WorldWideScience

Sample records for math test performance

  1. 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…

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

    Science.gov (United States)

    Ashcraft, Mark H; Krause, Jeremy A

    2007-04-01

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

  3. 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.

  4. The Influence of Math Anxiety, Math Performance, Worry, and Test Anxiety on the Iowa Gambling Task and Balloon Analogue Risk Task.

    Science.gov (United States)

    Buelow, Melissa T; Barnhart, Wesley R

    2017-01-01

    Multiple studies have shown that performance on behavioral decision-making tasks, such as the Iowa Gambling Task (IGT) and Balloon Analogue Risk Task (BART), is influenced by external factors, such as mood. However, the research regarding the influence of worry is mixed, and no research has examined the effect of math or test anxiety on these tasks. The present study investigated the effects of anxiety (including math anxiety) and math performance on the IGT and BART in a sample of 137 undergraduate students. Math performance and worry were not correlated with performance on the IGT, and no variables were correlated with BART performance. Linear regressions indicated math anxiety, physiological anxiety, social concerns/stress, and test anxiety significantly predicted disadvantageous selections on the IGT during the transition from decision making under ambiguity to decision making under risk. Implications for clinical evaluation of decision making are discussed. © The Author(s) 2015.

  5. 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

  6. Choking under the pressure of a positive stereotype: gender identification and self-consciousness moderate men's math test performance.

    Science.gov (United States)

    Tagler, Michael J

    2012-01-01

    Choking under pressure occurs when an individual underperforms due to situational pressure. The present study examined whether being the target of a positive social stereotype regarding math ability causes choking among men. Gender identification and self-consciousness were hypothesized to moderate the effect of math-gender stereotypes on men's math test performance. Men high in self-consciousness but low in gender identification significantly underperformed when exposed to gender-relevant test instructions. No significant effects were found under a gender-irrelevant condition. These findings are discussed in the contexts of research on stereotype threat, stereotype lift, and choking under pressure.

  7. 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.

  8. 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…

  9. 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

  10. Neuroanatomical Correlates of Performance in a State-Wide Test of Math Achievement

    Science.gov (United States)

    Wilkey, Eric D.; Cutting, Laurie E.; Price, Gavin R.

    2018-01-01

    The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related…

  11. 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…

  12. 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

  13. 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.

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

    Science.gov (United States)

    Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

    2015-01-01

    Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

  15. 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

  16. 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

  17. 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...

  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. 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)…

  20. 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

  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. 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...

  4. 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...

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

    Science.gov (United States)

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

    2013-11-01

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

  6. 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...

  7. 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...

  8. 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…

  9. 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…

  10. 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.

  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. Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers

    Directory of Open Access Journals (Sweden)

    Emily Szkudlarek

    2018-05-01

    Full Text Available Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1 compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2 to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children (n = 158 were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that

  13. Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.

    Science.gov (United States)

    Szkudlarek, Emily; Brannon, Elizabeth M

    2018-01-01

    Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children ( n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic

  14. 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…

  15. 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,

  16. Gender Similarities in Math Performance from Middle School through High School

    Science.gov (United States)

    Scafidi, Tony; Bui, Khanh

    2010-01-01

    Using data from 10 states, Hyde, Lindberg, Linn, Ellis, and Williams (2008) found gender similarities in performance on standardized math tests. The present study attempted to replicate this finding with national data and to extend it by examining whether gender similarities in math performance are moderated by race, socioeconomic status, or math…

  17. Girls' math performance under stereotype threat: the moderating role of mothers' gender stereotypes.

    Science.gov (United States)

    Tomasetto, Carlo; Alparone, Francesca Romana; Cadinu, Mara

    2011-07-01

    Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed that stereotype threat impaired girls' performance on math tasks among students from kindergarten through 2nd grade. Moreover, mothers' but not fathers' endorsement of gender stereotypes about math moderated girls' vulnerability to stereotype threat: performance of girls whose mothers strongly rejected the gender stereotype about math did not decrease under stereotype threat. These findings are important because they point to the role of mothers' beliefs in the development of girls' vulnerability to the negative effects of gender stereotypes about math. PsycINFO Database Record (c) 2011 APA, all rights reserved

  18. Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence

    Science.gov (United States)

    Tõeväli, Paula-Karoliina; Kikas, Eve

    2016-01-01

    The present longitudinal study examined the reciprocal relationships between teachers' causal attributions and children's math performance and task persistence. In total, 760 elementary school children and their teachers participated in this study. The children were tested in math twice, at the end of the second and third grades. At both time…

  19. Girls' Math Performance under Stereotype Threat: The Moderating Role of Mothers' Gender Stereotypes

    Science.gov (United States)

    Tomasetto, Carlo; Alparone, Francesca Romana; Cadinu, Mara

    2011-01-01

    Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed…

  20. 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…

  1. 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…

  2. 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

  3. 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,…

  4. Mediators of methylphenidate effects on math performance in children with attention-deficit hyperactivity disorder.

    Science.gov (United States)

    Froehlich, Tanya E; Antonini, Tanya N; Brinkman, William B; Langberg, Joshua M; Simon, John O; Adams, Ryan; Fredstrom, Bridget; Narad, Megan E; Kingery, Kathleen M; Altaye, Mekibib; Matheson, Heather; Tamm, Leanne; Epstein, Jeffery N

    2014-01-01

    Stimulant medications, such as methylphenidate (MPH), improve the academic performance of children with attention-deficit hyperactivity disorder (ADHD). However, the mechanism by which MPH exerts an effect on academic performance is unclear. We examined MPH effects on math performance and investigated possible mediation of MPH effects by changes in time on-task, inhibitory control, selective attention, and reaction time variability. Children with ADHD aged 7 to 11 years (N = 93) completed a timed math worksheet (with problems tailored to each individual's level of proficiency) and 2 neuropsychological tasks (Go/No-Go and Child Attention Network Test) at baseline, then participated in a 4-week, randomized, controlled, titration trial of MPH. Children were then randomly assigned to their optimal MPH dose or placebo for 1 week (administered double-blind) and repeated the math and neuropsychological tasks (posttest). Baseline and posttest videorecordings of children performing the math task were coded to assess time on-task. Children taking MPH completed 23 more math problems at posttest compared to baseline, whereas the placebo group completed 24 fewer problems on posttest versus baseline, but the effects on math accuracy (percent correct) did not differ. Path analyses revealed that only change in time on-task was a significant mediator of MPH's improvements in math productivity. MPH-derived math productivity improvements may be explained in part by increased time spent on-task, rather than improvements in neurocognitive parameters, such as inhibitory control, selective attention, or reaction time variability.

  5. Visual Attention and Math Performance in Survivors of Childhood Acute Lymphoblastic Leukemia.

    Science.gov (United States)

    Richard, Annette E; Hodges, Elise K; Heinrich, Kimberley P

    2018-01-24

    Attentional and academic difficulties, particularly in math, are common in survivors of childhood acute lymphoblastic leukemia (ALL). Of cognitive deficits experienced by survivors of childhood ALL, attention deficits may be particularly responsive to intervention. However, it is unknown whether deficits in particular aspects of attention are associated with deficits in math skills. The current study investigated relationships between math calculation skills, performance on an objective measure of sustained attention, and parent- and teacher-reported attention difficulties. Twenty-four survivors of childhood ALL (Mage = 13.5 years, SD= 2.8 years) completed a computerized measure of sustained attention and response control and a written measure of math calculation skills in the context of a comprehensive clinical neuropsychological evaluation. Parent and teacher ratings of inattention and impulsivity were obtained. Visual response control and visual attention accounted for 26.4% of the variance observed among math performance scores after controlling for IQ (p < .05). Teacher-rated, but not parent-rated, inattention was significantly negatively correlated with math calculation scores. Consistency of responses to visual stimuli on a computerized measure of attention is a unique predictor of variance in math performance among survivors of childhood ALL. Objective testing of visual response control, rather than parent-rated attentional problems, may have clinical utility in identifying ALL survivors at risk for math difficulties. © The Author(s) 2018. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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

    Directory of Open Access Journals (Sweden)

    Cristina Antunes

    2007-05-01

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

  7. 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…

  8. Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children with Intellectual Disability and Language Difficulties

    Science.gov (United States)

    Rhodes, Katherine T.; Branum-Martin, Lee; Morris, Robin D.; Romski, MaryAnn; Sevcik, Rose A.

    2015-01-01

    Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a…

  9. 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.

  10. Associations of Adiposity and Aerobic Fitness with Executive Function and Math Performance in Danish Adolescents.

    Science.gov (United States)

    Huang, Tao; Tarp, Jakob; Domazet, Sidsel Louise; Thorsen, Anne Kær; Froberg, Karsten; Andersen, Lars Bo; Bugge, Anna

    2015-10-01

    To examine the associations of adiposity and aerobic fitness with executive function and math performance in Danish adolescents. Cross-sectional analyses were conducted with data on 525 adolescents attending sixth and seventh grades from 14 schools in the 5 main regions of Denmark. A modified Eriksen flanker task was used to assess inhibitory control, a key aspect of executive function. Academic performance was assessed by a customized math test. Aerobic fitness was assessed by an intermittent shuttle-run test (Andersen test). Body mass index (BMI) was negatively associated with accuracy on incongruent trials during the flanker task (P = .005). A higher BMI was associated with a larger accuracy interference score (P = .01). Similarly, waist circumference (WC) was negatively associated with accuracy on incongruent trials (P = .008). A higher WC was associated with a larger reaction time (RT) interference score (P = .02) and accuracy interference score (P = .009). Higher aerobic fitness was associated with a faster RT on congruent trials (P = .009) and incongruent trials (P = .003). Higher aerobic fitness was associated with a smaller RT interference score (P = .04). Aerobic fitness was positively associated with math score (P math score (P > .05). These results suggest that aerobic fitness is positively associated with both inhibitory control and math performance in adolescents. Adiposity is negatively associated with inhibitory control in adolescents. Adiposity is not associated with math performance. Copyright © 2015 Elsevier Inc. All rights reserved.

  11. Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance

    Science.gov (United States)

    Wang, Jinjing (Jenny); Odic, Darko; Halberda, Justin; Feigenson, Lisa

    2016-01-01

    From early in life, humans have access to an Approximate Number System (ANS) that supports an intuitive sense of numerical quantity. Previous work in both children and adults suggests that individual differences in the precision of ANS representations correlate with symbolic math performance. However, this work has been almost entirely correlational in nature. Here we tested for a causal link between ANS precision and symbolic math performance by asking whether a temporary modulation of ANS precision changes symbolic math performance. First we replicated a recent finding that 5-year-old children make more precise ANS discriminations when starting with easier trials and gradually progressing to harder ones, compared to the reverse. Next, we show that this brief modulation of ANS precision influenced children’s performance on a subsequent symbolic math task, but not a vocabulary task. In a supplemental experiment we present evidence that children who performed ANS discriminations in a random trial order showed intermediate performance both on the ANS task and the symbolic math task, compared to the children who made ordered discriminations. Thus, our results point to a specific causal link from the ANS to symbolic math performance. PMID:27061668

  12. Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance.

    Science.gov (United States)

    Wang, Jinjing Jenny; Odic, Darko; Halberda, Justin; Feigenson, Lisa

    2016-07-01

    From early in life, humans have access to an approximate number system (ANS) that supports an intuitive sense of numerical quantity. Previous work in both children and adults suggests that individual differences in the precision of ANS representations correlate with symbolic math performance. However, this work has been almost entirely correlational in nature. Here we tested for a causal link between ANS precision and symbolic math performance by asking whether a temporary modulation of ANS precision changes symbolic math performance. First, we replicated a recent finding that 5-year-old children make more precise ANS discriminations when starting with easier trials and gradually progressing to harder ones, compared with the reverse. Next, we show that this brief modulation of ANS precision influenced children's performance on a subsequent symbolic math task but not a vocabulary task. In a supplemental experiment, we present evidence that children who performed ANS discriminations in a random trial order showed intermediate performance on both the ANS task and the symbolic math task, compared with children who made ordered discriminations. Thus, our results point to a specific causal link from the ANS to symbolic math performance. Copyright © 2016 Elsevier Inc. All rights reserved.

  13. Associations of Adiposity and Aerobic Fitness with Executive Function and Math Performance in Danish Adolescents

    DEFF Research Database (Denmark)

    Huang, Tao; Tarp, Jakob; Domazet, Sidsel Louise

    2015-01-01

    OBJECTIVE: To examine the associations of adiposity and aerobic fitness with executive function and math performance in Danish adolescents. STUDY DESIGN: Cross-sectional analyses were conducted with data on 525 adolescents attending sixth and seventh grades from 14 schools in the 5 main regions...... of Denmark. A modified Eriksen flanker task was used to assess inhibitory control, a key aspect of executive function. Academic performance was assessed by a customized math test. Aerobic fitness was assessed by an intermittent shuttle-run test (Andersen test). RESULTS: Body mass index (BMI) was negatively......). Aerobic fitness was positively associated with math score (P math score (P > .05). CONCLUSIONS: These results suggest that aerobic fitness is positively associated with both inhibitory control and math performance in adolescents. Adiposity is negatively...

  14. The Effects of Guided Discussion on Math Anxiety Levels, Course Performance, and Retention in a College Algebra Internet Class

    Science.gov (United States)

    Emig, Christa

    2009-01-01

    The study sought to test the hypotheses that effective, guided discussions that facilitate meaningful dialogue about math anxiety would reduce levels of math anxiety in college algebra students, and would enhance course performance and course retention at a large community college in South Texas. The study was quantitative with a qualitative…

  15. 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…

  16. Involving Students in Developing Math Tests

    Science.gov (United States)

    Rapke, Tina

    2017-01-01

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

  17. The roots of stereotype threat: when automatic associations disrupt girls' math performance.

    Science.gov (United States)

    Galdi, Silvia; Cadinu, Mara; Tomasetto, Carlo

    2014-01-01

    Although stereotype awareness is a prerequisite for stereotype threat effects (Steele & Aronson, 1995), research showed girls' deficit under stereotype threat before the emergence of math-gender stereotype awareness, and in the absence of stereotype endorsement. In a study including 240 six-year-old children, this paradox was addressed by testing whether automatic associations trigger stereotype threat in young girls. Whereas no indicators were found that children endorsed the math-gender stereotype, girls, but not boys, showed automatic associations consistent with the stereotype. Moreover, results showed that girls' automatic associations varied as a function of a manipulation regarding the stereotype content. Importantly, girls' math performance decreased in a stereotype-consistent, relative to a stereotype-inconsistent, condition and automatic associations mediated the relation between stereotype threat and performance. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

  18. 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.

  19. 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

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

    Directory of Open Access Journals (Sweden)

    Fatemeh Bazzaz Monsef

    2017-07-01

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

  1. 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…

  2. The developmental dynamics of task-avoidant behavior and math performance in kindergarten and elementary school

    OpenAIRE

    Hirvonen, Riikka; Tolvanen, Asko; Aunola, Kaisa; Nurmi, Jari-Erik

    2012-01-01

    Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their arithmetic skills in kindergarten and in Grades 1, 2, and 4 of elementary school. Children's task-avoidant behavior in learning situations was rated by...

  3. Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children With Intellectual Disability and Language Difficulties.

    Science.gov (United States)

    Rhodes, Katherine T; Branum-Martin, Lee; Morris, Robin D; Romski, MaryAnn; Sevcik, Rose A

    2015-11-01

    Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a sample of 264 children, in grades 2-5. Using confirmatory factor analysis, the hypothesis that the KM-R would demonstrate discriminant validity with measures of language abilities in a two-factor model was compared to two plausible alternative models. Results indicated that KM-R did not have discriminant validity with measures of children's language abilities and was a multidimensional test of both mathematics and language abilities for this population of test users. Implications are considered for test development, interpretation, and intervention.

  4. Acute Effect of Intermittent Exercise and Action-Based Video Game Breaks on Math Performance in Preadolescent Children.

    Science.gov (United States)

    Block, Shannon S; Tooley, Trevor R; Nagy, Matthew R; O'Sullivan, Molly P; Robinson, Leah E; Colabianchi, Natalie; Hasson, Rebecca E

    2018-02-27

    The purpose of this study was to compare the acute effects of video game breaks and intermittent exercise breaks, performed at varying intensities, on math performance in preadolescent children. A total of 39 children (18 males and 21 females; aged 7-11 y) completed 4 experimental conditions in random order: 8 hours of sitting interrupted with 20 two-minute low-, moderate-, or high-intensity exercise breaks or 20 two-minute sedentary computer game breaks. The intensity of exercise breaks for the low-, moderate-, and high-intensity conditions corresponded with 25%, 50%, and 75% of heart rate reserve, respectively. Math performance was assessed 3 times throughout each condition day using a 90-second math test consisting of 40 single-digit addition and subtraction questions. There were no significant differences in percent change in math scores (correct answers out of attempted) by condition [low: -1.3 (0.8), moderate: 0.1 (1.3), high: -1.8 (0.7), and computer: -2.5 (0.8); P > .05]. There were significant differences in percent change in math scores over the course of the condition days with lower math scores reported at end-of-day test compared with midday test [-2.4 (0.5) vs -0.4 (0.3); P = .01]. There were no significant condition × time, time × age, condition × age, or condition × time × age interactions (all Ps > .05). Action-based video game and exercise breaks elicit the same level of math performance in children; however, time of day may impact this relationship. These findings may have important implications for instructional time in elementary classrooms.

  5. 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.

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

    Science.gov (United States)

    Choi, Jinnie; Walters, Alyssa; Hoge, Pat

    2017-01-01

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

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

    Science.gov (United States)

    Loong, Tang Eng

    2012-01-01

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

  8. Using Self-Monitoring of Performance with Self-Graphing to Increase Academic Productivity in Math

    Science.gov (United States)

    Wells, Jenny C.; Sheehey, Patricia H.; Sheehey, Michael

    2017-01-01

    Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with self-graphing focuses him or her on academic performance and results in increases in productivity and math proficiency.…

  9. Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia.

    Science.gov (United States)

    Kucian, Karin; Zuber, Isabelle; Kohn, Juliane; Poltz, Nadine; Wyschkon, Anne; Esser, Günter; von Aster, Michael

    2018-01-01

    Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (= negative math priming effect ).We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task.

  10. Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia

    Directory of Open Access Journals (Sweden)

    Karin Kucian

    2018-04-01

    Full Text Available Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (=negative math priming effect.We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls. All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction that was preceded by a prime (positive/negative/neutral or mathematics-related was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task.

  11. Relation Between Mathematical Performance, Math Anxiety, and Affective Priming in Children With and Without Developmental Dyscalculia

    Science.gov (United States)

    Kucian, Karin; Zuber, Isabelle; Kohn, Juliane; Poltz, Nadine; Wyschkon, Anne; Esser, Günter; von Aster, Michael

    2018-01-01

    Many children show negative emotions related to mathematics and some even develop mathematics anxiety. The present study focused on the relation between negative emotions and arithmetical performance in children with and without developmental dyscalculia (DD) using an affective priming task. Previous findings suggested that arithmetic performance is influenced if an affective prime precedes the presentation of an arithmetic problem. In children with DD specifically, responses to arithmetic operations are supposed to be facilitated by both negative and mathematics-related primes (=negative math priming effect).We investigated mathematical performance, math anxiety, and the domain-general abilities of 172 primary school children (76 with DD and 96 controls). All participants also underwent an affective priming task which consisted of the decision whether a simple arithmetic operation (addition or subtraction) that was preceded by a prime (positive/negative/neutral or mathematics-related) was true or false. Our findings did not reveal a negative math priming effect in children with DD. Furthermore, when considering accuracy levels, gender, or math anxiety, the negative math priming effect could not be replicated. However, children with DD showed more math anxiety when explicitly assessed by a specific math anxiety interview and showed lower mathematical performance compared to controls. Moreover, math anxiety was equally present in boys and girls, even in the earliest stages of schooling, and interfered negatively with performance. In conclusion, mathematics is often associated with negative emotions that can be manifested in specific math anxiety, particularly in children with DD. Importantly, present findings suggest that in the assessed age group, it is more reliable to judge math anxiety and investigate its effects on mathematical performance explicitly by adequate questionnaires than by an affective math priming task.

  12. The Impact of Success Maker Software on Grade 4 Math Proficiency on State Tests

    Science.gov (United States)

    Geer, Brandon Terrell

    2014-01-01

    Success Maker is an educational software that differentiates and personalizes K-8 reading and math. Limited research has been conducted on the impact of Success Maker on Grade 4 math state tests. At the research site, located in southeastern United States, 33.7% of fourth grade students did not pass the Palmetto Assessment of State Standards…

  13. 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.

  14. 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.

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

    Science.gov (United States)

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

    2017-06-01

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

  16. Middle School A/B Block and Traditional Scheduling: An Analysis of Math and Reading Performance by Race

    Science.gov (United States)

    Gill, Willie Wallicia Allen

    2011-01-01

    The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if…

  17. Effects of 6 weeks motor-enrichment-intervention to improve math performance in preadolescent children

    DEFF Research Database (Denmark)

    Wienecke, Jacob; Beck, Mikkel Malling; Lind, Rune Rasmussen

    al., 2015). We conducted a six-week cluster-randomized intervention study of motor-enriched mathematics for Danish schoolchildren (n= 148, age= 7.5 ± 0.02). We investigated whether low intensity motor activity congruently integrated during solving of math problems could enhance math performance....... Three groups were included: 1) Control group with normal math teaching, CON (used pencil, paper but refrained from additional motor activity). 2) Fine-motor-enriched-group, FM (motor-manipulating LEGO bricks integrated in the lessons). 3) Gross-motor-enriched-group, GM (full-body movements integrated...... in the lessons). In FM and GM, all math classes (six lessons pr. week) had motor activity integrated in the math lessons and the teachers of all groups followed a detailed description for the conduction of the lessons. This aimed at ensuring homogeneity between groups concerning the taught themes. The children...

  18. Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

    Directory of Open Access Journals (Sweden)

    Vitor Geraldi Haase

    2012-01-01

    Full Text Available Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity and math anxiety (i.e., self-assessment in mathematics to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.

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

    Science.gov (United States)

    Orabuchi, Nkechi

    2013-01-01

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

  20. SAT math prep course

    CERN Document Server

    Kolby, Jeff

    2011-01-01

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

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

    OpenAIRE

    H. Naccache; R. Hleiss

    2016-01-01

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

  2. Rural Math Excel Partnership (RMEP) Project Final Performance Report

    Science.gov (United States)

    Harmon, Hobart; Tate, Veronica; Stevens, Jennifer; Wilborn, Sandy; Adams, Sue

    2018-01-01

    The goal of the Rural Math Excel Partnership (RMEP) project, a development project funded by the U.S. Department of Education Investing in Innovation (i3) grant program, was to develop a model of shared responsibility among families, teachers, and communities in rural areas as collective support for student success in and preparation for advanced…

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

    Science.gov (United States)

    Smith, Mary E.

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

  4. Testing of the McMath-Pierce 0.8-Meter East Auxiliary Telescope's Acquisition and Slewing Accuracy

    Science.gov (United States)

    Harshaw, Richard; Ray, Jimmy; Prause, Lori; Douglass, David; Branston, Detrick; Genet, Russell M.

    2015-09-01

    Following mediocre results with pointing tests of the McMath-Pierce 0.8-meter East Auxiliary Telescope in April 2014, a team of astronomers/engineers met again in May 2014 to test other pointing models and assess the telescope's ability to point with enough accuracy to permit the efficient use of speckle interferometry. Results show that accurate collimation is a pre-requisite for such accuracy. Once attained, the telescope performs extremely well.

  5. 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.

  6. 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.

  7. Behavioral Performance and Neural Areas Associated with Memory Processes Contribute to Math and Reading Achievement in 6-year-old Children.

    Science.gov (United States)

    Blankenship, Tashauna L; Keith, Kayla; Calkins, Susan D; Bell, Martha Ann

    2018-01-01

    Associations between working memory and academic achievement (math and reading) are well documented. Surprisingly, little is known of the contributions of episodic memory, segmented into temporal memory (recollection proxy) and item recognition (familiarity proxy), to academic achievement. This is the first study to observe these associations in typically developing 6-year old children. Overlap in neural correlates exists between working memory, episodic memory, and math and reading achievement. We attempted to tease apart the neural contributions of working memory, temporal memory, and item recognition to math and reading achievement. Results suggest that working memory and temporal memory, but not item recognition, are important contributors to both math and reading achievement, and that EEG power during a working memory task contributes to performance on tests of academic achievement.

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

    Science.gov (United States)

    Keller, Johannes

    2007-06-01

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

  9. Gender, Math Confidence, and Grit: Relationships with Quantitative Skills and Performance in an Undergraduate Biology Course.

    Science.gov (United States)

    Flanagan, K M; Einarson, J

    2017-01-01

    In a world filled with big data, mathematical models, and statistics, the development of strong quantitative skills is becoming increasingly critical for modern biologists. Teachers in this field must understand how students acquire quantitative skills and explore barriers experienced by students when developing these skills. In this study, we examine the interrelationships among gender, grit, and math confidence for student performance on a pre-post quantitative skills assessment and overall performance in an undergraduate biology course. Here, we show that females significantly underperformed relative to males on a quantitative skills assessment at the start of term. However, females showed significantly higher gains over the semester, such that the gender gap in performance was nearly eliminated by the end of the semester. Math confidence plays an important role in the performance on both the pre and post quantitative skills assessments and overall performance in the course. The effect of grit on student performance, however, is mediated by a student's math confidence; as math confidence increases, the positive effect of grit decreases. Consequently, the positive impact of a student's grittiness is observed most strongly for those students with low math confidence. We also found grit to be positively associated with the midterm score and the final grade in the course. Given the relationships established in this study among gender, grit, and math confidence, we provide "instructor actions" from the literature that can be applied in the classroom to promote the development of quantitative skills in light of our findings. © 2017 K. M. Flanagan and J. Einarson. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http

  10. Crossing the Gender Gap: A Study of Female Participation and Performance in Advanced Maths and Sciences

    Science.gov (United States)

    Haseltine, Jessica

    2006-10-01

    A statistical analysis of enrollment in AP maths and sciences in the Abilene Independent School District, between 2000 and 2005, studied the relationship between gender, enrollment, and performance. Data suggested that mid-scoring females were less likely than their male counterparts to enroll in AP-level courses. AISD showed higher female : male score ratios than national and state averages but no improvement in enrollment comparisons. Several programs are suggested to improve both participation and performance of females in upper-level math and science courses.

  11. Reducing the Impact of Stereotype Threat on Women's Math Performance: Are Two Strategies Better than One?

    Science.gov (United States)

    Jones, Paul R.

