schwartz, A. J.; Seino, Y.; Senyo, K.; Sevior, M. E.; Shebalin, V.; Shen, C. P.; Shibata, T. -A.; Shiu, J. -G.; Shwartz, B.; Simon, F.; Sokolov, A.; Solovieva, E.; Starič, M.; Strube, J. F.; Stypula, J.; Sumisawa, K.; Sumiyoshi, T.; Takizawa, M.; Tamponi, U.; Tanida, K.; Tenchini, F.; Uchida, M.; Uglov, T.; Unno, Y.; Uno, S.; Urquijo, P.; Usov, Y.; Van Hulse, C.; Varner, G.; Vorobyev, V.; Vossen, A.; Waheed, E.; Wang, C. H.; Wang, M. -Z.; Wang, P.; Watanabe, M.; Watanabe, Y.; Widmann, E.; Williams, K. M.; Won, E.; Yamashita, Y.; Ye, H.; Yelton, J.; Yook, Y.; Yuan, C. Z.; Yusa, Y.; Zhang, Z. P.; Zhilich, V.; Zhukova, V.; Zhulanov, V.; Zupanc, A.

    2017-10-01

    We report a study of the decay <math display='inline'>D0KS0KS0math> using 921 fb-1 of data collected at or near the Υ(4S) and Υ(5S) resonances with the Belle detector at the KEKB asymmetric energy e+e- collider. The measured time-integrated CP asymmetry is ACP(<math display='inline'>D0KS0KS0math>) = (-0.02 ± 1.53 ± 0.02 ± 0.17)%, and the branching fraction is B(<math display='inline'>D0KS0KS0math>) = (1.321 ± 0.023 ± 0.036 ± 0.044) × 10-4, where the first uncertainty is statistical, the second is systematic, and the third is due to the normalization mode (<math display='inline'>D0KS0math>π0). These results are significantly more precise than previous measurements available for this mode. The ACP measurement is consistent with the standard model expectation.

  2. 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,…

  3. 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.

  4. 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.

  5. 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?

  6. Mild developmental foreign accent syndrome and psychiatric comorbidity: Altered white matter integrity in speech and emotion regulation networks

    Directory of Open Access Journals (Sweden)

    Marcelo L Berthier

    2016-08-01

    Full Text Available Foreign accent syndrome (FAS is a speech disorder that is defined by the emergence of a peculiar manner of articulation and intonation which is perceived as foreign. In most cases of acquired FAS (AFAS the new accent is secondary to small focal lesions involving components of the bilaterally distributed neural network for speech production. In the past few years FAS has also been described in different psychiatric conditions (conversion disorder, bipolar disorder, schizophrenia as well as in developmental disorders (specific language impairment, apraxia of speech. In the present study, two adult males, one with atypical phonetic production and the other one with cluttering, reported having developmental FAS (DFAS since their adolescence. Perceptual analysis by naïve judges could not confirm the presence of foreign accent, possibly due to the mildness of the speech disorder. However, detailed linguistic analysis provided evidence of prosodic and segmental errors previously reported in AFAS cases. Cognitive testing showed reduced communication in activities of daily living and mild deficits related to psychiatric disorders. Psychiatric evaluation revealed long-lasting internalizing disorders (neuroticism, anxiety, obsessive-compulsive disorder, social phobia, depression, alexithymia, hopelessness, and apathy in both subjects. Diffusion tensor imaging (DTI data from each subject with DFAS were compared with data from a group of 21 age- and gender-matched healthy control subjects. Diffusion parameters (MD, AD, and RD in predefined regions of interest showed changes of white matter microstructure in regions previously related with AFAS and psychiatric disorders. In conclusion, the present findings militate against the possibility that these two subjects have FAS of psychogenic origin. Rather, our findings provide evidence that mild DFAS occurring in the context of subtle, yet persistent, developmental speech disorders may be associated with

  7. Psychogenic or neurogenic origin of agrammatism and foreign accent syndrome in a bipolar patient: a case report

    Directory of Open Access Journals (Sweden)

    Fossard Marion

    2007-01-01

    Full Text Available Abstract Background Foreign accent syndrome (FAS is a rare speech disorder characterized by the appearance of a new accent, different from the speaker's native language and perceived as foreign by the speaker and the listener. In most of the reported cases, FAS follows stroke but has also been found following traumatic brain injury, cerebral haemorrhage and multiple sclerosis. In very few cases, FAS was reported in patients presenting with psychiatric disorders but the link between this condition and FAS was confirmed in only one case. Case presentation In this report, we present the case of FG, a bipolar patient presenting with language disorders characterized by a foreign accent and agrammatism, initially categorized as being of psychogenic origin. The patient had an extensive neuropsychological and language evaluation as well as brain imaging exams. In addition to FAS and agrammatism, FG also showed a working memory deficit and executive dysfunction. Moreover, these clinical signs were related to altered cerebral activity on an FDG-PET scan that showed diffuse hypometabolism in the frontal, parietal and temporal lobes bilaterally as well as a focal deficit in the area of the anterior left temporal lobe. When compared to the MRI, these deficits were related to asymmetric atrophy, which was retrospectively seen in the left temporal and frontal opercular/insular region without a focal lesion. Discussion To our knowledge, FG is the first case of FAS imaged with an 18F-FDG-PET scan. The nature and type of neuropsychological and linguistic deficits, supported by neuroimaging data, exclude a neurotoxic or neurodegenerative origin for this patient's clinical manifestations. For similar reasons, a psychogenic etiology is also highly improbable. Conclusion To account for the FAS and agrammatism in FG, various explanations have been ruled out. Because of the focal deficit seen on the brain imaging, involving the left insular and anterior temporal cortex

  8. 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.

  9. 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.

  10. Constraints on Higgs Effective Couplings in <math id="M1" xmlns="http://www.w3.org/1998/Math/MathML">Hνaccent="false">ν¯math> Production of CLIC at 380 GeV

    OpenAIRE

    Senol, A.; Denizli, H.

    2018-01-01

    The potential of the e+e-→νν¯H process in the first stage of CLIC considering center-of-mass energy of 380 GeV and assuming the baseline integrated luminosity of 500  fb-1 is examined to probe CP-conserving dimension-six operators in a model-independent Standard Model effective field theory framework. In the analysis, a detailed fast simulation on e+e-→νν¯H signal processes and dominant backgrounds is performed including parton showering with PYTHIA and detector simulation based on ILD type d...

  11. Measurement of the forward-backward asymmetry in the distribution of leptons in <math display='inline'>taccent='true'>t¯math> events in the <math display='inline'>lepton+jetsmath> channel

    Energy Technology Data Exchange (ETDEWEB)

    Abazov, V. M.; Abbott, B.; Acharya, B. S.; Adams, M.; Adams, T.; Agnew, J. P.; Alexeev, G. D.; Alkhazov, G.; Alton, A.; Askew, A.; Atkins, S.; Augsten, K.; Avila, C.; Badaud, F.; Bagby, L.; Baldin, B.; Bandurin, D. V.; Banerjee, S.; Barberis, E.; Baringer, P.; Bartlett, J. F.; Bassler, U.; Bazterra, V.; Bean, A.; Begalli, M.; Bellantoni, L.; Beri, S. B.; Bernardi, G.; Bernhard, R.; Bertram, I.; Besançon, M.; Beuselinck, R.; Bhat, P. C.; Bhatia, S.; Bhatnagar, V.; Blazey, G.; Blessing, S.; Bloom, K.; Boehnlein, A.; Boline, D.; Boos, E. E.; Borissov, G.; Borysova, M.; Brandt, A.; Brandt, O.; Brock, R.; Bross, A.; Brown, D.; Bu, X. B.; Buehler, M.; Buescher, V.; Bunichev, V.; Burdin, S.; Buszello, C. P.; Camacho-Pérez, E.; Casey, B. C. K.; Castilla-Valdez, H.; Caughron, S.; Chakrabarti, S.; Chan, K. M.; Chandra, A.; Chapelain, A.; Chapon, E.; Chen, G.; Cho, S. W.; Choi, S.; Choudhary, B.; Cihangir, S.; Claes, D.; Clutter, J.; Cooke, M.; Cooper, W. E.; Corcoran, M.; Couderc, F.; Cousinou, M. -C.; Cutts, D.; Das, A.; Davies, G.; de Jong, S. J.; De La Cruz-Burelo, E.; Déliot, F.; Demina, R.; Denisov, D.; Denisov, S. P.; Desai, S.; Deterre, C.; DeVaughan, K.; Diehl, H. T.; Diesburg, M.; Ding, P. F.; Dominguez, A.; Dubey, A.; Dudko, L. V.; Duperrin, A.; Dutt, S.; Eads, M.; Edmunds, D.; Ellison, J.; Elvira, V. D.; Enari, Y.; Evans, H.; Evdokimov, V. N.; Falkowski, A.; Feng, L.; Ferbel, T.; Fiedler, F.; Filthaut, F.; Fisher, W.; Fisk, H. E.; Fortner, M.; Fox, H.; Fuess, S.; Garbincius, P. H.; Garcia-Bellido, A.; García-González, J. A.; Gavrilov, V.; Geng, W.; Gerber, C. E.; Gershtein, Y.; Ginther, G.; Golovanov, G.; Grannis, P. D.; Greder, S.; Greenlee, H.; Grenier, G.; Gris, Ph.; Grivaz, J. -F.; Grohsjean, A.; Grünendahl, S.; Grünewald, M. W.; Guillemin, T.; Gutierrez, G.; Gutierrez, P.; Haley, J.; Han, L.; Harder, K.; Harel, A.; Hauptman, J. M.; Hays, J.; Head, T.; Hebbeker, T.; Hedin, D.; Hegab, H.; Heinson, A. P.; Heintz, U.; Hensel, C.; Heredia-De La Cruz, I.; Herner, K.; Hesketh, G.; Hildreth, M. D.; Hirosky, R.; Hoang, T.; Hobbs, J. D.; Hoeneisen, B.; Hogan, J.; Hohlfeld, M.; Holzbauer, J. L.; Howley, I.; Hubacek, Z.; Hynek, V.; Iashvili, I.; Ilchenko, Y.; Illingworth, R.; Ito, A. S.; Jabeen, S.; Jaffré, M.; Jayasinghe, A.; Jeong, M. S.; Jesik, R.; Jiang, P.; Johns, K.; Johnson, E.; Johnson, M.; Jonckheere, A.; Jonsson, P.; Joshi, J.; Jung, A. W.; Juste, A.; Kajfasz, E.; Karmanov, D.; Katsanos, I.; Kehoe, R.; Kermiche, S.; Khalatyan, N.; Khanov, A.; Kharchilava, A.; Kharzheev, Y. N.; Kiselevich, I.; Kohli, J. M.; Kozelov, A. V.; Kraus, J.; Kumar, A.; Kupco, A.; Kurča, T.; Kuzmin, V. A.; Lammers, S.; Lebrun, P.; Lee, H. S.; Lee, S. W.; Lee, W. M.; Lei, X.; Lellouch, J.; Li, D.; Li, H.; Li, L.; Li, Q. Z.; Lim, J. K.; Lincoln, D.; Linnemann, J.; Lipaev, V. V.; Lipton, R.; Liu, H.; Liu, Y.; Lobodenko, A.; Lokajicek, M.; Lopes de Sa, R.; Luna-Garcia, R.; Lyon, A. L.; Maciel, A. K. A.; Madar, R.; Magaña-Villalba, R.; Malik, S.; Malyshev, V. L.; Mansour, J.; Martínez-Ortega, J.; McCarthy, R.; McGivern, C. L.; Meijer, M. M.; Melnitchouk, A.; Menezes, D.; Mercadante, P. G.; Merkin, M.; Meyer, A.; Meyer, J.; Miconi, F.; Mondal, N. K.; Mulhearn, M.; Nagy, E.; Narain, M.; Nayyar, R.; Neal, H. A.; Negret, J. P.; Neustroev, P.; Nguyen, H. T.; Nunnemann, T.; Orbaker, D.; Orduna, J.; Osman, N.; Osta, J.; Pal, A.; Parashar, N.; Parihar, V.; Park, S. K.; Partridge, R.; Parua, N.; Patwa, A.; Penning, B.; Perfilov, M.; Peters, Y.; Petridis, K.; Petrillo, G.; Pétroff, P.; Pleier, M. -A.; Podstavkov, V. M.; Popov, A. V.; Prewitt, M.; Price, D.; Prokopenko, N.; Qian, J.; Quadt, A.; Quinn, B.; Ratoff, P. N.; Razumov, I.; Ripp-Baudot, I.; Rizatdinova, F.; Rominsky, M.; Ross, A.; Royon, C.; Rubinov, P.; Ruchti, R.; Sajot, G.; Sánchez-Hernández, A.; Sanders, M. P.; Santos, A. S.; Savage, G.; Sawyer, L.; Scanlon, T.; Schamberger, R. D.; Scheglov, Y.; Schellman, H.; Schwanenberger, C.; Schwienhorst, R.; Sekaric, J.; Severini, H.; Shabalina, E.; Shary, V.; Shaw, S.; Shchukin, A. A.; Simak, V.; Skubic, P.; Slattery, P.; Smirnov, D.; Snow, G. R.; Snow, J.; Snyder, S.; Söldner-Rembold, S.; Sonnenschein, L.; Soustruznik, K.; Stark, J.; Stoyanova, D. A.; Strauss, M.; Suter, L.; Svoisky, P.; Titov, M.; Tokmenin, V. V.; Tsai, Y. -T.; Tsybychev, D.; Tuchming, B.; Tully, C.; Uvarov, L.; Uvarov, S.; Uzunyan, S.; Van Kooten, R.; van Leeuwen, W. M.; Varelas, N.; Varnes, E. W.; Vasilyev, I. A.; Verkheev, A. Y.; Vertogradov, L. S.; Verzocchi, M.; Vesterinen, M.; Vilanova, D.; Vokac, P.; Wahl, H. D.; Wang, M. H. L. S.; Warchol, J.; Watts, G.; Wayne, M.; Weichert, J.; Welty-Rieger, L.; Williams, M. R. J.; Wilson, G. W.; Wobisch, M.; Wood, D. R.; Wyatt, T. R.; Xie, Y.; Yamada, R.; Yang, S.; Yasuda, T.; Yatsunenko, Y. A.; Ye, W.; Ye, Z.; Yin, H.; Yip, K.; Youn, S. W.; Yu, J. M.; Zennamo, J.; Zhao, T. G.; Zhou, B.; Zhu, J.; Zielinski, M.; Zieminska, D.; Zivkovic, L.

