The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty

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Powell, Sarah R.; Driver, Melissa K.

2015-01-01

Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

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González-Castro, Paloma; Cueli, Marisol; Areces, Débora; Rodríguez, Celestino; Sideridis, Georgios

2016-01-01

Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical…

Difficulties First-Year University Mathematics Students Have in Reading Their Mathematics Textbook. Technical Report. No. 2009-1

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Shepherd, Mary D.; Selden, Annie; Selden, John

2009-01-01

This exploratory study examined the experiences and difficulties certain first-year university students displayed in reading new passages from their mathematics textbooks. We interviewed eleven precalculus and calculus students who were considered to be good at mathematics, as indicated by high ACT mathematics scores. These students were also …

On the difficulties of acquiring mathematical experience: Case rural education

DEFF Research Database (Denmark)

Booss-Bavnbek, Bernhelm

2014-01-01

Based on a variety of philosophical approaches and my own work for decades in pure and applied mathematics teaching and research, I explain my view upon the basic difficulties of acquiring the “Mathematical Experience” (in the sense of P.J. Davis and R. Hersh 1981) and submit a list of claims how...

Behavioral Executive Functions Among Adolescents With Mathematics Difficulties.

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Holm, Marja E; Aunio, Pirjo; Björn, Piia M; Klenberg, Liisa; Korhonen, Johan; Hannula, Markku S

2017-07-01

This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.

Differentiating Students with Mathematics Difficulty in College: Mathematics Disabilities vs. No Diagnosis

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McGlaughlin, Sean M.; Knoop, Andrew J.; Holliday, Gregory A.

2005-01-01

Difficulties with college algebra can be the gatekeeper for earning a degree. Students struggle with algebra for many reasons. The focus of study was to examine students struggling with entry-level algebra courses and differentiate between those who were identified as having a mathematics disability and those who were not. Variables related to…

Observations on Student Difficulties with Mathematics in Upper-Division Electricity and Magnetism

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Pepper, Rachel E.; Chasteen, Stephanie V.; Pollock, Steven J.; Perkins, Katherine K.

2012-01-01

We discuss common difficulties in upper-division electricity and magnetism (E&M) in the areas of Gauss's law, vector calculus, and electric potential using both quantitative and qualitative evidence. We also show that many of these topical difficulties may be tied to student difficulties with mathematics. At the junior level, some students…

Investigating middle school students’ difficulties in mathematical literacy problems level 1 and 2

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Setiawati, S.; Herman, T.; Jupri, A.

2017-11-01

The background of this study is the lack of mathematical literacy skills of students. The proficiency of students’ mathematical literacy skills based on the results of the PISA 2015 study shows that Indonesian students at the proficiency level 1. This fact gave rise to this study which aims to investigate middle school students’ difficulties in mathematical literacy problems level 1 and 2. Qualitative research was used in this study. An individual written test on mathematical literacy problems was administered, followed by interviews. The subjects of the study were 61 students grade VII in Bandung and 26 of them were interviewed afterward. Data analysis revealed that students’ error in performing arithmetic most frequently observed. Other observed difficulties concerned understanding about algebra concept, applying arithmetic operation in algebraic expressions, and interpreting symbols to represent the unknown. In solving mathematical literacy problems, students use their prior knowledge, although sometimes not relevant to the questions. Based on the results, we suggest that mathematics learning in contextual learning and which invites students to participate in the processes of understanding the concepts.

Challenges in Teaching Mathematics: Perspectives From Students’ Learning Difficulties

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Steve Chinn

2016-04-01

Full Text Available Alcock et al (2016, this issue have set out and discussed a potential research agenda for mathematical cognition. It is timely that research topics, along with knowledge uncovered to date, should be incorporated into a coordinated agenda for further research. This commentary focuses on the perspectives that learning difficulties, and dyscalculia, reveal. These perspectives potentially add much to that research agenda. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016. Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10

Status of Muslim Immigrants' Children with Learning Difficulties in Vienna

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Mohsin, M. Naeem; Shabbir, Muhammad; Saeed, Wizra; Mohsin, M. Saleem

2013-01-01

The study was conducted to know the status of Muslim immigrants' children with learning difficulties and importance of parents' involvement for the education whose children are with learning difficulties, and the factors responsible for the learning difficulties among immigrants' children. There were 81 immigrant children with learning…

[Difficulties in learning mathematics].

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Rebollo, M A; Rodríguez, A L

2006-02-13

To discuss our concern for some aspects of mathematics learning disorders related to the nomenclature employed and their diagnosis; these aspects refer to the term 'dyscalculia' and to its diagnosis (especially syndromatic diagnosis). We also intend to propose a classification that could help to define the terminology. Lastly we are going to consider the different aspects of diagnosis and to determine which of them are indispensable in the diagnosis of primary and secondary disorders. As far as the nomenclature is concerned, we refer to the term 'dyscalculia'. The origins of the term are analysed along with the reasons why it should not be used in children with difficulties in learning mathematics. We propose a classification and denominations for the different types that should undoubtedly be discussed. With respect to the diagnosis, several problems related to the syndromatic diagnosis are considered, since in our country there are no standardised tests with which to study performance in arithmetic and geometry. This means that criterion reference tests are conducted to try to establish current and potential performance. At this stage of the diagnosis pedagogical and psychological studies must be conducted. The important factors with regard to the topographical and aetiological diagnoses are prior knowledge, results from the studies that have been carried out and findings from imaging studies. The importance of a genetic study must be defined in the aetiological diagnosis. We propose a nomenclature to replace the term 'dyscalculia'. Standardised tests are needed for the diagnosis. The need to establish current and potential performance is hierarchized. With regard to the topographical diagnosis, we highlight the need for more information about geometry, and in aetiological studies the analyses must be conducted with greater numbers of children.

Interventions for Primary School Children With Difficulties in Mathematics.

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Dowker, Ann

2017-01-01

Difficulty with arithmetic is a common problem for children and adults, though there has been some work on the topic for a surprisingly long time. This chapter will review some of the research that has been done over the years on interventions with primary school children. Interventions can be of various levels of intensiveness, ranging from whole-class approaches that take account of individual differences through small-group and limited-time individual interventions to extended-time individual interventions. Interventions discussed here include those involving peer tuition and group collaboration; those involving board and computer games; and those that involve assessing children's strengths and weaknesses in different components of mathematics; and targeting remedial activities to the assessed weaknesses. Most of the interventions discussed in this chapter specifically involve mathematics (usually mainly arithmetic), but there is also some discussion of attempts to improve mathematics by training children in domain-general skills, including Piagetian operations, metacognition, and executive functions. © 2017 Elsevier Inc. All rights reserved.

Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties.

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Jordan, Nancy C; Resnick, Ilyse; Rodrigues, Jessica; Hansen, Nicole; Dyson, Nancy

The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children ( N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and that some showed only a basic grasp of the meaning of a fraction even after several years of instruction. Children with low growth in fraction knowledge during the intermediate grades were much more likely to fail to meet state standards on a broad mathematics measure at the end of Grade 6. Although a range of general and mathematics-specific competencies predicted fraction outcomes, the ability to estimate numerical magnitudes on a number line was a uniquely important marker of fraction success. Many children with mathematics difficulties have deep-seated problems related to whole number magnitude representations that are complicated by the introduction of fractions into the curriculum. Implications for helping students with mathematics difficulties are discussed.

Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty.

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Zhang, Yiyun; Zhou, Xinlin

2016-01-01

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by testing using a web-based curriculum learning system. A total of 142 children with MLD were recruited; half of the children were in the experimental group (using the system), and the other half were in the control group (not using the system). The children were encouraged to use the web-based learning system at home for at least a 15-min session, at least once a week, for one and a half months. The mean accumulated time of testing on the system for children in the experimental group was 56.2 min. Children in the experimental group had significantly higher scores on their final mathematical examination compared to the control group. The results suggest that web-based curriculum learning through testing that promotes the building of knowledge structures for a mathematical course was helpful for children with MLD. © Hammill Institute on Disabilities 2014.

Understanding technology use and constructivist strategies when addressing Saudi primary students' mathematics difficulties.

OpenAIRE

Alabdulaziz, M.; Higgins, S.

2017-01-01

This paper will investigate the relationship between technology use and the use of constructivist strategies when addressing Saudi primary students' mathematics difficulties. Semi-structured interviews and observations were used for the purpose of this research, which were undertaken with three mathematics teachers from school A which used technology, and the other three from school B, which did not use technology. We found that technology can support constructivist approach when teaching and...

Difficulties encountered by the teachers in fifth grade applications of mathematics course

Directory of Open Access Journals (Sweden)

Fatma Nur Çoban

2013-12-01

Full Text Available The purpose of this study was to determine the teachers’ practices and the difficulties encountered by the teachers in 5th grade optional ‘mathematics applications’ course, which came into effect with the new 4+4+4 educational system.  The study was conducted in 2012-2013 academic year using the qualitative research method of semi-structured interview with 8 mathematics teachers who were teaching this course. The teachers were from four schools situated in socioeconomically average quarters of Eskişehir. The interview consisted of questions under three categories; aims and contents of the course, teachers’ practices and assessment of the course.Key Words:    Mathematics applications course, curriculum, teaching resources, teacher views

Self-reported learning difficulties and dietary intake in Norwegian adolescents.

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Øverby, Nina Cecilie; Lüdemann, Eva; Høigaard, Rune

2013-11-01

The academic performance of children impacts future educational attainment which may increase socioeconomic status which again influences their health. One of several factors that might affect academic performance is the diet. The aim of this study was to investigate the cross sectional relation between diet and self-reported reading-, writing-, and mathematical difficulties in Norwegian adolescents. In total, 475 ninth- and tenth-grade students out of 625 eligible ones from four different secondary schools in three different municipalities in Vest-Agder County, Norway, participated, giving a participation rate of 77%. The students filled in a questionnaire with food frequency questions of selected healthy and unhealthy food items, questions of meal frequency and different learning difficulties. Regular breakfast was significantly associated with decreased odds of both writing and reading difficulties (OR: 0.44 (0.2-0.8), p = 0.01) and mathematical difficulties (OR: 0.33 (0.2-0.6), p ≤ 0.001). In addition, having lunch, dinner and supper regularly were associated with decreased odds of mathematical difficulties. Further, a high intake of foods representing a poor diet (sugar-sweetened soft drinks, sweets, chocolate, savory snacks, pizza and hot dogs) was significantly associated with increased odds of mathematical difficulties. Having a less-frequent intake of unhealthy foods and not skipping meals are associated with decreased odds of self-reported learning difficulties in Norwegian adolescents in this study. The results of this study support the need for a larger study with a more representative sample.

The Use of a Bar Model Drawing to Teach Word Problem Solving to Students with Mathematics Difficulties

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Morin, Lisa L.; Watson, Silvana M. R.; Hester, Peggy; Raver, Sharon

2017-01-01

For students with mathematics difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar model drawing, on the mathematical problem-solving skills of students with MD. The study extended previous research that suggested that schematic-based…

FEEDING DIFFICULTIES IN PRESCHOOL CHILDREN, PREVIOUS FEEDING PRACTICES, AND NUTRITIONAL STATUS.

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Maranhão, Hélcio de Sousa; Aguiar, Renata Cunha de; Lira, Débora Teixeira Jales de; Sales, Mônica Úrsula Figuerêdo; Nóbrega, Nathalia Ávila do Nascimento

2018-01-01

To identify the prevalence of feeding difficulties in preschoolers, its association with epidemiological factors and previous eating habits, and repercussion on nutritional status. Cross-sectional study with a questionnaire given to the mothers of 301 children aged 2-6 years enrolled in public and private kindergartens in Natal, Northeast Brazil, conducted in 2014-2015. Feeding difficulty was assessed according to Kerzner's criteria, resulting in the profiles "highly selective intake", "active child with small appetite", "fear of feeding", and "child with psychological disorder or neglected". Association with the following independent variables was analyzed by logistic regression: breastfeeding time, age of cows' milk and complementary feeding introduction, age range, family income, type of school, mothers' profile (responsive or nonresponsive), and body mass index (BMI). Feeding difficulty was found in 37.2% of cases, with predominance of "highly selective intake" (25.4%). It was not associated with infancy feeding practices, family income or type of school. There were no differences between the BMI Z score means for the groups with and without feeding difficulty (1.0±1.5 SD and 1.1±1.4 SD, respectively). The five-to-six age range had more occurrences (OR 1.8; 95%CI 1.1-2.9). Children of responsive mothers were less likely to have feeding difficulties (OR 0.4; 95%CI 0.2-0.8). Feeding difficulties were very frequent. Nutritional status was not impacted by it, and infancy eating habits were not associated with it. Responsive mothers' profile is a protective factor against eating difficulties and reinforces the importance of behavioral factors and mother-child interaction.

Visual difficulty and employment status in the world.