    2011-01-01

    Introduction: Two studies examined whether stereotype threat impairs women's math performance and whether concurrent threat reduction strategies can be used to offset this effect. Method: In Study 1, collegiate men and women (N = 100) watched a video purporting that males and females performed equally well ("gender-fair") or males outperformed…

  12. Maths performance as a function of sex, laterality, and age of pubertal onset.

    Science.gov (United States)

    Sappington, John; Topolski, Richard

    2005-07-01

    Sex differences in math/spatial performance demand explanations. Within the biological view, the complexity and number of variables make the explanation difficult at best. Laterality and age of pubertal onset have been investigated prominently in this context but rarely considered as interactions in the same study. Some 468 college subjects with SAT MATH (SAT M) scores were divided into 12 groups defined by sex, laterality, and age (early, middle, and late) of pubertal onset. Significant main effects for sex and age of onset emerged, as did an interaction between lateral preference and pubertal onset. Generally males outperformed females. The combination of maleness, sinistrality, and early maturation was associated with high SAT M scores. Sinistrality and late maturation among females predicted very poor math performance.

  13. Does breastfeeding contribute to the racial gap in reading and math test scores?

    Science.gov (United States)

    Peters, Kristen E; Huang, Jin; Vaughn, Michael G; Witko, Christopher

    2013-10-01

    The aim of this study was to examine the impact of divergent breastfeeding practices between Caucasian and African American mothers on the lingering achievement test gap between Caucasian and African American children. The Child Development Supplement of the Panel Study of Income Dynamics, beginning in 1997, followed a cohort of 3563 children aged 0-12 years. Reading and math test scores from 2002 for 1928 children were linked with breastfeeding history. Regression analysis was used to examine associations between ever having been breastfed and duration of breastfeeding and test scores, controlling for characteristics of child, mother, and household. African American students scored significantly lower than Caucasian children by 10.6 and 10.9 points on reading and math tests, respectively. After accounting for the impact of having been breastfed during infancy, the racial test gap decreased by 17% for reading scores and 9% for math scores. Study findings indicate that breastfeeding explains 17% and 9% of the observed gaps in reading and math scores, respectively, between African Americans and Caucasians, an effect larger than most recent educational policy interventions. Renewed efforts around policies and clinical practices that promote and remove barriers for African American mothers to breastfeed should be implemented. Copyright © 2013 Elsevier Inc. All rights reserved.

  14. On the experience of feeling powerful: perceived power moderates the effect of stereotype threat on women's math performance.

    Science.gov (United States)

    Van Loo, Katie J; Rydell, Robert J

    2013-03-01

    This research examined whether feeling powerful can eliminate the deleterious effect of stereotype threat (i.e., concerns about confirming a negative self-relevant stereotype) on women's math performance. In Experiments 1 and 2, priming women with high power buffered them from reduced math performance in response to stereotype threat instructions, whereas women in the low and control power conditions showed poorer math performance in response to threat. Experiment 3 found that working memory capacity is one mechanism through which power moderates the effect of threat on women's math performance. In the low and control power conditions, women showed reduced working memory capacity in response to stereotype threat, accounting for threat's effect on performance. In contrast, women in the high power condition did not show reductions in working memory capacity or math performance in response to threat. This work demonstrates that perceived power moderates stereotype threat-based performance effects and explains why this occurs.

  15. No Work Like Rework: Issues in the Design of a Math Test Sign-Up Application

    Science.gov (United States)

    Alkadi, Ghassan; Beaubouef, Theresa

    2012-01-01

    This paper introduces a test sign-up application developed for a math department at a university. The requirements, design, and final software product are presented, along with one very important unexpected problem that arose after completion of the work--the system to be implemented and maintained by the client was not compatible with the…

  16. Classroom Organizational Structure in Fifth Grade Math Classrooms and the Effect on Standardized Test Scores

    Science.gov (United States)

    Lane, Dallas Marie

    2017-01-01

    The purpose of this study was to determine if there is a relationship between the classroom organizational structure and MCT2 test scores of fifth-grade math students. The researcher gained insight regarding which structure teachers believe is most beneficial to them and students, and whether or not their belief of classroom organizational…

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

    NARCIS (Netherlands)

    Katsiki, Alexandra; Minnaert, Alexander; Katsikis, Demitris

    2017-01-01

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

  18. 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.

  19. 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

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

    Science.gov (United States)

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

    2013-01-01

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

  1. 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…

  2. 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,…

  3. Textiles Performance Testing Facilities

    Data.gov (United States)

    Federal Laboratory Consortium — The Textiles Performance Testing Facilities has the capabilities to perform all physical wet and dry performance testing, and visual and instrumental color analysis...

  4. Making gender matter: the role of gender-based expectancies and gender identification on women's and men's math performance in Sweden.

    Science.gov (United States)

    Eriksson, Kimmo; Lindholm, Torun

    2007-08-01

    It is well established that an emphasis on gender differences may have a negative effect on women's math performance in USA, Germany and the Netherlands. It has further been found that an individual's identification with the stereotyped group may moderate effects of negative stereotypes. The present study investigated how gender-based expectancies affected the math performance of women and men in Sweden, a nation with a smaller gender gap than in other countries, and a strong cultural emphasis on gender equality. Participants, 112 female and 74 male undergraduate math students from Swedish universities, completed a difficult math test in which their gender was either linked to their test performance or not. Men performed better than women when gender was made relevant among participants who did not see their gender as an important aspect of their identity, while participants high in gender identification were unaffected by gender identity relevance. Moreover, the gender relevance manipulation affected men's performance more than women's. The results deviate from findings on US samples, indicating that the role of group identification as a moderator of stereotype-based expectancy effects is complex, and that factors in the cultural context may interact with individual differences in identification to determine the impact of negative stereotypes.

  5. Examining Differential Math Performance by Gender and Opportunity to Learn

    Science.gov (United States)

    Albano, Anthony D.; Rodriguez, Michael C.

    2013-01-01

    Although a substantial amount of research has been conducted on differential item functioning in testing, studies have focused on detecting differential item functioning rather than on explaining how or why it may occur. Some recent work has explored sources of differential functioning using explanatory and multilevel item response models. This…

  6. 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 ...

  7. 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

  8. Electrochromic Radiator Coupon Level Testing and Full Scale Thermal Math Modeling for Use on Altair Lunar Lander

    Science.gov (United States)

    Bannon, Erika T.; Bower, Chad E.; Sheth, Rubik; Stephan, Ryan

    2010-01-01

    In order to control system and component temperatures, many spacecraft thermal control systems use a radiator coupled with a pumped fluid loop to reject waste heat from the vehicle. Since heat loads and radiation environments can vary considerably according to mission phase, the thermal control system must be able to vary the heat rejection. The ability to "turn down" the heat rejected from the thermal control system is critically important when designing the system. Electrochromic technology as a radiator coating is being investigated to vary the amount of heat rejected by a radiator. Coupon level tests were performed to test the feasibility of this technology. Furthermore, thermal math models were developed to better understand the turndown ratios required by full scale radiator architectures to handle the various operation scenarios encountered during a mission profile for the Altair Lunar Lander. This paper summarizes results from coupon level tests as well as the thermal math models developed to investigate how electrochromics can be used to increase turn down ratios for a radiator. Data from the various design concepts of radiators and their architectures are outlined. Recommendations are made on which electrochromic radiator concept should be carried further for future thermal vacuum testing.

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

    OpenAIRE

    Katsiki, Alexandra; Minnaert, Alexander; Katsikis, Demitris

    2017-01-01

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

  10. 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

  11. 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.

  12. 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.

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

    Directory of Open Access Journals (Sweden)

    Mari­a Luci­a Barron Estrada

    2014-10-01

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

  14. 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…

  15. 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.

  16. Beyond adoption status: Post-adoptive parental involvement and children's reading and math performance from kindergarten to first grade.

    Science.gov (United States)

    Tan, Tony Xing; Kim, Eun Sook; Baggerly, Jennifer; Mahoney, E Emily; Rice, Jessica

    2017-01-01

    In this study, we went beyond adoption status to examine the associations between postadoption parental involvement and children's reading and math performance from kindergarten to first grade. Secondary data on a sample of adopted children and nonadopted children were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 to 1999 (ECLS-K). Weighted data on the children's reading performance were available for 13,900 children (181 were adopted); weighted data on the children's math performance were available for 14,128 children (184 were adopted). Descriptive data showed no group difference in reading scores at all 3 Waves but adopted children scored lower than nonadopted children in math at Wave 2 (Spring of kindergarten) and Wave 3 (Spring of first grade). However, controlling for 6 covariates, latent growth modeling showed that adoption status was unrelated to Wave 1 reading and math scores or subsequent growth rate. Rather, parents' beliefs on skills needed to succeed in kindergarten were a significant predictor of reading and math performance at Wave 1 and subsequent growth rates, and parents' educational expectation was a significant predictor of growth rate in reading and math. Our findings highlight the importance of parental involvement in adopted children's learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  17. Set size influences the relationship between ANS acuity and math performance: a result of different strategies?

    Science.gov (United States)

    Dietrich, Julia Felicitas; Nuerk, Hans-Christoph; Klein, Elise; Moeller, Korbinian; Huber, Stefan

    2017-08-29

    Previous research has proposed that the approximate number system (ANS) constitutes a building block for later mathematical abilities. Therefore, numerous studies investigated the relationship between ANS acuity and mathematical performance, but results are inconsistent. Properties of the experimental design have been discussed as a potential explanation of these inconsistencies. In the present study, we investigated the influence of set size and presentation duration on the association between non-symbolic magnitude comparison and math performance. Moreover, we focused on strategies reported as an explanation for these inconsistencies. In particular, we employed a non-symbolic magnitude comparison task and asked participants how they solved the task. We observed that set size was a significant moderator of the relationship between non-symbolic magnitude comparison and math performance, whereas presentation duration of the stimuli did not moderate this relationship. This supports the notion that specific design characteristics contribute to the inconsistent results. Moreover, participants reported different strategies including numerosity-based, visual, counting, calculation-based, and subitizing strategies. Frequencies of these strategies differed between different set sizes and presentation durations. However, we found no specific strategy, which alone predicted arithmetic performance, but when considering the frequency of all reported strategies, arithmetic performance could be predicted. Visual strategies made the largest contribution to this prediction. To conclude, the present findings suggest that different design characteristics contribute to the inconsistent findings regarding the relationship between non-symbolic magnitude comparison and mathematical performance by inducing different strategies and additional processes.

  18. The Effects of Math Anxiety

    Science.gov (United States)

    Andrews, Amanda; Brown, Jennifer

    2015-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  20. From road to lab to math: the co-evolution of technological, regulatory, and organizational innovations for automotive crash testing.

    Science.gov (United States)

    Leonardi, Paul M

    2010-04-01

    Today, in the midst of economic crisis, senior executives at US automakers and influential industry analysts frequently reflect on the progression that safety testing has taken from the crude trials done on the road, to controlled laboratory experiments, and to today's complex math-based simulation models. They use stories of this seemingly linear and natural sequence to justify further investment in simulation technologies. The analysis presented in this paper shows that change in the structures of automakers' organizations co-evolved with regulations specifying who was at fault in vehicle impacts, how vehicles should be built to withstand the force of an impact, and how testing should be done to assure that vehicles met those requirements. Changes in the regulatory environment were bolstered by new theories about crash test dynamics and changing technologies with which to test those theories. Thus, as new technological and regulatory innovations co-evolved with innovations in organizational structuring, ideas about how to best conduct crash tests shifted and catalyzed new cycles of technological, regulatory, and organizational innovation. However, this co-evolutionary story tells us that the move from road to lab to math was not natural or linear as today's managerial rhetoric would have us believe. Rather, the logic of math-based simulation was the result of technological, regulatory and organizational changes that created an industry-wide ideology that supported the move toward math while making it appear natural within the shifting structure of the industry.

  1. 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.

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  4. A longitudinal analysis of sex differences in math and spatial skills in primary school age children☆

    Science.gov (United States)

    Lachance, Jennifer A.; Mazzocco, Michèle M.M.

    2009-01-01

    We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years. PMID:20463851

  5. Association between individual differences in non-symbolic number acuity and math performance: a meta-analysis.

    Science.gov (United States)

    Chen, Qixuan; Li, Jingguang

    2014-05-01

    Many recent studies have examined the association between number acuity, which is the ability to rapidly and non-symbolically estimate the quantity of items appearing in a scene, and symbolic math performance. However, various contradictory results have been reported. To comprehensively evaluate the association between number acuity and symbolic math performance, we conduct a meta-analysis to synthesize the results observed in previous studies. First, a meta-analysis of cross-sectional studies (36 samples, N = 4705) revealed a significant positive correlation between these skills (r = 0.20, 95% CI = [0.14, 0.26]); the association remained after considering other potential moderators (e.g., whether general cognitive abilities were controlled). Moreover, a meta-analysis of longitudinal studies revealed 1) that number acuity may prospectively predict later math performance (r = 0.24, 95% CI = [0.11, 0.37]; 6 samples) and 2) that number acuity is retrospectively correlated to early math performance as well (r = 0.17, 95% CI = [0.07, 0.26]; 5 samples). In summary, these pieces of evidence demonstrate a moderate but statistically significant association between number acuity and math performance. Based on the estimated effect sizes, power analyses were conducted, which suggested that many previous studies were underpowered due to small sample sizes. This may account for the disparity between findings in the literature, at least in part. Finally, the theoretical and practical implications of our meta-analytic findings are presented, and future research questions are discussed. Copyright © 2014 Elsevier B.V. All rights reserved.

  6. Test planning and performance

    International Nuclear Information System (INIS)

    Zola, Maurizio

    2001-01-01

    Testing plan should include Safety guide Q4 - Inspection and testing - A testing plan should be prepared including following information: General information (facility name, item or system reference, procurement document reference, document reference number and status, associated procedures and drawings); A sequential listing of all testing activities; Procedure, work instruction, specification or standard to be followed in respect of each operation and test; Acceptance criteria; Identification of who is performing tests; Identification of hold points; Type of records to be prepared for each test; Persons and organizations having authority for final acceptance. Proposed activities sequence is: visual, electrical and mechanical checks; environmental tests (thermal aging, vibrations aging, radioactive aging); performance evaluation in extreme conditions; dynamic tests with functional checks; final electrical and mechanical checks The planning of the tests should always be performed taking into account an interpretative model: a very tight cooperation is advisable between experimental people and numerical people dealing with the analysis of more or less complex models for the seismic assessment of structures and components. Preparatory phase should include the choice of the following items should be agreed upon with the final user of the tests: Excitation points, Excitation types, Excitation amplitude with respect to frequency, Measuring points. Data acquisition, recording and storage, should take into account the characteristics of the successive data processing: to much data can be cumbersome to be processed, but to few data can make unusable the experimental results. The parameters for time history acquisition should be chosen taking into account data processing: for Shock Response Spectrum calculation some special requirements should be met: frequency bounded signal, high frequency sampling, shock noise. For stationary random-like excitation, the sample length

  7. 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…

  8. System Performance and Testing

    NARCIS (Netherlands)

    Frei, U.; Oversloot, H.

    2004-01-01

    This chapter compares and contrasts the system performance of two widely used solar thermal systems using testing and simulation programs. Solar thermal systems are used in many countries for heating domestically used water. In addition to the simple thermosiphon systems, better designed pumped

  9. 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

  10. 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…

  11. 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.

  12. The performance testing

    International Nuclear Information System (INIS)

    Mayr, A.

    1975-01-01

    Concerning the time-schedule of reactor performance tests they normally begin when suppliers or constructors have finished construction and made all necessary construction and coordinated tests. If the last-mentioned tests are conducted profoundly, they contribute substantially to a quick and simple carrying-out of the last performance tests and to the general quality of components and systems. At this stage all components of a system should be properly fixed, machinery, instruments and electrical components adjusted and calibrated, all set-points tested, electrical and other supply units in operation or ready to operate and all functions pretested. Just at this stage of the work most of the existing defects and failures of systems can be found. Remembering the fact that the difficulty of operation of complex systems results from detail problems, it is extremely useful to remove all things of this kind as soon as possible, at the latest at this time where it is done easily and normally quickly without influencing start-up-procedures of other systems or even of the total plant. (orig./TK) [de

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

    Science.gov (United States)

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

    2011-08-01

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

  14. Hitting a High Note on Math Tests: Remembered Success Influences Test Preferences

    Science.gov (United States)

    Finn, Bridgid; Miele, David B.

    2016-01-01

    Remembered utility is the retrospective evaluation about the pleasure and pain associated with a past experience. It can influence choices about repeating or avoiding similar situations in the future (Kahneman, 2000). A set of 5 experiments explored the remembered utility of effortful test episodes and how it impacted future test choices.…

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

    Science.gov (United States)

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

    2009-01-01

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

  16. Blatant Stereotype Threat and Women's Math Performance: Self-Handicapping as a Strategic Means To Cope with Obtrusive Negative Performance Expectations.

    Science.gov (United States)

    Keller, Johannes

    2002-01-01

    Examined the impact of increased salience of negative stereotypic expectations on math performance among high school students. Results indicated that female students in the condition of heightened salience of negative stereotypic expectations underperformed in comparison to their control group counterparts. The effect of blatant stereotype threat…

  17. Understanding protocol performance: impact of test performance.

    Science.gov (United States)

    Turner, Robert G

    2013-01-01

    This is the second of two articles that examine the factors that determine protocol performance. The objective of these articles is to provide a general understanding of protocol performance that can be used to estimate performance, establish limits on performance, decide if a protocol is justified, and ultimately select a protocol. The first article was concerned with protocol criterion and test correlation. It demonstrated the advantages and disadvantages of different criterion when all tests had the same performance. It also examined the impact of increasing test correlation on protocol performance and the characteristics of the different criteria. To examine the impact on protocol performance when individual tests in a protocol have different performance. This is evaluated for different criteria and test correlations. The results of the two articles are combined and summarized. A mathematical model is used to calculate protocol performance for different protocol criteria and test correlations when there are small to large variations in the performance of individual tests in the protocol. The performance of the individual tests that make up a protocol has a significant impact on the performance of the protocol. As expected, the better the performance of the individual tests, the better the performance of the protocol. Many of the characteristics of the different criteria are relatively independent of the variation in the performance of the individual tests. However, increasing test variation degrades some criteria advantages and causes a new disadvantage to appear. This negative impact increases as test variation increases and as more tests are added to the protocol. Best protocol performance is obtained when individual tests are uncorrelated and have the same performance. In general, the greater the variation in the performance of tests in the protocol, the more detrimental this variation is to protocol performance. Since this negative impact is increased as

  18. 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.

  19. 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

  20. 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.

  1. Methylphenidate-Related Improvements in Math Performance Cannot Be Explained by Better Cognitive Functioning or Higher Academic Motivation : Evidence From a Randomized Controlled Trial

    NARCIS (Netherlands)

    Kortekaas-Rijlaarsdam, Anne Fleur; Luman, Marjolein; Sonuga-Barke, Edmund; Bet, Pierre; Oosterlaan, Jaap

    2017-01-01

    OBJECTIVE: This study investigated whether improvements in working memory, reaction time, lapses of attention, interference control, academic motivation, and perceived competence mediated effects of methylphenidate on math performance. METHOD: Sixty-three children (ADHD diagnosis; methylphenidate

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

    Science.gov (United States)

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

    2015-12-01

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

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

    Science.gov (United States)

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

    2018-05-01

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

  4. ICT for Children of Immigrants: Indirect and Total Effects via Self-Efficacy on Math Performance

    Science.gov (United States)

    Kim, Sunha

    2018-01-01

    This study compared the direct, indirect, and total effects of information, communication, and technology (ICT) variables on math achievement for second-generation immigrant, first-generation immigrant, and nonimmigrant students. A path model was used to analyze U.S. nationally representative data from the Program for International Student…

  5. The Roots of Stereotype Threat: When Automatic Associations Disrupt Girls' Math Performance

    Science.gov (United States)

    Galdi, Silvia; Cadinu, Mara; Tomasetto, Carlo

    2014-01-01

    Although stereotype awareness is a prerequisite for stereotype threat effects (Steele & Aronson, 1995), research showed girls' deficit under stereotype threat before the emergence of math-gender stereotype awareness, and in the absence of stereotype endorsement. In a study including 240 six-year-old children, this paradox was addressed by…

  6. 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…

  7. 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.

  8. 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.

  9. 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.

  10. Thermal math model analysis of FRSI test article subjected to cold soak and entry environments. [Flexible Reuseable Surface Insulation in Space Shuttle Orbiter

    Science.gov (United States)

    Gallegos, J. J.

    1978-01-01

    A multi-objective test program was conducted at the NASA/JSC Radiant Heat Test Facility in which an aluminum skin/stringer test panel insulated with FRSI (Flexible Reusable Surface Insulation) was subjected to 24 simulated Space Shuttle Orbiter ascent/entry heating cycles with a cold soak in between in the 10th and 20th cycles. A two-dimensional thermal math model was developed and utilized to predict the thermal performance of the FRSI. Results are presented which indicate that the modeling techniques and property values have been proven adequate in predicting peak structure temperatures and entry thermal responses from both an ambient and cold soak condition of an FRSI covered aluminum structure.

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

    Science.gov (United States)

    van Veggel, Nieky; Amory, Jonathan

    2014-01-01

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

  12. Mathematical (Disabilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters

    Directory of Open Access Journals (Sweden)

    Elke Baten

    2018-05-01

    Full Text Available This study examined individual differences in mathematics learning by combining antecedent (A, opportunity (O, and propensity (P indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD. Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6 with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers’ experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task

  13. Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters.

    Science.gov (United States)

    Baten, Elke; Desoete, Annemie

    2018-01-01

    This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence, and parental aspirations when comparing children with and without MLD. In addition, A, O, and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers' experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O, and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task used. Different A, O

  14. 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

  15. 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)

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

    Science.gov (United States)

    Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

    2012-01-01

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

  17. 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…

  18. 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…

  19. Sequential Neighborhood Effects: The Effect of Long-Term Exposure to Concentrated Disadvantage on Children's Reading and Math Test Scores.

    Science.gov (United States)

    Hicks, Andrew L; Handcock, Mark S; Sastry, Narayan; Pebley, Anne R

    2018-02-01

    Prior research has suggested that children living in a disadvantaged neighborhood have lower achievement test scores, but these studies typically have not estimated causal effects that account for neighborhood choice. Recent studies used propensity score methods to account for the endogeneity of neighborhood exposures, comparing disadvantaged and nondisadvantaged neighborhoods. We develop an alternative propensity function approach in which cumulative neighborhood effects are modeled as a continuous treatment variable. This approach offers several advantages. We use our approach to examine the cumulative effects of neighborhood disadvantage on reading and math test scores in Los Angeles. Our substantive results indicate that recency of exposure to disadvantaged neighborhoods may be more important than average exposure for children's test scores. We conclude that studies of child development should consider both average cumulative neighborhood exposure and the timing of this exposure.

  20. Differentiating anxiety forms and their role in academic performance from primary to secondary school

    OpenAIRE

    Carey, E; Devine, A; Hill, F; Szűcs, Denes

    2017-01-01

    INTRODUCTION: Individuals with high levels of mathematics anxiety are more likely to have other forms of anxiety, such as general anxiety and test anxiety, and tend to have some math performance decrement compared to those with low math anxiety. However, it is unclear how the anxiety forms cluster in individuals, or how the presence of other anxiety forms influences the relationship between math anxiety and math performance. METHOD: We measured math anxiety, test anxiety, general anxiety and ...

  1. A key role for experimental task performance: effects of math talent, gender and performance on the neural correlates of mental rotation.

    Science.gov (United States)

    Hoppe, Christian; Fliessbach, Klaus; Stausberg, Sven; Stojanovic, Jelena; Trautner, Peter; Elger, Christian E; Weber, Bernd

    2012-02-01

    The neurophysiological mechanisms underlying superior cognitive performance are a research area of high interest. The majority of studies on the brain-performance relationship assessed the effects of capability-related group factors (e.g. talent, gender) on task-related brain activations while only few studies examined the effect of the inherent experimental task performance factor. In this functional MRI study, we combined both approaches and simultaneously assessed the effects of three relatively independent factors on the neurofunctional correlates of mental rotation in same-aged adolescents: math talent (gifted/controls: 17/17), gender (male/female: 16/18) and experimental task performance (median split on accuracy; high/low: 17/17). Better experimental task performance of mathematically gifted vs. control subjects and male vs. female subjects validated the selected paradigm. Activation of the inferior parietal lobule (IPL) was identified as a common effect of mathematical giftedness, gender and experimental task performance. However, multiple linear regression analyses (stepwise) indicated experimental task performance as the only predictor of parietal activations. In conclusion, increased activation of the IPL represents a positive neural correlate of mental rotation performance, irrespective of but consistent with the obtained neurocognitive and behavioral effects of math talent and gender. As experimental performance may strongly affect task-related activations this factor needs to be considered in capability-related group comparison studies on the brain-performance relationship. Copyright © 2011 Elsevier Inc. All rights reserved.

  2. Gum chewing improves adolescents’ math performance in an SAT preparatory course

    Science.gov (United States)

    The purpose of the current study was to determine the effect of gum chewing on students’ performance in a preparatory course for the Scholastic Aptitude Test (SAT). A total of 182 adolescents enrolled in an SAT preparatory class were randomized into one of two treatments: 1) gum chewing condition (G...

  3. 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

  4. Gender and engineering aptitude: Is the color of science, technology, engineering, and math materials related to children's performance?

    Science.gov (United States)

    Mulvey, Kelly Lynn; Miller, Bridget; Rizzardi, Victoria

    2017-08-01

    To investigate gender stereotypes, demonstrated engineering aptitude, and attitudes, children (N=105) solved an engineering problem using either pastel-colored or primary-colored materials. Participants also evaluated the acceptability of denial of access to engineering materials based on gender and counter-stereotypic preferences (i.e., a boy who prefers pastel-colored materials). Whereas material color was not related to differences in female participants' performance, younger boys assigned to pastel materials demonstrated lower engineering aptitude than did other participants. In addition, results documented age- and gender-related differences; younger participants, and sometimes boys, exhibited less flexibility regarding gender stereotypes than did older and female participants. The findings suggest that attempts to enhance STEM (science, technology, engineering, and math) engagement or performance through the color of STEM materials may have unintended consequences. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. 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

  6. Effects of Reducing the Cognitive Load of Mathematics Test Items on Student Performance

    Directory of Open Access Journals (Sweden)

    Susan C. Gillmor

    2015-01-01

    Full Text Available This study explores a new item-writing framework for improving the validity of math assessment items. The authors transfer insights from Cognitive Load Theory (CLT, traditionally used in instructional design, to educational measurement. Fifteen, multiple-choice math assessment items were modified using research-based strategies for reducing extraneous cognitive load. An experimental design with 222 middle-school students tested the effects of the reduced cognitive load items on student performance and anxiety. Significant findings confirm the main research hypothesis that reducing the cognitive load of math assessment items improves student performance. Three load-reducing item modifications are identified as particularly effective for reducing item difficulty: signalling important information, aesthetic item organization, and removing extraneous content. Load reduction was not shown to impact student anxiety. Implications for classroom assessment and future research are discussed.