    2014-10-01

    We present measurements of the forward-backward asymmetry in the angular distribution of leptons from decays of top quarks and antiquarks produced in proton-antiproton collisions. We consider the final state containing a lepton and at least three jets. The entire sample of data collected by the D0 experiment during Run II of the Fermilab Tevatron Collider, corresponding to 9.7 inverse fb of integrated luminosity, is used. The asymmetry measured for reconstructed leptons is $A_{FB}^l = \\big(2.9 \\pm 2.1(stat.) ^{+1.5}_{-1.7}(syst.) \\big)$%. When corrected for efficiency and resolution effects within the lepton rapidity coverage of $|y_l|<1.5$, the asymmetry is found to be $A_{FB}^l = \\big(4.2 \\pm 2.3(stat.) ^{+1.7}_{-2.0}(syst.) \\big)$%. Combination with the asymmetry measured in the dilepton final state yields $A_{FB}^l = \\big(4.2 \\pm 2.0(stat.) \\pm 1.4(syst.) \\big)$%. We examine the dependence of $A_{FB}^l$ on the transverse momentum and rapidity of the lepton. The results are in agreement with predictions from the next-to-leading-order QCD generator \\mcatnlo, which predicts an asymmetry of $A_{FB}^l = 2.0$% for $|y_l|<1.5$.

  12. Study of <math display='inline'>CPmath> -violating charge asymmetries of single muons and like-sign dimuons in <math display='inline'>paccent='true'>p¯math> collisions

    Energy Technology Data Exchange (ETDEWEB)

    Abazov, V. M.; Abbott, B.; Acharya, B. S.; Adams, M.; Adams, T.; Agnew, J. P.; Alexeev, G. D.; Alkhazov, G.; Alton, A.; Askew, A.; Atkins, S.; Augsten, K.; Avila, C.; Badaud, F.; Bagby, L.; Baldin, B.; Bandurin, D. V.; Banerjee, S.; Barberis, E.; Baringer, P.; Bartlett, J. F.; Bassler, U.; Bazterra, V.; Bean, A.; Begalli, M.; Bellantoni, L.; Beri, S. B.; Bernardi, G.; Bernhard, R.; Bertram, I.; Besançon, M.; Beuselinck, R.; Bhat, P. C.; Bhatia, S.; Bhatnagar, V.; Blazey, G.; Blessing, S.; Bloom, K.; Boehnlein, A.; Boline, D.; Boos, E. E.; Borissov, G.; Brandt, A.; Brandt, O.; Brock, R.; Bross, A.; Brown, D.; Bu, X. B.; Buehler, M.; Buescher, V.; Bunichev, V.; Burdin, S.; Buszello, C. P.; Camacho-Pérez, E.; Casey, B. C. K.; Castilla-Valdez, H.; Caughron, S.; Chakrabarti, S.; Chan, K. M.; Chandra, A.; Chapon, E.; Chen, G.; Cho, S. W.; Choi, S.; Choudhary, B.; Cihangir, S.; Claes, D.; Clutter, J.; Cooke, M.; Cooper, W. E.; Corcoran, M.; Couderc, F.; Cousinou, M. -C.; Cutts, D.; Das, A.; Davies, G.; de Jong, S. J.; De La Cruz-Burelo, E.; Déliot, F.; Demina, R.; Denisov, D.; Denisov, S. P.; Desai, S.; Deterre, C.; DeVaughan, K.; Diehl, H. T.; Diesburg, M.; Ding, P. F.; Dominguez, A.; Dubey, A.; Dudko, L. V.; Duperrin, A.; Dutt, S.; Eads, M.; Edmunds, D.; Ellison, J.; Elvira, V. D.; Enari, Y.; Evans, H.; Evdokimov, V. N.; Feng, L.; Ferbel, T.; Fiedler, F.; Filthaut, F.; Fisher, W.; Fisk, H. E.; Fortner, M.; Fox, H.; Fuess, S.; Garbincius, P. H.; Garcia-Bellido, A.; García-González, J. A.; Gavrilov, V.; Geng, W.; Gerber, C. E.; Gershtein, Y.; Ginther, G.; Golovanov, G.; Grannis, P. D.; Greder, S.; Greenlee, H.; Grenier, G.; Gris, Ph.; Grivaz, J. -F.; Grohsjean, A.; Grünendahl, S.; Grünewald, M. W.; Guillemin, T.; Gutierrez, G.; Gutierrez, P.; Haley, J.; Han, L.; Harder, K.; Harel, A.; Hauptman, J. M.; Hays, J.; Head, T.; Hebbeker, T.; Hedin, D.; Hegab, H.; Heinson, A. P.; Heintz, U.; Hensel, C.; Heredia-De La Cruz, I.; Herner, K.; Hesketh, G.; Hildreth, M. D.; Hirosky, R.; Hoang, T.; Hobbs, J. D.; Hoeneisen, B.; Hogan, J.; Hohlfeld, M.; Holzbauer, J. L.; Howley, I.; Hubacek, Z.; Hynek, V.; Iashvili, I.; Ilchenko, Y.; Illingworth, R.; Ito, A. S.; Jabeen, S.; Jaffré, M.; Jayasinghe, A.; Jeong, M. S.; Jesik, R.; Jiang, P.; Johns, K.; Johnson, E.; Johnson, M.; Jonckheere, A.; Jonsson, P.; Joshi, J.; Jung, A. W.; Juste, A.; Kajfasz, E.; Karmanov, D.; Katsanos, I.; Kehoe, R.; Kermiche, S.; Khalatyan, N.; Khanov, A.; Kharchilava, A.; Kharzheev, Y. N.; Kiselevich, I.; Kohli, J. M.; Kozelov, A. V.; Kraus, J.; Kumar, A.; Kupco, A.; Kurča, T.; Kuzmin, V. A.; Lammers, S.; Lebrun, P.; Lee, H. S.; Lee, S. W.; Lee, W. M.; Lei, X.; Lellouch, J.; Li, D.; Li, H.; Li, L.; Li, Q. Z.; Lim, J. K.; Lincoln, D.; Linnemann, J.; Lipaev, V. V.; Lipton, R.; Liu, H.; Liu, Y.; Lobodenko, A.; Lokajicek, M.; Lopes de Sa, R.; Luna-Garcia, R.; Lyon, A. L.; Maciel, A. K. A.; Madar, R.; Magaña-Villalba, R.; Malik, S.; Malyshev, V. L.; Mansour, J.; Martínez-Ortega, J.; McCarthy, R.; McGivern, C. L.; Meijer, M. M.; Melnitchouk, A.; Menezes, D.; Mercadante, P. G.; Merkin, M.; Meyer, A.; Meyer, J.; Miconi, F.; Mondal, N. K.; Mulhearn, M.; Nagy, E.; Narain, M.; Nayyar, R.; Neal, H. A.; Negret, J. P.; Neustroev, P.; Nguyen, H. T.; Nunnemann, T.; Orduna, J.; Osman, N.; Osta, J.; Pal, A.; Parashar, N.; Parihar, V.; Park, S. K.; Partridge, R.; Parua, N.; Patwa, A.; Penning, B.; Perfilov, M.; Peters, Y.; Petridis, K.; Petrillo, G.; Pétroff, P.; Pleier, M. -A.; Podstavkov, V. M.; Popov, A. V.; Prewitt, M.; Price, D.; Prokopenko, N.; Qian, J.; Quadt, A.; Quinn, B.; Ratoff, P. N.; Razumov, I.; Ripp-Baudot, I.; Rizatdinova, F.; Rominsky, M.; Ross, A.; Royon, C.; Rubinov, P.; Ruchti, R.; Sajot, G.; Sánchez-Hernández, A.; Sanders, M. P.; Santos, A. S.; Savage, G.; Sawyer, L.; Scanlon, T.; Schamberger, R. D.; Scheglov, Y.; Schellman, H.; Schwanenberger, C.; Schwienhorst, R.; Sekaric, J.; Severini, H.; Shabalina, E.; Shary, V.; Shaw, S.; Shchukin, A. A.; Simak, V.; Skubic, P.; Slattery, P.; Smirnov, D.; Snow, G. R.; Snow, J.; Snyder, S.; Söldner-Rembold, S.; Sonnenschein, L.; Soustruznik, K.; Stark, J.; Stoyanova, D. A.; Strauss, M.; Suter, L.; Svoisky, P.; Titov, M.; Tokmenin, V. V.; Tsai, Y. -T.; Tsybychev, D.; Tuchming, B.; Tully, C.; Uvarov, L.; Uvarov, S.; Uzunyan, S.; Van Kooten, R.; van Leeuwen, W. M.; Varelas, N.; Varnes, E. W.; Vasilyev, I. A.; Verkheev, A. Y.; Vertogradov, L. S.; Verzocchi, M.; Vesterinen, M.; Vilanova, D.; Vokac, P.; Wahl, H. D.; Wang, M. H. L. S.; Warchol, J.; Watts, G.; Wayne, M.; Weichert, J.; Welty-Rieger, L.; Williams, M. R. J.; Wilson, G. W.; Wobisch, M.; Wood, D. R.; Wyatt, T. R.; Xie, Y.; Yamada, R.; Yang, S.; Yasuda, T.; Yatsunenko, Y. A.; Ye, W.; Ye, Z.; Yin, H.; Yip, K.; Youn, S. W.; Yu, J. M.; Zennamo, J.; Zhao, T. G.; Zhou, B.; Zhu, J.; Zielinski, M.; Zieminska, D.; Zivkovic, L.