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Hanen Harrabi

Full Text Available PURPOSE: Using a world-wide, population-based dataset, we sought to examine the relationship between visual difficulty and employment status. METHODS: The World Health Survey was conducted in 70 countries throughout the world in 2003 using a random, multi-stage, stratified, cluster sampling design. Far vision was assessed by asking about the level of difficulty in seeing and recognizing a person you know across the road (i.e. from a distance of about 20 meters. Responses included none, mild, moderate, severe, or extreme/unable. Participants were asked about their current job, and if they were not working, the reason why (unable to find job, ill health, homemaker, studies, unpaid work, other. The occupation in the last 12 months was obtained. Multinomial regression was used accounting for the complex survey design. RESULTS: Of those who wanted to work, 79% of those with severe visual difficulty and 64% of those with extreme visual difficulty were actually working. People who had moderate, severe, or extreme visual difficulty had a higher odds of not working due to an inability to find a job and of not working due to ill health after adjusting for demographic and health factors (P<0.05. CONCLUSIONS: As the major causes of visual impairment in the world are uncorrected refractive error and cataract, countries are losing a great deal of labor productivity by failing to provide for the vision health needs of their citizens and failing to help them integrate into the workforce.

Visual difficulty and employment status in the world.

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Harrabi, Hanen; Aubin, Marie-Josee; Zunzunegui, Maria Victoria; Haddad, Slim; Freeman, Ellen E

2014-01-01

Using a world-wide, population-based dataset, we sought to examine the relationship between visual difficulty and employment status. The World Health Survey was conducted in 70 countries throughout the world in 2003 using a random, multi-stage, stratified, cluster sampling design. Far vision was assessed by asking about the level of difficulty in seeing and recognizing a person you know across the road (i.e. from a distance of about 20 meters). Responses included none, mild, moderate, severe, or extreme/unable. Participants were asked about their current job, and if they were not working, the reason why (unable to find job, ill health, homemaker, studies, unpaid work, other). The occupation in the last 12 months was obtained. Multinomial regression was used accounting for the complex survey design. Of those who wanted to work, 79% of those with severe visual difficulty and 64% of those with extreme visual difficulty were actually working. People who had moderate, severe, or extreme visual difficulty had a higher odds of not working due to an inability to find a job and of not working due to ill health after adjusting for demographic and health factors (P<0.05). As the major causes of visual impairment in the world are uncorrected refractive error and cataract, countries are losing a great deal of labor productivity by failing to provide for the vision health needs of their citizens and failing to help them integrate into the workforce.

Symbolic and Nonsymbolic Equivalence Tasks: The Influence of Symbols on Students with Mathematics Difficulty

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Driver, Melissa K.; Powell, Sarah R.

2015-01-01

Students often experience difficulty with attaching meaning to mathematics symbols. Many students react to symbols, such as the equal sign, as a command to "do something" or "write an answer" without reflecting upon the proper relational meaning of the equal sign. One method for assessing equal-sign understanding is through…

The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties.

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Bryant, Brian R; Bryant, Diane Pedrotty; Porterfield, Jennifer; Dennis, Minyi Shih; Falcomata, Terry; Valentine, Courtney; Brewer, Chelsea; Bell, Kathy

2016-01-01

The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performance on number and operations concepts and procedures, which are the foundation for later mathematics success. In the previous year, 12 participants had experienced two doses (first and second semesters) of a Tier 2 intervention. In second grade, the participants continued to demonstrate low performance, falling below the 10th percentile on a researcher-designed universal screener and below the 16th percentile on a distal measure, thus qualifying for the intensive intervention. A project interventionist, who met with the students 5 days a week for 10 weeks (9 weeks for one group), conducted the intensive intervention. The intervention employed more intensive instructional design features than the previous Tier 2 secondary instruction, and also included weekly games to reinforce concepts and skills from the lessons. Spring results showed significantly improved mathematics performance (scoring at or above the 25th percentile) for most of the students, thus making them eligible to exit the Tier 3 intervention. © Hammill Institute on Disabilities 2014.

Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties.

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Hassinger-Das, Brenna; Jordan, Nancy C; Dyson, Nancy

2015-12-01

The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.

Examining Primary Pre-Service Teachers' Difficulties of Mathematics Teaching with the Micro-Teaching Method

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Savas Basturk; Tastepe, Mehtap

2015-01-01

The purpose of the study was to examine primary pre-service teachers' difficulties of the teaching of mathematics with micro-teaching method. The participants of the study were 15 third grade pre-service teachers from the department of primary education in the faculty of education. In this grade which includes four sections, there were…

[Executive functioning and motivation in preschool children at risk for learning difficulties in mathematics].

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Presentación-Herrero, M Jesús; Mercader-Ruiz, Jessica; Siegenthaler-Hierro, Rebeca; Fernández-Andrés, Inmaculada; Miranda-Casas, Ana

2015-02-25

Early identification of the factors involved in the development of learning difficulties in mathematics is essential to be able to understand their origin and implement successful interventions. This study analyses the capacity of executive functioning and of variables from the motivational belief system to differentiate and classify preschool children with and without risk of having difficulties in mathematics. A total of 146 subjects from the third year of preschool education took part in the study, divided into risk/no risk according to the score obtained on the operations subtest of the TEDI-MATH test. Working memory (verbal and visuospatial) and inhibition (with auditory and visual stimuli) neuropsychological tasks were applied. Teachers filled in a questionnaire on the children's motivation with regard to learning. Significant differences were found between the two groups on the working memory and inhibition-auditory factors, as well as on all the motivation variables. The results also show a similar power of classification, with percentages above 80%, for both groups of variables. The implications of these findings for educational practice are discussed.

Beyond Epistemological Deficits: Dynamic explanations of engineering students' difficulties with mathematical sense-making

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Gupta, Ayush; Elby, Andrew

2011-12-01

Researchers have argued against deficit-based explanations of students' difficulties with mathematical sense-making, pointing instead to factors such as epistemology. Students' beliefs about knowledge and learning can hinder the activation and integration of productive knowledge they have. Such explanations, however, risk falling into a 'deficit trap'-substituting a concepts/skills deficit with an epistemological one. Our interview-based case study of a freshman engineering major, 'Jim,' explains his difficulty solving a physics problem (on hydrostatic pressure) in terms of his epistemology, but avoids a deficit trap by modeling the dynamics of his epistemological stabilities and shifts in terms of fine-grained cognitive elements that include the seeds of epistemological expertise. Specifically, during a problem-solving episode in the interview, Jim reaches and sticks with an incorrect answer that violates common sense. We show that Jim has all the mathematical skills and physics knowledge he would need to resolve the contradiction. We argue that his difficulty doing so stems in part from his epistemological views that (i) physics equations are much more trustworthy than everyday reasoning, and (ii) physics equations do not express meaning that tractably connects to common sense. For these reasons, he does not view reconciling between common sense and formalism as either necessary or plausible to accomplish. But Jim's in-the-moment shift to a more sophisticated epistemological stance highlights the seeds of epistemological expertise that were present all along: he does see common sense as connected to formalism (though not always tractably so), and in some circumstances, this connection is both salient and valued.