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

    Science.gov (United States)

    Minkel, Walter

    2004-01-01

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

  8. Math Error Types and Correlates in Adolescents with and without Attention Deficit Hyperactivity Disorder.

    Science.gov (United States)

    Capodieci, Agnese; Martinussen, Rhonda

    2017-01-01

    Objective: The aim of this study was to examine the types of errors made by youth with and without a parent-reported diagnosis of attention deficit and hyperactivity disorder (ADHD) on a math fluency task and investigate the association between error types and youths' performance on measures of processing speed and working memory. Method: Participants included 30 adolescents with ADHD and 39 typically developing peers between 14 and 17 years old matched in age and IQ. All youth completed standardized measures of math calculation and fluency as well as two tests of working memory and processing speed. Math fluency error patterns were examined. Results: Adolescents with ADHD showed less proficient math fluency despite having similar math calculation scores as their peers. Group differences were also observed in error types with youth with ADHD making more switch errors than their peers. Conclusion: This research has important clinical applications for the assessment and intervention on math ability in students with ADHD.

  9. Math Fact Strategies Research Project

    Science.gov (United States)

    Boso, Annie

    2011-01-01

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

  10. Uniform peanut performance test 2017

    Science.gov (United States)

    The Uniform Peanut Performance Tests (UPPT) are designed to evaluate the commercial potential of advanced breeding peanut lines not formally released. The tests are performed in ten locations across the peanut production belt. In this study, 2 controls and 14 entries were evaluated at 8 locations....

  11. Inspection system performance test procedure

    International Nuclear Information System (INIS)

    Jensen, C.E.

    1995-01-01

    This procedure establishes requirements to administer a performance demonstration test. The test is to demonstrate that the double-shell tank inspection system (DSTIS) supplied by the contractor performs in accordance with the WHC-S-4108, Double-Shell Tank Ultrasonic Inspection Performance Specification, Rev. 2-A, January, 1995. The inspection system is intended to provide ultrasonic (UT) and visual data to determine integrity of the Westinghouse Hanford Company (WHC) site underground waste tanks. The robotic inspection system consists of the following major sub-systems (modules) and components: Mobile control center; Deployment module; Cable management assembly; Robot mechanism; Ultrasonic testing system; Visual testing system; Pneumatic system; Electrical system; and Control system

  12. 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.

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

    Science.gov (United States)

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

    2012-01-01

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

  14. 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.

  15. Targeting Performance Dimensions in Sequence According to the Instructional Hierarchy: Effects on Children's Math Work within a Self-Monitoring Program

    Science.gov (United States)

    Lannie, Amanda L.; Martens, Brian K.

    2008-01-01

    Four fifth-grade students were presented with frustration-level math probes while three performance dimensions were measured (i.e., percent intervals on-task, percent correct digits, and digits correct per minute (DCM)). Using a multiple baseline design across participants, students were trained to self-monitor time on-task, accuracy, and…

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

    Science.gov (United States)

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

    2018-01-01

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

  17. Gender-, Race-, and Income-Based Stereotype Threat: The Effects of Multiple Stigmatized Aspects of Identity on Math Performance and Working Memory Function

    Science.gov (United States)

    Tine, Michele; Gotlieb, Rebecca

    2013-01-01

    This study compared the relative impact of gender-, race-, and income-based stereotype threat and examined if individuals with multiple stigmatized aspects of identity experience a larger stereotype threat effect on math performance and working memory function than people with one stigmatized aspect of identity. Seventy-one college students of the…

  18. Re-analysis of NAEP Math and Reading Scores in States with and without High-stakes Tests: Response to Rosenshine

    Directory of Open Access Journals (Sweden)

    Audrey Amrein-Beardsley

    2003-08-01

    Full Text Available Here we address the criticism of our NAEP analyses by Rosenshine (2003. On the basis of his thoughtful critique we redid some of the analyses on which he focused. Our findings contradict his. This is no fault of his, the reasons for which are explained in this paper. Our findings do support our position that high-stakes tests do not do much to improve academic achievement. The extent to which states with high-stakes tests outperform states without high-stakes tests is, at best, indeterminable. Using 1994-1998 NAEP reading and 1996-2000 NAEP math data and accounting for NAEP exemption rates for the same years, we found that states with high-stakes tests are not outperforming states without high-stakes tests in reading in the 4th grade or math in the 8th grade at a statistically significant level. States with high-stakes tests are, however, outperforming states without high-stakes tests in math in the 4th grade at a statistically significant level. Our findings also support our earlier stance that states with high-stakes tests are exempting more students from participating in the NAEP than are states without high-stakes tests. This is more prevalent the more recent the NAEP test administration. This is illustrated in the tables below.

  19. 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.

  20. An Experimental Study of the Effects of Stereotype Threat and Stereotype Lift on Men and Women's Performance in Mathematics

    Science.gov (United States)

    Johnson, Heather J.; Barnard-Brak, Lucy; Saxon, Terrill F.; Johnson, Megan K.

    2012-01-01

    In this study the authors examined the differential effects of stereotype threat and lift between genders on math test performance. They asked 3 questions: (a) What is the effect of gender on math test performance?, (b) What is the effect of stereotyping condition (threat, lift, or neither) on math test performance?, and (c) What is the effect of…

  1. Compressible Fluid Suspension Performance Testing

    National Research Council Canada - National Science Library

    Hoogterp, Francis

    2003-01-01

    ... compressible fluid suspension system that was designed and installed on the vehicle by DTI. The purpose of the tests was to evaluate the possible performance benefits of the compressible fluid suspension system...

  2. Where Lab Tests Are Performed

    Science.gov (United States)

    ... example, there may be sections that focus on microbiology, hematology, chemistry, and blood banking . Other units may perform highly specialized tests using electron microscopy and immunohistochemistry, and still others ...

  3. Performance testing With JMeter 29

    CERN Document Server

    Erinle, Bayo

    2013-01-01

    Performance Testing With JMeter 2.9 is a standard tutorial that will help you polish your fundamentals, guide you through various advanced topics, and along the process help you learn new tools and skills.This book is for developers, quality assurance engineers, testers, and test managers new to Apache JMeter, or those who are looking to get a good grounding in how to effectively use and become proficient with it. No prior testing experience is required.

  4. 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)…

  5. 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…

  6. Tangible Math

    Science.gov (United States)

    Scarlatos, Lori L.

    2006-01-01

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

  7. Math Problem

    Science.gov (United States)

    Oguntoyinbo, Lekan

    2012-01-01

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

  8. 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.

  9. 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.…

  10. 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...

  11. Performance Testing of Cutting Fluids

    DEFF Research Database (Denmark)

    Belluco, Walter

    The importance of cutting fluid performance testing has increased with documentation requirements of new cutting fluid formulations based on more sustainable products, as well as cutting with minimum quantity of lubrication and dry cutting. Two sub-problems have to be solved: i) which machining...... tests feature repeatability, reproducibility and sensitivity to cutting fluids, and ii) to what extent results of one test ensure relevance to a wider set of machining situations. The present work is aimed at assessing the range of validity of the different testing methods, investigating correlation...... within the whole range of operations, materials, cutting fluids, operating conditions, etc. Cutting fluid performance was evaluated in turning, drilling, reaming and tapping, and with respect to tool life, cutting forces, chip formation and product quality (dimensional accuracy and surface integrity...

  12. 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

  13. What Math Matters? Types of Mathematics Knowledge and Relationships to Methods Course Performance

    Science.gov (United States)

    Kajander, Ann; Holm, Jennifer

    2016-01-01

    This study investigated the effect of a departmental focus on enhanced mathematics knowledge for teaching on overall performance in upper elementary mathematics methods courses. The study examined the effect of performance on a new course in mathematics for teaching on performance at the methods course level. In addition, the effect of performance…

  14. LFK, FORTRAN Application Performance Test

    International Nuclear Information System (INIS)

    McMahon, F.H.

    1991-01-01

    1 - Description of program or function: LFK, the Livermore FORTRAN Kernels, is a computer performance test that measures a realistic floating-point performance range for FORTRAN applications. Informally known as the Livermore Loops test, the LFK test may be used as a computer performance test, as a test of compiler accuracy (via checksums) and efficiency, or as a hardware endurance test. The LFK test, which focuses on FORTRAN as used in computational physics, measures the joint performance of the computer CPU, the compiler, and the computational structures in units of Mega-flops/sec or Mflops. A C language version of subroutine KERNEL is also included which executes 24 samples of C numerical computation. The 24 kernels are a hydrodynamics code fragment, a fragment from an incomplete Cholesky conjugate gradient code, the standard inner product function of linear algebra, a fragment from a banded linear equations routine, a segment of a tridiagonal elimination routine, an example of a general linear recurrence equation, an equation of state fragment, part of an alternating direction implicit integration code, an integrate predictor code, a difference predictor code, a first sum, a first difference, a fragment from a two-dimensional particle-in-cell code, a part of a one-dimensional particle-in-cell code, an example of how casually FORTRAN can be written, a Monte Carlo search loop, an example of an implicit conditional computation, a fragment of a two-dimensional explicit hydrodynamics code, a general linear recurrence equation, part of a discrete ordinates transport program, a simple matrix calculation, a segment of a Planck distribution procedure, a two-dimensional implicit hydrodynamics fragment, and determination of the location of the first minimum in an array. 2 - Method of solution: CPU performance rates depend strongly on the maturity of FORTRAN compiler machine code optimization. The LFK test-bed executes the set of 24 kernels three times, resetting the DO

  15. Radioactive material packaging performance testing

    International Nuclear Information System (INIS)

    Romano, T.; Cruse, J.M.

    1991-02-01

    To provide uniform packaging of hazardous materials on an international level, the United Nations has developed packaging recommendations that have been implemented worldwide. The United Nations packaging recommendations are performance oriented, allowing for a wide variety of package materials and systems. As a result of this international standard, efforts in the United States are being directed toward use of performance-oriented packaging and elimination of specification (designed) packaging. This presentation will focus on trends, design evaluation, and performance testing of radioactive material packaging. The impacts of US Department of Transportation Dockets HM-181 and HM-169A on specification and low-specific activity radioactive material packaging requirements are briefly discussed. The US Department of Energy's program for evaluating radioactive material packings per US Department of Transportation Specification 7A Type A requirements, is used as the basis for discussing low-activity packaging performance test requirements. High-activity package testing requirements are presented with examples of testing performed at the Hanford Site that is operated by Westinghouse Hanford Company for the US Department of Energy. 5 refs., 2 tabs

  16. You failed your math test, comrade Einstein adventures and misadventures of young mathematicians or test your skills in almost recreational mathematics

    CERN Document Server

    2005-01-01

    This groundbreaking work features two essays written by the renowned mathematician Ilan Vardi. The first essay presents a thorough analysis of contrived problems suggested to "undesirable" applicants to the Department of Mathematics of Moscow University. His second essay gives an in-depth discussion of solutions to the Year 2000 International Mathematical Olympiad, with emphasis on the comparison of the olympiad problems to those given at the Moscow University entrance examinations. The second part of the book provides a historical background of a unique phenomenon in mathematics, which flourished in the 1970s-80s in the USSR. Specially designed math problems were used not to test students' ingenuity and creativity but, rather, as "killer problems," to deny access to higher education to "undesirable" applicants. The focus of this part is the 1980 essay, "Intellectual Genocide", written by B Kanevsky and V Senderov. It is being published for the first time. Also featured is a little-known page of the Soviet hi...

  17. GEM: Performance and aging tests

    International Nuclear Information System (INIS)

    Cho, H.S.; Kadyk, J.; Han, S.H.; Hong, W.S.; Perez-Mendez, V.; Wenzel, W.; Pitts, K.; Martin, M.D.; Hutchins, J.B.

    1999-01-01

    Performance and aging tests have been done to characterize Gas Electron Multipliers (GEMs), including further design improvements such as a thicker GEM and a closed GEM. Since the effective GEM gain is typically smaller than the absolute GEM gain, due to trapping of avalanche electrons at the bottom GEM electrode, the authors performed field simulations and measurements for better understanding, and discuss methods to eliminate this effect. Other performance parameters of the GEMs are also presented, including absolute GEM gain, short-term and long-term gain stabilities

  18. The Consequences of the National Math and Science Performance Environment for Gender Differences in STEM Aspiration

    Directory of Open Access Journals (Sweden)

    Allison Mann

    2016-07-01

    Full Text Available Using the lens of expectation states theory, which we formalize in Bayesian terms, this article examines the influences of national performance and self-assessment contexts on gender differences in the rate of aspiring to science, technology, engineering, and mathematics (STEM occupations. We demonstrate that girls hold themselves to a higher performance standard than do boys before forming STEM orientations, and this gender "standards gap" grows with the strength of a country’s performance environment. We also demonstrate that a repeatedly observed paradox in this literature—namely, that the STEM gender gap increases with a more strongly gender-egalitarian national culture—vanishes when the national performance culture is taken into account. Whereas other research has proposed theories to explain the apparent paradox as an empirical reality, we demonstrate that the empirical relationship is as expected; net of the performance environment, countries with a more gender-egalitarian culture have a smaller gender gap in STEM orientations. We also find, consistent with our theory, that the proportion of high-performing girls among STEM aspirants grows with the strength of the national performance environment even as the overall gender gap in STEM orientations grows because of offsetting behavior by students at the lower end of the performance distribution.

  19. [Differential diagnosis of primary and secondary mathematical learning disability – indications from the dyscalculia test Basis-Math 4–8].

    Science.gov (United States)

    Krinzinger, Helga

    2016-09-01

    Studies in children with AD(H)D without mathematical learning disability (MLD) as well as studies on the effects of methylphenidate on arithmetic have shown that most deficits in mathematics and most error types commonly described as specific to developmental dyscalculia (e. g., finger-counting, fact-retrieval deficit, complex counting, difficulties with carry/borrow procedures, self-corrections) cannot be classified as such and should thus not be used for the differential diagnosis of primary dyscalculia and secondary MLD. This article proposes using the overall score in the dyscalculia test Basis-Math 4-8 (Moser Opitz et al., 2010) as well as implausible subtraction errors as a marker for dyscalculia and the number of self-corrections made during the test as a cognitive marker for attention deficits. Hierarchical cluster analyses were calculated in a sample of 51 clinically referred children with normal IQ and suspicion of MLD, using IQ, years of schooling, overall score of the Basis-Math 4–8 and number of self-corrections in this test as variables. The results revealed a subgroup with primary dyscalculia as well as three subgroups with secondary MLD (two with attention deficit hyperactivity disorder, one with depression and one small subgroup with high IQ). In conclusion, the Basis-Math 4–8 (Moser Opitz et al., 2010) can offer substantial information for the differential diagnosis of dyscalculia and secondary deficits in mathematics due to attention problems and enable optimization of treatment decisions for the different groups.

  20. Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE

    Science.gov (United States)

    Stone, James R., III; Alfeld, Corinne; Pearson, Donna; Lewis, Morgan V.; Jensen, Susan

    2006-01-01

    An experimental study tested a model for enhancing mathematics instruction in five high school career and technical education (CTE) programs (agriculture, auto technology, business/marketing, health, and information technology). The model consisted of a pedagogy and intense teacher professional development. Volunteer CTE teachers were randomly…

  1. 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)

  2. Test Driven Development: Performing Art

    Science.gov (United States)

    Bache, Emily

    The art of Test Driven Development (TDD) is a skill that needs to be learnt, and which needs time and practice to master. In this workshop a select number of conference participants with considerable skill and experience are invited to perform code katas [1]. The aim is for them to demonstrate excellence and the use of Test Driven Development, and result in some high quality code. This would be for the benefit of the many programmers attending the conference, who could come along and witness high quality code being written using TDD, and get a chance to ask questions and provide feedback.

  3. How Do Students' Mastery and Performance Goals Relate to Math Anxiety?

    Science.gov (United States)

    Furner, Joseph M.; Gonzalez-DeHass, Alyssa

    2011-01-01

    A changing, economically competitive world has necessitated reform in mathematics education. Yet mathematics anxiety has been a prevalent concern among educators and others in our society for decades. Some students tend to be more anxious about the testing process and can often freeze up, others just cringe when they are confronted with any form…

  4. Cognitive Processes and Math Performance: A Study with Children at Third Grade of Basic Education

    Science.gov (United States)

    Campos, Isabel S.; Almeida, Leandro S.; Ferreira, Aristides I.; Martinez, Luis F.; Ramalho, Gloria

    2013-01-01

    The present study aims to examine the relationship between cognitive factors and mathematical achievement in primary education. Participants were 103 Portuguese third grade students, aged 8 and 9. All participants completed a battery for working memory (WMTB-C), a test of general intelligence (Raven's Progressive Color Matrices), a selective…

  5. Gender-related effects of contemporary math instruction for low performers on problem solving behaviour

    NARCIS (Netherlands)

    Timmermans, R.E.; van Lieshout, E.C.D.M.; Verhoeven, L.

    2007-01-01

    Effects of guided (GI) and direct instruction (DI) in solving subtraction problems for mathematically low performers in regular schools were compared. In the GI condition, self-development of solution procedures was encouraged whereas in the DI condition one prescribed strategy was to be used. Forty

  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. 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.

  9. CFARMHD -- A MathCAD PC program to evaluate performance and economics of CFARII fusion reactors

    International Nuclear Information System (INIS)

    Logan, B.G.

    1992-01-01

    This report describes a PC computer program ''CFARMHD'', developed to evaluate the performance (MHD cycle efficiency) and economics (Cost-of-Electricity CoE) for pulsed fusion reactors using the Compact Fusion Advanced Rankine II (CFARII) MHD Balance of Plant (BoP). The CFARII concept to which this code applies is generic to any fusion driver which can be characterized by an assumed yield Y (GJ), target gain G, and unit cost ($/joule driver). The CFARMHD code models the sizes, masses, energies, mass flows and powers corresponding to the physical systems and optimizes them to minimize CoE for given Y, G, $/joule, and choice of material for the working fluid (cast as solid spherical shells around the target). A description of the models used in the CFARMHD code is given in Section 11, and the CoE minimization procedure used in the code is described in Section III

  10. THE EFFECTS OF GAMING ON WORKING MEMORY, INATTENTION, READING AND MATH – A LONGITUDINAL STUDY

    OpenAIRE

    Sjöwall, Douglas

    2010-01-01

    Previous research has shown both positive and negative effects of gaming on academic and cognitive performance. The purpose of this study was to assess the effect of gaming on development of working memory (WM), inattention, reading and math ability using a longitudinal design. A randomly chosen sample of 335 (168 girls) 6–25 year olds performed tests of visuo-spatial and verbal WM, reading and math ability twice, with a two year interval. Gaming and inattention were assed with questionnaires...

  11. 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…

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

    Science.gov (United States)

    Kercood, Suneeta; Grskovic, Janice A.

    2010-01-01

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

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

    Science.gov (United States)

    Duncan, Hollis; Dick, Thomas

    2000-01-01

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

  14. Radioactive material packaging performance testing

    International Nuclear Information System (INIS)

    Romano, T.

    1992-06-01

    In an effort to provide uniform packaging of hazardous material on an international level, recommendations for the transport of dangerous goods have been developed by the United Nations. These recommendations are performance oriented and contrast with a large number of packaging specifications in the US Department of Transportation's hazard materials regulations. This dual system presents problems when international shipments enter the US Department of Transportation's system. Faced with the question of continuing a dual system or aligning with the international system, the Research and Special Programs Administration of the US Department of Transportation responded with Docket HM-181. This began the transition toward the international transportation system. Following close behind is Docket HM-169A, which addressed low specific activity radioactive material packaging. This paper will discuss the differences between performance-oriented and specification packaging, the transition toward performance-oriented packaging by the US Department of Transportation, and performance-oriented testing of radioactive material packaging by Westinghouse Hanford Company. Dockets HM-181 and HM-169A will be discussed along with Type A (low activity) and Type B (high activity) radioactive material packaging evaluations

  15. Test Performance Related Dysfunctional Beliefs

    Directory of Open Access Journals (Sweden)

    Recep TÜTÜNCÜ

    2012-11-01

    Full Text Available Objective: Examinations by using tests are very frequently used in educational settings and successful studying before the examinations is a complex matter to deal with. In order to understand the determinants of success in exams better, we need to take into account not only emotional and motivational, but also cognitive aspects of the participants such as dysfunctional beliefs. Our aim is to present the relationship between candidates’ characteristics and distorted beliefs/schemata just before an examination. Method: The subjects of the study were 30 female and 30 male physicians who were about to take the medical specialization exam (MSE in Turkey. Dysfunctional Attitude Scale (DAS and Young Schema Questionnaire Short Form (YSQ-SF were applied to the subjects. The statistical analysis was done using the F test, Mann-Whitney, Kruskal-Wallis, chi-square test and spearman’s correlation test. Results: It was shown that some of the DAS and YSQ-SF scores were significantly higher in female gender, in the group who could not pass the exam, who had repetitive examinations, who had their first try taking an examination and who were unemployed at the time of the examination. Conclusion: Our findings indicate that candidates seeking help before MSE examination could be referred for cognitive therapy or counseling even they do not have any psychiatric diagnosis due to clinically significant cognitive distortion. Measurement and treatment of cognitive distortions that have negative impact on MSE performance may improve the cost-effectiveness and mental well being of the young doctors.

  16. 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.

  17. 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

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

    Science.gov (United States)

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

    2008-12-01

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

  19. 40 CFR 60.8 - Performance tests.

    Science.gov (United States)

    2010-07-01

    ... 40 Protection of Environment 6 2010-07-01 2010-07-01 false Performance tests. 60.8 Section 60.8... PERFORMANCE FOR NEW STATIONARY SOURCES General Provisions § 60.8 Performance tests. (a) Except as specified in... conduct performance test(s) and furnish the Administrator a written report of the results of such...

  20. Problems in the Pipeline: Stereotype Threat and Women's Achievement in High-Level Math Courses

    Science.gov (United States)

    Good, Catherine; Aronson, Joshua; Harder, Jayne Ann

    2008-01-01

    It is well established that negative stereotypes can undermine women's performance on mathematics tests. Despite considerable laboratory evidence for the role of "stereotype threat" in girls' and women's math test performance, the relevance of such findings for the "real world" gender test-score gap remains unclear and debates about causes focus…

  1. 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…

  2. 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.

  3. 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…

  4. 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…

  5. 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.

  6. 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.

  7. Stereotype Threat, Test Anxiety, and Mathematics Performance

    Science.gov (United States)

    Tempel, Tobias; Neumann, Roland

    2014-01-01

    We investigated the combined effects of stereotype threat and trait test anxiety on mathematics test performance. Stereotype threat and test anxiety interacted with each other in affecting performance. Trait test anxiety predicted performance only in a diagnostic condition that prevented stereotype threat by stereotype denial. A state measure of…

  8. 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.

  9. Profiles of school motivation and emotional well-being among adolescents : Associations with math and reading performance

    OpenAIRE

    Parhiala, Pauliina; Torppa, Minna; Vasalampi, Kati; Eklund, Kenneth; Poikkeus, Anna-Maija; Aro, Tuija

    2018-01-01

    This study examines profiles of school motivation and emotional well-being and their links to academic skills (reading and math) among adolescents (N = 1629) at the end of comprehensive school (age 15–16). Using a person-centered approach (latent profile analysis), five distinct profile groups were identified. Three of the identified groups had a flat profile in motivation and well-being but at different levels. The first group manifested high motivation and well-being (n = 178, 11%); the sec...

  10. 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.

  11. Operator performance in non-destructive testing: A study of operator performance in a performance test

    Energy Technology Data Exchange (ETDEWEB)

    Enkvist, J.; Edland, A.; Svenson, Ola [Stockholm Univ. (Sweden). Dept. of Psychology

    2000-05-15

    In the process industries there is a need of inspecting the integrity of critical components without disrupting the process. Such in-service inspections are typically performed with non-destructive testing (NDT). In NDT the task of the operator is to (based on diagnostic information) decide if the component can remain in service or not. The present study looks at the performance in NDT. The aim is to improve performance, in the long run, by exploring the operators' decision strategies and other underlying factors and to this way find out what makes some operators more successful than others. Sixteen operators performed manual ultrasonic inspections of four test pieces with the aim to detect (implanted) cracks. In addition to these performance demonstration tests (PDT), the operators performed independent ability tests and filled out questionnaires. The results show that operators who trust their gut feeling more than the procedure (when the two come to different results) and that at the same time have a positive attitude towards the procedure have a higher PDT performance. These results indicate the need for operators to be motivated and confident when performing NDT. It was also found that the operators who performed better rated more decision criteria higher in the detection phase than the operators who performed worse. For characterizing it was the other way around. Also, the operators who performed better used more time, both detecting and characterizing, than the operators who performed worse.

  12. Operator performance in non-destructive testing: A study of operator performance in a performance test

    International Nuclear Information System (INIS)

    Enkvist, J.; Edland, A.; Svenson, Ola

    2000-05-01

    In the process industries there is a need of inspecting the integrity of critical components without disrupting the process. Such in-service inspections are typically performed with non-destructive testing (NDT). In NDT the task of the operator is to (based on diagnostic information) decide if the component can remain in service or not. The present study looks at the performance in NDT. The aim is to improve performance, in the long run, by exploring the operators' decision strategies and other underlying factors and to this way find out what makes some operators more successful than others. Sixteen operators performed manual ultrasonic inspections of four test pieces with the aim to detect (implanted) cracks. In addition to these performance demonstration tests (PDT), the operators performed independent ability tests and filled out questionnaires. The results show that operators who trust their gut feeling more than the procedure (when the two come to different results) and that at the same time have a positive attitude towards the procedure have a higher PDT performance. These results indicate the need for operators to be motivated and confident when performing NDT. It was also found that the operators who performed better rated more decision criteria higher in the detection phase than the operators who performed worse. For characterizing it was the other way around. Also, the operators who performed better used more time, both detecting and characterizing, than the operators who performed worse

  13. 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...

  14. 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…

  15. Advanced Math Equals Career Readiness. Math Works

    Science.gov (United States)

    Achieve, Inc., 2013

    2013-01-01

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

  16. Ecotoxicological testing of performance fluids

    International Nuclear Information System (INIS)

    Kallqvist, T.