    2014-01-01

    We measure the inclusive single muon charge asymmetry and the like-sign dimuon charge asymmetry in $p \\bar{p}$ collisions using the full data set of 10.4 fb$^{-1}$ collected with the D0 detector at the Fermilab Tevatron. The standard model predictions of the charge asymmetries induced by CP violation are small in magnitude compared to the current experimental precision, so non-zero measurements could indicate new sources of CP violation. The measurements differ from the standard model predictions of CP violation in these asymmetries with a significance of 3.6 standard deviations. These results are interpreted in a framework of $B$ meson mixing within the CKM formalism to measure the relative width difference $\\dgg$ between the mass eigenstates of the $\\Bd$ meson system, and the semileptonic charge asymmetries $\\asld$ and $\\asls$ of $\\Bd$ and $\\Bs$ mesons respectively.

  13. 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...

  14. 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...

  15. 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...

  16. 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

  17. 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.

  18. 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.

  19. 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…

  20. 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…

  1. Plasma Modes

    Science.gov (United States)

    Dubin, D. H. E.

    This chapter explores several aspects of the linear electrostatic normal modes of oscillation for a single-species non-neutral plasma in a Penning trap. Linearized fluid equations of motion are developed, assuming the plasma is cold but collisionless, which allow derivation of the cold plasma dielectric tensor and the electrostatic wave equation. Upper hybrid and magnetized plasma waves in an infinite uniform plasma are described. The effect of the plasma surface in a bounded plasma system is considered, and the properties of surface plasma waves are characterized. The normal modes of a cylindrical plasma column are discussed, and finally, modes of spheroidal plasmas, and finite temperature effects on the modes, are briefly described.

  2. 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.

  3. 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

  4. 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.

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. Measurement of the inclusive <math display='inline'>taccent='true'>t¯math> production cross section in <math display='inline'>paccent='true'>p¯math> collisions at <math display='inline'>s=1.96TeVmath> and determination of the top quark pole mass

    Energy Technology Data Exchange (ETDEWEB)

    Abazov, V. M.; Abbott, B.; Acharya, B. S.; Adams, M.; Adams, T.; Agnew, J. P.; Alexeev, G. D.; Alkhazov, G.; Alton, A.; Askew, A.; Atkins, S.; Augsten, K.; Aushev, Y.; Avila, C.; Badaud, F.; Bagby, L.; Baldin, B.; Bandurin, D. V.; Banerjee, S.; Barberis, E.; Baringer, P.; Bartlett, J. F.; Bassler, U.; Bazterra, V.; Bean, A.; Begalli, M.; Bellantoni, L.; Beri, S. B.; Bernardi, G.; Bernhard, R.; Bertram, I.; Besançon, M.; Beuselinck, R.; Bhat, P. C.; Bhatia, S.; Bhatnagar, V.; Blazey, G.; Blessing, S.; Bloom, K.; Boehnlein, A.; Boline, D.; Boos, E. E.; Borissov, G.; Borysova, M.; Brandt, A.; Brandt, O.; Brock, R.; Bross, A.; Brown, D.; Bu, X. B.; Buehler, M.; Buescher, V.; Bunichev, V.; Burdin, S.; Buszello, C. P.; Camacho-Pérez, E.; Casey, B. C. K.; Castilla-Valdez, H.; Caughron, S.; Chakrabarti, S.; Chan, K. M.; Chandra, A.; Chapon, E.; Chen, G.; Cho, S. W.; Choi, S.; Choudhary, B.; Cihangir, S.; Claes, D.; Clutter, J.; Cooke, M.; Cooper, W. E.; Corcoran, M.; Couderc, F.; Cousinou, M. -C.; Cuth, J.; Cutts, D.; Das, A.; Davies, G.; de Jong, S. J.; De La Cruz-Burelo, E.; Déliot, F.; Demina, R.; Denisov, D.; Denisov, S. P.; Desai, S.; Deterre, C.; DeVaughan, K.; Diehl, H. T.; Diesburg, M.; Ding, P. F.; Dominguez, A.; Dubey, A.; Dudko, L. V.; Duperrin, A.; Dutt, S.; Eads, M.; Edmunds, D.; Ellison, J.; Elvira, V. D.; Enari, Y.; Evans, H.; Evdokimov, A.; Evdokimov, V. N.; Fauré, A.; Feng, L.; Ferbel, T.; Fiedler, F.; Filthaut, F.; Fisher, W.; Fisk, H. E.; Fortner, M.; Fox, H.; Franc, J.; Fuess, S.; Garbincius, P. H.; Garcia-Bellido, A.; García-González, J. A.; Gavrilov, V.; Geng, W.; Gerber, C. E.; Gershtein, Y.; Ginther, G.; Gogota, O.; Golovanov, G.; Grannis, P. D.; Greder, S.; Greenlee, H.; Grenier, G.; Gris, Ph.; Grivaz, J. -F.; Grohsjean, A.; Grünendahl, S.; Grünewald, M. W.; Guillemin, T.; Gutierrez, G.; Gutierrez, P.; Haley, J.; Han, L.; Harder, K.; Harel, A.; Hauptman, J. M.; Hays, J.; Head, T.; Hebbeker, T.; Hedin, D.; Hegab, H.; Heinson, A. P.; Heintz, U.; Hensel, C.; Heredia-De La Cruz, I.; Herner, K.; Hesketh, G.; Hildreth, M. D.; Hirosky, R.; Hoang, T.; Hobbs, J. D.; Hoeneisen, B.; Hogan, J.; Hohlfeld, M.; Holzbauer, J. L.; Howley, I.; Hubacek, Z.; Hynek, V.; Iashvili, I.; Ilchenko, Y.; Illingworth, R.; Ito, A. S.; Jabeen, S.; Jaffré, M.; Jayasinghe, A.; Jeong, M. S.; Jesik, R.; Jiang, P.; Johns, K.; Johnson, E.; Johnson, M.; Jonckheere, A.; Jonsson, P.; Joshi, J.; Jung, A. W.; Juste, A.; Kajfasz, E.; Karmanov, D.; Katsanos, I.; Kaur, M.; Kehoe, R.; Kermiche, S.; Khalatyan, N.; Khanov, A.; Kharchilava, A.; Kharzheev, Y. N.; Kiselevich, I.; Kohli, J. M.; Kozelov, A. V.; Kraus, J.; Kumar, A.; Kupco, A.; Kurča, T.; Kuzmin, V. A.; Lammers, S.; Lebrun, P.; Lee, H. S.; Lee, S. W.; Lee, W. M.; Lei, X.; Lellouch, J.; Li, D.; Li, H.; Li, L.; Li, Q. Z.; Lim, J. K.; Lincoln, D.; Linnemann, J.; Lipaev, V. V.; Lipton, R.; Liu, H.; Liu, Y.; Lobodenko, A.; Lokajicek, M.; Lopes de Sa, R.; Luna-Garcia, R.; Lyon, A. L.; Maciel, A. K. A.; Madar, R.; Magaña-Villalba, R.; Malik, S.; Malyshev, V. L.; Mansour, J.; Martínez-Ortega, J.; McCarthy, R.; McGivern, C. L.; Meijer, M. M.; Melnitchouk, A.; Menezes, D.; Mercadante, P. G.; Merkin, M.; Meyer, A.; Meyer, J.; Miconi, F.; Mondal, N. K.; Mulhearn, M.; Nagy, E.; Narain, M.; Nayyar, R.; Neal, H. A.; Negret, J. P.; Neustroev, P.; Nguyen, H. T.; Nunnemann, T.; Orduna, J.; Osman, N.; Osta, J.; Pal, A.; Parashar, N.; Parihar, V.; Park, S. K.; Partridge, R.; Parua, N.; Patwa, A.; Penning, B.; Perfilov, M.; Peters, Y.; Petridis, K.; Petrillo, G.; Pétroff, P.; Pleier, M. -A.; Podstavkov, V. M.; Popov, A. V.; Prewitt, M.; Price, D.; Prokopenko, N.; Qian, J.; Quadt, A.; Quinn, B.; Ratoff, P. N.; Razumov, I.; Ripp-Baudot, I.; Rizatdinova, F.; Rominsky, M.; Ross, A.; Royon, C.; Rubinov, P.; Ruchti, R.; Sajot, G.; Sánchez-Hernández, A.; Sanders, M. P.; Santos, A. S.; Savage, G.; Savitskyi, M.; Sawyer, L.; Scanlon, T.; Schamberger, R. D.; Scheglov, Y.; Schellman, H.; Schott, M.; Schwanenberger, C.; Schwienhorst, R.; Sekaric, J.; Severini, H.; Shabalina, E.; Shary, V.; Shaw, S.; Shchukin, A. A.; Simak, V.; Skubic, P.; Slattery, P.; Smirnov, D.; Snow, G. R.; Snow, J.; Snyder, S.; Söldner-Rembold, S.; Sonnenschein, L.; Soustruznik, K.; Stark, J.; Stoyanova, D. A.; Strauss, M.; Suter, L.; Svoisky, P.; Titov, M.; Tokmenin, V. V.; Tsai, Y. -T.; Tsybychev, D.; Tuchming, B.; Tully, C.; Uvarov, L.; Uvarov, S.; Uzunyan, S.; Van Kooten, R.; van Leeuwen, W. M.; Varelas, N.; Varnes, E. W.; Vasilyev, I. A.; Verkheev, A. Y.; Vertogradov, L. S.; Verzocchi, M.; Vesterinen, M.; Vilanova, D.; Vokac, P.; Wahl, H. D.; Wang, M. H. L. S.; Warchol, J.; Watts, G.; Wayne, M.; Weichert, J.; Welty-Rieger, L.; Williams, M. R. J.; Wilson, G. W.; Wobisch, M.; Wood, D. R.; Wyatt, T. R.; Xie, Y.; Yamada, R.; Yang, S.; Yasuda, T.; Yatsunenko, Y. A.; Ye, W.; Ye, Z.; Yin, H.; Yip, K.; Youn, S. W.; Yu, J. M.; Zennamo, J.; Zhao, T. G.; Zhou, B.; Zhu, J.; Zielinski, M.; Zieminska, D.; Zivkovic, L.