Which Instructional Practices Most Help First Grade Students with and without Mathematics Difficulties?

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Morgan, Paul L.; Farkas, George; Maczuga, Steve

2015-01-01

We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268

Fractions Learning in Children With Mathematics Difficulties.

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Tian, Jing; Siegler, Robert S

Learning fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of children with MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind their TA peers in fraction understanding and fall further behind during middle school. In contrast, Chinese children, who like the MD children in the United States score in the bottom one third of the distribution in their country, possess reasonably good fraction understanding. We interpret these findings within the framework of the integrated theory of numerical development. By emphasizing the importance of fraction magnitude knowledge for numerical understanding in general, the theory proved useful for understanding differences in fraction knowledge between MD and TA children and for understanding how knowledge can be improved. Several interventions demonstrated the possibility of improving fraction magnitude knowledge and producing benefits that generalize to fraction arithmetic learning among children with MD. The reasonably good fraction understanding of Chinese children with MD and several successful interventions with U.S. students provide hope for the improvement of fraction knowledge among American children with MD.

From "five" to 5 for 5 minutes: Arabic number transcoding as a short, specific, and sensitive screening tool for mathematics learning difficulties.

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Moura, Ricardo; Lopes-Silva, Júlia Beatriz; Vieira, Laura Rodrigues; Paiva, Giulia Moreira; Prado, Ana Carolina de Almeida; Wood, Guilherme; Haase, Vitor Geraldi

2015-02-01

Number transcoding (e.g., writing 29 when hearing "twenty-nine") is one of the most basic numerical abilities required in daily life and is paramount for mathematics achievement. The aim of this study is to investigate psychometric properties of an Arabic number-writing task and its capacity to identify children with mathematics difficulties. We assessed 786 children (55% girls) from first to fourth grades, who were classified as children with mathematics difficulties (n = 103) or controls (n = 683). Although error rates were low, the task presented adequate internal consistency (0.91). Analyses revealed effective diagnostic accuracy in first and second school grades (specificity equals to 0.67 and 0.76 respectively, and sensitivity equals to 0.70 and 0.88 respectively). Moreover, items tapping the understanding of place-value syntax were the most sensitive to mathematics achievement. Overall, we propose that number transcoding is a useful tool for the assessment of mathematics abilities in early elementary school. © The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Students’ difficulties in solving linear equation problems

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Wati, S.; Fitriana, L.; Mardiyana

2018-03-01

A linear equation is an algebra material that exists in junior high school to university. It is a very important material for students in order to learn more advanced mathematics topics. Therefore, linear equation material is essential to be mastered. However, the result of 2016 national examination in Indonesia showed that students’ achievement in solving linear equation problem was low. This fact became a background to investigate students’ difficulties in solving linear equation problems. This study used qualitative descriptive method. An individual written test on linear equation tasks was administered, followed by interviews. Twenty-one sample students of grade VIII of SMPIT Insan Kamil Karanganyar did the written test, and 6 of them were interviewed afterward. The result showed that students with high mathematics achievement donot have difficulties, students with medium mathematics achievement have factual difficulties, and students with low mathematics achievement have factual, conceptual, operational, and principle difficulties. Based on the result there is a need of meaningfulness teaching strategy to help students to overcome difficulties in solving linear equation problems.

Mathematical difficulties in nonverbal learning disability or co-morbid dyscalculia and dyslexia.

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Mammarella, Irene C; Bomba, Monica; Caviola, Sara; Broggi, Fiorenza; Neri, Francesca; Lucangeli, Daniela; Nacinovich, Renata

2013-01-01

The main goal of the present study was to shed further light on the weaknesses of children with different profiles of mathematical difficulties, testing children with nonverbal learning disability (NLD), co-morbid dyscalculia and dyslexia (D&D), or typical development (TD). Sixteen children with NLD, 15 with D&D, and 16 with TD completed tasks derived from Butterworth (2003 ) and divided into: a capacity subscale (i.e., a number-dots comparison task, a number comparison task, and a dots comparison task); and an achievement subscale (i.e., mental calculations and arithmetical fact retrieval). Children with NLD were impaired in the dots comparison task, children with D&D in the mental calculation and arithmetical facts.

Analysis of difficulties in mathematics learning on students with guardian personality type in problem-solving HOTS geometry test

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Karimah, R. K. N.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

Learning in the current 2013 curriculum is based on contextual issues based on questions that can encourage students to think broadly. HOTS is a real-life based assessment of everyday life, but in practice, the students are having trouble completing the HOTS issue. Learning difficulty is also influenced by personality type Based on the fact that the real difference one can see from a person is behavior. Kersey classifies the personality into 4 types, namely Idealist, Rational, Artisan, and Guardian. The researcher focuses on the type of guardian personality that is the type of personality that does not like the picture. This study aims to describe the difficulty of learning mathematics in students with a type of guardian personality in the completion of Geometry materials especially in solving HOTS. This research type is descriptive qualitative research. Instruments used in this study were the researchers themselves, personality class test sheets, learning difficulty test sheets in the form of HOTS Geometry test, and interview guides. The results showed that students with guardian personality it was found that a total of 3.37 % difficulties of number fact skill, 4.49 % difficulties of arithmetics skill, 37.08 % difficulties of information skill, 31.46% difficulties of language skill, 23.60 % difficulties of visual-spatial skill.

Self reported behavioral and emotional difficulties in relation to dentition status among school going children of Dilsukhnagar, Hyderabad, India.