    1990-05-01

    The report deals with a project comprising the testing of drilling fluids concerning ecotoxicology, biological degradation, and toxicity. Two types of drilling fluids were tested for toxic effects on marine algae and biological degradability. A fluid based on mineral oil was readily degradable (98% DOC removal in 28 days) while an ether based oil degraded more slowly (56% DOC removal in 28 days). The toxicity of both fluids was tested after emulsification of the oils in water and separating the oil and water phase after equilibration. The EC 50 values obtained with this approach were 8.15 g/l for the oil based fluid and 116 g/l for the ether fluid. 9 figs., 8 tabs

  17. Teaching Math Their Way.

    Science.gov (United States)

    Tankersley, Karen

    1993-01-01

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

  18. 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,…

  19. 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.…

  20. Math word problems for dummies

    CERN Document Server

    Sterling, Mary Jane

    2008-01-01

    Covers percentages, probability, proportions, and moreGet a grip on all types of word problems by applying them to real lifeAre you mystified by math word problems? This easy-to-understand guide shows you how to conquer these tricky questions with a step-by-step plan for finding the right solution each and every time, no matter the kind or level of problem. From learning math lingo and performing operations to calculating formulas and writing equations, you''ll get all the skills you need to succeed!Discover how to: * Translate word problems into plain English* Brush up on basic math skills* Plug in the right operation or formula* Tackle algebraic and geometric problems* Check your answers to see if they work

  1. 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.

  2. 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…

  3. Performance in complex motor tasks deteriorates in hyperthermic humans

    DEFF Research Database (Denmark)

    Piil, Jacob Feder; Lundbye-Jensen, Jesper; Trangmar, Steven J

    2017-01-01

    -motor tracking performance was reduced by 10.7 ± 6.5% following exercise-induced hyperthermia when integrated in the multipart protocol and 4.4 ± 5.7% when tested separately (bothP 1.3% (P math tasks...... of information or decision-making prior to responding. We hypothesized that divergences could relate to task complexity and developed a protocol consisting of 1) simple motor task [TARGET_pinch], 2) complex motor task [Visuo-motor tracking], 3) simple math task [MATH_type], 4) combined motor-math task [MATH...

  4. 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...

  5. Integrated Performance Testing Workshop, Modules 6 - 11

    Energy Technology Data Exchange (ETDEWEB)

    Leach, Janice; Torres, Teresa M.

    2012-10-01

    These modules cover performance testing of: Interior Detection Systems; Access Controls; Exterior Detection Systems; Video Assessment Systems; SNM / Contraband Detection Systems; Access Delay Elements

  6. Gender Gap in Maths Test Scores in South Korea and Hong Kong: Role of Family Background and Single-Sex Schooling

    Science.gov (United States)

    Kim, Doo Hwan; Law, Helen

    2012-01-01

    In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls' disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated…

  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. 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.

  9. Contextualism adds realism: nursing students' perceptions of and performance in numeracy skills tests.

    Science.gov (United States)

    Ramjan, Lucie M

    2011-11-01

    This project investigated nursing students' perceptions of and performance in a de-contextualised diagnostic maths paper (i.e. questions only) and a contextualised diagnostic maths paper (i.e. visual pictures along with questions). Sampling was purposive, the criteria being that participants would be from the population of student nurses (n=700) in their second year, of a three-year Bachelor of Nursing course, undertaking a Unit 'Medical-Surgical Nursing 1' (MSN1) at one of four campuses across the University of Western Sydney (UWS), NSW, Australia. The numerical test scores for both papers were analysed with the assistance of SPSS software and a Professional Development Officer. The survey data were analysed manually and thematically by the researcher. There was a substantive improvement in scores from Test 1 (de-contextualised) to Test 2 (contextualised). It is uncertain whether the change occurred because Test 2 is a genuinely better presentation than Test 1 or just a practice effect. Nevertheless, the contextualised paper was preferred by the majority of students (80%). Students preferred the visual images and revealed that it led to a "deeper learning" of numeracy skills, reduced stress and anxiety levels and simulated 'the real life' clinical setting, thus adding "an element of realism" to the situation. Copyright © 2010 Elsevier Ltd. All rights reserved.

  10. 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

  11. 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.

  12. 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.

  13. Performance test for a solar water heater

    Science.gov (United States)

    1979-01-01

    Two reports describe procedures and results of performance tests on domestic solar powered hot water system. Performance tests determine amount of energy collected by system, amount of energy delivered to solar source, power required to operate system and maintain proper tank temperature, overall system efficiency, and temperature distribution in tank.

  14. 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 ...

  15. 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...

  16. 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)

  17. Performance Testing of Download Services of COSMC

    Directory of Open Access Journals (Sweden)

    Jiří Horák

    2013-11-01

    Full Text Available The paper presents results of performance tests of download services of Czech Office of Surveying, Mapping and Cadastre according to INSPIRE  requirements. Methodology of testing is explained, including monitoring performance  of reference servers. 26 millions of random requests were generated for each monitored operation, layer and coordinate system. The temporal development of performance indicators are analyzed and discussed. Results of performance tests approve the compliance with INSPIRE qualitative requirements for download services. All monitored services satisfy requirements of latency, capacity and availability. The latency and availability requirements are fulfilled with an abundant reserve. No problems in structure and content of responses were detected.

  18. 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....

  19. A Summer Math and Physics Program for High School Students: Student Performance and Lessons Learned in the Second Year

    Science.gov (United States)

    Timme, Nicholas; Baird, Michael; Bennett, Jake; Fry, Jason; Garrison, Lance; Maltese, Adam

    2013-05-01

    For the past two years, the Foundations in Physics and Mathematics (FPM) summer program has been held at Indiana University in order to fulfill two goals: provide additional physics and mathematics instruction at the high school level, and provide physics graduate students with experience and autonomy in designing curricula and teaching courses. In this paper we will detail changes made to the program for its second year and the motivation for these changes, as well as implications for future iterations of the program. We gauge the impact of the changes on student performance using pre-/post-test scores, student evaluations, and anecdotal evidence. These data show that the program has a positive impact on student knowledge and this impact was greater in magnitude in the second year of the program. We attribute this improvement primarily to the inclusion of more inquiry-driven activities. All activities, worksheets, and lesson plans used in the program are available online.

  20. Executive Function Buffers the Association between Early Math and Later Academic Skills

    Directory of Open Access Journals (Sweden)

    Andrew D. Ribner

    2017-05-01

    Full Text Available Extensive evidence has suggested that early academic skills are a robust indicator of later academic achievement; however, there is mixed evidence of the effectiveness of intervention on academic skills in early years to improve later outcomes. As such, it is clear there are other contributing factors to the development of academic skills. The present study tests the role of executive function (EF (a construct made up of skills complicit in the achievement of goal-directed tasks in predicting 5th grade math and reading ability above and beyond math and reading ability prior to school entry, and net of other cognitive covariates including processing speed, vocabulary, and IQ. Using a longitudinal dataset of N = 1292 participants representative of rural areas in two distinctive geographical parts of the United States, the present investigation finds EF at age 5 strongly predicts 5th grade academic skills, as do cognitive covariates. Additionally, investigation of an interaction between early math ability and EF reveals the magnitude of the association between early math and later math varies as a function of early EF, such that participants who have high levels of EF can “catch up” to peers who perform better on assessments of early math ability. These results suggest EF is pivotal to the development of academic skills throughout elementary school. Implications for further research and practice are discussed.

  1. Math Error Types and Correlates in Adolescents with and without Attention Deficit Hyperactivity Disorder

    Directory of Open Access Journals (Sweden)

    Agnese Capodieci

    2017-10-01

    Full Text Available Objective: The aim of this study was to examine the types of errors made by youth with and without a parent-reported diagnosis of attention deficit and hyperactivity disorder (ADHD on a math fluency task and investigate the association between error types and youths’ performance on measures of processing speed and working memory.Method: Participants included 30 adolescents with ADHD and 39 typically developing peers between 14 and 17 years old matched in age and IQ. All youth completed standardized measures of math calculation and fluency as well as two tests of working memory and processing speed. Math fluency error patterns were examined.Results: Adolescents with ADHD showed less proficient math fluency despite having similar math calculation scores as their peers. Group differences were also observed in error types with youth with ADHD making more switch errors than their peers.Conclusion: This research has important clinical applications for the assessment and intervention on math ability in students with ADHD.

  2. Development, Validation and Summative Evaluation of Card Pairing Games for Selected Math 8 Topics

    Directory of Open Access Journals (Sweden)

    Ronald O. Ocampo

    2015-12-01

    Full Text Available Traditional classroom situation where students are taught predominantly of lecture-discussion method put the classroom in a mathophobic atmosphere. Oftentimes, students exposed to this classroom atmosphere lead to math anxiety and eventually hate the subject and the teacher. Addressing this, varied interactive strategies to create an atmosphere of discourse has been developed and promoted. The use of instructional games has been viewed as one strategy that promotes active learning inside the classroom. Instructional games support constructivist learning and social learning. This study is aimed at developing, validating and evaluating card pairing games for specific topics in Math 8. The Research and Development model ( R& D was used. The card pairing games was validated by subject experts and experts in developing games. In evaluating the card pairing games, the Quasi-Experimental Pretest-Posttest design was used. There are six card pairing games developed for specific topics in Math 8; the card pairing game is highly valid based on the result of the validation; Students exposed to card pairing game become more intact (homogeneous; Students exposed to card games enhance academic performance. It is recommended to test the effectiveness of card pairing games to other group of students; Encourage math teachers to use the developed math card pairing games for classroom instruction; Develop other card pairing game for specific topics in math.

  3. 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.

  4. Corrosion performance tests for reinforcing steel in concrete : test procedures.

    Science.gov (United States)

    2009-09-01

    The existing test method to assess the corrosion performance of reinforcing steel embedded in concrete, mainly : ASTM G109, is labor intensive, time consuming, slow to provide comparative results, and often expensive. : However, corrosion of reinforc...

  5. Vitrification Facility integrated system performance testing report

    International Nuclear Information System (INIS)

    Elliott, D.

    1997-01-01

    This report provides a summary of component and system performance testing associated with the Vitrification Facility (VF) following construction turnover. The VF at the West Valley Demonstration Project (WVDP) was designed to convert stored radioactive waste into a stable glass form for eventual disposal in a federal repository. Following an initial Functional and Checkout Testing of Systems (FACTS) Program and subsequent conversion of test stand equipment into the final VF, a testing program was executed to demonstrate successful performance of the components, subsystems, and systems that make up the vitrification process. Systems were started up and brought on line as construction was completed, until integrated system operation could be demonstrated to produce borosilicate glass using nonradioactive waste simulant. Integrated system testing and operation culminated with a successful Operational Readiness Review (ORR) and Department of Energy (DOE) approval to initiate vitrification of high-level waste (HLW) on June 19, 1996. Performance and integrated operational test runs conducted during the test program provided a means for critical examination, observation, and evaluation of the vitrification system. Test data taken for each Test Instruction Procedure (TIP) was used to evaluate component performance against system design and acceptance criteria, while test observations were used to correct, modify, or improve system operation. This process was critical in establishing operating conditions for the entire vitrification process

  6. The effects of gender composition on women's experience in math work groups.

    Science.gov (United States)

    Grover, Sarah S; Ito, Tiffany A; Park, Bernadette

    2017-06-01

    The present studies tested a model outlining the effects of group gender composition on self- and others' perceptions of women's math ability in a truly interactive setting with groups composed entirely of naïve participants (N = 158 4-person groups across 3 studies). One woman in each group was designated to be the "expert" by having her complete a tutorial that gave her task-relevant knowledge for a subsequent group task. Group gender composition was hypothesized to influence perceptions of women's math ability through intrapersonal processes (stereotype threat effects on performance) and interpersonal processes (social cohesion between the expert and other group members). Group composition affected the experts' performance in the group math task, but importantly, it also affected their social cohesion with group members. Moreover, both of these effects-lowered performance and poorer social cohesion in male-dominated groups-made independent contributions in accounting for group gender composition effects on perceptions of women's math ability (Studies 1 and 2). Boundary conditions were examined in a 3rd study. Women who had a history of excelling in math and had chosen a math-intensive STEM major were selected to be the designated experts. We predicted and found this would be sufficient to eliminate the effect of group gender composition on interpersonal processes, and correspondingly the effect on women's perceived math ability. Interestingly (and consistent with past work on stereotype threat effects among highly domain-identified individuals), there were continued performance differences indicative of effects on intrapersonal processes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  7. 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.

  8. 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.

  9. The Effects of Humor on Test Anxiety and Test Performance

    Science.gov (United States)

    Tali, Glenda

    2017-01-01

    Testing in an academic setting provokes anxiety in all students in higher education, particularly nursing students. When students experience high levels of anxiety, the resulting decline in test performance often does not represent an accurate assessment of students' academic achievement. This quantitative, experimental study examined the effects…

  10. Integrated Performance Testing for Nonproliferation Support Project

    Energy Technology Data Exchange (ETDEWEB)

    Johns, Russell; Bultz, Garl Alan; Byers, Kenneth R.; Yaegle, William

    2013-08-20

    The objective of this workshop is to provide participants with training in testing techniques and methodologies for assessment of the performance of: Physical Protection system elements; Material Control and Accounting (MC&A) system elements.

  11. Summary of functional and performance test procedures

    DEFF Research Database (Denmark)

    Mitzel, Jens; Gülzow, Erich; Friedrich, K. Andreas

    Different Test Modules (TM) are defined for the functional and performance characterization of a PEMFC stack. The master document TM2.00 defines requirements and methodology for parameter variation, stability and data acquisition.......Different Test Modules (TM) are defined for the functional and performance characterization of a PEMFC stack. The master document TM2.00 defines requirements and methodology for parameter variation, stability and data acquisition....

  12. Cascade Distiller System Performance Testing Interim Results

    Science.gov (United States)

    Callahan, Michael R.; Pensinger, Stuart; Sargusingh, Miriam J.

    2014-01-01

    The Cascade Distillation System (CDS) is a rotary distillation system with potential for greater reliability and lower energy costs than existing distillation systems. Based upon the results of the 2009 distillation comparison test (DCT) and recommendations of the expert panel, the Advanced Exploration Systems (AES) Water Recovery Project (WRP) project advanced the technology by increasing reliability of the system through redesign of bearing assemblies and improved rotor dynamics. In addition, the project improved the CDS power efficiency by optimizing the thermoelectric heat pump (TeHP) and heat exchanger design. Testing at the NASA-JSC Advanced Exploration System Water Laboratory (AES Water Lab) using a prototype Cascade Distillation Subsystem (CDS) wastewater processor (Honeywell d International, Torrance, Calif.) with test support equipment and control system developed by Johnson Space Center was performed to evaluate performance of the system with the upgrades as compared to previous system performance. The system was challenged with Solution 1 from the NASA Exploration Life Support (ELS) distillation comparison testing performed in 2009. Solution 1 consisted of a mixed stream containing human-generated urine and humidity condensate. A secondary objective of this testing is to evaluate the performance of the CDS as compared to the state of the art Distillation Assembly (DA) used in the ISS Urine Processor Assembly (UPA). This was done by challenging the system with ISS analog waste streams. This paper details the results of the AES WRP CDS performance testing.

  13. Severe fuel-damage scoping test performance

    International Nuclear Information System (INIS)

    Gruen, G.E.; Buescher, B.J.

    1983-01-01

    As a result of the Three Mile Island Unit-2 (TMI-2) accident, the Nuclear Regulatory Commission has initiated a severe fuel damage test program to evaluate fuel rod and core response during severe accidents similar to TMI-2. The first test of Phase I of this series has been successfully completed in the Power Burst Facility at the Idaho National Engineering Laboratory. Following the first test, calculations were performed using the TRAC-BD1 computer code with actual experimental boundary conditions. This paper discusses the test conduct and performance and presents the calculated and measured test bundle results. The test resulted in a slow heatup to 2000 K over about 4 h, with an accelerated reaction of the zirconium cladding at temperatures above 1600 K in the lower part or the bundle and 2000 K in the upper portion of the bundle

  14. Work zone performance measures pilot test.

    Science.gov (United States)

    2011-04-01

    Currently, a well-defined and validated set of metrics to use in monitoring work zone performance do not : exist. This pilot test was conducted to assist state DOTs in identifying what work zone performance : measures can and should be targeted, what...

  15. RHIC sextant test: Accelerator systems and performance

    Energy Technology Data Exchange (ETDEWEB)

    Pilat, F.; Trbojevic, D.; Ahrens, L. [and others

    1997-08-01

    One sextant of the RHIC Collider was commissioned in early 1997 with beam. We describe here the performance of the accelerator systems, instrumentation subsystems and application software. We also describe a ramping test without beam that took place after the commissioning with beam. Finally, we analyze the implications of accelerator systems performance and their impact on the planning for RHIC installation and commissioning.

  16. RHIC sextant test: Accelerator systems and performance

    International Nuclear Information System (INIS)

    Pilat, F.; Trbojevic, D.; Ahrens, L.

    1997-01-01

    One sextant of the RHIC Collider was commissioned in early 1997 with beam. We describe here the performance of the accelerator systems, instrumentation subsystems and application software. We also describe a ramping test without beam that took place after the commissioning with beam. Finally, we analyze the implications of accelerator systems performance and their impact on the planning for RHIC installation and commissioning

  17. Are WISC IQ scores in children with mathematical learning disabilities underestimated? The influence of a specialized intervention on test performance.

    Science.gov (United States)

    Lambert, Katharina; Spinath, Birgit

    2018-01-01

    Intelligence measures play a pivotal role in the diagnosis of mathematical learning disabilities (MLD). Probably as a result of math-related material in IQ tests, children with MLD often display reduced IQ scores. However, it remains unclear whether the effects of math remediation extend to IQ scores. The present study investigated the impact of a special remediation program compared to a control group receiving private tutoring (PT) on the WISC IQ scores of children with MLD. We included N=45 MLD children (7-12 years) in a study with a pre- and post-test control group design. Children received remediation for two years on average. The analyses revealed significantly greater improvements in the experimental group on the Full-Scale IQ, and the Verbal Comprehension, Perceptual Reasoning, and Working Memory indices, but not Processing Speed, compared to the PT group. Children in the experimental group showed an average WISC IQ gain of more than ten points. Results indicate that the WISC IQ scores of MLD children might be underestimated and that an effective math intervention can improve WISC IQ test performance. Taking limitations into account, we discuss the use of IQ measures more generally for defining MLD in research and practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. 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.

  19. 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.

  20. 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

  1. Performance of smokeless gasoline fire test facility

    International Nuclear Information System (INIS)

    Griffin, J.F.; Watkins, R.A.

    1978-01-01

    Packaging for radioactive materials must perform satisfactorily when subjected to temperatures simulating an accident involving a fire. The new thermal test facility has proved to be a reliable method for satisfactorily performing the required test. The flame provides sufficient heat to assure that the test is valid, and the temperature can be controlled satisfactorily. Also, the air and water mist systems virtually eliminate any smoke and thereby exceed the local EPA requirements. The combination of the two systems provides an inexpensive, low maintenance technique for elimination of the smoke plume

  2. Maths anxiety and medication dosage calculation errors: A scoping review.

    Science.gov (United States)

    Williams, Brett; Davis, Samantha

    2016-09-01

    A student's accuracy on drug calculation tests may be influenced by maths anxiety, which can impede one's ability to understand and complete mathematic problems. It is important for healthcare students to overcome this barrier when calculating drug dosages in order to avoid administering the incorrect dose to a patient when in the clinical setting. The aim of this study was to examine the effects of maths anxiety on healthcare students' ability to accurately calculate drug dosages by performing a scoping review of the existing literature. This review utilised a six-stage methodology using the following databases; CINAHL, Embase, Medline, Scopus, PsycINFO, Google Scholar, Trip database (http://www.tripdatabase.com/) and Grey Literature report (http://www.greylit.org/). After an initial title/abstract review of relevant papers, and then full text review of the remaining papers, six articles were selected for inclusion in this study. Of the six articles included, there were three experimental studies, two quantitative studies and one mixed method study. All studies addressed nursing students and the presence of maths anxiety. No relevant studies from other disciplines were identified in the existing literature. Three studies took place in the U.S, the remainder in Canada, Australia and United Kingdom. Upon analysis of these studies, four factors including maths anxiety were identified as having an influence on a student's drug dosage calculation abilities. Ultimately, the results from this review suggest more research is required in nursing and other relevant healthcare disciplines regarding the effects of maths anxiety on drug dosage calculations. This additional knowledge will be important to further inform development of strategies to decrease the potentially serious effects of errors in drug dosage calculation to patient safety. Copyright © 2016 Elsevier Ltd. All rights reserved.

  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. NNWSI waste form performance test development

    International Nuclear Information System (INIS)

    Bates, J.K.; Gerding, T.J.

    1984-01-01

    A test method has been developed to measure the release of radionuclides from the waste package under simulated NNWSI repository conditions, and to provide information concerning materials interactions that may occur in the repository. Data from 13 weeks of unsaturated testing are discussed and compared to that from a 13-week analog test. The data indicate that the waste form test is capable of producing consistent, reproducible results that will be useful in evaluating the role of the waste in the long-term performance of the repository. 6 references, 3 figures

  5. Preliminary test conditions for KNGR SBLOCA DVI ECCS performance test

    International Nuclear Information System (INIS)

    Bae, Kyoo Whan; Song, Jin Ho; Chung, Young Jong; Sim, Suk Ku; Park, Jong Kyun

    1999-03-01

    The Korean Next Generation Reactor (KNGR) adopts 4-train Direct Vessel Injection (DVI) configuration and injects the safety injection water directly into the downcomer through the 8.5'' DVI nozzle. Thus, the thermal hydraulic phenomena such as ECCS mixing and bypass are expected to be different from those observed in the cold leg injection. In order to investigate the realistic injection phenomena and modify the analysis code developed in the basis of cold leg injection, thermal hydraulic test with the performance evaluation is required. Preliminarily, the sequence of events and major thermal hydraulic phenomena during the small break LOCA for KNGR are identified from the analysis results calculated by the CEFLASH-4AS/REM. It is shown from the analysis results that the major transient behaviors including the core mixture level are largely affected by the downcomer modeling. Therefore, to investigate the proper thermal hydraulic phenomena occurring in the downcomer with limited budget and time, the separate effects test focusing on this region is considered to be effective and the conceptual test facility based on this recommended. For this test facility the test initial and boundary conditions are developed using the CEFLASH-4AS/REM analysis results that will be used as input for the preliminary test requirements. The final test requirements will be developed through the further discussions with the test performance group. (Author). 10 refs., 18 tabs., 4 figs

  6. 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...

  7. 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

  8. 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…

  9. NRC valve performance test program - check valve testing

    International Nuclear Information System (INIS)

    Jeanmougin, N.M.

    1987-01-01

    The Valve Performance Test Program addresses the current requirements for testing of pressure isolation valves (PIVs) in light water reactors. Leak rate monitoring is the current method used by operating commercial power plants to survey the condition of their PIVs. ETEC testing of three check valves (4-inch, 6-inch, and 12-inch nominal diameters) indicates that leak rate testing is not a reliable method for detecting impending valve failure. Acoustic emission monitoring of check valves shows promise as a method of detecting loosened internals damage. Future efforts will focus on evaluation of acoustic emission monitoring as a technique for determining check valve condition. Three gate valves also will be tested to evaluate whether the check valve results are applicable to gate type PIVs

  10. 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.

  11. Performance testing of extremity dosimeters, Study 2

    International Nuclear Information System (INIS)

    Harty, R.; Reece, W.D.; Hooker, C.D.

    1990-04-01

    The Health Physics Society Standards Committee (HPSSC) Working Group on Performance Testing of Extremity Dosimeters has issued a draft of a proposed standard for extremity dosimeters. The draft standard proposes methods to be used for testing dosimetry systems that determine occupational radiation dose to the extremities and the performance criterion used to determine compliance with the standard. Pacific Northwest Laboratory (PNL) has conducted two separate evaluations of the performance of extremity dosimeter processors to determine the appropriateness of the draft standard, as well as to obtain information regarding the performance of extremity dosimeters. Based on the information obtained during the facility visits and the results obtained from the performance testing, it was recommended that changes be made to ensure that the draft standard is appropriate for extremity dosimeters. The changes include: subdividing the mixture category and the beta particle category; eliminating the neutron category until appropriate flux-to-dose equivalent conversion factors are derived; and changing the tolerance level for the performance criterion to provide consistency with the performance criterion for whole body dosimeters, and to avoid making the draft standard overly difficult for processors of extremity dosimeters to pass. 20 refs., 10 figs., 6 tabs

  12. Predicting College Math Success: Do High School Performance and Gender Matter? Evidence from Sultan Qaboos University in Oman

    Science.gov (United States)

    Islam, M. Mazharul; Al-Ghassani, Asma

    2015-01-01

    The objective of this study was to evaluate the performance of students of college of Science of Sultan Qaboos University (SQU) in Calculus I course, and examine the predictive validity of student's high school performance and gender for Calculus I success. The data for the study was extracted from students' database maintained by the Deanship of…

  13. 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...

  14. Development of turbopump cavitation performance test facility and the test of inducer performance

    International Nuclear Information System (INIS)

    Sohn, Dong Kee; Kim, Chun Tak; Yoon, Min Soo; Cha, Bong Jun; Kim, Jin Han; Yang, Soo Seok

    2001-01-01

    A performance test facility for turbopump inducer cavitation was developed and the inducer cavitation performance tests were performed. Major components of the performance test facility are driving unit, test section, piping, water tank, and data acquisition and control system. The maximum of testing capability of this facility are as follows: flow rate - 30kg/s; pressure - 13 bar, rotational speed - 10,000rpm. This cavitation test facility is characterized by the booster pump installed at the outlet of the pump that extends the flow rate range, and by the pressure control system that makes the line pressure down to vapor pressure. The vacuum pump is used for removing the dissolved air in the water as well as the line pressure. Performance tests were carried out and preliminary data of test model inducer were obtained. The cavitation performance test and cavitation bubble flow visualization were also made. This facility is originally designed for turbopump inducer performance test and cavitation test. However it can be applied to the pump impeller performance test in the future with little modification

  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. Testing prospect theory in students’ performance

    OpenAIRE

    Pérez Galdón, Patricia; Nicolau, Juan Luis

    2013-01-01

    This paper tests the existence of ‘reference dependence’ and ‘loss aversion’ in students’ academic performance. Accordingly, achieving a worse than expected academic performance would have a much stronger effect on students’ (dis)satisfaction than obtaining a better than expected grade. Although loss aversion is a well-established finding, some authors have demonstrated that it can be moderated – diminished, to be precise–. Within this line of research, we also examine whether the students’ e...

  17. 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,…

  18. 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.