    2016-11-01

    The inclusive cross section of top quark-antiquark pairs produced in p$\\bar{p}$ collisions at √ s = 1.96 TeV is measured in the lepton + jets and dilepton decay channels. The data sample corresponds to 9.7 fb -1 of integrated luminosity recorded with the D0 detector during Run II of the Fermilab Tevatron Collider. Employing multivariate analysis techniques we measure the cross section in the two decay channels and we perform a combined cross section measurement. For a top quark mass of 172.5 GeV, we measure a combined inclusive top quark-antiquark pair production cross section of σ t $\\bar{t}$ = 7.26 ± 0.13 ( stat ) $+0.57\\atop{-0.50}$ ( syst ) pb which is consistent with standard model predictions. We also perform a likelihood fit to the measured and predicted top quark mass dependence of the inclusive cross section, which yields a measurement of the pole mass of the top quark. The extracted value is m t = 172.8 ± 1.1 ( theo ) $+3.3\\atop{-3.1}$ ( exp ) GeV .

  10. Measurement of the asymmetry in angular distributions of leptons produced in dilepton <math display='inline'>taccent='true'>t¯math> final states in <math display='inline'>paccent='true'>p¯math> collisions at <math display='inline'>s=1.96 TeVmath>

    Energy Technology Data Exchange (ETDEWEB)

    Abazov, V. M.; Abbott, B.; Acharya, B. S.; Adams, M.; Adams, T.; Agnew, J. P.; Alexeev, G. D.; Alkhazov, G.; Alton, A.; Askew, A.; Atkins, S.; Augsten, K.; Avila, C.; Badaud, F.; Bagby, L.; Baldin, B.; Bandurin, D. V.; Banerjee, S.; Barberis, E.; Baringer, P.; Bartlett, J. F.; Bassler, U.; Bazterra, V.; Bean, A.; Begalli, M.; Bellantoni, L.; Beri, S. B.; Bernardi, G.; Bernhard, R.; Bertram, I.; Besançon, M.; Beuselinck, R.; Bhat, P. C.; Bhatia, S.; Bhatnagar, V.; Blazey, G.; Blessing, S.; Bloom, K.; Boehnlein, A.; Boline, D.; Boos, E. E.; Borissov, G.; Brandt, A.; Brandt, O.; Brock, R.; Bross, A.; Brown, D.; Bu, X. B.; Buehler, M.; Buescher, V.; Bunichev, V.; Burdin, S.; Buszello, C. P.; Camacho-Pérez, E.; Casey, B. C. K.; Castilla-Valdez, H.; Caughron, S.; Chakrabarti, S.; Chan, K. M.; Chandra, A.; Chapelain, A.; Chapon, E.; Chen, G.; Cho, S. W.; Choi, S.; Choudhary, B.; Cihangir, S.; Claes, D.; Clutter, J.; Cooke, M.; Cooper, W. E.; Corcoran, M.; Couderc, F.; Cousinou, M. -C.; Cutts, D.; Das, A.; Davies, G.; de Jong, S. J.; De La Cruz-Burelo, E.; Déliot, F.; Demina, R.; Denisov, D.; Denisov, S. P.; Desai, S.; Deterre, C.; DeVaughan, K.; Diehl, H. T.; Diesburg, M.; Ding, P. F.; Dominguez, A.; Dubey, A.; Dudko, L. V.; Duperrin, A.; Dutt, S.; Eads, M.; Edmunds, D.; Ellison, J.; Elvira, V. D.; Enari, Y.; Evans, H.; Evdokimov, V. N.; Falkowski, A.; Feng, L.; Ferbel, T.; Fiedler, F.; Filthaut, F.; Fisher, W.; Fisk, H. E.; Fortner, M.; Fox, H.; Fuess, S.; Garbincius, P. H.; Garcia-Bellido, A.; García-González, J. A.; Gavrilov, V.; Geng, W.; Gerber, C. E.; Gershtein, Y.; Ginther, G.; Golovanov, G.; Grannis, P. D.; Greder, S.; Greenlee, H.; Grenier, G.; Gris, Ph.; Grivaz, J. -F.; Grohsjean, A.; Grünendahl, S.; Grünewald, M. W.; Guillemin, T.; Gutierrez, G.; Gutierrez, P.; Haley, J.; Han, L.; Harder, K.; Harel, A.; Hauptman, J. M.; Hays, J.; Head, T.; Hebbeker, T.; Hedin, D.; Hegab, H.; Heinson, A. P.; Heintz, U.; Hensel, C.; Heredia-De La Cruz, I.; Herner, K.; Hesketh, G.; Hildreth, M. D.; Hirosky, R.; Hoang, T.; Hobbs, J. D.; Hoeneisen, B.; Hogan, J.; Hohlfeld, M.; Holzbauer, J. L.; Howley, I.; Hubacek, Z.; Hynek, V.; Iashvili, I.; Ilchenko, Y.; Illingworth, R.; Ito, A. S.; Jabeen, S.; Jaffré, M.; Jayasinghe, A.; Jeong, M. S.; Jesik, R.; Jiang, P.; Johns, K.; Johnson, E.; Johnson, M.; Jonckheere, A.; Jonsson, P.; Joshi, J.; Jung, A. W.; Juste, A.; Kajfasz, E.; Karmanov, D.; Katsanos, I.; Kehoe, R.; Kermiche, S.; Khalatyan, N.; Khanov, A.; Kharchilava, A.; Kharzheev, Y. N.; Kiselevich, I.; Kohli, J. M.; Kozelov, A. V.; Kraus, J.; Kumar, A.; Kupco, A.; Kurča, T.; Kuzmin, V. A.; Lammers, S.; Lebrun, P.; Lee, H. S.; Lee, S. W.; Lee, W. M.; Lei, X.; Lellouch, J.; Li, D.; Li, H.; Li, L.; Li, Q. Z.; Lim, J. K.; Lincoln, D.; Linnemann, J.; Lipaev, V. V.; Lipton, R.; Liu, H.; Liu, Y.; Lobodenko, A.; Lokajicek, M.; Lopes de Sa, R.; Luna-Garcia, R.; Lyon, A. L.; Maciel, A. K. A.; Madar, R.; Magaña-Villalba, R.; Malik, S.; Malyshev, V. L.; Mansour, J.; Martínez-Ortega, J.; McCarthy, R.; McGivern, C. L.; Meijer, M. M.; Melnitchouk, A.; Menezes, D.; Mercadante, P. G.; Merkin, M.; Meyer, A.; Meyer, J.; Miconi, F.; Mondal, N. K.; Mulhearn, M.; Nagy, E.; Narain, M.; Nayyar, R.; Neal, H. A.; Negret, J. P.; Neustroev, P.; Nguyen, H. T.; Nunnemann, T.; Orduna, J.; Osman, N.; Osta, J.; Pal, A.; Parashar, N.; Parihar, V.; Park, S. K.; Partridge, R.; Parua, N.; Patwa, A.; Penning, B.; Perfilov, M.; Peters, Y.; Petridis, K.; Petrillo, G.; Pétroff, P.; Pleier, M. -A.; Podstavkov, V. M.; Popov, A. V.; Prewitt, M.; Price, D.; Prokopenko, N.; Qian, J.; Quadt, A.; Quinn, B.; Ratoff, P. N.; Razumov, I.; Ripp-Baudot, I.; Rizatdinova, F.; Rominsky, M.; Ross, A.; Royon, C.; Rubinov, P.; Ruchti, R.; Sajot, G.; Sánchez-Hernández, A.; Sanders, M. P.; Santos, A. S.; Savage, G.; Sawyer, L.; Scanlon, T.; Schamberger, R. D.; Scheglov, Y.; Schellman, H.; Schwanenberger, C.; Schwienhorst, R.; Sekaric, J.; Severini, H.; Shabalina, E.; Shary, V.; Shaw, S.; Shchukin, A. A.; Simak, V.; Skubic, P.; Slattery, P.; Smirnov, D.; Snow, G. R.; Snow, J.; Snyder, S.; Söldner-Rembold, S.; Sonnenschein, L.; Soustruznik, K.; Stark, J.; Stoyanova, D. A.; Strauss, M.; Suter, L.; Svoisky, P.; Titov, M.; Tokmenin, V. V.; Tsai, Y. -T.; Tsybychev, D.; Tuchming, B.; Tully, C.; Uvarov, L.; Uvarov, S.; Uzunyan, S.; Van Kooten, R.; van Leeuwen, W. M.; Varelas, N.; Varnes, E. W.; Vasilyev, I. A.; Verkheev, A. Y.; Vertogradov, L. S.; Verzocchi, M.; Vesterinen, M.; Vilanova, D.; Vokac, P.; Wahl, H. D.; Wang, M. H. L. S.; Warchol, J.; Watts, G.; Wayne, M.; Weichert, J.; Welty-Rieger, L.; Williams, M. R. J.; Wilson, G. W.; Wobisch, M.; Wood, D. R.; Wyatt, T. R.; Xie, Y.; Yamada, R.; Yang, S.; Yasuda, T.; Yatsunenko, Y. A.; Ye, W.; Ye, Z.; Yin, H.; Yip, K.; Youn, S. W.; Yu, J. M.; Zennamo, J.; Zhao, T. G.; Zhou, B.; Zhu, J.; Zielinski, M.; Zieminska, D.; Zivkovic, L.

    2013-12-02

    We present measurements of asymmetries in angular distributions of leptons produced in ttbar events in proton-antiproton collisions at the Fermilab Tevatron Collider. We consider final states where the W bosons from top quark and antiquark decays both decay into l nu (l=e, mu) resulting in oppositely charged dilepton final states with accompanying jets. Using 9.7 fb-1 of integrated luminosity collected with the D0 detector, we find the asymmetries in lepton pseudorapidity compatible with predictions based on the standard model.