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Srilatha, Adepu; Doshi, Dolar; Reddy, Madupu Padma; Kulkarni, Suhas; Reddy, Bandari Srikanth

2016-01-01

Oral health has strong biological, psychological, and social projections, which influence the quality of life. Thus, developing a common vision and a comprehensive approach to address children's social, emotional, and behavioral health needs is an integral part of the child and adolescent's overall health. To assess and compare the behavior and emotional difficulties among 15-year-olds and to correlate it with their dentition status based on gender. Study Settings and Design: A cross-sectional questionnaire study among 15-year-old schoolgoing children in six private schools in Dilsukhnagar, Hyderabad, India. The behavior and emotional difficulties were assessed using self-reported Strengths and Difficulties Questionnaire (SDQ). The dentition status was recorded by the criteria given by the World Health Organization (WHO) in the Basic Oral Health Survey Assessment Form (1997). Independent Student's t-test was used for comparison among the variables. Correlation between scales of SDQ and dentition status was done using Karl Pearson's correlation coefficient method. Girls reported more emotional problems and good prosocial behavior and males had more conduct problems, hyperactivity, peer problems, and total difficulty problems. Total decayed-missing-filled teeth (DMFT) and decayed component were significantly and positively correlated with total difficulty, emotional symptom, and conduct problems scale while missing component was correlated with the hyperactivity scale and filled component with prosocial behavior. DMFT and its components showed an association with all scales of SDQ except for peer problem scale. Thus, the oral health of children was significantly influenced by behavioral and emotional difficulties; so, changes in the mental health status will affect the oral health of children.

Protocol for Targeted School-Based Interventions for Improving Reading and Mathematics for Students With or At-Risk of Academic Difficulties in Grade 7 to 12

DEFF Research Database (Denmark)

Dietrichson, Jens; Bøg, Martin; Filges, Trine

2016-01-01

This systematic review will examine the effects of targeted interventions to students with or at-risk of academic difficulties in grades 7 to 12 on standardized tests in reading and mathematics. We will examine interventions such as for example tutoring, cooperative learning, computer-assisted in......This systematic review will examine the effects of targeted interventions to students with or at-risk of academic difficulties in grades 7 to 12 on standardized tests in reading and mathematics. We will examine interventions such as for example tutoring, cooperative learning, computer...

Employment status, difficulties at work and quality of life in inflammatory bowel disease patients

NARCIS (Netherlands)

De Boer, Angela G. E. M.; Evertsz', Floor Bennebroek; Stokkers, Pieter C.; Bockting, Claudia L.; Sanderman, Robbert; Hommes, Daniel W.; Sprangers, Mirjam A. G.; Frings-Dresen, Monique H. W.

2016-01-01

ObjectivesTo assess employment status, difficulties at work and sick leave in inflammatory bowel disease (IBD) patients and their relation with sociodemographic and clinical factors, quality of life (QoL), and anxiety and depression.Materials and methodsIBD patients attending an IBD outpatients'

Self reported behavioral and emotional difficulties in relation to dentition status among school going children of Dilsukhnagar, Hyderabad, India

Directory of Open Access Journals (Sweden)

Adepu Srilatha

2016-01-01

Full Text Available Background: Oral health has strong biological, psychological, and social projections, which influence the quality of life. Thus, developing a common vision and a comprehensive approach to address children′s social, emotional, and behavioral health needs is an integral part of the child and adolescent′s overall health. Aim: To assess and compare the behavior and emotional difficulties among 15-year-olds and to correlate it with their dentition status based on gender. Study Settings and Design: A cross-sectional questionnaire study among 15-year-old schoolgoing children in six private schools in Dilsukhnagar, Hyderabad, India. Materials and Methods: The behavior and emotional difficulties were assessed using self-reported Strengths and Difficulties Questionnaire (SDQ. The dentition status was recorded by the criteria given by the World Health Organization (WHO in the Basic Oral Health Survey Assessment Form (1997. Statistical Analysis: Independent Student′s t-test was used for comparison among the variables. Correlation between scales of SDQ and dentition status was done using Karl Pearson′s correlation coefficient method. Results: Girls reported more emotional problems and good prosocial behavior and males had more conduct problems, hyperactivity, peer problems, and total difficulty problems. Total decayed-missing-filled teeth (DMFT and decayed component were significantly and positively correlated with total difficulty, emotional symptom, and conduct problems scale while missing component was correlated with the hyperactivity scale and filled component with prosocial behavior. Conclusion: DMFT and its components showed an association with all scales of SDQ except for peer problem scale. Thus, the oral health of children was significantly influenced by behavioral and emotional difficulties; so, changes in the mental health status will affect the oral health of children.

Prediction and Stability of Mathematics Skill and Difficulty

OpenAIRE

Martin, Rebecca B.; Cirino, Paul T.; Barnes, Marcia A.; Ewing-Cobbs, Linda; Fuchs, Lynn S.; Stuebing, Karla K.; Fletcher, Jack M.

2012-01-01

The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also evaluated. Participants were 144 students initially identified as having a math difficulty (MD) or no learning difficulty according to low achievem...

Developing Students’ Reflections about the Function and Status of Mathematical Modeling in Different Scientific Practices

DEFF Research Database (Denmark)

Kjeldsen, Tinne Hoff; Blomhøj, Morten

2013-01-01

position held by the modeler(s) and the practitioners in the extra-mathematical domain. For students to experience the significance of different scientific practices and cultures for the function and status of mathematical modeling in other sciences, students need to be placed in didactical situations......Mathematical models and mathematical modeling play different roles in the different areas and problems in which they are used. The function and status of mathematical modeling and models in the different areas depend on the scientific practice as well as the underlying philosophical and theoretical...... where such differences are exposed and made into explicit objects of their reflections. It can be difficult to create such situations in the teaching of contemporary science in which modeling is part of the culture. In this paper we show how history can serve as a means for students to be engaged...

(Non-)symbolic magnitude processing in children with mathematical difficulties: A meta-analysis.

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Schwenk, Christin; Sasanguie, Delphine; Kuhn, Jörg-Tobias; Kempe, Sophia; Doebler, Philipp; Holling, Heinz

2017-05-01

Symbolic and non-symbolic magnitude representations, measured by digit or dot comparison tasks, are assumed to underlie the development of arithmetic skills. The comparison distance effect (CDE) has been suggested as a hallmark of the preciseness of mental magnitude representations. It implies that two magnitudes are harder to discriminate when the numerical distance between them is small, and may therefore differ in children with mathematical difficulties (MD), i.e. low mathematical achievement or dyscalculia. However, empirical findings on the CDE in children with MD are heterogeneous, and only few studies assess both symbolic and non-symbolic skills. This meta-analysis therefore integrates 44 symbolic and 48 non-symbolic response time (RT) outcomes reported in nineteen studies (N=1630 subjects, aged 6-14 years). Independent of age, children with MD show significantly longer mean RTs than typically achieving controls, particularly on symbolic (Hedges' g=0.75; 95% CI [0.51; 0.99]), but to a significantly lower extent also on non-symbolic (g=0.24; 95% CI [0.13; 0.36]) tasks. However, no group differences were found for the CDE. Extending recent work, these meta-analytical findings on children with MD corroborate the diagnostic importance of magnitude comparison speed in symbolic tasks. By contrast, the validity of CDE measures in assessing MD is questioned. Copyright © 2017 Elsevier Ltd. All rights reserved.