  19. Load responsive multilayer insulation performance testing

    International Nuclear Information System (INIS)

    Dye, S.; Kopelove, A.; Mills, G. L.

    2014-01-01

    Cryogenic insulation designed to operate at various pressures from one atmosphere to vacuum, with high thermal performance and light weight, is needed for cryogenically fueled space launch vehicles and aircraft. Multilayer insulation (MLI) performs well in a high vacuum, but the required vacuum shell for use in the atmosphere is heavy. Spray-on foam insulation (SOFI) is often used in these systems because of its light weight, but can have a higher heat flux than desired. We report on the continued development of Load Responsive Multilayer Insulation (LRMLI), an advanced thermal insulation system that uses dynamic beam discrete spacers that provide high thermal performance both in atmosphere and vacuum. LRMLI consists of layers of thermal radiation barriers separated and supported by micromolded polymer spacers. The spacers have low thermal conductance, and self-support a thin, lightweight vacuum shell that provides internal high vacuum in the insulation. The dynamic load responsive spacers compress to support the external load of a vacuum shell in one atmosphere, and decompress under reduced atmospheric pressure for lower heat leak. Structural load testing was performed on the spacers with various configurations. LRMLI was installed on a 400 liter tank and boil off testing with liquid nitrogen performed at various chamber pressures from one atmosphere to high vacuum. Testing was also performed with an MLI blanket on the outside of the LRMLI

  20. Load responsive multilayer insulation performance testing

    Energy Technology Data Exchange (ETDEWEB)

    Dye, S.; Kopelove, A. [Quest Thermal Group, 6452 Fig Street Suite A, Arvada, CO 80004 (United States); Mills, G. L. [Ball Aerospace and Technologies Corp, 1600 Commerce Street, Boulder, CO 80301 (United States)

    2014-01-29

    Cryogenic insulation designed to operate at various pressures from one atmosphere to vacuum, with high thermal performance and light weight, is needed for cryogenically fueled space launch vehicles and aircraft. Multilayer insulation (MLI) performs well in a high vacuum, but the required vacuum shell for use in the atmosphere is heavy. Spray-on foam insulation (SOFI) is often used in these systems because of its light weight, but can have a higher heat flux than desired. We report on the continued development of Load Responsive Multilayer Insulation (LRMLI), an advanced thermal insulation system that uses dynamic beam discrete spacers that provide high thermal performance both in atmosphere and vacuum. LRMLI consists of layers of thermal radiation barriers separated and supported by micromolded polymer spacers. The spacers have low thermal conductance, and self-support a thin, lightweight vacuum shell that provides internal high vacuum in the insulation. The dynamic load responsive spacers compress to support the external load of a vacuum shell in one atmosphere, and decompress under reduced atmospheric pressure for lower heat leak. Structural load testing was performed on the spacers with various configurations. LRMLI was installed on a 400 liter tank and boil off testing with liquid nitrogen performed at various chamber pressures from one atmosphere to high vacuum. Testing was also performed with an MLI blanket on the outside of the LRMLI.

  1. USING BAYESIAN NETWORKS TO UNDERSTAND RELATIONSHIPS AMONG MATH ANXIETY, GENDERS, PERSONALITY TYPES, AND STUDY HABITS AT A UNIVERSITY IN JORDAN

    Directory of Open Access Journals (Sweden)

    Linda Smail

    2016-12-01

    Full Text Available Mathematics is the foundation of all sciences, but most students have problems learning math. Although students’ success in life related to their success in learning, many would not take a math course unless it is their university’s core requirements. Multiple reasons exist for students’ poor performance in mathematics, but one prevalent variable worth consideration is the personality type. This work seeks to uncover relationships, if any, between students’ math anxiety and the students’ learning type in learning math and preparing for exams and tests. We use Bayesian networks to link those different variables and detect possible relationships among these variables. The data was obtained from population of 468 students during spring in 2009 at a U.S. institution in Jordan. Not many researches have been performed in the area of math study and personality types so we undertook this study to add to this area of knowledge. The study reveals that math anxiety related to gender, personality type, and study habits among this group of university students. Keywords: Mathematics Anxiety, MBTI, Personality Types, Bayesian Networks DOI: http://dx.doi.org/10.22342/jme.8.1.3405.17-34

  2. NetBench. Automated Network Performance Testing

    CERN Document Server

    Cadeddu, Mattia

    2016-01-01

    In order to evaluate the operation of high performance routers, CERN has developed the NetBench software to run benchmarking tests by injecting various traffic patterns and observing the network devices behaviour in real-time. The tool features a modular design with a Python based console used to inject traffic and collect the results in a database, and a web user

  3. Testing for Distortions in Performance Measures

    DEFF Research Database (Denmark)

    Sloof, Randolph; Van Praag, Mirjam

    2015-01-01

    Distorted performance measures in compensation contracts elicit suboptimal behavioral responses that may even prove to be dysfunctional (gaming). This paper applies the empirical test developed by Courty and Marschke (Review of Economics and Statistics, 90, 428-441) to detect whether the widely...

  4. Testing for Distortions in Performance Measures

    DEFF Research Database (Denmark)

    Sloof, Randolph; Van Praag, Mirjam

    Distorted performance measures in compensation contracts elicit suboptimal behavioral responses that may even prove to be dysfunctional (gaming). This paper applies the empirical test developed by Courty and Marschke (2008) to detect whether the widely used class of Residual Income based performa...

  5. Drop Performance Test of CRDMs for JRTR

    Energy Technology Data Exchange (ETDEWEB)

    Choi, Myoung-Hwan; Cho, Yeong-Garp; Chung, Jong-Ha [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of); Kim, Jung-Hyun [POSCO Plandtec Co. Ltd, Ulsan (Korea, Republic of); Lee, Kwan-Hee [RIST, Pohang (Korea, Republic of)

    2015-10-15

    The drop test results of CRDMs with AC-type electromagnet show that the initial delay times are not satisfied with the requirement, 0.15 seconds. After the replacement of the electromagnet from AC-type to DCtype, the drop times of CARs and accelerations due to the impact of moving parts are satisfied with all requirements. As a result, it is found that four CRDMs to be installed at site have a good drop performance, and meet all performance requirements. A control rod drive mechanism (CRDM) is a device to control the position of a control absorber rod (CAR) in the core by using a stepping motor which is commanded by the reactor regulating system (RRS) to control the reactivity during the normal operation of the reactor. The top-mounted CRDM driven by the stepping motor for Jordan Research and Training Reactor (JRTR) has been developed in KAERI. The CRDM for JRTR has been optimized by the design improvement based on that of the HANARO. It is necessary to verify the performances such as the stepping, drop, endurance, vibration, seismic and structural integrity for active components. Especially, the CAR drop curves are important data for the safety analysis. This paper describes the test results to demonstrate the drop performances of a prototype and 4 CRDMs to be installed at site. The tests are carried out at a test rig simulating the actual reactor's conditions.

  6. SIMS Prototype System 4: performance test report

    Energy Technology Data Exchange (ETDEWEB)

    1978-10-09

    The results obtained during testing of a self-contained, preassembled air type solar system, designed for installation remote from the dwelling, to provide space heating and hot water are presented. Data analysis is included which documents the system performance and verifies the suitability of SIMS Prototype System 4 for field installation.

  7. Performance tests for integral reactor nuclear fuel

    Energy Technology Data Exchange (ETDEWEB)

    Sohn, Dong-Seong; Yim, Jeong-Sik; Lee, Chong-Tak; Kim, Han-Soo; Koo, Yang-Hyun; Lee, Byung-Ho; Cheon, Jin-Sik; Oh, Je-Yong

    2006-02-15

    An integral type reactor SMART plans to utilize metallic Zr-U fuel which is Zr-based alloy with 34{approx}38 wt% U. In order to verify the technologies for the design and manufacturing of the fuel and get a license, performance tests were carried out. Experimental Fuel Assembly (EFA) manufactured in KAERI is being successfully irradiated in the MIR reactor of RIAR from September 4 2004, and it has achieved burnup of 0.21 g/cc as of January 25 2006. Thermal properties of irradiated Zr-U fuel were measured. Up to the phase transformation temperature, thermal diffusivity increased linearly in proportion to temperature. However its dependence on the burnup was not significant. RIA tests with 4 unirradiated Zr-U fuel rods were performed in Kurchatov Institute to establish a safety criterion. In the case of the un-irradiated Zr-U fuel, the energy deposition during the control rod ejection accident should be less than 172 cal/g to prevent the failure accompanying fuel fragmentation and dispersal. Finally the irradiation tests of fuel rods have been performed at HANARO. The HITE-2 test was successfully completed up to a burnup of 0.31 g/cc. The HITE-3 test began in February 2004 and will be continued up to a target burnup of 0.6 g/cc.

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

    NARCIS (Netherlands)

    Mak, Peter

    2010-01-01

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

  9. Motivation and Test Anxiety in Test Performance across Three Testing Contexts: The CAEL, CET, and GEPT

    Science.gov (United States)

    Cheng, Liying; Klinger, Don; Fox, Janna; Doe, Christine; Jin, Yan; Wu, Jessica

    2014-01-01

    This study examined test-takers' motivation, test anxiety, and test performance across a range of social and educational contexts in three high-stakes language tests: the Canadian Academic English Language (CAEL) Assessment in Canada, the College English Test (CET) in the People's Republic of China, and the General English Proficiency Test (GEPT)…

  10. 78 FR 18326 - Agency Information Collection Activities; Comment Request; Upward Bound and Upward Bound Math...

    Science.gov (United States)

    2013-03-26

    ...; Comment Request; Upward Bound and Upward Bound Math Science Annual Performance Report AGENCY: The Office... considered public records. Title of Collection: Upward Bound and Upward Bound Math Science Annual Performance...) and Upward Bound Math and Science (UBMS) Programs. The Department is requesting a new APR because of...

  11. Supporting Early Math--Rationales and Requirements for High Quality Software

    Science.gov (United States)

    Haake, Magnus; Husain, Layla; Gulz, Agneta

    2015-01-01

    There is substantial evidence that preschooler's performance in early math is highly correlated to math performance throughout school as well as academic skills in general. One way to help children attain early math skills is by using targeted educational software and the paper discusses potential gains of using such software to support early math…

  12. The Math Gap: a description of the mathematics performance of preschool-aged deaf/hard-of-hearing children.

    Science.gov (United States)

    Pagliaro, Claudia M; Kritzer, Karen L

    2013-04-01

    Over decades and across grade levels, deaf/hard-of-hearing (d/hh) student performance in mathematics has shown a gap in achievement. It is unclear, however, exactly when this gap begins to emerge and in what areas. This study describes preschool d/hh children's knowledge of early mathematics concepts. Both standardized and nonstandardized measures were used to assess understanding in number, geometry, measurement, problem solving, and patterns, reasoning and algebra. Results present strong evidence that d/hh students' difficulty in mathematics may begin prior to the start of formal schooling. Findings also show areas of strength (geometry) and weakness (problem solving and measurement) for these children. Evidence of poor foundational performance may relate to later academic achievement.

  13. “Its Influence Taints All”: Urban Math-ematics Teachers Resisting Performativity through Engagement with the Past

    OpenAIRE

    Povey, Hilary; Adams, Gill; Everley, Rosie

    2017-01-01

    In England, globalisation and neoliberal political agendas have created an en-vironment in which teachers are constantly measured and ranked and subjected to a discourse of marketisation, managerialism, and performativity. This is par-ticularly strongly felt in urban schools, where a discourse that recognised the sys-tematic disadvantages that many urban children experience has been replaced by a discourse of “failing” students, teachers and schools. The effect is to erode teachers’ sense of ...

  14. MFTF test coil construction and performance

    International Nuclear Information System (INIS)

    Cornish, D.N.; Zbasnik, J.P.; Leber, R.L.; Hirzel, D.G.; Johnston, J.E.; Rosdahl, A.R.

    1978-01-01

    A solenoid coil, 105 cm inside the 167 cm outside diameter, has been constructed and tested to study the performance of the stabilized Nb--Ti conductor to be used in the Mirror Fusion Test Facility (MFTF) being built at Lawrence Livermore Laboratory. The insulation system of the test coil is identical to that envisioned for MFTF. Cold-weld joints were made in the conductor at the start and finish of each layer; heaters were fitted to some of these joints and also to the conductor at various locations in the winding. This paper gives details of the construction of the coil and the results of the tests carried out to determine its propagation and recovery characteristics

  15. Performance Test of CCTV in a Test Field

    Energy Technology Data Exchange (ETDEWEB)

    Seo, Hyung Min [Korea Institute of Nuclear Nonproliferation and Control, Daejeon (Korea, Republic of)

    2011-10-15

    On April 12-13, 2010, US President Obama hosted a Nuclear Security Summit in Washington, DC, to enhance international cooperation to prevent nuclear terrorism, an issue which he has identified as the most immediate and extreme threat to global security. The Summit focused on the security of nuclear materials, nonproliferation, disarmament, and peaceful nuclear energy. At the summit, the Republic of Korea was chosen as the host of the next Summit in 2012. This series of events reflects the growing global interest on 'Nuclear Security' and as the host country of the next Nuclear Summit it is the time for Korea to strengthen the physical protection regime for nuclear facilities as a first step of securing its nuclear security capability. KINAC has been operating Test field as a mean of preparing solid backup data for reviewing and revising DBT (Design Basis Threat) and to test components of the conventional physical protection system. CCTV is a key component which is used worldwide for the assessment measure of alarms. In terms of performance test of CCTV, there are several elements such as image quality, coverage and mechanical features (speed of zoom-in-out, capture, angle shift etc.). Speaking of image quality acquired by the CCTV, the quality is subject to resolution, monitor specification, camera housing, camera mounting and lightening. Thus it is clear that performance tests on image quality should consider those factors and vary the factors respectively in order to verify the influence and the interaction among those. Nevertheless due to the restrictions of the current Test field, this paper focuses on the image quality through resolution test under the various lightening conditions

  16. Eurados trial performance test for photon dosimetry

    DEFF Research Database (Denmark)

    Stadtmann, H.; Bordy, J.M.; Ambrosi, P.

    2001-01-01

    Within the framework of the EURADOS Action entitled Harmonisation and Dosimetric Quality Assurance in Individual Monitoring for External Radiation, trial performance tests for whole-body and extremity personal dosemeters were carried out. Photon, beta and neutron dosemeters were considered....... This paper summarises the results of the whole-body photon dosemeter test. Twenty-six dosimetry services from all EU Member States and Switzerland participated. Twelve different radiation fields were used to simulate various workplace irradiation fields. Dose values from 0.4 mSv to 80 mSv were chosen. From...

  17. 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

  18. Testing Solutions for Adult Film Performers.

    Science.gov (United States)

    Bergman, Zachary R

    2014-01-01

    The majority of the nation's adult films are produced in California, and within California, most production occurs in Los Angeles. In order to regulate that content, the County of Los Angeles passed the Safer Sex in the Adult Film Industry Act (Measure B) by way of referendum in November 2012. Measure B requires that adult film producers wishing to film in Los Angeles County obtain permits from the Los Angeles County Department of Public Health, and it also mandates that adult film performers use condoms while filming and "engaging in anal or vaginal sexual intercourse." Nevertheless, between August 2013 and January 2014, several adult film performers in California tested positive for HIV, and the threat of infection remains. Although Measure B is not the best way forward for Los Angeles County, elements of the ordinance should be incorporated into future legislative efforts. Given the economic ramifications of industry flight due to more localized regulations, this Note concludes that California should pass statewide comprehensive reform. Any such new legislation must treat "independent contractors," the classification generally used for adult film performs, as if they were regular employees. Legislation should also couple mandatory testing mechanisms with provisions granting performers the right to choose whether they use condoms. Finally, legislation must include mechanisms that ensure performers' preferences are not improperly tainted by outside forces and pressures. While there will always be risks associated with the production of adult content, if undertaken, these reforms could significantly mitigate those hazards.

  19. Restructuring Schools To Be Math Friendly to Females.

    Science.gov (United States)

    Karp, Karen; Shakeshaft, Charol

    1997-01-01

    The gender gap in math Scholastic Aptitude Test scores, attributable to course avoidance, lack of confidence, and unbalanced classroom instruction, can have serious consequences for young women, such as limited university selection, limited career choices, and lower lifetime salaries. Solutions include hiring math specialists, establishing role…

  20. 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…

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

    Science.gov (United States)

    What Works Clearinghouse, 2012

    2012-01-01

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

  2. Performance test of 100 W linear compressor

    Energy Technology Data Exchange (ETDEWEB)

    Ko, J; Ko, D. Y.; Park, S. J.; Kim, H. B.; Hong, Y. J.; Yeom, H. K. [Korea Institute of Machinery and Materials, Daejeon(Korea, Republic of)

    2013-09-15

    In this paper, we present test results of developed 100 W class linear compressor for Stirling-type pulse tube refrigerator. The fabricated linear compressor has dual-opposed configuration, free piston and moving magnet type linear motor. Power transfer, efficiency and required pressure waveform are predicted with designed and measured specifications. In experiments, room temperature test with flow impedance is conducted to evaluate performance of developed linear compressor. Flow impedance is loaded to compressor with metering valve for flow resistance, inertance tube for flow inertance and buffer volumes for flow compliance. Several operating parameters such as input voltage, current, piston displacement and pressure wave are measured for various operating frequency and fixed input current level. Behaviors of dynamics and performance of linear compressor as varying flow impedance are discussed with measured experimental results. The developed linear compressor shows 124 W of input power, 86 % of motor efficiency and 60 % of compressor efficiency at its resonant operating condition.

  3. 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.

  4. Performance test of a TMS calorimeter

    International Nuclear Information System (INIS)

    Wild, B.

    1986-10-01

    Performance tests of a first calorimeter module using the room temperature liquid tetramethylsilane (TMS) as active element are described in detail. As absorber planed carbon steel slabs had been used. The charge yield is 70% of that in a very pure sample of the liquid. A long term stability of the signal with a lifetime of half a year has been realized. Experiences are described and the results explained in detail. (orig.) [de

  5. RHIC Sextant Test -- Physics and performance

    International Nuclear Information System (INIS)

    Wei, J.; Fischer, W.; Ahrens, L.

    1997-01-01

    This paper presents beam physics and machine performance results of the Relativistic Heavy Ion Collider (RHIC) Sextant and AGS-to-RHIC (AtR) transfer line during the Sextant Test in early 1997. Techniques used to measure both machine properties (difference orbits, dispersion, and beamline optics) and beam parameters (energy, intensity, transverse and longitudinal emittances) are described. Good agreement was achieved between measured and design lattice optics. The gold ion beam quality was shown to approach RHIC design requirements

  6. Performance tests on the NRPB thermoluminescent dosemeter

    CERN Document Server

    Shaw, K B

    1977-01-01

    Performance tests on the thermoluminescent dosemeter, designed at NRPB for use in the automated personal dosimetry system, are described. An ultra-thin lithium borate dosemeter has been developed for skin absorbed dose measurement. The X-ray, gamma-ray and beta-ray energy response of the dosemeter has been investigated and the angular response for the dosemeter has been examined. The annealing, read-out and stabilisation procedures for the dosemeter are described.

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

    Science.gov (United States)

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

    2010-01-01

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

  8. 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…

  9. Assessing the Effect of Language Demand in Bundles of Math Word Problems

    Science.gov (United States)

    Banks, Kathleen; Jeddeeni, Ahmad; Walker, Cindy M.

    2016-01-01

    Differential bundle functioning (DBF) analyses were conducted to determine whether seventh and eighth grade second language learners (SLLs) had lower probabilities of answering bundles of math word problems correctly that had heavy language demands, when compared to non-SLLs of equal math proficiency. Math word problems on each of four test forms…

  10. 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)

  11. Heating facility for blanket and performance test

    Energy Technology Data Exchange (ETDEWEB)

    Furuya, Kazuyuki; Kuroda, Toshimasa; Enoeda, Mikio; Sato, Satoshi; Hatano, Toshihisa; Takatsu, Hideyuki; Ohara, Yoshihiro [Japan Atomic Energy Research Inst., Naka, Ibaraki (Japan). Naka Fusion Research Establishment; Hara, Shigemitsu

    1999-03-01

    A design and a fabrication of heating test facility for a mock-up of the blanket module to be installed in International Thermonuclear Experimental Reactor (ITER) have been conducted to evaluate/demonstrate its heat removal performance and structural soundness under cyclic heat loads. To simulate surface heat flux to the blanket module, infrared heating method is adopted so as to heat large surface area uniformly. The infrared heater is used in vacuum environment (10{sup -4} Torr{approx}), and the lamps are cooled by air flowing through an annulus between the lamp and a cover tube made of quartz glass. Elastomer O rings (available to be used up to {approx}300degC) and used for vacuum seal at outer surface of the cover tube. To prevent excessive heating of the O ring, the end part of the cover tube is specially designed including the tube shape, flow path of air and gold coating on the surface of the cover tube to protect the O ring against thermal radiation from glowing tungsten filament. To examine the performance of the facility, steady state and cyclic operation of the infrared heater were conducted using a small-scaled shielding blanket mock-up as a test specimen. The important results are as follows: (1) Heat flux at the surface of the small-scaled mock-up measured by a calorimeter was {approx}0.2 MW/m{sup 2}. (2) A comparison of thermal analysis results and measured temperature responses showed that the small-scaled mock-up had good heat removal performance. (3) Steady state operation and cyclic operation with step response between the rated and zero powers of the infrared heater were successfully performed, and it was confirmed that this heating facility was well-prepared and available for the thermal cyclic test of a blanket module. (author)

  12. The impact of metacognitive strategies and self-regulating processes of solving math word problems

    Directory of Open Access Journals (Sweden)

    Eda Vula

    2017-09-01

    Full Text Available This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners’ achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems. Two hundred sixty-three learners, of three classes of third graders (N=130 and four classes of fifth graders (N=133 of the elementary cycle from two urban schools of Kosovo, participated in the study. Almost half of the total number of the third and fifth-graderswere exposed to metacognitive instruction. The rest of the learners were included in control classes in which they performed tasks without having been given any specific guidance, based exclusively on traditional methods and respective textbooks. All the learners were tested in math word problems twice, before the intervention and after it. Research findings have shown that metacognitive strategies and self-regulating processes that learners use to control their actions, to reason, and to reflect, are one of the main resources that influence their success in solving a math word problem. Although the difference between the pre-test and the post-test resultswas statistically significant solely with the fifth-grade experimental classes, yet an improved performance was observed in third-grade experimental learners’ classes compared to control classes. Theoretical and practical implications of the research are discussed in the end of the study.

  13. 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)

  14. 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...

  15. Performance Tests for Bubble Blockage Device

    International Nuclear Information System (INIS)

    Ha, Kwang Soon; Wi, Kyung Jin; Park, Rae Joon; Wan, Han Seong

    2014-01-01

    Postulated severe core damage accidents have a high threat risk for the safety of human health and jeopardize the environment. Versatile measures have been suggested and applied to mitigate severe accidents in nuclear power plants. To improve the thermal margin for the severe accident measures in high-power reactors, engineered corium cooling systems involving boiling-induced two-phase natural circulation have been proposed for decay heat removal. A boiling-induced natural circulation flow is generated in a coolant path between a hot vessel wall and cold coolant reservoir. In general, it is possible for some bubbles to be entrained in the natural circulation loop. If some bubbles entrain in the liquid phase flow passage, flow instability may occur, that is, the natural circulation mass flow rate may be oscillated. A new device to block the entraining bubbles is proposed and verified using air-water test loop. To avoid bubbles entrained in the natural circulation flow loop, a new device was proposed and verified using an air-water test loop. The air injection and liquid circulation loop was prepared, and the tests for the bubble blockage devices were performed by varying the geometry and shape of the devices. The performance of the bubble blockage device was more effective as the area ratio of the inlet to the down-comer increased, and the device height decreased. If the device has a rim to generate a vortex zone, the bubbles will be most effectively blocked

  16. Performance testing SPECT systems: Recent developments

    International Nuclear Information System (INIS)

    Todd-Pokropek, A.

    1985-01-01

    A protocol is used to test as many currently available systems as possible, including both rotating gamma camera systems from GE, Siemens, Toshiba, Technicare, Elscint, Philips, Picker, etc, and single/multi slice system such as the Medimatic. This paper indicates changes that have occurred with respect to preliminary results previously published. Reconstructions were performed in a standard manner, using a Ramp filter and without attenuation correction, in order to reduce the effect of differences in software. The Jaszczak phantom was used to assess overall image quality. Tests were performed using the different collimators available. Image quality improved with better spatial resolution, even at the expense of sensitivity. Non-circular orbits, where available, were tested, and resolution was comparing for various positions and directions. With double headed systems, the results obtained were compared to those using a single head alone. Some gain in image quality seems to have been achieved by better uniformity resulting from improved correction circuitry, by the use of non-circular orbits, and from scatter correction. Potential still exists to improve collimator design

  17. DPM PERFORMANCE TESTING USING RASPBERRY PIS

    CERN Document Server

    Regala, M

    2013-01-01

    This is the final report from attending CERN’s Summer Student Programme. The project goal was to do performance testing on the Disk Pool Manager (DPM), a lightweight, reliable, grid-aware storage software used to store and retrieve data produced by CERN’s LHC experiments using the small, low-end ARM powered devices named Raspberry Pis. The idea behind it was to reason if it’s possible to use a cluster of lower-end, under-capable devices to run DPM, and to conclude if it would be more energy efficient than running it on oversized machines, with the same or comparable performance. If this hypothesis was true, the power-hungry machines could be ditched in favour of these small devices, leading to an enormous saving in overall power consumption and hence, overall cost. In this report, I describe what was the initial project goal and intended outcomes, proceeding to explain the underlying technologies used. Afterwards, I’ll explain the setup used, the tests performed, and the conclusions reached. iii

  18. Fostering Early Math Comprehension: Experimental Evidence from Paraguay

    Directory of Open Access Journals (Sweden)

    Emma Naslund-Hadley

    2014-11-01

    Full Text Available Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math

  19. 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...

  20. A better state-of-mind: deep breathing reduces state anxiety and enhances test performance through regulating test cognitions in children.

    Science.gov (United States)

    Khng, Kiat Hui

    2017-11-01

    A pre-test/post-test, intervention-versus-control experimental design was used to examine the effects, mechanisms and moderators of deep breathing on state anxiety and test performance in 122 Primary 5 students. Taking deep breaths before a timed math test significantly reduced self-reported feelings of anxiety and improved test performance. There was a statistical trend towards greater effectiveness in reducing state anxiety for boys compared to girls, and in enhancing test performance for students with higher autonomic reactivity in test-like situations. The latter moderation was significant when comparing high-versus-low autonomic reactivity groups. Mediation analyses suggest that deep breathing reduces state anxiety in test-like situations, creating a better state-of-mind by enhancing the regulation of adaptive-maladaptive thoughts during the test, allowing for better performance. The quick and simple technique can be easily learnt and effectively applied by most children to immediately alleviate some of the adverse effects of test anxiety on psychological well-being and academic performance.