  11. Search for <math display='inline'>smath> -Channel Single-Top-Quark Production in Events with Missing Energy Plus Jets in <math display='inline'>paccent='true'>paccent='true' stretchy='false'>¯math> Collisions at <math display='inline'>s=1.96TeVmath>

    Energy Technology Data Exchange (ETDEWEB)

    Aaltonen, T.; Amerio, S.; Amidei, D.; Anastassov, A.; Annovi, A.; Antos, J.; Apollinari, G.; Appel, J. A.; Arisawa, T.; Artikov, A.; Asaadi, J.; Ashmanskas, W.; Auerbach, B.; Aurisano, A.; Azfar, F.; Badgett, W.; Bae, T.; Barbaro-Galtieri, A.; Barnes, V. E.; Barnett, B. A.; Barria, P.; Bartos, P.; Bauce, M.; Bedeschi, F.; Behari, S.; Bellettini, G.; Bellinger, J.; Benjamin, D.; Beretvas, A.; Bhatti, A.; Bland, K. R.; Blumenfeld, B.; Bocci, A.; Bodek, A.; Bortoletto, D.; Boudreau, J.; Boveia, A.; Brigliadori, L.; Bromberg, C.; Brucken, E.; Budagov, J.; Budd, H. S.; Burkett, K.; Busetto, G.; Bussey, P.; Butti, P.; Buzatu, A.; Calamba, A.; Camarda, S.; Campanelli, M.; Canelli, F.; Carls, B.; Carlsmith, D.; Carosi, R.; Carrillo, S.; Casal, B.; Casarsa, M.; Castro, A.; Catastini, P.; Cauz, D.; Cavaliere, V.; Cavalli-Sforza, M.; Cerri, A.; Cerrito, L.; Chen, Y. C.; Chertok, M.; Chiarelli, G.; Chlachidze, G.; Cho, K.; Chokheli, D.; Clark, A.; Clarke, C.; Convery, M. E.; Conway, J.; Corbo, M.; Cordelli, M.; Cox, C. A.; Cox, D. J.; Cremonesi, M.; Cruz, D.; Cuevas, J.; Culbertson, R.; d’Ascenzo, N.; Datta, M.; de Barbaro, P.; Demortier, L.; Deninno, M.; D’Errico, M.; Devoto, F.; Di Canto, A.; Di Ruzza, B.; Dittmann, J. R.; Donati, S.; D’Onofrio, M.; Dorigo, M.; Driutti, A.; Ebina, K.; Edgar, R.; Elagin, A.; Erbacher, R.; Errede, S.; Esham, B.; Farrington, S.; Fernández Ramos, J. P.; Field, R.; Flanagan, G.; Forrest, R.; Franklin, M.; Freeman, J. C.; Frisch, H.; Funakoshi, Y.; Galloni, C.; Garfinkel, A. F.; Garosi, P.; Gerberich, H.; Gerchtein, E.; Giagu, S.; Giakoumopoulou, V.; Gibson, K.; Ginsburg, C. M.; Giokaris, N.; Giromini, P.; Giurgiu, G.; Glagolev, V.; Glenzinski, D.; Gold, M.; Goldin, D.; Golossanov, A.; Gomez, G.; Gomez-Ceballos, G.; Goncharov, M.; González López, O.; Gorelov, I.; Goshaw, A. T.; Goulianos, K.; Gramellini, E.; Grinstein, S.; Grosso-Pilcher, C.; Group, R. C.; Guimaraes da Costa, J.; Hahn, S. R.; Han, J. Y.; Happacher, F.; Hara, K.; Hare, M.; Harr, R. F.; Harrington-Taber, T.; Hatakeyama, K.; Hays, C.; Heinrich, J.; Herndon, M.; Hocker, A.; Hong, Z.; Hopkins, W.; Hou, S.; Hughes, R. E.; Husemann, U.; Hussein, M.; Huston, J.; Introzzi, G.; Iori, M.; Ivanov, A.; James, E.; Jang, D.; Jayatilaka, B.; Jeon, E. J.; Jindariani, S.; Jones, M.; Joo, K. K.; Jun, S. Y.; Junk, T. R.; Kambeitz, M.; Kamon, T.; Karchin, P. E.; Kasmi, A.; Kato, Y.; Ketchum, W.; Keung, J.; Kilminster, B.; Kim, D. H.; Kim, H. S.; Kim, J. E.; Kim, M. J.; Kim, S. H.; Kim, S. B.; Kim, Y. J.; Kim, Y. K.; Kimura, N.; Kirby, M.; Knoepfel, K.; Kondo, K.; Kong, D. J.; Konigsberg, J.; Kotwal, A. V.; Kreps, M.; Kroll, J.; Kruse, M.; Kuhr, T.; Kurata, M.; Laasanen, A. T.; Lammel, S.; Lancaster, M.; Lannon, K.; Latino, G.; Lee, H. S.; Lee, J. S.; Leo, S.; Leone, S.; Lewis, J. D.; Limosani, A.; Lipeles, E.; Lister, A.; Liu, H.; Liu, Q.; Liu, T.; Lockwitz, S.; Loginov, A.; Lucchesi, D.; Lucà, A.; Lueck, J.; Lujan, P.; Lukens, P.; Lungu, G.; Lys, J.; Lysak, R.; Madrak, R.; Maestro, P.; Malik, S.; Manca, G.; Manousakis-Katsikakis, A.; Marchese, L.; Margaroli, F.; Marino, P.; Martínez, M.; Matera, K.; Mattson, M. E.; Mazzacane, A.; Mazzanti, P.; McNulty, R.; Mehta, A.; Mehtala, P.; Mesropian, C.; Miao, T.; Mietlicki, D.; Mitra, A.; Miyake, H.; Moed, S.; Moggi, N.; Moon, C. S.; Moore, R.; Morello, M. J.; Mukherjee, A.; Muller, Th.; Murat, P.; Mussini, M.; Nachtman, J.; Nagai, Y.; Naganoma, J.; Nakano, I.; Napier, A.; Nett, J.; Neu, C.; Nigmanov, T.; Nodulman, L.; Noh, S. Y.; Norniella, O.; Oakes, L.; Oh, S. H.; Oh, Y. D.; Oksuzian, I.; Okusawa, T.; Orava, R.; Ortolan, L.; Pagliarone, C.; Palencia, E.; Palni, P.; Papadimitriou, V.; Parker, W.; Pauletta, G.; Paulini, M.; Paus, C.; Phillips, T. J.; Piacentino, G.; Pianori, E.; Pilot, J.; Pitts, K.; Plager, C.; Pondrom, L.; Poprocki, S.; Potamianos, K.; Pranko, A.; Prokoshin, F.; Ptohos, F.; Punzi, G.; Ranjan, N.; Redondo Fernández, I.; Renton, P.; Rescigno, M.; Rimondi, F.; Ristori, L.; Robson, A.; Rodriguez, T.; Rolli, S.; Ronzani, M.; Roser, R.; Rosner, J. L.; Ruffini, F.; Ruiz, A.; Russ, J.; Rusu, V.; Sakumoto, W. K.; Sakurai, Y.; Santi, L.; Sato, K.; Saveliev, V.; Savoy-Navarro, A.; Schlabach, P.; Schmidt, E. E.; Schwarz, T.; Scodellaro, L.; Scuri, F.; Seidel, S.; Seiya, Y.; Semenov, A.; Sforza, F.; Shalhout, S. Z.; Shears, T.; Shepard, P. F.; Shimojima, M.; Shochet, M.; Shreyber-Tecker, I.; Simonenko, A.; Sliwa, K.; Smith, J. R.; Snider, F. D.; Song, H.; Sorin, V.; St. Denis, R.; Stancari, M.; Stentz, D.; Strologas, J.; Sudo, Y.; Sukhanov, A.; Suslov, I.; Takemasa, K.; Takeuchi, Y.; Tang, J.; Tecchio, M.; Teng, P. K.; Thom, J.; Thomson, E.; Thukral, V.; Toback, D.; Tokar, S.; Tollefson, K.; Tomura, T.; Tonelli, D.; Torre, S.; Torretta, D.; Totaro, P.; Trovato, M.; Ukegawa, F.; Uozumi, S.; Velev, G.; Vellidis, C.; Vernieri, C.; Vidal, M.; Vilar, R.; Vizán, J.; Vogel, M.; Volpi, G.; Vázquez, F.; Wagner, P.; Wallny, R.; Wang, S. M.; Waters, D.; Wester, W. C.; Whiteson, D.; Wicklund, A. B.; Wilbur, S.; Williams, H. H.; Wilson, J. S.; Wilson, P.; Winer, B. L.; Wittich, P.; Wolbers, S.; Wolfe, H.; Wright, T.; Wu, X.; Wu, Z.; Yamamoto, K.; Yamato, D.; Yang, T.; Yang, U. K.; Yang, Y. C.; Yao, W. -M.; Yeh, G. P.; Yi, K.; Yoh, J.; Yorita, K.; Yoshida, T.; Yu, G. B.; Yu, I.; Zanetti, A. M.; Zeng, Y.; Zhou, C.; Zucchelli, S.

    2014-06-09

    The first search for single-top-quark production from the exchange of an s -channel virtual W boson using events with an imbalance in the total transverse energy, b -tagged jets, and no identified leptons is presented. Assuming the electroweak production of top quarks of mass 172.5 GeV / c 2 in the s channel, a cross section of 1.1 2 $+ 0.61\\atop{- 0.57}$ ( stat + syst ) pb with a significance of 1.9 standard deviations is measured. This measurement is combined with the result obtained from events with an imbalance in total transverse momentum, b -tagged jets, and exactly one identified lepton, yielding a cross section of 1.3 6$+ 0.37\\atop{- 0.32}$ ( stat + syst ) pb, with a significance of 4.2 standard deviations.

  12. 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

  13. 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...

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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...

  19. 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...

  20. 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

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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 ...

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

    Science.gov (United States)

    Aquino, Teresa L.; Levine, Elissa R.

    2003-01-01

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

  7. 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…

  8. 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

  9. 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,…

  10. 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…

  11. 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.

  12. 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…

  13. 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…

  14. 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.

  15. 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…

  16. 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…

  17. 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…

  18. 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"…

  19. 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 ...

  20. 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…

  1. Tacoma mode

    International Nuclear Information System (INIS)

    Courant, E.D.; Ruth, R.D.; Wang, J.M.

    1979-01-01

    The name Tacoma refers to the Tacoma Narrows Bridge which collapsed on November 8, 1940 due to massive oscillations caused by high winds. One of the destructive modes was a torsion mode which was excited by transverse wind, a dipole force, and continued until the bridge collapsed. The name is used to refer to a coherent mode of oscillation of a spectrum of oscillators in which the amplitude vs frequency graph contains one node, where the node occurs near the driving frequency and a ω is not symmetric about zero. When this result is applied to vertical instabilities in coasting beams, it implies the existence of a coherent skew quadrupole moment, Q/sub xy/, whenever a coherent dipole oscillation exists

  2. Tacoma mode

    International Nuclear Information System (INIS)

    Courant, E.D.; Ruth, R.D.; Wang, J.M.

    1979-01-01

    The name Tacoma refers to the Tacoma Narrows Bridge which collapsed on November 8, 1940 due to massive oscillations caused by high winds. One of the destructive modes was a torsion mode which was excited by transverse wind, a dipole force, and continued until the bridge collapsed. The name is used to refer to a coherent mode of oscillation of a spectrum of oscillators in which the amplitude vs frequency graph contains one node, where the node occurs near the driving frequency and a(ω) is not symmetric about zero. When this result is applied to vertical instabilities in coasting beams, it implies the existence of a coherent skew quadrupole moment, whenever a coherent dipole oscillation exists

  3. 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.

  4. 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.

  5. 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...

  6. 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.

  7. 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...

  8. 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....

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Failure Modes

    DEFF Research Database (Denmark)

    Jakobsen, K. P.; Burcharth, H. F.; Ibsen, Lars Bo

    1999-01-01

    The present appendix contains the derivation of ten different limit state equations divided on three different failure modes. Five of the limit state equations can be used independently of the characteristics of the subsoil, whereas the remaining five can be used for either drained or undrained s...