Students’ difficulties in probabilistic problem-solving

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Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

2018-03-01

There are many errors can be identified when students solving mathematics problems, particularly in solving the probabilistic problem. This present study aims to investigate students’ difficulties in solving the probabilistic problem. It focuses on analyzing and describing students errors during solving the problem. This research used the qualitative method with case study strategy. The subjects in this research involve ten students of 9th grade that were selected by purposive sampling. Data in this research involve students’ probabilistic problem-solving result and recorded interview regarding students’ difficulties in solving the problem. Those data were analyzed descriptively using Miles and Huberman steps. The results show that students have difficulties in solving the probabilistic problem and can be divided into three categories. First difficulties relate to students’ difficulties in understanding the probabilistic problem. Second, students’ difficulties in choosing and using appropriate strategies for solving the problem. Third, students’ difficulties with the computational process in solving the problem. Based on the result seems that students still have difficulties in solving the probabilistic problem. It means that students have not able to use their knowledge and ability for responding probabilistic problem yet. Therefore, it is important for mathematics teachers to plan probabilistic learning which could optimize students probabilistic thinking ability.

Limited near and far transfer effects of Jungle Memory working memory training on learning mathematics in children with attentional and mathematical difficulties

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Michel Nelwan

2016-09-01

Full Text Available The goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT in school aged children between 9-12 years old (N = 64 with both difficulties in mathematics, as well as in attention and working memory. Children were randomly assigned to three groups and were trained in two periods: (1 JM first, followed by MT, (2 MT first, followed by JM, and (3 a control group that received MT only. Bayesian analyses showed possible short term effects of JM on near transfer measures of verbal working memory, but none on visual working memory. Furthermore, support was found for the hypothesis that children that received JM first, performed better after MT than children who did not follow JM first or did not train with JM at all. However, these effects could be explained at least partly by frequency of training effects, possibly due to motivational issues, and training-specific factors. Furthermore, it remains unclear whether the effects found on math improvement were actually mediated by gains in working memory. It is argued that JM might not train the components of working memory involved in mathematics sufficiently. Another possible explanation can be found in the training’s lack of adaptivity, therefore failing to provide the children with tailored instruction and feedback. Finally, it was hypothesized that, since effect sizes are generally small, training effects are bound to a critical period in development.

Employment status, difficulties at work and quality of life in inflammatory bowel disease patients.

Science.gov (United States)

De Boer, Angela G E M; Bennebroek Evertsz', Floor; Stokkers, Pieter C; Bockting, Claudia L; Sanderman, Robert; Hommes, Daniel W; Sprangers, Mirjam A G; Frings-Dresen, Monique H W

2016-10-01

To assess employment status, difficulties at work and sick leave in inflammatory bowel disease (IBD) patients and their relation with sociodemographic and clinical factors, quality of life (QoL), and anxiety and depression. IBD patients attending an IBD outpatients' clinic received self-report questionnaires on employment status, IBD-related difficulties at work and sick leave (Trimbos/iMTA questionnaire for Costs associated with Psychiatric Illness), sociodemographic factors, QoL (Inflammatory Bowel Disease Questionnaire and 12-item Short-form Health Survey) and anxiety and depression (Hospital Anxiety and Depression Scale). Disease activity was assessed by their gastroenterologist. Associations between paid employment and sick leave with sociodemographic and clinical factors, QoL and anxiety and depression were assessed by regression analyses. In total, 202 IBD patients of working age, with a mean age of 41 years, participated; 63% had Crohn's disease and 37% had ulcerative colitis, and 57% were women and 19% had active disease. In all, 123 (61%) patients were in paid employment, of whom 31 (25%) were on sick leave, whereas 46 (23%) received a disability pension. Concentration problems (72%), low working pace (78%) and delayed work production (50%) were the most prevalent IBD-related work difficulties. IBD patients without paid employment were older and more often women, with active disease, lower QoL and higher anxiety and depression rates. Sick leave was associated with lower QoL and higher anxiety and depression rates. More than half of IBD patients were in paid employment, whereas almost a quarter was receiving a disability pension. A large majority experienced work difficulties. Having no paid employment was associated with poorer QoL and more anxiety and depression symptomatology.

The Impact of Specialist School Status: A Case Study of Two Contrasting Mathematics and Computing Colleges

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Sinkinson, Anne J.

2006-01-01

The research examines the range of effects of obtaining Specialist School status in two contrasting mathematics and computing colleges, concentrating on the mathematics department. The positive impact of a wider range of technology was evident in both schools although the inherent pedagogical perspectives within each mathematics department…

The Effect of Tutoring With Nonstandard Equations for Students With Mathematics Difficulty.

Science.gov (United States)

Powell, Sarah R; Driver, Melissa K; Julian, Tyler E

2015-01-01

Students often misinterpret the equal sign (=) as operational instead of relational. Research indicates misinterpretation of the equal sign occurs because students receive relatively little exposure to equations that promote relational understanding of the equal sign. No study, however, has examined effects of nonstandard equations on the equation solving and equal-sign understanding of students with mathematics difficulty (MD). In the present study, second-grade students with MD (n = 51) were randomly assigned to standard equations tutoring, combined tutoring (standard and nonstandard equations), and no-tutoring control. Combined tutoring students demonstrated greater gains on equation-solving assessments and equal-sign tasks compared to the other two conditions. Standard tutoring students demonstrated improved skill on equation solving over control students, but combined tutoring students' performance gains were significantly larger. Results indicate that exposure to and practice with nonstandard equations positively influence student understanding of the equal sign. © Hammill Institute on Disabilities 2013.

Enduring links from childhood mathematics and reading achievement to adult socioeconomic status.

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Ritchie, Stuart J; Bates, Timothy C

2013-07-01

Understanding the determinants of socioeconomic status (SES) is an important economic and social goal. Several major influences on SES are known, yet much of the variance in SES remains unexplained. In a large, population-representative sample from the United Kingdom, we tested the effects of mathematics and reading achievement at age 7 on attained SES by age 42. Mathematics and reading ability both had substantial positive associations with adult SES, above and beyond the effects of SES at birth, and with other important factors, such as intelligence. Achievement in mathematics and reading was also significantly associated with intelligence scores, academic motivation, and duration of education. These findings suggest effects of improved early mathematics and reading on SES attainment across the life span.

Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems?

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Powell, Sarah R; Fuchs, Lynn S

2014-08-01

According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 2 nd - grade students, we administered (a) measures of calculations and word problems in the fall and (b) an assessment of pre-algebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word-problem measures, we placed 148 students into 1 of 4 difficulty status categories: typically performing, calculation difficulty, word-problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word-problem difficulty is more strongly associated with difficulty with pre-algebraic reasoning. As an indicator of later algebra difficulty, word-problem difficulty may be a more useful predictor than calculation difficulty, and students with word-problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty.

Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

Science.gov (United States)

Powell, Sarah R.; Fuchs, Lynn S.

2014-01-01

According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 2nd- grade students, we administered (a) measures of calculations and word problems in the fall and (b) an assessment of pre-algebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word-problem measures, we placed 148 students into 1 of 4 difficulty status categories: typically performing, calculation difficulty, word-problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word-problem difficulty is more strongly associated with difficulty with pre-algebraic reasoning. As an indicator of later algebra difficulty, word-problem difficulty may be a more useful predictor than calculation difficulty, and students with word-problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty. PMID:25309044

Difficulties in initial algebra learning in Indonesia

NARCIS (Netherlands)

Jupri, Al; Drijvers, Paulus; van den Heuvel - Panhuizen, Marja

2014-01-01

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian

Dyslexia, Dyspraxia and Mathematics.

Science.gov (United States)

Yeo, Dorian

This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually…

Towards Understanding the Origins of Children's Difficulties in Mathematics Learning

Science.gov (United States)

Mulligan, Joanne

2011-01-01

Contemporary research from a psychology of mathematics education perspective has turned increasing attention to the structural development of mathematics as an explanation for the wide differences in mathematical competence shown upon school entry and in the early school years. Patterning, multiplicative reasoning and spatial structuring are three…

The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth.

Science.gov (United States)

Stevens, Joseph J; Schulte, Ann C

This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower in achievement in each grade and had less growth than the SWoD group. We also found that student demographic characteristics were significantly related to mathematics growth, but only three demographic characteristics were statistically significant as interactions. We found that LD-SWoD differences at Grade 3 were moderated by student sex, while Black race/ethnicity and free or reduced lunch (FRL) status moderated LD-SWoD differences at all grades. These results provide practitioners and policy makers with more specific information about which particular LD students show faster or slower growth in mathematics. Our results show that simply including predictors in a regression equation may produce different results than direct testing of interactions and achievement gaps may be larger for some LD subgroups of students than previously reported.

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.

Science.gov (United States)

Powell, Sarah R; Fuchs, Lynn S

2010-05-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3(rd)-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably.

Difficulties in Initial Algebra Learning in Indonesia

Science.gov (United States)

Jupri, Al; Drijvers, Paul; van den Heuvel-Panhuizen, Marja

2014-01-01

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian students' achievement in the algebra domain was…

Difficulties in social functioning of adolescents with different family and intellectual status

Directory of Open Access Journals (Sweden)

Jelić Marija M.

2016-01-01

Full Text Available Bearing in mind limited effects of interventions focused on the child and its limitations the attention of researches is more and more directed to immediate and wider ambience factors in the prevention of negative forms of behaviour of children. The aim of the research was to determine the level of connectedness of family and intellectual status of adolescents and different aspects of their social functioning. The sample of 416 adolescents, aged 12 to 18, was divided into two groups. The group without parental care included 210 respondents (130 with typical development - TD and 80 with mild intellectual disability - MID, and the group with parental care (130 TD and 76 MID. We used Strengths and Difficulties Questionnaire with subscales: behavioral problems, emotional problems and problems with peers. Family problems were divided in socioeconomic problems, partners' problem, mental health of parents, abuse, and neglect. The results confirmed that the young without parental care showed more problems in behavior than their peers with parental care, and that family status affects behavior more than intellectual status. Family is the protective factor for the development of emotional problems of the young TD students, while it is risky for MID students. Problems with peers are not significantly connected with family or intellectual status. Some implications of the results are stressed.

Investigating Students' Mathematical Difficulties with Quadratic Equations

Science.gov (United States)

O'Connor, Bronwyn Reid; Norton, Stephen

2016-01-01

This paper examines the factors that hinder students' success in working with and understanding the mathematics of quadratic equations using a case study analysis of student error patterns. Twenty-five Year 11 students were administered a written test to examine their understanding of concepts and procedures associated with this topic. The…

Aligning Mathematical Tasks to the Common Core Standards for Mathematical Practice

OpenAIRE

Johnson, Raymond

2016-01-01

How do algebra teachers align mathematical tasks to the CCSSM Standards of Mathematical Practice? Using methods of design-based implementation research, we identified difficulties of alignment to practices and developed strategies identifying high-quality tasks.

Assessing College-Level Learning Difficulties and "At Riskness" for Learning Disabilities and ADHD: Development and Validation of the Learning Difficulties Assessment

Science.gov (United States)

Kane, Steven T.; Walker, John H.; Schmidt, George R.

2011-01-01

This article describes the development and validation of the "Learning Difficulties Assessment" (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to…

Protocol for Targeted School-Based Interventions for Improving Reading and Mathematics for Students With or At-Risk of Academic Difficulties in Grade K to 6

DEFF Research Database (Denmark)

Dietrichson, Jens; Bøg, Martin; Eiberg, Misja

2016-01-01

This systematic review will examine the effects of targeted interventions to students with or at-risk of academic difficulties in Kindergarten to grade 6 on standardized tests in reading and mathematics. We will examine interventions such as for example tutoring, cooperative learning, computer...

Investigating the status of supplementary tuition in the teaching and learning of mathematics

Directory of Open Access Journals (Sweden)

David Mogari

2009-09-01

Full Text Available The study seeks to investigate the status of supplementary tuition in the teaching and learning of mathematics and mathematical literacy. The study followed a descriptive survey design involving the use of learner and teacher questionnaires. A convenient sample of mathematics and mathematical literacy teachers together with a stratified sample of their Grade 11 learners were drawn from a purposive sample of highperforming high schools in the East London district of the Eastern Cape, South Africa. The results show that supplementary tuition is popular, especially among girls, and it is in three forms (i.e. private tuition, vacation school and problem-solving classes: Problemsolving classes dominated by working on past/model examination papers is the most preferred; in some instances supplementary tuition is offered for a fee; it is not only confined to poor performing learners; and participation in supplementary tuition is influenced by a variety of factors.