  1. Performance testing of a hydrogen heat pipe

    International Nuclear Information System (INIS)

    Alario, J.; Kosson, R.

    1980-01-01

    Test results are presented for a reentrant groove heat pipe with hydrogen working fluid. The heat pipe became operational between 20 and 30 K after a cooldown from 77 K without any difficulty. Steady-state performance data taken over a 19 to 23 K temperature range indicated the following: (1) maximum heat transport capacity 5.4 W-m (2) static wicking height 1.42 cm and (3) overall heat pipe conductance 1.7 W/C. These data agreed remarkably well with extrapolations made from comparable ammonia test results. The maximum heat transport capacity is 9.5% larger than the extrapolated value, but the static wicking height is the same. The overall conductance is 29% of the ammonia value, which is close to the ratio of liquid thermal conductivities (24%). Also, recovery from a completely frozen condition was accomplished within 5 min by simply applying an evaporater heat load of 1.8 W

  2. Radon detection system, design, test and performance

    International Nuclear Information System (INIS)

    Balcazar, M.; Chavez, A.; Pina-Villalpando, G.; Navarrete, M.

    1999-01-01

    A portable radon detection system (α-Inin) has been designed and constructed for using it in adverse environmental conditions where humidity, temperature and chemical vaporous are present. The minimum integration time is in periods of 15 min during 41 days. A 12 V battery and a photovoltaic module allow the α-Inin autonomy in field measurements. Data is collected by means of a laptop computer where data processing and α-Inin programming are carried out. α-Inin performance was simultaneously tested in a controlled radon chamber, together with a commercial α-Meter

  3. Performance test of wet type decontamination device

    International Nuclear Information System (INIS)

    Lee, E. P.; Kim, E. G.; Min, D. K.; Jun, Y. B.; Lee, H. K.; Seu, H. S.; Kwon, H. M.; Hong, K.P.

    2003-01-01

    The intervention area located at rear hot cell can be contaminated by hot cell maintenance work. For effective decontamination of the intervention floor a wet type decontamination device was developed. The device was assembled with a brush rotating part, a washing liquid supplying part, an intake part for recovering contaminated liquid and a device moving cart part. The device was made of stainless steel for easy decontamination and corrosion resistance. The function test carried out at intervention area of the PIE facility showed good performance

  4. Performance testing of UK personal dosimetry laboratories

    CERN Document Server

    Marshall, T O

    1985-01-01

    The proposed Ionising Radiations Regulations will require all UK personal dosimetry laboratories that monitor classified personnel to be approved for personal dosimetry by the Health and Safety Executive. It is suggested that these approvals should be based on general and supplementary criteria published by the British Calibration Service (BCS) for laboratory approval for the provision of personal dosimetry services. These criteria specify certain qualitative requirements and also indicate the need for regular tests of performance to be carried out to ensure constancy of dosimetric standards. This report concerns the latter. The status of the BCS criteria is discussed and the need for additional documents to cover new techniques and some modifications to existing documents is indicated. A means is described by which the technical performance of laboratories, concerned with personal monitoring for external radiations, can be assessed, both initially and ongoing. The costs to establish the scheme and operate it...

  5. Performance testing of UK personal dosimetry laboratories

    International Nuclear Information System (INIS)

    Marshall, T.O.

    1985-01-01

    The proposed Ionising Radiations Regulations will require all UK personal dosimetry laboratories that monitor classified personnel to be approved for personal dosimetry by the Health and Safety Executive. It is suggested that these approvals should be based on general and supplementary criteria published by the British Calibration Service (BCS) for laboratory approval for the provision of personal dosimetry services. These criteria specify certain qualitative requirements and also indicate the need for regular tests of performance to be carried out to ensure constancy of dosimetric standards. This report concerns the latter. The status of the BCS criteria is discussed and the need for additional documents to cover new techniques and some modifications to existing documents is indicated. A means is described by which the technical performance of laboratories, concerned with personal monitoring for external radiations, can be assessed, both initially and ongoing. The costs to establish the scheme and operate it are also estimated. (author)

  6. 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.

  7. Approximate number and approximate time discrimination each correlate with school math abilities in young children.

    Science.gov (United States)

    Odic, Darko; Lisboa, Juan Valle; Eisinger, Robert; Olivera, Magdalena Gonzalez; Maiche, Alejandro; Halberda, Justin

    2016-01-01

    What is the relationship between our intuitive sense of number (e.g., when estimating how many marbles are in a jar), and our intuitive sense of other quantities, including time (e.g., when estimating how long it has been since we last ate breakfast)? Recent work in cognitive, developmental, comparative psychology, and computational neuroscience has suggested that our representations of approximate number, time, and spatial extent are fundamentally linked and constitute a "generalized magnitude system". But, the shared behavioral and neural signatures between number, time, and space may alternatively be due to similar encoding and decision-making processes, rather than due to shared domain-general representations. In this study, we investigate the relationship between approximate number and time in a large sample of 6-8 year-old children in Uruguay by examining how individual differences in the precision of number and time estimation correlate with school mathematics performance. Over four testing days, each child completed an approximate number discrimination task, an approximate time discrimination task, a digit span task, and a large battery of symbolic math tests. We replicate previous reports showing that symbolic math abilities correlate with approximate number precision and extend those findings by showing that math abilities also correlate with approximate time precision. But, contrary to approximate number and time sharing common representations, we find that each of these dimensions uniquely correlates with formal math: approximate number correlates more strongly with formal math compared to time and continues to correlate with math even when precision in time and individual differences in working memory are controlled for. These results suggest that there are important differences in the mental representations of approximate number and approximate time and further clarify the relationship between quantity representations and mathematics. Copyright

  8. Using MathWorks' Simulink® and Real-Time Workshop® Code Generator to Produce Attitude Control Test and Flight Code

    OpenAIRE

    Salada, Mark; Dellinger, Wayne

    1998-01-01

    This paper describes the use of a commercial product, MathWorks' RealTime Workshop® (RTW), to generate actual flight code for NASA's Thermosphere, Ionosphere, Mesosphere Energetics and Dynamics (TIMED) mission. The Johns Hopkins University Applied Physics Laboratory is handling the design and construction of this satellite for NASA. As TIMED is scheduled to launch in May of the year 2000, software development for both ground and flight systems are well on their way. However, based on experien...

  9. Standard specification for agencies performing nondestructive testing

    CERN Document Server

    American Society for Testing and Materials. Philadelphia

    2009-01-01

    1.1 This specification covers minimum requirements for agencies performing nondestructive testing (NDT). 1.2 When using this specification to assess the capability of, or to accredit NDT agencies, Guide E 1359 shall be used as a basis for the survey. It can be supplemented as necessary with more detail in order to meet the auditor's specific needs. 1.3 This specification can be used as a basis to evaluate testing or inspection agencies, or both, and is intended for use for the qualifying or accrediting, or both, of testing or inspection agencies, public or private. 1.4 The use of SI or inch-pound units, or combination thereof, will be the responsibility of the technical committee whose standards are referred to in this standard. 1.5 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to...

  10. 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)

  11. 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)…

  12. 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

  13. A Key Role for Experimental Task Performance: Effects of Math Talent, Gender and Performance on the Neural Correlates of Mental Rotation

    Science.gov (United States)

    Hoppe, Christian; Fliessbach, Klaus; Stausberg, Sven; Stojanovic, Jelena; Trautner, Peter; Elger, Christian E.; Weber, Bernd

    2012-01-01

    The neurophysiological mechanisms underlying superior cognitive performance are a research area of high interest. The majority of studies on the brain-performance relationship assessed the effects of capability-related group factors (e.g. talent, gender) on task-related brain activations while only few studies examined the effect of the inherent…

  14. CFC and HFC recycling equipments: Test performances

    International Nuclear Information System (INIS)

    Picini, P.; Caropreso, G.; Cicoli, G.; Posarelli, M.

    1996-12-01

    Actual regulatory conditions about ozone layer depleting chemicals set problems on their disposal and on the management of plants still using illegal CFCs. Anyway fluids that will replace CFCs (i.e. HFCs) will not be allowed to be spread into the atmosphere, due to their high costs and to the greenhouse effect. A viable solution would be the recovery, purification and recycle of contaminated fluids. ENEA (National Agency for New Technology, Energy and the Environment), in cooperation with ICF (Industria Componenti Frigoriferi) Company leader in the field of air refrigerating and conditioning, patented a device able to extract, to clean and to recycle CFC 12 and HFC 134a in the refrigerating systems. This paper presents experimental data from the qualification tests on a device performing the above mentioned operations regarding systems that use HFC 134a as process fluid

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

    Science.gov (United States)

    Bozick, Robert; Malchiodi, Alessandro; Miller, Trey

    2016-10-01

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

  16. 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

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  1. 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

  2. Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective

    Science.gov (United States)

    Peng, Hsin-Hui; Md-Yunus, Sham'ah

    2014-01-01

    The study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies than students who attended non-Montessori elementary programs. One hundred ninety six children in first, second, and third grade participated in the study.…

  3. Boxing headguard performance in punch machine tests.

    Science.gov (United States)

    McIntosh, Andrew S; Patton, Declan A

    2015-09-01

    The paper presents a novel laboratory method for assessing boxing headguard impact performance. The method is applied to examine the effects of headguards on head impact dynamics and injury risk. A linear impactor was developed, and a range of impacts was delivered to an instrumented Hybrid III head and neck system both with and without an AIBA (Association Internationale de Boxe Amateur)-approved headguard. Impacts at selected speeds between 4.1 and 8.3 m/s were undertaken. The impactor mass was approximately 4 kg and an interface comprising a semirigid 'fist' with a glove was used. The peak contact forces were in the range 1.9-5.9 kN. Differences in head impact responses between the Top Ten AIBA-approved headguard and bare headform in the lateral and forehead tests were large and/or significant. In the 8.3 m/s fist-glove impacts, the mean peak resultant headform accelerations for bare headform tests was approximately 130 g compared with approximately 85 g in the forehead impacts. In the 6.85 m/s bare headform impacts, mean peak resultant angular head accelerations were in the range of 5200-5600 rad/s(2) and almost halved by the headguard. Linear and angular accelerations in 45° forehead and 60° jaw impacts were reduced by the headguard. The data support the opinion that current AIBA headguards can play an important role in reducing the risk of concussion and superficial injury in boxing competition and training. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  4. 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.

  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. Promoting children's health through physically active math classes: a pilot study.

    Science.gov (United States)

    Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

    2011-03-01

    School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

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

    Directory of Open Access Journals (Sweden)

    Wanda Nugroho Yanuarto

    2016-08-01

    Full Text Available Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. The purpose of this study is to provide some treatments to overcome students’ anxiety in math classroom at The University of Muhammadiyah Purwokerto, Indonesia especially in Math Department, but before it has attempted to investigate the factors that students’ anxiety can possibly stem from, both within the classroom environment and out of classroom in the wilder social context.

  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. Harmonic pulse testing for well performance monitoring

    NARCIS (Netherlands)

    Fokker, Peter A.; Salina Borello, Eloisa; Verga, Francesca; Viberti, Dario

    2018-01-01

    Harmonic testing was developed as a form of well testing that can be applied during ongoing production or injection operations, as a pulsed signal is superimposed on the background pressure trend. Thus no interruption of well and reservoir production is needed before and during the test. If the

  12. Performing a Large-Scale Modal Test on the B2 Stand Crane at NASA's Stennis Space Center

    Science.gov (United States)

    Stasiunas, Eric C.; Parks, Russel A.; Sontag, Brendan D.

    2018-01-01

    A modal test of NASA's Space Launch System (SLS) Core Stage is scheduled to occur at the Stennis Space Center B2 test stand. A derrick crane with a 150-ft long boom, located at the top of the stand, will be used to suspend the Core Stage in order to achieve defined boundary conditions. During this suspended modal test, it is expected that dynamic coupling will occur between the crane and the Core Stage. Therefore, a separate modal test was performed on the B2 crane itself, in order to evaluate the varying dynamic characteristics and correlate math models of the crane. Performing a modal test on such a massive structure was challenging and required creative test setup and procedures, including implementing both AC and DC accelerometers, and performing both classical hammer and operational modal analysis. This paper describes the logistics required to perform this large-scale test, as well as details of the test setup, the modal test methods used, and an overview and application of the results.

  13. Spent fuel metal storage cask performance testing and future spent fuel concrete module performance testing

    International Nuclear Information System (INIS)

    McKinnon, M.A.; Creer, J.M.

    1988-10-01

    REA-2023 Gesellshaft fur Nuklear Service (GNS) CASTOR-V/21, Transnuclear TN-24P, and Westinghouse MC-10 metal storage casks, have been performance tested under the guidance of the Pacific Northwest Laboratory to determine their thermal and shielding performance. The REA-2023 cask was tested under Department of Energy (DOE) sponsorship at General Electric's facilities in Morris, Illinois, using BWR spent fuel from the Cooper Reactor. The other three casks were tested under a cooperative agreement between Virginia Power Company and DOE at the Idaho National Engineering Laboratory (INEL) by EGandG Idaho, Inc., using intact spent PWR fuel from the Surry reactors. The Electric Power Research Institute (EPRI) made contributions to both programs. A summary of the various cask designs and the results of the performance tests is presented. The cask designs include: solid and liquid neutron shields; lead, steel, and nodular cast iron gamma shields; stainless steel, aluminum, and copper baskets; and borated materials for criticality control. 4 refs., 8 figs., 6 tabs

  14. 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…

  15. 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…

  16. 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…

  17. Test plan for dig-face characterization performance testing

    International Nuclear Information System (INIS)

    Josten, N.E.

    1993-09-01

    The dig-face characterization concept has been under development at the Idaho National Engineering Laboratory (INEL) since FY 1992 through the support of the Buried Waste Integrated Demonstration Program. A Dig-face Characterization System conducts continuous subsurface characterization simultaneously with retrieval of hazardous and radioactive waste from buried waste sites. The system deploys multiple sensors at the retrieval operation dig-face and collects data that provide a basis for detecting, locating, and identifying hazardous conditions before they are disturbed by the retrieval equipment. This test plan describes initial efforts to test the dig-face characterization concept at the INEL Cold Test Pit using a simplified prototype apparatus and off-the-shelf sensors. The Cold Test Pit is a simulated waste site containing hazardous and radioactive waste surrogates at known locations. Testing will be directed toward three generic characterization problems: metal detection, plume detection, and radioactive source detection. The prototype apparatus will gather data using magnetometers, a ground conductivity meter, a trace gas analyzer, and a gamma ray sensor during simulated retrieval of the surrogate waste materials. The data acquired by a dig-face characterization system are unique because of the high precision, high data density, and multiple viewpoints attainable through the dig-face deployment approach. The test plan establishes procedures for collecting and validating a representative dig-face characterization data set. Analysis of these data will focus on developing criteria for predicting the depth, location, composition, and other characteristics of the surrogate waste materials. If successful, this proof-of-concept exercise will provide a foundation for future development of a fully-operational system that is capable of operating on an actual waste site

  18. Proof of Performance Test Report MANTIS

    National Research Council Canada - National Science Library

    2005-01-01

    ... (NVESD), Humanitarian Demining Branch (HD), the assessment was conducted by HD staff members and supported by engineers from the United Kingdom under the auspices of the International Evaluation Test Program for Humanitarian Demining (ITEP...

  19. The relationship between standardised test performance and ...

    African Journals Online (AJOL)

    The English language proficiency of South African learners is integral to ... in standardised reading/writing tests in English Second Language (ESL) and (2) the use of ... and their relationship with the ESL learner's language learning strategies.

  20. Accelerated Performance Testing on the 2006 NCAT Pavement Test Track

    Science.gov (United States)

    2009-12-01

    The original National Center for Asphalt Technology (NCAT) Pavement Test Track was built in 2000 in Opelika, Alabama where it has served as a state-of-the-art, full-scale, closed-loop accelerated loading facility. The construction, operation, and res...

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

    Directory of Open Access Journals (Sweden)

    Masoume Pourmohamadreza-Tajrishi

    2015-12-01

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

  2. Nuclear material control and accountancy planning and performance testing

    International Nuclear Information System (INIS)

    Mike Enhinger; Dennis Wilkey; Rod Martin; Ken Byers; Brian Smith

    1999-01-01

    An overview of performance testing as used at U.S. Department of Energy facilities is provided. Performance tests are performed on specific aspects of the regulations or site policy. The key issues in establishing a performance testing program are: identifying what needs to be tested; determining how to test; establishing criteria to evaluate test results. The program elements of performance testing program consist of: planning; coordination; conduct; evaluation. A performance test may be conducted of personnel or equipment. The DOE orders for nuclear material control and accountancy are divided into three functional areas: program administration, material accounting, and material control. Examples performance tests may be conducted on program administration, accounting, measurement and measurement control, inventory, and containment [ru

  3. 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

  4. Addressing criticisms of existing predictive bias research: cognitive ability test scores still overpredict African Americans' job performance.

    Science.gov (United States)

    Berry, Christopher M; Zhao, Peng

    2015-01-01

    Predictive bias studies have generally suggested that cognitive ability test scores overpredict job performance of African Americans, meaning these tests are not predictively biased against African Americans. However, at least 2 issues call into question existing over-/underprediction evidence: (a) a bias identified by Aguinis, Culpepper, and Pierce (2010) in the intercept test typically used to assess over-/underprediction and (b) a focus on the level of observed validity instead of operational validity. The present study developed and utilized a method of assessing over-/underprediction that draws on the math of subgroup regression intercept differences, does not rely on the biased intercept test, allows for analysis at the level of operational validity, and can use meta-analytic estimates as input values. Therefore, existing meta-analytic estimates of key parameters, corrected for relevant statistical artifacts, were used to determine whether African American job performance remains overpredicted at the level of operational validity. African American job performance was typically overpredicted by cognitive ability tests across levels of job complexity and across conditions wherein African American and White regression slopes did and did not differ. Because the present study does not rely on the biased intercept test and because appropriate statistical artifact corrections were carried out, the present study's results are not affected by the 2 issues mentioned above. The present study represents strong evidence that cognitive ability tests generally overpredict job performance of African Americans. (c) 2015 APA, all rights reserved.

  5. The effect of visual parameters on neural activation during nonsymbolic number comparison and its relation to math competency.

    Science.gov (United States)

    Wilkey, Eric D; Barone, Jordan C; Mazzocco, Michèle M M; Vogel, Stephan E; Price, Gavin R

    2017-10-01

    Nonsymbolic numerical comparison task performance (whereby a participant judges which of two groups of objects is numerically larger) is thought to index the efficiency of neural systems supporting numerical magnitude perception, and performance on such tasks has been related to individual differences in math competency. However, a growing body of research suggests task performance is heavily influenced by visual parameters of the stimuli (e.g. surface area and dot size of object sets) such that the correlation with math is driven by performance on trials in which number is incongruent with visual cues. Almost nothing is currently known about whether the neural correlates of nonsymbolic magnitude comparison are also affected by visual congruency. To investigate this issue, we used functional magnetic resonance imaging (fMRI) to analyze neural activity during a nonsymbolic comparison task as a function of visual congruency in a sample of typically developing high school students (n = 36). Further, we investigated the relation to math competency as measured by the preliminary scholastic aptitude test (PSAT) in 10th grade. Our results indicate that neural activity was modulated by the ratio of the dot sets being compared in brain regions previously shown to exhibit an effect of ratio (i.e. left anterior cingulate, left precentral gyrus, left intraparietal sulcus, and right superior parietal lobe) when calculated from the average of congruent and incongruent trials, as it is in most studies, and that the effect of ratio within those regions did not differ as a function of congruency condition. However, there were significant differences in other regions in overall task-related activation, as opposed to the neural ratio effect, when congruent and incongruent conditions were contrasted at the whole-brain level. Math competency negatively correlated with ratio-dependent neural response in the left insula across congruency conditions and showed distinct correlations when

  6. Phase 1: ISOCELL demonstration test performance review

    International Nuclear Information System (INIS)

    Chatwin, T.D.

    1991-04-01

    This document consolidates and organizes information available concerning cryogenic retrieval of hazardous, radioactive, and mixed wastes and is mainly derived from a report on the ISOCELL Demonstration Project prepared by Concept RKK, Ltd. ISOCELL cryogenic technology is designed to immobilize hazardous, radioactive, and mixed waste by creating a block of frozen waste and soil that can be safely retrieved, stored, transported, and treated with a minimum of dust. A test of the ISOCELL process was conducted in Carnation, Washington by Concept RKK, Ltd. Test conditions were compared to possible testing conditions at Idaho National Engineering Laboratory. Results indicate ISOCELL technology successfully froze wet soil into a soil block capable of being lifted. 5 refs., 6 figs., 1 tab

  7. 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...

  8. 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…

  9. 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...

  10. 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…

  11. "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…

  12. Comparison of performance test for protective aprons

    International Nuclear Information System (INIS)

    Fukutomi, Yukimi; Yoshimoto, Masahiro; Kawakami, Toshiaki

    1989-01-01

    Each one radioprotective apron (lead equivalent, 0.35 mmPb) was commercially available in November 1988 from 7 domestic and 3 foreign companies. According to the JIS standards 4803, these aprons were evaluated for the following items: 1) display of aprons, including packing and the structure; 2) non-breaking test, including appearance, size, lead equivalent, and uniformity; 3) breaking test, including lead equivalent, uniformity, stregth, and structure; 4) feeling of wearing an apron. An overall evaluation revealed that only two aprons were in accordance with the JIS standard. Careful wearing of the protective apron is stressed. (N.K.)

  13. 10 CFR 26.168 - Blind performance testing.

    Science.gov (United States)

    2010-01-01

    ... 10 Energy 1 2010-01-01 2010-01-01 false Blind performance testing. 26.168 Section 26.168 Energy... and Human Services § 26.168 Blind performance testing. (a) Each licensee and other entity shall submit blind performance test samples to the HHS-certified laboratory. (1) During the initial 90-day period of...

  14. GPS Device Testing Based on User Performance Metrics

    Science.gov (United States)

    2015-10-02

    1. Rationale for a Test Program Based on User Performance Metrics ; 2. Roberson and Associates Test Program ; 3. Status of, and Revisions to, the Roberson and Associates Test Program ; 4. Comparison of Roberson and DOT/Volpe Programs

  15. Illuminating math with optics

    Science.gov (United States)

    Donnelly, Judith F.; Donnelly, Matthew J.

    2014-09-01

    Forty-five high school students engaged in hands-on optics applications of pre-calculus topics. Pre- and post-testing was conducted to determine changes in attitudes towards mathematics education. Experiments were performed in community college labs and in the high school classroom, facilitated by college and high school faculty and with the assistance of SPIE student chapter members. We will describe the structure and activities of the four-month program and pre/post test results.

  16. Factors affecting the auction price of Veldram performance tested ...

    African Journals Online (AJOL)

    The popularity of these auctions for performance tested rams (89.4 % of rams sold) indicate that Veld tested rams were sought after by buyers. The sale price of 296 Veld tested Dorper rams sold between 1994 and 2001, covering seven different tests, were compared with their measured and observed performances.

  17. SIMS prototype system 4 - performance test report

    Science.gov (United States)

    1978-01-01

    A self-contained, preassembled air type solar system, designed for installation remote from the dwelling, to provide space heating and hot water was evaluated. Data analysis is included which documents the system performance and verifies its suitability for field installation.

  18. 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)

  19. 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)

  20. Young children's non-numerical ordering ability at the start of formal education longitudinally predicts their symbolic number skills and academic achievement in maths.

    Science.gov (United States)

    O'Connor, Patrick A; Morsanyi, Kinga; McCormack, Teresa

    2018-01-25

    Ordinality is a fundamental feature of numbers and recent studies have highlighted the role that number ordering abilities play in mathematical development (e.g., Lyons et al., ), as well as mature mathematical performance (e.g., Lyons & Beilock, ). The current study tested the novel hypothesis that non-numerical ordering ability, as measured by the ordering of familiar sequences of events, also plays an important role in maths development. Ninety children were tested in their first school year and 87 were followed up at the end of their second school year, to test the hypothesis that ordinal processing, including the ordering of non-numerical materials, would be related to their maths skills both cross-sectionally and longitudinally. The results confirmed this hypothesis. Ordinal processing measures were significantly related to maths both cross-sectionally and longitudinally, and children's non-numerical ordering ability in their first year of school (as measured by order judgements for everyday events and the parents' report of their child's everyday ordering ability) was the strongest longitudinal predictor of maths one year later, when compared to several measures that are traditionally considered to be important predictors of early maths development. Children's everyday ordering ability, as reported by parents, also significantly predicted growth in formal maths ability between Year 1 and Year 2, although this was not the case for the event ordering task. The present study provides strong evidence that domain-general ordering abilities play an important role in the development of children's maths skills at the beginning of formal education. © 2018 John Wiley & Sons Ltd.

  1. 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…

  2. Drop performance test and evaluation for HANARO shutoff units

    International Nuclear Information System (INIS)

    Jung, Y. H.; Cho, Y. K.; Lee, J. H.; Choi, Y. S.; Woo, J. S.

    2004-01-01

    The function of the shutoff units of the HANARO is to rapidly insert the shutoff rod into the reactor core for safe shutdown of reactor. This paper describes drop performance test and evaluation for a shutoff unit for the technical verification of lifetime extension and localization of the HANARO shutoff units. We have performed preliminary drop performance tests for a shutoff unit at 1/2-core test loop and analyzed through the comparison with the test results performed during design verification test and the results of the periodic performance test in HANARO. It shows that the results of the local fabrication, installation and alignment for the shutoff unit meet the basic performance requirements, Furthermore, the performance evaluation method of the periodic drop test of the HANARO shutoff units is a conservative method comparing with the real drop time

  3. 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.

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

    Science.gov (United States)

    Pinxten, Maarten; Marsh, Herbert W; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan

    2014-03-01

    The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Data analysed in this study were part of a large-scale longitudinal research project. Following a five-wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3-7. Confirmatory factor analysis (CFA) was used to test the internal factor structure of the math self-concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. This study provides further support for the affect-competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed. © 2013 The British Psychological Society.

  5. Performance-based containment leakage testing

    International Nuclear Information System (INIS)

    Cybulskis, P.