  17. The effect of foreign accent on employability : a study of the aural dimensions of aesthetic labour in customer-facing and non-customer-facing jobs

    OpenAIRE

    Timming, Andrew R.

    2016-01-01

    Using quantitative methods, this article examines the effect of foreign accents on job applicants’ employability ratings in the context of a simulated employment interview experiment conducted in the USA. It builds upon the literature on aesthetic labour, which focuses largely on the role of physical appearance in employment relations, by shifting attention to its under-investigated auditory and aural dimensions. The results suggest that the managerial respondents actively discriminate in tel...

  18. The Accented EFL Teacher: Classroom Implications El acento del profesor de inglés como lengua extranjera: implicaciones pedagógicas

    OpenAIRE

    Argemiro Arboleda Arboleda; Ángela Yicely Castro Garcés

    2012-01-01

    This article reports the findings of a research study on how significant having a foreign accent is for non-native English as a foreign language teachers and learners at university level. It points out the perceptions that teachers and students have about the most relevant issues in the teaching and learning processes. Data were collected by means of a questionnaire answered by thirty-two participants: eight Colombian teachers, eight foreign teachers, eight Colombian students, and eight forei...

  19. 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.

  20. 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...

  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. 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

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

    Science.gov (United States)

    Jameson, Molly M.

    2014-01-01

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

  7. 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…

  8. 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…

  9. 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.

  10. 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.

  11. 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...

  12. 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.

  13. 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

  14. 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.

  15. 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...

  16. 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

  17. 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

  18. What’s age got to do with it? Accounting for individual factors in second language accent

    Directory of Open Access Journals (Sweden)

    Alene Moyer

    2014-01-01

    Full Text Available Empirical research conducted over the past few decades suggests that the age at which an individual is first exposed to a second language affects long-term outcomes, in particular for phonology. The question that has occupied scholars of various bents is what, exactly, underlies the robust age effects observed. Does age imply immutable changes in one’s ability to ever sound native-like? Are these changes neurological, cognitive, or socio-psychological in nature? What role do L2 use and contact play? Do age-related influences apply to all individuals, or can language learners actually chart their own course when it comes to accent? This paper will outline basic assumptions of the critical period for phonology while suggesting a different approach to the age question that highlights the individual’s role in both process and outcome. Constructs such as L2 experience, motivation, self-concept, learning approach, and willingness to communicate are discussed in depth in order to show the fundamental connection between cognition and affect so critical for late phonological learning. A re-orientation of the age research is suggested as a result, to prioritize contextual understandings of language use and learner agency.

  19. Effectiveness of radio spokesperson's gender, vocal pitch and accent and the use of music in radio advertising

    Directory of Open Access Journals (Sweden)

    Josefa D. Martín-Santana

    2015-07-01

    Full Text Available The aim of this study is to analyze how certain voice features of radio spokespersons and background music influence the advertising effectiveness of a radio spot from the cognitive, affective and conative perspectives. We used a 2 × 2 × 2 × 2 experimental design in 16 different radio programs in which an ad hoc radio spot was inserted during advertising block. This ad changed according to combinations of spokesperson's gender (male–female, vocal pitch (low–high and accent (local–standard. In addition to these independent factors, the effect of background music in advertisements was also tested and compared with those that only had words. 987 regular radio listeners comprised the sample that was exposed to the radio program we created. Based on the differences in the levels of effectiveness in the tested voice features, our results suggest that the choice of the voice in radio advertising is one of the most important decisions an advertiser faces. Furthermore, the findings show that the inclusion of music does not always imply greater effectiveness.

  20. 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.

  1. 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

  2. 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...

  3. 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...

  4. Spin modes

    International Nuclear Information System (INIS)

    Gaarde, C.

    1985-01-01

    An analysis of spectra of (p,n) reactions showed that they were very selective in exciting spin modes. Charge exchange reactions at intermediate energies give important new understanding of the M1-type of excitations and of the spin structure of continuum p spectra in general. In this paper, the author discusses three charge exchange reactions: (p,n); ( 3 H,t); and (d,2p) at several targets. Low-lying states and the Δ region are discussed separately. Finally, the charge exchange reaction with heavy ion beams is briefly discussed. (G.J.P./Auth.)

  5. 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.

  6. 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

  7. 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)

  8. 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)

  9. 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.

  10. 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...

  11. 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.

  12. 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.

  13. Microtearing modes

    International Nuclear Information System (INIS)

    Garbet, X.; Mourgues, F.; Samain, A.; Zou, X.

    1990-01-01

    A serious degradation of confinement with additional heating is commonly observed on most tokamaks. The microtearing modes could provide an explanation for this experimental fact. They are driven linearly unstable by diamagnetism in collisional regimes, but it may be shown that the collisions in non linear regimes provide a small diffusion coefficient which can be only significant at the plasme edge. In the bulk of the plasma, the microtearing turbulence could play a basic role if it is unstable in the collisionless regime. While it is linearly stable without collisions, it could be driven unstable in realistic regimes by the radial diffusion it induces. To study this effect, we have used a model where the non linear action of the modes on a given helicity component is represented by a diffusion operator. They are found unstable for reasonable β p =2μ o nT/B 2 p , with a special radial profile of the potential vector A. The problem arises the validity of this model where non linearities in the trajectories behaviour are replaced by the diffusion which broadens resonances. To test this procedure, we calculate the actual electron distribution function when it is determined by the ergodicity of the field lines. We compute the correlations of the distribution function with the magnetic perturbation and compare them with the analytical expressions derived from the resonance broadening model. (author) 3 refs., 2 figs

  14. 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.

  15. Metacognitive awareness and math anxiety in gifted students

    Directory of Open Access Journals (Sweden)

    Hakan Sarıcam

    2015-12-01

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

  16. Math you can really use--every day

    CERN Document Server

    Herzog, David Alan

    2007-01-01

    Math You Can Really Use--Every Day skips mind-numbing theory and tiresome drills and gets right down to basic math that helps you do real-world stuff like figuring how much to tip, getting the best deals shopping, computing your gas mileage, and more. This is not your typical, dry math textbook. With a comfortable, easygoing approach, it: Covers math you''ll need for balancing your checkbook, choosing or managing credit cards, comparing options for mortgages, insurance, and investments, and moreIncludes the basics on fractions, decimals, percentages, measurements, and geometric mathClues you in on simple shortcutsIncludes examples plus pop quizzes with answers to help you solidify your understanding Features tear-out guides you can take with you for tipping and converting measurements Want to know how much 20% off is in dollars and cents? Want to figure out how much gas is going to cost for your road trip? This is the math book you''ll really use!

  17. Training the approximate number system improves math proficiency.

    Science.gov (United States)

    Park, Joonkoo; Brannon, Elizabeth M

    2013-10-01

    Humans and nonhuman animals share an approximate number system (ANS) that permits estimation and rough calculation of quantities without symbols. Recent studies show a correlation between the acuity of the ANS and performance in symbolic math throughout development and into adulthood, which suggests that the ANS may serve as a cognitive foundation for the uniquely human capacity for symbolic math. Such a proposition leads to the untested prediction that training aimed at improving ANS performance will transfer to improvement in symbolic-math ability. In the two experiments reported here, we showed that ANS training on approximate addition and subtraction of arrays of dots selectively improved symbolic addition and subtraction. This finding strongly supports the hypothesis that complex math skills are fundamentally linked to rudimentary preverbal quantitative abilities and provides the first direct evidence that the ANS and symbolic math may be causally related. It also raises the possibility that interventions aimed at the ANS could benefit children and adults who struggle with math.

  18. Teachers and Counselors: Building Math Confidence in Schools

    Directory of Open Access Journals (Sweden)

    Joseph M. Furner

    2017-08-01

    Full Text Available Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. It really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately a child's life: all decisions they will make and careers choices may be determined based on their disposition toward mathematics. This paper raises some interesting questions and provides some strategies (See Appendix A for teachers and counselors for addressing the issue of math anxiety while discussing the importance of developing mathematically confident young people for a high-tech world of STEM.

  19. Elementary Teachers' Perceptions of Their Professional Teaching Competencies: Differences between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan

    Science.gov (United States)

    Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee

    2018-01-01

    The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…

  20. 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…

  1. Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD.

    Science.gov (United States)

    Antonini, Tanya N; Kingery, Kathleen M; Narad, Megan E; Langberg, Joshua M; Tamm, Leanne; Epstein, Jeffery N

    2016-02-01

    This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD. Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task. Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. © The Author(s) 2013.

  2. 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.

  3. Number-specific and general cognitive markers of preschoolers' math ability profiles.

    Science.gov (United States)

    Gray, Sarah A; Reeve, Robert A

    2016-07-01

    Different number-specific and general cognitive markers have been claimed to underlie preschoolers' math ability. It is unclear, however, whether similar/different cognitive markers, or combinations of them, are associated with different patterns of emerging math abilities (i.e., different patterns of strength and weakness). To examine this question, 103 preschoolers (40-60 months of age) completed six math tasks (count sequence, object counting, give a number, naming numbers, ordinal relations, and arithmetic), three number-specific markers of math ability (dot enumeration, magnitude comparison, and spontaneous focusing on numerosity), and four general markers (working memory, response inhibition, attention, and vocabulary). A three-step latent profile modeling procedure identified five math ability profiles that differed in their patterns of math strengths and weaknesses; specifically, the profiles were characterized by (a) excellent math ability on all math tasks, (b) good arithmetic ability, (c) good math ability but relatively poor count sequence recitation ability, (d) average ability on all math tasks, and (e) poor ability on all math tasks. After controlling for age, only dot enumeration and spontaneous focusing on numerosity were associated with the math ability profiles, whereas vocabulary was also marginally significant, and these markers were differentially associated with different profiles; that is, different cognitive markers were associated with different patterns of strengths and weaknesses in math abilities. Findings are discussed in terms of their implications for the development of math cognition. Copyright © 2016 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Wangsiriwech, Tawatchai; Pisitsungkagarn, Kullaya; Jarukasemthawee, Somboon

    2017-08-29

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

  5. Is there a Causal Effect of High School Math on Labor Market Outcomes?

    DEFF Research Database (Denmark)

    Joensen, Juanna Schrøter; Nielsen, Helena Skyt

    Outsourcing of jobs to low-wage countries has increased the focus onthe accumulation of skills - such as Math skills - in high-wage countries.In this paper, we exploit a high school pilot scheme to identify the causaleffect of advanced high school Math on labor market outcomes. The pilotscheme...... reduced the costs of choosing advanced Math because it allowedfor at more flexible combination of Math with other courses. We findclear evidence of a causal relationship between Math and earnings for thestudents who are induced to choose Math after being exposed to the pilotscheme. The effect partly stems...

  6. 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.

  7. 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.

  8. 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

    class meetings has been challenging. Finally, in order to better serve our students' needs, we began to offer on-line sections of MathPatch; this mode of instruction is not as clearly effective, although it is very popular. Through the new The Math You Need project, we hope to improve the effectiveness of the on-line instruction so it can provide comparable results to the face-to-face sections of this class.

  9. Measurement of the <math display='inline'>taccent='true'>t¯math> production cross section in the <math display='inline'>τ+jetsmath> final state in <math display='inline'>ppmath> collisions at <math display='inline'>s=8 TeVmath> using the ATLAS detector

    Energy Technology Data Exchange (ETDEWEB)

    Aaboud, M.; Aad, G.; Abbott, B.; Abdallah, J.; Abdinov, O.; Abeloos, B.; AbouZeid, O. S.; Abraham, N. L.; Abramowicz, H.; Abreu, H.; Abreu, R.; Abulaiti, Y.; Acharya, B. S.; Adachi, S.; Adamczyk, L.; Adams, D. L.; Adelman, J.; Adomeit, S.; Adye, T.; Affolder, A. A.; Agatonovic-Jovin, T.; Aguilar-Saavedra, J. A.; Ahlen, S. P.; Ahmadov, F.; Aielli, G.; Akerstedt, H.; Åkesson, T. P. A.; Akimov, A. V.; Alberghi, G. L.; Albert, J.; Albrand, S.; Alconada Verzini, M. J.; Aleksa, M.; Aleksandrov, I. N.; Alexa, C.; Alexander, G.; Alexopoulos, T.; Alhroob, M.; Ali, B.; Aliev, M.; Alimonti, G.; Alison, J.; Alkire, S. P.; Allbrooke, B. M. M.; Allen, B. W.; Allport, P. P.; Aloisio, A.; Alonso, A.; Alonso, F.; Alpigiani, C.; Alshehri, A. A.; Alstaty, M.; Alvarez Gonzalez, B.; Álvarez Piqueras, D.; Alviggi, M. G.; Amadio, B. T.; Amaral Coutinho, Y.; Amelung, C.; Amidei, D.; Amor Dos Santos, S. P.; Amorim, A.; Amoroso, S.; Amundsen, G.; Anastopoulos, C.; Ancu, L. S.; Andari, N.; Andeen, T.; Anders, C. F.; Anders, J. K.; Anderson, K. J.; Andreazza, A.; Andrei, V.; Angelidakis, S.; Angelozzi, I.; Angerami, A.; Anghinolfi, F.; Anisenkov, A. V.; Anjos, N.; Annovi, A.; Antel, C.; Antonelli, M.; Antonov, A.; Antrim, D. J.; Anulli, F.; Aoki, M.; Aperio Bella, L.; Arabidze, G.; Arai, Y.; Araque, J. P.; Arce, A. T. H.; Arduh, F. A.; Arguin, J-F.; Argyropoulos, S.; Arik, M.; Armbruster, A. J.; Armitage, L. J.; Arnaez, O.; Arnold, H.; Arratia, M.; Arslan, O.; Artamonov, A.; Artoni, G.; Artz, S.; Asai, S.; Asbah, N.; Ashkenazi, A.; Åsman, B.; Asquith, L.; Assamagan, K.; Astalos, R.; Atkinson, M.; Atlay, N. B.; Augsten, K.; Avolio, G.; Axen, B.; Ayoub, M. K.; Azuelos, G.; Baak, M. A.; Baas, A. E.; Baca, M. J.; Bachacou, H.; Bachas, K.; Backes, M.; Backhaus, M.; Bagiacchi, P.; Bagnaia, P.; Bai, Y.; Baines, J. T.; Bajic, M.; Baker, O. K.; Baldin, E. M.; Balek, P.; Balestri, T.; Balli, F.; Balunas, W. K.; Banas, E.; Banerjee, Sw.; Bannoura, A. A. E.; Barak, L.; Barberio, E. L.; Barberis, D.; Barbero, M.; Barillari, T.; Barisits, M-S; Barklow, T.; Barlow, N.; Barnes, S. L.; Barnett, B. M.; Barnett, R. M.; Barnovska-Blenessy, Z.; Baroncelli, A.; Barone, G.; Barr, A. J.; Barranco Navarro, L.; Barreiro, F.; Barreiro Guimarães da Costa, J.; Bartoldus, R.; Barton, A. E.; Bartos, P.; Basalaev, A.; Bassalat, A.; Bates, R. L.; Batista, S. J.; Batley, J. R.; Battaglia, M.; Bauce, M.; Bauer, F.; Bawa, H. S.; Beacham, J. B.; Beattie, M. D.; Beau, T.; Beauchemin, P. H.; Bechtle, P.; Beck, H. P.; Becker, K.; Becker, M.; Beckingham, M.; Becot, C.; Beddall, A. J.; Beddall, A.; Bednyakov, V. A.; Bedognetti, M.; Bee, C. P.; Beemster, L. J.; Beermann, T. A.; Begel, M.; Behr, J. K.; Bell, A. S.; Bella, G.; Bellagamba, L.; Bellerive, A.; Bellomo, M.; Belotskiy, K.; Beltramello, O.; Belyaev, N. L.; Benary, O.; Benchekroun, D.; Bender, M.; Bendtz, K.; Benekos, N.; Benhammou, Y.; Benhar Noccioli, E.; Benitez, J.; Benjamin, D. P.; Bensinger, J. R.; Bentvelsen, S.; Beresford, L.; Beretta, M.; Berge, D.; Bergeaas Kuutmann, E.; Berger, N.; Beringer, J.; Berlendis, S.; Bernard, N. R.; Bernius, C.; Bernlochner, F. U.; Berry, T.; Berta, P.; Bertella, C.; Bertoli, G.; Bertolucci, F.; Bertram, I. A.; Bertsche, C.; Bertsche, D.; Besjes, G. J.; Bessidskaia Bylund, O.; Bessner, M.; Besson, N.; Betancourt, C.; Bethani, A.; Bethke, S.; Bevan, A. J.; Bianchi, R. M.; Bianco, M.; Biebel, O.; Biedermann, D.; Bielski, R.; Biesuz, N. V.; Biglietti, M.; Bilbao De Mendizabal, J.; Billoud, T. R. V.; Bilokon, H.; Bindi, M.; Bingul, A.; Bini, C.; Biondi, S.; Bisanz, T.; Bjergaard, D. M.; Black, C. W.; Black, J. E.; Black, K. M.; Blackburn, D.; Blair, R. E.; Blazek, T.; Bloch, I.; Blocker, C.; Blue, A.; Blum, W.; Blumenschein, U.; Blunier, S.; Bobbink, G. J.; Bobrovnikov, V. S.; Bocchetta, S. S.; Bocci, A.; Bock, C.; Boehler, M.; Boerner, D.; Bogaerts, J. A.; Bogavac, D.; Bogdanchikov, A. G.; Bohm, C.; Boisvert, V.; Bokan, P.; Bold, T.; Boldyrev, A. S.; Bomben, M.; Bona, M.; Boonekamp, M.; Borisov, A.; Borissov, G.; Bortfeldt, J.; Bortoletto, D.; Bortolotto, V.; Bos, K.; Boscherini, D.; Bosman, M.; Bossio Sola, J. D.; Boudreau, J.; Bouffard, J.; Bouhova-Thacker, E. V.; Boumediene, D.; Bourdarios, C.; Boutle, S. K.; Boveia, A.; Boyd, J.; Boyko, I. R.; Bracinik, J.; Brandt, A.; Brandt, G.; Brandt, O.; Bratzler, U.; Brau, B.; Brau, J. E.; Breaden Madden, W. D.; Brendlinger, K.; Brennan, A. J.; Brenner, L.; Brenner, R.; Bressler, S.; Bristow, T. M.; Britton, D.; Britzger, D.; Brochu, F. M.; Brock, I.; Brock, R.; Brooijmans, G.; Brooks, T.; Brooks, W. K.; Brosamer, J.; Brost, E.; Broughton, J. H.; Bruckman de Renstrom, P. A.; Bruncko, D.; Bruneliere, R.; Bruni, A.; Bruni, G.; Bruni, L. S.; Brunt, BH; Bruschi, M.; Bruscino, N.; Bryant, P.; Bryngemark, L.; Buanes, T.; Buat, Q.; Buchholz, P.; Buckley, A. G.; Budagov, I. A.; Buehrer, F.; Bugge, M. K.; Bulekov, O.; Bullock, D.; Burckhart, H.; Burdin, S.; Burgard, C. D.; Burger, A. M.; Burghgrave, B.; Burka, K.; Burke, S.; Burmeister, I.; Burr, J. T. P.; Busato, E.; Büscher, D.; Büscher, V.; Bussey, P.; Butler, J. M.; Buttar, C. M.; Butterworth, J. M.; Butti, P.; Buttinger, W.; Buzatu, A.; Buzykaev, A. R.; Cabrera Urbán, S.; Caforio, D.; Cairo, V. M.; Cakir, O.; Calace, N.; Calafiura, P.; Calandri, A.; Calderini, G.; Calfayan, P.; Callea, G.; Caloba, L. P.; Calvente Lopez, S.; Calvet, D.; Calvet, S.; Calvet, T. P.; Camacho Toro, R.; Camarda, S.; Camarri, P.; Cameron, D.; Caminal Armadans, R.; Camincher, C.; Campana, S.; Campanelli, M.; Camplani, A.; Campoverde, A.; Canale, V.; Canepa, A.; Cano Bret, M.; Cantero, J.; Cao, T.; Capeans Garrido, M. D. M.; Caprini, I.; Caprini, M.; Capua, M.; Carbone, R. M.; Cardarelli, R.; Cardillo, F.; Carli, I.; Carli, T.; Carlino, G.; Carlson, B. T.; Carminati, L.; Carney, R. M. D.; Caron, S.; Carquin, E.; Carrillo-Montoya, G. D.; Carter, J. R.; Carvalho, J.; Casadei, D.; Casado, M. P.; Casolino, M.; Casper, D. W.; Castaneda-Miranda, E.; Castelijn, R.; Castelli, A.; Castillo Gimenez, V.; Castro, N. F.; Catinaccio, A.; Catmore, J. R.; Cattai, A.; Caudron, J.; Cavaliere, V.; Cavallaro, E.; Cavalli, D.; Cavalli-Sforza, M.; Cavasinni, V.; Ceradini, F.; Cerda Alberich, L.; Cerqueira, A. S.; Cerri, A.; Cerrito, L.; Cerutti, F.; Cervelli, A.; Cetin, S. A.; Chafaq, A.; Chakraborty, D.; Chan, S. K.; Chan, Y. L.; Chang, P.; Chapman, J. D.; Charlton, D. G.; Chatterjee, A.; Chau, C. C.; Chavez Barajas, C. A.; Che, S.; Cheatham, S.; Chegwidden, A.; Chekanov, S.; Chekulaev, S. V.; Chelkov, G. A.; Chelstowska, M. A.; Chen, C.; Chen, H.; Chen, S.; Chen, S.; Chen, X.; Chen, Y.; Cheng, H. C.; Cheng, H. J.; Cheng, Y.; Cheplakov, A.; Cheremushkina, E.; Cherkaoui El Moursli, R.; Chernyatin, V.; Cheu, E.; Chevalier, L.; Chiarella, V.; Chiarelli, G.; Chiodini, G.; Chisholm, A. S.; Chitan, A.; Chizhov, M. V.; Choi, K.; Chomont, A. R.; Chouridou, S.; Chow, B. K. B.; Christodoulou, V.; Chromek-Burckhart, D.; Chudoba, J.; Chuinard, A. J.; Chwastowski, J. J.; Chytka, L.; Ciapetti, G.; Ciftci, A. K.; Cinca, D.; Cindro, V.; Cioara, I. A.; Ciocca, C.; Ciocio, A.; Cirotto, F.; Citron, Z. H.; Citterio, M.; Ciubancan, M.; Clark, A.; Clark, B. L.; Clark, M. R.; Clark, P. J.; Clarke, R. N.; Clement, C.; Coadou, Y.; Cobal, M.; Coccaro, A.; Cochran, J.; Colasurdo, L.; Cole, B.; Colijn, A. P.; Collot, J.; Colombo, T.; Conde Muiño, P.; Coniavitis, E.; Connell, S. H.; Connelly, I. A.; Consorti, V.; Constantinescu, S.; Conti, G.; Conventi, F.; Cooke, M.; Cooper, B. D.; Cooper-Sarkar, A. M.; Cormier, F.; Cormier, K. J. R.; Cornelissen, T.; Corradi, M.; Corriveau, F.; Cortes-Gonzalez, A.; Cortiana, G.; Costa, G.; Costa, M. J.; Costanzo, D.; Cottin, G.; Cowan, G.; Cox, B. E.; Cranmer, K.; Crawley, S. J.; Cree, G.; Crépé-Renaudin, S.; Crescioli, F.; Cribbs, W. A.; Crispin Ortuzar, M.; Cristinziani, M.; Croft, V.; Crosetti, G.; Cueto, A.; Cuhadar Donszelmann, T.; Cummings, J.; Curatolo, M.; Cúth, J.; Czirr, H.; Czodrowski, P.; D’amen, G.; D’Auria, S.; D’Onofrio, M.; Da Cunha Sargedas De Sousa, M. J.; Da Via, C.; Dabrowski, W.; Dado, T.; Dai, T.; Dale, O.; Dallaire, F.; Dallapiccola, C.; Dam, M.; Dandoy, J. R.; Dang, N. P.; Daniells, A. C.; Dann, N. S.; Danninger, M.; Dano Hoffmann, M.; Dao, V.; Darbo, G.; Darmora, S.; Dassoulas, J.; Dattagupta, A.; Davey, W.; David, C.; Davidek, T.; Davies, M.; Davison, P.; Dawe, E.; Dawson, I.; De, K.; de Asmundis, R.; De Benedetti, A.; De Castro, S.; De Cecco, S.; De Groot, N.; de Jong, P.; De la Torre, H.; De Lorenzi, F.; De Maria, A.; De Pedis, D.; De Salvo, A.; De Sanctis, U.; De Santo, A.; De Vivie De Regie, J. B.; Dearnaley, W. J.; Debbe, R.; Debenedetti, C.; Dedovich, D. V.; Dehghanian, N.; Deigaard, I.; Del Gaudio, M.; Del Peso, J.; Del Prete, T.; Delgove, D.; Deliot, F.; Delitzsch, C. 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    2017-04-07