    1995-01-01

    The U.S. Nuclear Regulatory Commission (NRC) is reviewing regulatory requirements in an effort to revise those that are marginal to safety but impose significant burdens on licensees. Identification of requirements marginal to safety and development and evaluation of alternatives utilize the NRC safety goals and insights from probabilistic risk assessments (PRAs). Since earlier studies found design-basis containment leakage to be a minor contributor to reactor accident risk, containment leakage testing has been selected as a candidate for change in regulations. This paper summarizes the technical analyses supporting the NRC proposal to amend Appendix J of 10 CFR Part 50 as its first effort to decrease unnecessary regulatory burdens on licensees

  6. Experimental test of liquid droplet radiator performance

    Science.gov (United States)

    Mattick, A. T.; Simon, M. A.

    The liquid droplet radiator (LDR) is a heat rejection system for space power systems wherein an array of heated liquid droplets radiates energy directly to space. The use of submillimeter droplets provides large radiating area-to-mass ratio, resulting in radiator systems which are several times lighter than conventional solid surface radiators. An experiment is described in which the power radiated by an array of 2300 streams of silicone oil droplets is measured to test a previously developed theory of the LDR radiation process. This system would be capable of rejecting several kW of heat in space. Furthermore, it would be suitable as a modular unit of an LDR designed for 100-kW power levels. The experiment provided confirmation of the theoretical dependence of droplet array emissivity on optical depth. It also demonstrated the ability to create an array of more than 1000 droplet streams having a divergence less than 1 degree.

  7. Stirling convertor performance mapping test results

    Science.gov (United States)

    Qiu, Songgang; Peterson, Allen A.; White, Maurice A.; Faultersack, Franklyn; Redinger, Darin L.; Petersen, Stephen L.

    2002-01-01

    The Department of Energy (DOE) has selected Free-Piston Stirling Convertors as a technology for future advanced radioisotope space power systems. In August 2000, DOE awarded competitive Phase I, Stirling Radioisotope Generator (SRG) power system integration contracts to three major aerospace contractors, resulting in SRG conceptual designs in February 2001. All three contractors based their designs on the Technology Demonstration Convertor (TDC) developed by Stirling Technology Company (STC) for DOE. The contract award to a single system integration contractor for Phases II and III of the SRG program is anticipated in late 2001. The first potential SRG mission is targeted for a Mars rover. Recent TDC performance data are provided in this paper, together with predictions from Stirling simulation models. .

  8. 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.

  9. New test methods for BIPV. Results from IP performance

    International Nuclear Information System (INIS)

    Jol, J.C.; Van Kampen, B.J.M.; De Boer, B.J.; Reil, F.; Geyer, D.

    2009-11-01

    Within the Performance project new test procedures for PV building products and the building performance as a whole when PV is applied in buildings have been drafted. It has resulted in a first draft of new test procedures for PV building products and proposals for tests for novel BIPV technology like thin film. The test proposed are a module breakage test for BIPV products, a fire safety test for BIPV products and a dynamic load test for BIPV products. Furthermore first proposals of how flexible PV modules could be tested in an appropriate way to ensure long time quality and safety of these new products are presented.

  10. 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…

  11. 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…

  12. Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement

    DEFF Research Database (Denmark)

    Have, Mona; Nielsen, Jacob Have; Gejl, Anne Kær

    2016-01-01

    was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools' math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using...... a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math...... lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register...

  13. Experimental test of liquid droplet radiator performance

    International Nuclear Information System (INIS)

    Mattick, A.T.; Simon, M.A.

    1986-01-01

    This liquid droplet radiator (LDR) is evolving rapidly as a lightweight system for heat rejection in space power systems. By using recirculating free streams of submillimeter droplets to radiate waste energy directly to space, the LDR can potentially be an order of magnitude lighter than conventional radiator systems which radiate from solid surfaces. The LDR is also less vulnerable to micrometeoroid damage than are conventional radiators, and it has a low transport volume. Three major development issues of this new heat rejection system are the ability to direct the droplet streams with sufficient precision to avoid fluid loss, radiative performance of the array of droplet streams which comprise the radiating elements of the LDR, and the efficacy of the droplet stream collector, again with respect to fluid loss. This paper reports experimental results bearing on the first two issues - droplet aiming in a multikilowatt-sized system, and radiated power from a large droplet array. Parallel efforts on droplet collection and LDR system design are being pursued by several research groups

  14. 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...

  15. 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

  16. Development of a Math Input Interface with Flick Operation for Mobile Devices

    Science.gov (United States)

    Nakamura, Yasuyuki; Nakahara, Takahiro

    2016-01-01

    Developing online test environments for e-learning for mobile devices will be useful to increase drill practice opportunities. In order to provide a drill practice environment for calculus using an online math test system, such as STACK, we develop a flickable math input interface that can be easily used on mobile devices. The number of taps…

  17. Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

    Science.gov (United States)

    Barton, James M.

    2016-01-01

    Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

  18. Fenestration System Performance Research, Testing, and Evaluation

    Energy Technology Data Exchange (ETDEWEB)

    Jim Benney

    2009-11-30

    The US DOE was and is instrumental to NFRC's beginning and its continued success. The 2005 to 2009 funding enables NFRC to continue expanding and create new, improved ratings procedures. Research funded by the US DOE enables increased fenestration energy rating accuracy. International harmonization efforts supported by the US DOE allow the US to be the global leader in fenestration energy ratings. Many other governments are working with the NFRC to share its experience and knowledge toward development of their own national fenestration rating process similar to the NFRC's. The broad and diverse membership composition of NFRC allows anyone with a fenestration interest to come forward with an idea or improvement to the entire fenestration community for consideration. The NFRC looks forward to the next several years of growth while remaining the nation's resource for fair, accurate, and credible fenestration product energy ratings. NFRC continues to improve its rating system by considering new research, methodologies, and expanding to include new fenestration products. Currently, NFRC is working towards attachment energy ratings. Attachments are blinds, shades, awnings, and overhangs. Attachments may enable a building to achieve significant energy savings. An NFRC rating will enable fair competition, a basis for code references, and a new ENERGY STAR product category. NFRC also is developing rating methods to consider non specular glazing such as fritted glass. Commercial applications frequently use fritted glazing, but no rating method exists. NFRC is testing new software that may enable this new rating and contribute further to energy conservation. Around the world, many nations are seeking new energy conservation methods and NFRC is poised to harmonize its rating system assisting these nations to better manage and conserve energy in buildings by using NFRC rated and labeled fenestration products. As this report has shown, much more work needs to be

  19. Reliability performance testing of totally encapsulating chemical protective suits

    International Nuclear Information System (INIS)

    Johnson, J.S.; Swearengen, P.M.

    1991-01-01

    The need to assure a high degree of reliability for totally encapsulating chemical protective (TECP) suits has been recognized by Lawrence Livermore National Laboratory's (LLNL) Hazards Control Department for some time. The following four tests were proposed as necessary to provide complete evaluation of TECP suit performance: 1. Quantitative leak test (ASTM draft), 2. Worst-case chemical exposure test (conceptual), 3. Pressure leak-rate test (complete, ASTM F1057-87), and 4. Chemical leak-rate test (ASTM draft). This paper reports on these tests which should be applied to measuring TECP suit performance in two stages: design qualification tests and field use tests. Test 1, 2, and 3 are used as design qualification tests, and tests 3 and 4 are used as field use tests

  20. Metacognitive awareness and math anxiety in gifted students

    Directory of Open Access Journals (Sweden)

    Hakan Sarıcam

    2015-12-01

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

  1. Freeze-thaw performance testing of whole concrete railroad ties.

    Science.gov (United States)

    2013-10-01

    Freezing and thawing durability tests of prestressed concrete ties are normally performed according to ASTM C666 specifications. Small specimens are cut from the shoulders of concrete ties and tested through 300 cycles of freezing and thawing. Saw-cu...

  2. Changing Stereotypes, Changing Grades: A Longitudinal Study of Stereotyping during a College Math Course

    Science.gov (United States)

    Ramsey, Laura R.; Sekaquaptewa, Denise

    2011-01-01

    Previous research has illuminated an important connection between stereotypes and the performance of those targeted by a stereotype. This body of work suggests that even implicit (i.e., nonconscious and unintended) math-gender stereotyping is related to poor math performance among women. Our longitudinal study sought to measure students'…

  3. 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....

  4. 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, ...

  5. 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...

  6. 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…

  7. 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.

  8. 40 CFR 63.2354 - What performance tests, design evaluations, and performance evaluations must I conduct?

    Science.gov (United States)

    2010-07-01

    ... evaluations, and performance evaluations must I conduct? 63.2354 Section 63.2354 Protection of Environment... tests, design evaluations, and performance evaluations must I conduct? (a)(1) For each performance test... procedures specified in subpart SS of this part. (3) For each performance evaluation of a continuous emission...

  9. 40 CFR 63.309 - Performance tests and procedures.

    Science.gov (United States)

    2010-07-01

    ... 40 Protection of Environment 9 2010-07-01 2010-07-01 false Performance tests and procedures. 63.309 Section 63.309 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... Standards for Coke Oven Batteries § 63.309 Performance tests and procedures. (a) Except as otherwise...

  10. Beam test performance of the SKIROC2 ASIC

    CERN Document Server

    Frisson, T; Anduze, M; Augustin, J.E; Bonis, J; Boudry, V; Bourgeois, C; Brient, J.C; Callier, S; Cerutti, M; Chen, S; Cornat, R; Cornebise, P; Cuisy, D; David, J; De la Taille, C; Dulucq, F; Frotin, M; Gastaldi, F; Ghislain, P; Giraud, J; Gonnin, A; Grondin, D; Guliyev, E; Hostachy, J.Y; Jeans, D; Kamiya, Y; Kawagoe, K; Kozakai, C; Lacour, D; Lavergne, L; Lee, S.H; Magniette, F; Ono, H; Poeschl, R; Rouëné, J; Seguin-Moreau, N; Song, H.S; Sudo, Y; Thiebault, A; Tran, H; Ueno, H; Van der Kolk, N; Yoshioka, T

    2015-01-01

    Beam tests of the first layers of CALICE silicon tungsten ECAL technological prototype were performed in April and July 2012 using 1–6 GeV electron beam at DESY. This paper presents an analysis of the SKIROC2 readout ASIC performance under test beam conditions.

  11. Towards Smart Buildings Performance Testing as a Service

    DEFF Research Database (Denmark)

    Markoska, Elena; Lazarova-Molnar, Sanja

    2018-01-01

    to buildings’ energy consumption. In this paper we propose a methodology for continuous performance testing of smart buildings as a service. We discuss the automatic discovery and instantiation of performance tests, as well as usage of results for discovery of potential faults and ways to improve buldings...

  12. Impact of Educational Level on Performance on Auditory Processing Tests.

    Science.gov (United States)

    Murphy, Cristina F B; Rabelo, Camila M; Silagi, Marcela L; Mansur, Letícia L; Schochat, Eliane

    2016-01-01

    Research has demonstrated that a higher level of education is associated with better performance on cognitive tests among middle-aged and elderly people. However, the effects of education on auditory processing skills have not yet been evaluated. Previous demonstrations of sensory-cognitive interactions in the aging process indicate the potential importance of this topic. Therefore, the primary purpose of this study was to investigate the performance of middle-aged and elderly people with different levels of formal education on auditory processing tests. A total of 177 adults with no evidence of cognitive, psychological or neurological conditions took part in the research. The participants completed a series of auditory assessments, including dichotic digit, frequency pattern and speech-in-noise tests. A working memory test was also performed to investigate the extent to which auditory processing and cognitive performance were associated. The results demonstrated positive but weak correlations between years of schooling and performance on all of the tests applied. The factor "years of schooling" was also one of the best predictors of frequency pattern and speech-in-noise test performance. Additionally, performance on the working memory, frequency pattern and dichotic digit tests was also correlated, suggesting that the influence of educational level on auditory processing performance might be associated with the cognitive demand of the auditory processing tests rather than auditory sensory aspects itself. Longitudinal research is required to investigate the causal relationship between educational level and auditory processing skills.

  13. DEVELOPING an ENGLISH PERFORMANCE TEST for INCOMING INDONESIAN COLLEGE STUDENTS

    Directory of Open Access Journals (Sweden)

    Bill Glenny Wullur

    2011-07-01

    Full Text Available Abstracts This study constructed, developed and validated an English Performance test as a complementary to an existing placement test in Universitas Klabat, Manado, Indonesia.  It is designed to provide a valid criterion-based measurement within the placement programs of the said university. The study aimed to answer the following questions: (1 What test tasks and items are needed in a performance test based on current language testing theory? (2 Is the performance test valid? (3 Is the scoring of the performance test reliable? (4 Is the performance test practical and predictive? And (5 What are the ratings of the resultant performance test? The steps in developing a performance test involved conducting needs analysis, establishing attributes of good performance test, and constructing test specification based on current language testing theory.  The speech event chosen which would generate language use was applying for financial assistance.  From this speech event, four activities were elicited: (1 writing a letter of inquiry, (2 completing an application form, (3 making an appointment for interview, (4 giving an oral presentation/interview.  These activities represent the four authentic tasks in which the desirable modes/channel of communication, language functions and skills, genre, and topic are integrated. The developed test is divided into four sections corresponding with the elicited tasks: (1 Formal letter, (2 Application form, (3 Making Appointment, and (4 Oral Presentation. The test was validated in several ways: (1 face validation compared the scores of Indonesian studying in the Philippines and in Indonesia, and found that the scores are highly correlated at Spearman ρ = .85.  (2 The content validation relied on the evaluation of expert informants.  The finding shows that the content coverage and relevance of the test is highly satisfactory. (3 The concurrent validation was conducted to the existing placement test and found

  14. The influence of shyness on children's test performance.

    Science.gov (United States)

    Crozier, W Ray; Hostettler, Kirsten

    2003-09-01

    Research has shown that shy children differ from their peers not only in their use of language in routine social encounters but also in formal assessments of their language development, including psychometric tests of vocabulary. There has been little examination of factors contributing to these individual differences. To investigate cognitive-competence and social anxiety interpretations of differences in children's performance on tests of vocabulary. To examine the performance of shy and less shy children under different conditions of test administration, individually with an examiner or among their peers within the familiar classroom setting. The sample consisted of 240 Year 5 pupils (122 male, 118 female) from 24 primary schools. Shy and less shy children, identified by teacher nomination and checklist ratings, completed vocabulary and mental arithmetic tests in one of three conditions, in a between-subjects design. The conditions varied individual and group administration, and oral and written responses. The conditions of test administration influenced the vocabulary test performance of shy children. They performed significantly more poorly than their peers in the two face-to-face conditions but not in the group test condition. A comparable trend for the arithmetic test was not statistically significant. Across the sample as a whole, shyness correlated significantly with test scores. Shyness does influence children's cognitive test performance and its impact is larger when children are tested face-to-face rather than in a more anonymous group setting. The results are of significance for theories of shyness and have implications for the assessment of schoolchildren.

  15. Performance testing framework for smart grid communication network

    International Nuclear Information System (INIS)

    Quang, D N; See, O H; Chee, L L; Xuen, C Y; Karuppiah, S

    2013-01-01

    Smart grid communication network is comprised of different communication mediums and technologies. Performance evaluation is one of the main concerns in smart grid communication system. In any smart grid communication implementation, to determine the performance factor of the network, a testing of an end-to-end process flow is required. Therefore, an effective and coordinated testing procedure plays a crucial role in evaluating the performance of smart grid communications. In this paper, a testing framework is proposed as a guideline to analyze and assess the performance of smart grid communication network.

  16. Timed Online Tests: Do Students Perform Better with More Time?

    Science.gov (United States)

    Portolese, Laura; Krause, Jackie; Bonner, Julie

    2016-01-01

    This article focuses on timed tests and specifically on whether increased time enhances test performance. Three courses during the Winter 2015 term (quizzes n = 573) and three courses over the Spring 2015 term (quizzes n = 600) comprised this sample. Students were given the same tests, but the experimental group (Spring 2015) was given 50% more…

  17. Cognitive Fatigue Influences Students’ Performance on Standardized Tests

    DEFF Research Database (Denmark)

    Sievertsen, Hans Henrik; Gino, Francesca; Piovesan, Marco

    2016-01-01

    /10 and 2012/13, we find that, for every hour later in the day, test scores decrease by 0.9% of an SD. In addition, a 20- to 30-minute break improves average test scores. Time of day affects students’ test performance because, over the course of a regular day, students’ mental resources get taxed. Thus...

  18. Item Response Theory Models for Performance Decline during Testing

    Science.gov (United States)

    Jin, Kuan-Yu; Wang, Wen-Chung

    2014-01-01

    Sometimes, test-takers may not be able to attempt all items to the best of their ability (with full effort) due to personal factors (e.g., low motivation) or testing conditions (e.g., time limit), resulting in poor performances on certain items, especially those located toward the end of a test. Standard item response theory (IRT) models fail to…

  19. High Performance Computing Modernization Program Kerberos Throughput Test Report

    Science.gov (United States)

    2017-10-26

    Naval Research Laboratory Washington, DC 20375-5320 NRL/MR/5524--17-9751 High Performance Computing Modernization Program Kerberos Throughput Test ...NUMBER 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 2. REPORT TYPE1. REPORT DATE (DD-MM-YYYY) 4. TITLE AND SUBTITLE 6. AUTHOR(S) 8. PERFORMING...PAGE 18. NUMBER OF PAGES 17. LIMITATION OF ABSTRACT High Performance Computing Modernization Program Kerberos Throughput Test Report Daniel G. Gdula* and

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

    Science.gov (United States)

    Lee, Ahlam

    2011-12-01

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

  1. Biased calculations: Numeric anchors influence answers to math equations

    Directory of Open Access Journals (Sweden)

    Andrew R. Smith

    2011-02-01

    Full Text Available People must often perform calculations in order to produce a numeric estimate (e.g., a grocery-store shopper estimating the total price of his or her shopping cart contents. The current studies were designed to test whether estimates based on calculations are influenced by comparisons with irrelevant anchors. Previous research has demonstrated that estimates across a wide range of contexts assimilate toward anchors, but none has examined estimates based on calculations. In two studies, we had participants compare the answers to math problems with anchors. In both studies, participants' estimates assimilated toward the anchor values. This effect was moderated by time limit such that the anchoring effects were larger when the participants' ability to engage in calculations was limited by a restrictive time limit.

  2. Irradiation test and performance evaluation of DUPIC fuel

    International Nuclear Information System (INIS)

    Yang, Myung Seung; Song, K. C.; Moon, J. S.

    2002-05-01

    The objective of the project is to establish the performance evaluation system of DUPIC fuel during the Phase II R and D. In order to fulfil this objectives, irradiation test of DUPIC fuel was carried out in HANARO using the non-instrumented and SPND-instrumented rig. Also, the analysis on the in-reactor behavior analysis of DUPIC fuel, out-pile test using simulated DUPIC fuel as well as performance and integrity assessment in a commercial reactor were performed during this Phase. The R and D results of the Phase II are summarized as follows : - Performance evaluation of DUPIC fuel via irradiation test in HANARO - Post irradiation examination of irradiated fuel and performance analysis - Development of DUPIC fuel performance code (modified ELESTRES) considering material properties of DUPIC fuel - Irradiation behavior and integrity assessment under the design power envelope of DUPIC fuel - Foundamental technology development of thermal/mechanical performance evaluation using ANSYS (FEM package)

  3. Model tests on dynamic performance of RC shear walls

    International Nuclear Information System (INIS)

    Nagashima, Toshio; Shibata, Akenori; Inoue, Norio; Muroi, Kazuo.

    1991-01-01

    For the inelastic dynamic response analysis of a reactor building subjected to earthquakes, it is essentially important to properly evaluate its restoring force characteristics under dynamic loading condition and its damping performance. Reinforced concrete shear walls are the main structural members of a reactor building, and dominate its seismic behavior. In order to obtain the basic information on the dynamic restoring force characteristics and damping performance of shear walls, the dynamic test using a large shaking table, static displacement control test and the pseudo-dynamic test on the models of a shear wall were conducted. In the dynamic test, four specimens were tested on a large shaking table. In the static test, four specimens were tested, and in the pseudo-dynamic test, three specimens were tested. These tests are outlined. The results of these tests were compared, placing emphasis on the restoring force characteristics and damping performance of the RC wall models. The strength was higher in the dynamic test models than in the static test models mainly due to the effect of loading rate. (K.I.)

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

    Science.gov (United States)

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

    2017-01-01

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

  5. The Performance test of Mechanical Sodium Pump with Water Environment

    International Nuclear Information System (INIS)

    Cho, Chungho; Kim, Jong-Man; Ko, Yung Joo; Jeong, Ji-Young; Kim, Jong-Bum; Ko, Bock Seong; Park, Sang Jun; Lee, Yoon Sang

    2015-01-01

    As contrasted with PWR(Pressurized light Water Reactor) using water as a coolant, sodium is used as a coolant in SFR because of its low melting temperature, high thermal conductivity, the high boiling temperature allowing the reactors to operate at ambient pressure, and low neutron absorption cross section which is required to achieve a high neutron flux. But, sodium is violently reactive with water or oxygen like the other alkali metal. So Very strict requirements are demanded to design and fabricate of sodium experimental facilities. Furthermore, performance testing in high temperature sodium environments is more expensive and time consuming and need an extra precautions because operating and maintaining of sodium experimental facilities are very difficult. The present paper describes performance test results of mechanical sodium pump with water which has been performed with some design changes using water test facility in SAM JIN Industrial Co. To compare the hydraulic characteristic of model pump with water and sodium, the performance test of model pump were performed using vender's experimental facility for mechanical sodium pump. To accommodate non-uniform thermal expansion and to secure the operability and the safety, the gap size of some parts of original model pump was modified. Performance tests of modified mechanical sodium pump with water were successfully performed. Water is therefore often selected as a surrogate test fluid because it is not only cheap, easily available and easy to handle but also its important hydraulic properties (density and kinematic viscosity) are very similar to that of the sodium. Normal practice to thoroughly test a design or component before applied or installed in reactor is important to ensure the safety and operability in the sodium-cooled fast reactor (SFR). So, in order to estimate the hydraulic behavior of the PHTS pump of DSFR (600 MWe Demonstraion SFR), the performance tests of the model pump such as performance

  6. The Empirical Testing of a Musical Performance Assessment Paradigm

    Science.gov (United States)

    Russell, Brian E.

    2010-01-01

    The purpose of this study was to test a hypothesized model of aurally perceived performer-controlled musical factors that influence assessments of performance quality. Previous research studies on musical performance constructs, musical achievement, musical expression, and scale construction were examined to identify the factors that influence…

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

    Directory of Open Access Journals (Sweden)

    Stina eSöderqvist

    2015-11-01

    Full Text Available Training working memory (WM using computerized programs has been shown to improve functions directly linked to WM such as following instructions and attention. These functions influence academic performance, which leads to the question of whether WM training can transfer to improved academic performance. We followed the academic performance of two age-matched groups during two years. As part of the curriculum in grade 4 (age 9-10, all students in one classroom (n = 20 completed Cogmed Working Memory Training (CWMT whereas children in the other classroom (n = 22 received education as usual. Performance on nationally standardized tests in math and reading comprehension was used as outcome measures at baseline and two years later. At baseline both classes were normal/high performing according to national standards. At grade 6, reading comprehension had improved to a significantly greater extent for the training group compared to the control group (medium effect size, Cohen’s d = 0.66, p = 0.045. For math performance the same pattern was observed with a medium effect size (Cohen’s d = 0.58 reaching statistical trend levels (p = 0.091. Moreover, the academic attainments were found to correlate with the degree of improvements during training (p-values 1 year effects of WM training on academic performance. We found performance on both reading and math to be positively impacted after completion of CWMT. Since there were no baseline differences between the groups, the results may reflect an influence on learning capacity, with improved WM leading to a boost in students’ capacity to learn. This study is also the first to investigate the effects of CWMT on academic performance in typical or high achieving students. The results suggest that WM training can help optimize the academic potential of high performers.

  8. Differentiating anxiety forms and their role in academic performance from primary to secondary school.

    Science.gov (United States)

    Carey, Emma; Devine, Amy; Hill, Francesca; Szűcs, Dénes

    2017-01-01

    Individuals with high levels of mathematics anxiety are more likely to have other forms of anxiety, such as general anxiety and test anxiety, and tend to have some math performance decrement compared to those with low math anxiety. However, it is unclear how the anxiety forms cluster in individuals, or how the presence of other anxiety forms influences the relationship between math anxiety and math performance. We measured math anxiety, test anxiety, general anxiety and mathematics and reading performance in 1720 UK students (year 4, aged 8-9, and years 7 and 8, aged 11-13). We conducted latent profile analysis of students' anxiety scores in order to examine the developmental change in anxiety profiles, the demographics of each anxiety profile and the relationship between profiles and academic performance. Anxiety profiles appeared to change in specificity between the two age groups studied. Only in the older students did clusters emerge with specifically elevated general anxiety or academic anxiety (test and math anxiety). Our findings suggest that boys are slightly more likely than girls to have elevated academic anxieties relative to their general anxiety. Year 7/8 students with specifically academic anxiety show lower academic performance than those who also have elevated general anxiety. There may be a developmental change in the specificity of anxiety and gender seems to play a strong role in determining one's anxiety profile. The anxiety profiles present in our year 7/8 sample, and their relationships with math performance, suggest a bidirectional relationship between math anxiety and math performance.

  9. Differentiating anxiety forms and their role in academic performance from primary to secondary school.

    Directory of Open Access Journals (Sweden)

    Emma Carey

    Full Text Available Individuals with high levels of mathematics anxiety are more likely to have other forms of anxiety, such as general anxiety and test anxiety, and tend to have some math performance decrement compared to those with low math anxiety. However, it is unclear how the anxiety forms cluster in individuals, or how the presence of other anxiety forms influences the relationship between math anxiety and math performance.We measured math anxiety, test anxiety, general anxiety and mathematics and reading performance in 1720 UK students (year 4, aged 8-9, and years 7 and 8, aged 11-13. We conducted latent profile analysis of students' anxiety scores in order to examine the developmental change in anxiety profiles, the demographics of each anxiety profile and the relationship between profiles and academic performance.Anxiety profiles appeared to change in specificity between the two age groups studied. Only in the older students did clusters emerge with specifically elevated general anxiety or academic anxiety (test and math anxiety. Our findings suggest that boys are slightly more likely than girls to have elevated academic anxieties relative to their general anxiety. Year 7/8 students with specifically academic anxiety show lower academic performance than those who also have elevated general anxiety.There may be a developmental change in the specificity of anxiety and gender seems to play a strong role in determining one's anxiety profile. The anxiety profiles present in our year 7/8 sample, and their relationships with math performance, suggest a bidirectional relationship between math anxiety and math performance.