    A measurement of the inclusive p p → t $\\bar{t}$ + X production cross section in the τ + jets final state using only the hadronic decays of the τ lepton is presented. The measurement is performed using 20.2 fb -1 of proton-proton collision data recorded at a center-of-mass energy of √ s = 8 TeV with the ATLAS detector at the Large Hadron Collider. The cross section is measured via a counting experiment by imposing a set of selection criteria on the identification and kinematic variables of the reconstructed particles and jets, and on event kinematic variables and characteristics. The production cross section is measured to be σ t $\\bar{t}$ = 239 ± 29 pb , which is in agreement with the measurements in other final states and the theoretical predictions at this center-of-mass energy.

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

    Science.gov (United States)

    Swan, S. Tomeka

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

  11. A meta-analysis of math performance in Turner syndrome.

    Science.gov (United States)

    Baker, Joseph M; Reiss, Allan L

    2016-02-01

    Studies investigating the relationship between Turner syndrome and math learning disability have used a wide variation of tasks designed to test various aspects of mathematical competencies. Although these studies have revealed much about the math deficits common to Turner syndrome, their diversity makes comparisons between individual studies difficult. As a result, the consistency of outcomes among these diverse measures remains unknown. The overarching aim of this review is to provide a systematic meta-analysis of the differences in math and number performance between females with Turner syndrome and age-matched neurotypical peers. We provide a meta-analysis of behavioral performance in Turner syndrome relative to age-matched neurotypical populations on assessments of math and number aptitude. In total, 112 comparisons collected across 17 studies were included. Although 54% of all statistical comparisons in our analyses failed to reject the null hypothesis, our results indicate that meaningful group differences exist on all comparisons except those that do not require explicit calculation. Taken together, these results help elucidate our current understanding of math and number weaknesses in Turner syndrome, while highlighting specific topics that require further investigation. © 2015 Mac Keith Press.

  12. Impaired math achievement in patients with acute vestibular neuritis.

    Science.gov (United States)

    Moser, Ivan; Vibert, Dominique; Caversaccio, Marco D; Mast, Fred W

    2017-12-01

    Broad cognitive difficulties have been reported in patients with peripheral vestibular deficit, especially in the domain of spatial cognition. Processing and manipulating numbers relies on the ability to use the inherent spatial features of numbers. It is thus conceivable that patients with acute peripheral vestibular deficit show impaired numerical cognition. Using the number Stroop task and a short math achievement test, we tested 20 patients with acute vestibular neuritis and 20 healthy, age-matched controls. On the one hand, patients showed normal congruency and distance effects in the number Stroop task, which is indicative of normal number magnitude processing. On the other hand, patients scored lower than healthy controls in the math achievement test. We provide evidence that the lower performance cannot be explained by either differences in prior math knowledge (i.e., education) or slower processing speed. Our results suggest that peripheral vestibular deficit negatively affects numerical cognition in terms of the efficient manipulation of numbers. We discuss the role of executive functions in math performance and argue that previously reported executive deficits in patients with peripheral vestibular deficit provide a plausible explanation for the lower math achievement scores. In light of the handicapping effects of impaired numerical cognition in daily living, it is crucial to further investigate the mechanisms that cause mathematical deficits in acute PVD and eventually develop adequate means for cognitive interventions. Copyright © 2017 Elsevier Ltd. All rights reserved.

  13. Representation of numerical magnitude in math-anxious individuals.

    Science.gov (United States)

    Colomé, Àngels

    2018-01-01

    Larger distance effects in high math-anxious individuals (HMA) performing comparison tasks have previously been interpreted as indicating less precise magnitude representation in this population. A recent study by Dietrich, Huber, Moeller, and Klein limited the effects of math anxiety to symbolic comparison, in which they found larger distance effects for HMA, despite equivalent size effects. However, the question of whether distance effects in symbolic comparison reflect the properties of the magnitude representation or decisional processes is currently under debate. This study was designed to further explore the relation between math anxiety and magnitude representation through three different tasks. HMA and low math-anxious individuals (LMA) performed a non-symbolic comparison, in which no group differences were found. Furthermore, we did not replicate previous findings in an Arabic digit comparison, in which HMA individuals showed equivalent distance effects to their LMA peers. Lastly, there were no group differences in a counting Stroop task. Altogether, an explanation of math anxiety differences in terms of less precise magnitude representation is not supported.

  14. Solving Math Problems Approximately: A Developmental Perspective.

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    Dana Ganor-Stern

    Full Text Available Although solving arithmetic problems approximately is an important skill in everyday life, little is known about the development of this skill. Past research has shown that when children are asked to solve multi-digit multiplication problems approximately, they provide estimates that are often very far from the exact answer. This is unfortunate as computation estimation is needed in many circumstances in daily life. The present study examined 4th graders, 6th graders and adults' ability to estimate the results of arithmetic problems relative to a reference number. A developmental pattern was observed in accuracy, speed and strategy use. With age there was a general increase in speed, and an increase in accuracy mainly for trials in which the reference number was close to the exact answer. The children tended to use the sense of magnitude strategy, which does not involve any calculation but relies mainly on an intuitive coarse sense of magnitude, while the adults used the approximated calculation strategy which involves rounding and multiplication procedures, and relies to a greater extent on calculation skills and working memory resources. Importantly, the children were less accurate than the adults, but were well above chance level. In all age groups performance was enhanced when the reference number was smaller (vs. larger than the exact answer and when it was far (vs. close from it, suggesting the involvement of an approximate number system. The results suggest the existence of an intuitive sense of magnitude for the results of arithmetic problems that might help children and even adults with difficulties in math. The present findings are discussed in the context of past research reporting poor estimation skills among children, and the conditions that might allow using children estimation skills in an effective manner.

  15. 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)

  16. Shall we introduce narrative investigation practices in math teaching?

    Directory of Open Access Journals (Sweden)

    Rosália Maria Ribeiro de Aragão

    2005-06-01

    Full Text Available This is a discussion of epistemological, methodological and theoretical elements of research in current Math Education and that of the teacher-reflective-researcher practice in contemporary society. The objectives of such discussion are: a to introduce basic notions to understand the relation between researcher and the object of investigation; and b to direct Math teachers to undertake research from the very beginning of their trawling. In order to achieve research goals, teachers in trainning can both study classroom dynamics through the testimony of the students as well as analyze meanings in practices of narrative investigation. It is recommended that such practices are incorporated to daily Math teaching and learning processes

  17. Preschool children's mathematical knowledge: The effect of teacher "math talk.".

    Science.gov (United States)

    Klibanoff, Raquel S; Levine, Susan C; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V

    2006-01-01

    This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year. Copyright 2006 APA, all rights reserved.

  18. A instrução pública na França revolucionária: considerações a partir do Essais sur l’enseignement en general et sur celui des mathématiques en particulier, de Sylvestre-François Lacroix - The public instruction in revolutionary France: some remarks accord

    Directory of Open Access Journals (Sweden)

    Antonio Vicente Marafioti Garnica

    2013-04-01

    , ilustración, Francia. L’instruction publique en France revolutionnaire: considérations en vue du livre Essais sur l'enseignement en general et sur celui des mathématiques en particulier, de Sylvestre-François LacroixRésuméL’article présente le livre Essais sur l'enseignement en général, et sur celui des mathématiques en particulier de Sylvestre-François Lacroix, à l’origine publié en France en 1805, mettant l’accent sur sa première partie, dans lequel l’auteur traite de l’instruction publique, et en particulier des écoles centrales crées pendant la Revolution Française pour remplacer des colléges et des facultés des arts des anciennes universités.Mots-clé: Sylvestre-François Lacroix (1765-1843, instruction publique, Essais sur l'enseignement en général, et sur celui des mathématiques en particulier, lumières, France.

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

    OpenAIRE

    Shirvani, Hosin; Guerra, Federico

    2015-01-01

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

  20. Math anxiety and its relationship with basic arithmetic skills among primary school children

    OpenAIRE

    Sorvo, Riikka; Koponen, Tuire; Viholainen, Helena; Aro, Tuija; Räikkönen, Eija; Peura, Pilvi; Dowker, Ann; Aro, Mikko

    2017-01-01

    Background Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. Aims In this study, we aimed to examine the prevalence of math anxiety and its relationship with bas...