  10. Evaluation of HeartMath Training Programme for Improving ...

    African Journals Online (AJOL)

    The goal of this study was to evaluate the influence of a HeartMath training apparatus on personal resilience and physiological coherence. A within group, pre-test and post-test, outcome evaluative design was employed to assess changes in dependent variables. A small convenience sample of 6 participants, 4 women and ...

  11. Mechanical/structural performance test method of a spacer grid

    International Nuclear Information System (INIS)

    Yoon, Kyung Ho

    2000-06-01

    The spacer grid is one of the main structural components in the fuel assembly, which supports the fuel rods, guides cooling water, and protects the system from an external impact load, such as earthquakes. In order to develop the spacer grid with the high mechanical performance, the mechanical and structural properties of the spacer grids must be extensively examined while designing it. In this report, the mechanical/structural test methods, i.e. the characteristic test of a spacer grid spring or dimple, static buckling test of a partial or full size spacer grid and dynamic impact test of them are described. The characteristic test of a spacer grid spring or dimple is accomplished with universal tensile test machine, a specimen is fixed with test fixture and then applied compressive load. The characteristic test data is saved at loading and unloading event. The static buckling test of a partial or full size spacer grid is executed with the same universal tensile testing machine, a specimen is fixed between cross-heads and then applied the compressive load. The buckling strength is decided the maximum strength at load vs. displacement curve. The dynamic impact test of a partial or full size spacer grid is performed with pendulum type impact machine and free fall shock test machine, a specimen is fixed with test fixture and then applied the impact load by impact hammer. Specially, the pendulum type impact test machine is also possible under the operating temperature because a furnace is separately attached with test machine

  12. Important Details in Performing and Interpreting the Scratch Collapse Test.

    Science.gov (United States)

    Kahn, Lorna C; Yee, Andrew; Mackinnon, Susan E

    2018-02-01

    The utility of the scratch collapse test has been demonstrated in examination of patients with carpal and cubital tunnel syndromes and long thoracic and peroneal nerve compressions. In the authors' clinic, this lesser known test plays a key role in peripheral nerve examination where localization of the nerve irritation or injury is not fully understood. Test utility and accuracy in patients with more challenging presentations likely correlate with tester understanding and experience. This article offers a clear outline of all stages of the test to improve interrater reliability. The nuances of test performance are described, including a description of situations where the scratch collapse test is deemed inappropriate. Four clinical scenarios where the scratch collapse test may be useful are included. Corresponding video content is provided to improve performance and interpretation of the scratch collapse test. Diagnostic, V.

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

    Science.gov (United States)

    Graziano, A B; Peterson, M; Shaw, G L

    1999-03-01

    It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.

  14. 40 CFR 63.344 - Performance test requirements and test methods.

    Science.gov (United States)

    2010-07-01

    ... electroplating tanks or chromium anodizing tanks. The sampling time and sample volume for each run of Methods 306... Chromium Anodizing Tanks § 63.344 Performance test requirements and test methods. (a) Performance test... Emissions From Decorative and Hard Chromium Electroplating and Anodizing Operations,” appendix A of this...

  15. Expectancy of an open-book test decreases performance on a delayed closed-book test.

    Science.gov (United States)

    Agarwal, Pooja K; Roediger, Henry L

    2011-11-01

    Two experiments examined the influence of practice with, and the expectancy of, open-book tests (students viewed studied material while taking the test) versus closed-book tests (students completed the test without viewing the studied material) on delayed retention and transfer. Using GRE materials specifically designed for open-book testing, participants studied passages and then took initial open- or closed-book tests. Open-book testing led to better initial performance than closed-book testing, but on a delayed criterial (closed-book) test both types of testing produced similar retention after a two-day delay in Experiment 1. In Experiment 2 participants were informed in advance about the type of delayed criterial test to expect (open- or closed-book). Expecting an open-book test (relative to a closed-book test) decreased participants' time spent studying and their delayed test performance on closed-book comprehension and transfer tests, demonstrating that test expectancy can influence long-term learning. Expectancy of open-book tests may impair long-term retention and transfer compared to closed-book tests, despite superior initial performance on open-book tests and students' preference for open-book tests.

  16. Nuclebras' installations for performance tests of nuclear power plants components

    International Nuclear Information System (INIS)

    Vasconcelos Paiva, I.P. de; Avelar Esteves, F. de; Horta, J.A.L.; Resende, M.F.R.; Pinheiro, R.B.

    1984-01-01

    The reasons for Nuclebras' Nuclear Technology Development Center to implement a laboratory for supporting Brazilian manufactures, giving to them the means for performing functional tests of industrial products, are presented. A brief description of facilities under construction: the components Test Loop and Facility for Testing N.P.P. components under Accident conditions, and other already in operation, as well as its objectives and main technical characteristics. Some test results had already obtained are also presented. (Author) [pt

  17. A Framework for Fully Automated Performance Testing for Smart Buildings

    DEFF Research Database (Denmark)

    Markoska, Elena; Johansen, Aslak; Lazarova-Molnar, Sanja

    2018-01-01

    , setup of performance tests has been manual and labor-intensive and has required intimate knowledge of buildings’ complexity and systems. The emergence of the concept of smart buildings has provided an opportunity to overcome this restriction. In this paper, we propose a framework for automated......A significant proportion of energy consumption by buildings worldwide, estimated to ca. 40%, has yielded a high importance to studying buildings’ performance. Performance testing is a mean by which buildings can be continuously commissioned to ensure that they operate as designed. Historically...... performance testing of smart buildings that utilizes metadata models. The approach features automatic detection of applicable performance tests using metadata queries and their corresponding instantiation, as well as continuous commissioning based on metadata. The presented approach has been implemented...

  18. Test anxiety, perfectionism, goal orientation, and academic performance.

    Science.gov (United States)

    Eum, KoUn; Rice, Kenneth G

    2011-03-01

    Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2 × 2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.

  19. 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.

  20. Exploration of task performance tests in a physics laboratory

    Science.gov (United States)

    Liu, Dan; El Turkey, Houssein

    2017-11-01

    In this article, we investigate the implementation of task performance tests in an undergraduate physics laboratory. Two performance tests were carried out over two semesters using the task of building a DC circuit. The first implementation in Spring 2014 had certain concerns such as the privacy of students’ testing and their ‘trial and error’ attempts. These concerns were addressed in Fall 2015 through implementing a second performance test. The second implementation was administered differently but the content of the two tests was the same. We discuss the validity of both implementations and present the correlation (or lack of) between the time that students needed to complete the tests and their grades from a paper-based laboratory assessment method.

  1. A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math

    Science.gov (United States)

    Rutherford, Teomara; Farkas, George; Duncan, Greg; Burchinal, Margaret; Kibrick, Melissa; Graham, Jeneen; Richland, Lindsey; Tran, Natalie; Schneider, Stephanie; Duran, Lauren; Martinez, Michael E.

    2014-01-01

    Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a negligible effect of ST Math on mathematics scores, which did not differ significantly across…

  2. The Impact of Early Exposure of Eighth Grade Math Standards on End of Grade Assessments

    Science.gov (United States)

    Robertson, Tonjai E.

    2016-01-01

    The purpose of this study was to examine the Cumberland County Schools district-wide issue surrounding the disproportional performance of eighth grade Math I students' proficiency scores on standardized end-of-grade and end-of-course assessments. The study focused on the impact of the school district incorporating eighth grade math standards in…

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

    Science.gov (United States)

    Srougi, Melissa C.; Miller, Heather B.

    2018-01-01

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

  4. Math Anxiety and Its Relationship with Basic Arithmetic Skills among Primary School Children

    Science.gov (United States)

    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…

  5. Reactivity to Stress and the Cognitive Components of Math Disability in Grade 1 Children

    Science.gov (United States)

    MacKinnon McQuarrie, Maureen A.; Siegel, Linda S.; Perry, Nancy E.; Weinberg, Joanne

    2014-01-01

    This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary…

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

    Science.gov (United States)

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

    2011-01-01

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

  7. Reducing the Sex Difference in Math Anxiety: The Role of Spatial Processing Ability

    Science.gov (United States)

    Maloney, Erin A.; Waechter, Stephanie; Risko, Evan F.; Fugelsang, Jonathan A.

    2012-01-01

    Decades of research have demonstrated that women experience higher rates of math anxiety--that is, negative affect when performing tasks involving numerical and mathematical skill--than men. Researchers have largely attributed this sex difference in math anxiety to factors such as social stereotypes and propensity to report anxiety. Here we…

  8. Dyscalculia ? Maths Difficulties. An Analysis of Conflicting Positions at a Time That Calls for Inclusive Practices

    Science.gov (United States)

    Schmidt, Maria Christina Secher

    2016-01-01

    Using Bourdieu's notion of field, the Scandinavian field of maths pedagogy occurs at a time characterised by increasing inclusion efforts in primary school. Various stakeholders in maths pedagogy are arguing about what should be done about pupils who perform poorly in mathematics and what causes their difficulties. Four analytical positions are…

  9. Personal dosimetry performance testing in the United States

    International Nuclear Information System (INIS)

    Soares, Christopher G.

    2008-01-01

    The basis for personal dosimetry performance testing in the United States is ANSI/HPS N13.11. Now in it's fourth edition, this standard has been in place since 1983. Testing under this standard is administered by the National Voluntary Laboratory Accreditation Program (NVLAP), and accreditation of dosimetry processors under this program is required by U.S. Nuclear Regulatory Commission (NRC) regulations. The U.S. Department of Energy (DOE) also maintains a testing program for its laboratories and contractors, administered by the Department of Energy Laboratory Accreditation Program (DOELAP). One of the goals of this current revision was the modification of ANSI/HPS N13.11 to allow acceptance by both testing programs in order to bring harmonization to U.S. personal dosemeter performance testing. The testing philosophy of ANSI/HPS N13.11 has always combined elements of type testing and routine performance testing and is thus different from the testing philosophy used in the rest of the world. In this paper, the history of performance testing in the U.S. is briefly reviewed. Also described is the revision that produced the fourth edition of this standard, which has taken place over the last three years (2005-2008) by a working group representing national standards laboratories, government laboratories, the military, dosimetry vendors, universities and the nuclear power industry. (author)

  10. The study of the energetic performance in test cycles

    Science.gov (United States)

    Rentea, Cristian; Tuca, Alexandra; Oprean, Mircea; Marius, Bataus

    2017-10-01

    One of the most important subsystems of modern passenger cars is the transmission. This paper aims to investigate the global performances of a modern transmission in different test cycles including the newly introduced WLTC (Worldwide Harmonized Light Vehicles Test Cycle). The study is done using a complex model developed in a performant simulation environment. Transmission efficiency calculation is emphasized, the efficiency being considered variable depending on engine torque, engine speed and gear ratio. The main important parameters (vehicle speed fluctuation, overall transmission efficiency, fuel consumption ratio) needed to compare test cycles and the transmissions performance are determined.

  11. 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.

  12. Evaluating Math Recovery: Implications for Policy and Practice

    Science.gov (United States)

    Smith, Thomas

    2010-01-01

    This presentation focuses on an initial evaluation study of Math Recovery (MR), a pullout, one-to-one tutoring program that has been designed to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap and enabling participants to achieve at the level of their higher-performing peers in…

  13. Performance Testing Methodology for Safety-Critical Programmable Logic Controller

    International Nuclear Information System (INIS)

    Kim, Chang Ho; Oh, Do Young; Kim, Ji Hyeon; Kim, Sung Ho; Sohn, Se Do

    2009-01-01

    The Programmable Logic Controller (PLC) for use in Nuclear Power Plant safety-related applications is being developed and tested first time in Korea. This safety-related PLC is being developed with requirements of regulatory guideline and industry standards for safety system. To test that the quality of the developed PLC is sufficient to be used in safety critical system, document review and various product testings were performed over the development documents for S/W, H/W, and V/V. This paper provides the performance testing methodology and its effectiveness for PLC platform conducted by KOPEC

  14. Recommended procedures for performance testing of radiobioassay laboratories: Volume 3, In vivo test phantoms

    International Nuclear Information System (INIS)

    MacLellan, J.A.; Traub, R.J.

    1988-11-01

    Draft American National Standards Institute (ANSI) Standard N13.30 (Performance Criteria for Radiobioassay) was developed for the US Department of Energy and the US Nuclear Regulatory Commission to help ensure that bioassay laboratories provide accurate and consistent results. The draft standard describes the procedures necessary to establish a bioassay performance-testing laboratory and program. The bioassay performance-testing laboratory will conduct tests to evaluate the performance of service laboratories. Pacific Northwest Laboratory helped develop testing procedures as part of an effort to evaluate the draft ANSI N13.30 performance criteria by testing the existing measurement capabilities of various bioassay laboratories. This report recommends guidelines for the preparation, handling, storage, distribution, shipping, and documentation of test phantoms used for calibration of measurement systems for direct bioassay. The data base and recommended records system for documenting radiobioassay performance at the service laboratories are also presented

  15. Cognitive Fatigue Influences Students’ Performance on Standardized Tests

    DEFF Research Database (Denmark)

    Sievertsen, Hans Henrik; Gino, Francesca; Piovesan, Marco

    2016-01-01

    We identify one potential source of bias that influences children’s performance on standardized tests and that is predictable based on psychological theory: the time at which students take the test. Using test data for all children attending Danish public schools between school years 2009....../10 and 2012/13, we find that, for every hour later in the day, test scores decrease by 0.9% of an SD. In addition, a 20- to 30-minute break improves average test scores. Time of day affects students’ test performance because, over the course of a regular day, students’ mental resources get taxed. Thus......, as the day wears on, students become increasingly fatigued and consequently more likely to underperform on a standardized test....

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

    Science.gov (United States)

    Shapiro, Edward S; Dennis, Minyi Shih; Fu, Qiong

    2015-12-01

    The purpose of the study was to compare the use of a Computer Adaptive Test and Curriculum-Based Measurement in the assessment of mathematics. This study also investigated the degree to which slope or rate of change predicted student outcomes on the annual state assessment of mathematics above and beyond scores of single point screening assessments (i.e., the computer adaptive test or the CBM assessment just before the administration of the state assessment). Repeated measurement of mathematics once per month across a 7-month period using a Computer Adaptive Test (STAR-Math) and Curriculum-Based Measurement (CBM, AIMSweb Math Computation, AIMSweb Math Concepts/Applications) was collected for a maximum total of 250 third, fourth, and fifth grade students. Results showed STAR-Math in all 3 grades and AIMSweb Math Concepts/Applications in the third and fifth grades had primarily linear growth patterns in mathematics. AIMSweb Math Computation in all grades and AIMSweb Math Concepts/Applications in Grade 4 had decelerating positive trends. Predictive validity evidence showed the strongest relationships were between STAR-Math and outcomes for third and fourth grade students. The blockwise multiple regression by grade revealed that slopes accounted for only a very small proportion of additional variance above and beyond what was explained by the scores obtained on a single point of assessment just prior to the administration of the state assessment. (c) 2015 APA, all rights reserved).

  17. 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)

  18. 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…

  19. Performance Test of Parabolic Trough Solar Cooker for Indoor ...

    African Journals Online (AJOL)

    Bheema

    mm diameter copper pipe is the optimum size for the absorber. Maximum temperatures of ... This paper deals with improving and testing performance of a concentrating cooker for indoor cooking with ... bean oil Soya bean oil. Coating material.

  20. Round robin performance testing of organic photovoltaic devices

    DEFF Research Database (Denmark)

    Gevorgyan, Suren; Zubillaga, Oihana; de Seoane, José María Vega

    2014-01-01

    This study addresses the issue of poor intercomparability of measurements of organic photovoltaic (OPV) devices among different laboratories. We present a round robin performance testing of novel OPV devices among 16 laboratories, organized within the framework of European Research Infrastructure...

  1. Corrosion performance tests for reinforcing steel in concrete : technical report.

    Science.gov (United States)

    2009-10-01

    The existing test method used to assess the corrosion performance of reinforcing steel embedded in : concrete, mainly ASTM G 109, is labor intensive, time consuming, slow to provide comparative results, : and can be expensive. However, with corrosion...

  2. RELATIONSHIPS BETWEEN FUNCTIONAL MOVEMENT TESTS AND PERFORMANCE TESTS IN YOUNG ELITE MALE BASKETBALL PLAYERS.

    Science.gov (United States)

    Gonzalo-Skok, Oliver; Serna, Jorge; Rhea, Matthew R; Marín, Pedro J

    2015-10-01

    Sprinting and jumping are two common and important components of high-level sport performance. The weight-bearing dorsiflexion test (WB-DF) and Star Excursion Balance Test (SEBT) are tools developed to identify athletes at risk for lower extremity injury and may be related to running and jumping performance among athletes. The purposes of the present study were: 1) to identify any relationships between functional movement tests (WB-DF and SEBT) and performance tests (jumping, sprinting and changing direction); 2) to examine any relationships between asymmetries in functional movements and performance tests. Descriptive cohort study. Fifteen elite male basketball players (age: 15.4 ± 0.9 years) were assessed during a three-week period to determine the reliability of functional screening tools and performance tests and to examine the relationships between these tests. Relative (intraclass correlation coefficient) and absolute (coefficient of variation) reliability were used to assess the reproducibility of the tests. Significant correlations were detected between certain functional movement tests and performance tests. Both left and right excursion composite scores related to slower performance times in sprint testing, demonstrating that greater dynamic reach relates to decreased quickness and acceleration among these elite basketball athletes. The various relationships between dynamic functional movement testing, speed, and jump performance provide guidance for the strength and conditioning professional when conducting and evaluating data in an effort to improve performance and reduce risk of injury. The results of the present study suggest that these functional and performance tests do not measure the same components of human movement, and could be paired as outcome measures for the clinical and sport assessment of lower extremity function. 2b.

  3. 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

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

    Science.gov (United States)

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

    2015-01-01

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

  5. Fracture testing and performance of beryllium copper alloy C 17510

    International Nuclear Information System (INIS)

    Murray, H.A.; Zatz, I.J.

    1992-01-01

    A series of test programs was undertaken on copper beryllium alloy C 17510 for several variations in material process and chemistry. These variations in C 17510 were primarily optimized for combinations of strength and conductivity. While originally intended for use as cyclically loaded high-field, high-strength conductors in fusion energy research, material testing of C 17510 has indicated that it is an attractive and economical alternative for a host of other structural, mechanical and electrical applications. ASTM tests performed on three variations of C 17510 alloys included both J-integral and plane strain fracture toughness testing (E813, E399) and fatigue crack growth rate tests (E647), as well as verifying tensile, hardness, Charpy, and other well defined mechanical properties. Fracture testing was performed at both room and liquid nitrogen temperatures, which bound the thermal environment anticipated for the fusion components being designed. Fatigue crack propagation stress ratios ranged from nominal zero to minus one at each temperature

  6. Human performance in nondestructive inspections and functional tests: Final report

    International Nuclear Information System (INIS)

    Harris, D.H.

    1988-10-01

    Human performance plays a vital role in the inspections and tests conducted to assure the physical integrity of nuclear power plants. Even when technically-sophisticated equipment is employed, the outcome is highly dependent on human control actions, calibrations, observations, analyses, and interpretations. The principal consequences of inadequate performance are missed or falsely-reported defects. However, the cost-avoidance that stems from addressing potential risks promptly, and the increasing costs likely with aging plants, emphasize that timeliness and efficiency are important inspection-performance considerations also. Human performance issues were studied in a sample of inspections and tests regularly conducted in nuclear power plants. These tasks, selected by an industry advisory panel, were: eddy-current inspection of steam-generator tubes; ultrasonic inspection of pipe welds; inservice testing of pumps and valves; and functional testing of shock suppressors. Information was obtained for the study from industry and plant procedural documents; training materials; research reports and related documents; interviews with training specialists, inspectors, supervisory personnel, and equipment designers; and first-hand observations of task performance. Eleven recommendations are developed for improving human performance on nondestructive inspections and functional tests. Two recommendations were for the more-effective application of existing knowledge; nine recommendations were for research projects that should be undertaken to assure continuing improvements in human performance on these tasks. 25 refs., 9 figs., 1 tab

  7. 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…

  8. 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…

  9. 42 CFR 84.103 - Man tests; performance requirements.

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 1 2010-10-01 2010-10-01 false Man tests; performance requirements. 84.103 Section 84.103 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Self-Contained Breathing Apparatus § 84.103 Man tests;...

  10. Current Status and Performance Tests of Korea Heat Load Test Facility KoHLT-EB

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Sukkwon; Jin, Hyunggon; Shin, Kyuin; Choi, Boguen; Lee, Eohwak; Yoon, Jaesung; Lee, Dongwon [Korea Atomic Energy Research Institute, Daejeon (Korea, Republic of); Kim, Duckhoi; Cho, Seungyon [National Fusion Research Institute, Daejeon (Korea, Republic of)

    2013-05-15

    A commissioning test has been scheduled to establish the installation and preliminary performance experiments of the copper hypervapotron mockups. And a qualification test will be performed to evaluate the CuCrZr duct liner in the ITER neutral beam injection facility and the ITER first wall small-scale mockups of the semi-prototype, at up to 1.5 and 5 MW/m{sup 2} high heat flux. Also, this system will be used to test other PFCs for ITER and materials for tokamak reactors. Korean high heat flux test facility(KoHLT-EB; Korea Heat Load Test facility - Electron Beam) by using an electron beam system has been constructed in KAERI to perform the qualification test for ITER blanket FW semi-prototype mockups, hypervapotron cooling devices in fusion devices, and other ITER plasma facing components. The commissioning and performance tests with the supplier of e-gun system have been performed on November 2012. The high heat flux test for hypervapotron cooling device and calorimetry were performed to measure the surface heat flux, the temperature profile and cooling performance. Korean high heat flux test facility for the plasma facing components of nuclear fusion machines will be constructed to evaluate the performance of each component. This facility for the plasma facing materials will be equipped with an electron beam system with a 60 kV acceleration gun.

  11. Performances on Symbol Digit Modalities Test, Color Trails Test, and modified Stroop test in a healthy, elderly Danish sample

    DEFF Research Database (Denmark)

    Vogel, Asmus; Stokholm, Jette; Jørgensen, Kasper

    2013-01-01

    This study presents Danish data for the Symbol Digit Modalities Test (SDMT), Color Trails Test (CTT), and a modified Stroop test from 100 subjects aged 60-87 years. Among the included demographic variables, age had the highest impact on test performances. Thus, the study presents separate data...

  12. Performance test of a bladeless turbine for geothermal applications

    Energy Technology Data Exchange (ETDEWEB)

    Steidel, R.; Weiss, H.

    1976-03-24

    The Possell bladeless turbine was tested at the LLL Geothermal Test Facility to evaluate its potential for application in the total flow process. Test description and performance data are given for 3000, 3500, 4000, and 4500 rpm. The maximum engine efficiency observed was less than 7 percent. It is concluded that the Possell turbine is not a viable candidate machine for the conversion of geothermal fluids by the total flow process. (LBS)

  13. 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

  14. 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…

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

    Science.gov (United States)

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

    2017-01-01

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

  16. Preschool acuity of the approximate number system correlates with school math ability.

    Science.gov (United States)

    Libertus, Melissa E; Feigenson, Lisa; Halberda, Justin

    2011-11-01

    Previous research shows a correlation between individual differences in people's school math abilities and the accuracy with which they rapidly and nonverbally approximate how many items are in a scene. This finding is surprising because the Approximate Number System (ANS) underlying numerical estimation is shared with infants and with non-human animals who never acquire formal mathematics. However, it remains unclear whether the link between individual differences in math ability and the ANS depends on formal mathematics instruction. Earlier studies demonstrating this link tested participants only after they had received many years of mathematics education, or assessed participants' ANS acuity using tasks that required additional symbolic or arithmetic processing similar to that required in standardized math tests. To ask whether the ANS and math ability are linked early in life, we measured the ANS acuity of 200 3- to 5-year-old children using a task that did not also require symbol use or arithmetic calculation. We also measured children's math ability and vocabulary size prior to the onset of formal math instruction. We found that children's ANS acuity correlated with their math ability, even when age and verbal skills were controlled for. These findings provide evidence for a relationship between the primitive sense of number and math ability starting early in life. 2011 Blackwell Publishing Ltd.

  17. Preliminary results of testing bioassay analytical performance standards

    International Nuclear Information System (INIS)

    Fisher, D.R.; Robinson, A.V.; Hadley, R.T.

    1983-08-01

    The analytical performance of both in vivo and in vitro bioassay laboratories is being studied to determine the capability of these laboratories to meet the minimum criteria for accuracy and precision specified in the draft ANSI Standard N13.30, Performance Criteria for Radiobioassay. This paper presents preliminary results of the first round of testing

  18. Effects of Vigorous Intensity Physical Activity on Mathematics Test Performance

    Science.gov (United States)

    Phillips, David S.; Hannon, James C.; Castelli, Darla M.

    2015-01-01

    The effect of an acute bout of physical activity on academic performance in school-based settings is under researched. The purpose of this study was to examine associations between a single, vigorous (70-85%) bout of physical activity completed during physical education on standardized mathematics test performance among 72, eighth grade students…

  19. Towards Smart Buildings Performance Testing as a Service

    DEFF Research Database (Denmark)

    Markoska, Elena; Lazarova-Molnar, Sanja

    2018-01-01

    Energy consumption in buildings accounts for ca. 40% of the world’s total energy consumption, yielding a call for attention to their performance and improvement of their behavior. The concept of performance testing has been developed as an approach to control, potentially lower, and bring awarene...

  20. Motivation and performance in physical education: an experimental test.

    Science.gov (United States)

    Moreno, Juan A; González-Cutre, David; Martín-Albo, José; Cervelló, Eduardo

    2010-01-01

    The purpose of this study was to analyse, experimentally, the relationships between motivation and performance in a lateral movement test in physical education. The study group consisted of 363 students (227 boys and 136 girls), aged between 12 and 16, who were randomly divided into three groups: an experimental group in which an incremental ability belief was induced, another experimental group in which an entity ability belief was induced, and a control group where there was no intervention. Measurements were made of situational intrinsic motivation, perceived competence in executing the task and performance. The results revealed that the incremental group reported higher scores on the situational intrinsic motivation scale. The entity group demonstrated better performance in the first test attempt than the incremental group but, in the second attempt, the performance was similar in the different groups. Perhaps the initial differences in performance disappeared because the incremental group counted on improving in the second attempt. These results are discussed in relation to the intensity with which the teacher conveys information relating to incremental ability belief of the pupil to increase intrinsic motivation and performance. Key pointsThe incremental group showed more situational intrinsic motivation.The entity group showed higher performance in the first test attempt, but significant differences disappeared in the second attempt.It seems that this incremental belief and greater intrinsic motivation made the students trust they would improve their performance in the second attempt at the lateral movement test.