Analysis of difficulties in mathematics problem solving based on revised Bloom’s Taxonomy viewed from high self-efficacy

Science.gov (United States)

Prismana, R. D. E.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

The ability of solving problem is a part of the mathematic curriculum that is very important. Problem solving prefers the process and strategy that is done by students in solving a problem rather than the result. This learning concept in accordance with the stages on the revised bloom’s taxonomy. The revised Bloom’s Taxonomy has two dimensions, namely the dimension of cognitive process and the dimension of knowledge. Dimension of knowledge has four categories, but this study only restricted on two knowledge, conceptual knowledge and procedural knowledge. Dimensions of cognitive processes are categorized into six kinds, namely remembering, understanding, applying, analyzing, evaluating, and creating. Implementation of learning more emphasis on the role of students. Students must have their own belief in completing tasks called self-efficacy. This research is a qualitative research. This research aims to know the site of the students’ difficulty based on revised Bloom’s Taxonomy viewed from high self-efficacy. The results of the study stated the students with high self efficacy have difficulties site. They are evaluating conceptual knowledge, evaluating procedural knowledge, creating conceptual knowledge, and creating procedural knowledge. It could be the consideration of teachers in the teaching, so as to reduce the difficulties of learning in students.

Metacognition Difficulty of Students with Visual-Spatial Intelligence during Solving Open-Ended Problem

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Rimbatmojo, S.; Kusmayadi, T. A.; Riyadi, R.

2017-09-01

This study aims to find out students metacognition difficulty during solving open-ended problem in mathematics. It focuses on analysing the metacognition difficulty of students with visual-spatial intelligence in solving open-ended problem. A qualitative research with case study strategy is used in this study. Data in the form of visual-spatial intelligence test result and recorded interview during solving open-ended problems were analysed qualitatively. The results show that: (1) students with high visual-spatial intelligence have no difficulty on each metacognition aspects, (2) students with medium visual-spatial intelligence have difficulty on knowledge aspect on strategy and cognitive tasks, (3) students with low visual-spatial intelligence have difficulty on three metacognition aspects, namely knowledge on strategy, cognitive tasks and self-knowledge. Even though, several researches about metacognition process and metacognition literature recommended the steps to know the characteristics. It is still important to discuss that the difficulties of metacognitive is happened because of several factors, one of which on the characteristics of student’ visual-spatial intelligence. Therefore, it is really important for mathematics educators to consider and pay more attention toward students’ visual-spatial intelligence and metacognition difficulty in designing better mathematics learning.

Mathematics related anxiety: Mathematics bogeyman or not?

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Videnović Marina

2011-01-01

Full Text Available Data of the PISA 2003 survey indicate high levels of mathematics anxiety of students in Serbia. More than half of our students worry whether they will have difficulties in mathematics class or whether they will earn poor marks. Aims of this study therefore are: examining relationship between math anxiety and achievement at mathematics literacy scale; establishing possible predictors of math anxiety and identification of students' groups in relations to their relationship towards mathematics as a subject. Mathematics anxiety is statistically negatively correlated with school achievement and achievement at mathematics literacy scale. Socio-demographic factors, motivational and cognitive aspects related to learning mathematics, perception of school and classroom climate explain 40% variance of mathematics anxiety. Based on students' relationship towards mathematics they cam be divided into three groups; while dimensions that apart them are uninterested-interested in mathematics and presence-absence of anxiety. The group displaying anxiety scores lowest among the three. Applying qualitative analysis students' and teachers' attitudes on specific issues related to teaching and learning mathematics was examined.

Collective Pedagogical Teacher Culture and Mathematics Achievement: Differences by Race, Ethnicity, and Socioeconomic Status

Science.gov (United States)

Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth; Banerjee, Neena; Bottia, Martha Cecilia

2013-01-01

Scholars have not adequately assessed how organizational cultures in schools differentially influence students' mathematics achievement by race and socioeconomic status (SES). We focus on what we term "collective pedagogical teacher culture", highlighting the role of professional communities and teacher collaboration in influencing…

Differences in mathematics and science performance by economic status, gender, and ethnicity/race: A multiyear Texas statewide study

Science.gov (United States)

Anderson, Pamela Bennett

Purpose. The purpose of the first study was to ascertain the extent to which differences were present in the STAAR Mathematics and Science test scores by Grade 5 and Grade 8 student economic status. The purpose of the second study was to examine differences in Grade 5 STAAR Mathematics and Science test performance by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Finally, with respect to the third study in this journal-ready dissertation, the purpose was to investigate the STAAR Mathematics and Science test scores of Grade 8 students by gender and by ethnicity/race (i.e., Asian, Black, Hispanic, and White). Method. For this journal-ready dissertation, a non-experimental, causal-comparative research design (Creswell, 2009) was used in all three studies. Grade 5 and Grade 8 STAAR Mathematics and Science test data were analyzed for the 2011-2012 through the 2014-2015 school years. The dependent variables were the STAAR Mathematics and Science test scores for Grade 5 and Grade 8. The independent variables analyzed in these studies were student economic status, gender, and ethnicity/race. Findings. Regarding the first study, statistically significant differences were present in Grade 5 and Grade 8 STAAR Mathematics and Science test scores by student economic status for each year. Moderate effect sizes (Cohen's d) were present for each year of the study for the Grade 5 STAAR Mathematics and Science exams, Grade 8 Science exams, and the 2014-2015 Grade 8 STAAR Mathematics exam. However, a small effect size was present for the 2011-2012 through 2013-2014 Grade 8 STAAR Mathematics exam. Regarding the second and third study, statistically significant differences were revealed for Grade 5 and Grade 8 STAAR Mathematics and Science test scores based on gender, with trivial effect sizes. Furthermore, statistically significant differences were present in these test scores by ethnicity/race, with moderate effects for each year of the study. With regard to

Status Report: Mathematics Curriculum-Development Projects Today

Science.gov (United States)

Arithmetic Teacher, 1972

1972-01-01

Brief reports on the Cambridge Conference on School Mathematics, Comprehensive School Mathematics Program, Computer-Assisted Instruction Projects at Stanford, Individually Prescribed Instruction Project, The Madison Project, Mathematics/Science Learning System, MINNEMAST, and School Mathematics Study Group. (MM)

A Window into Mathematical Support: How Parents' Perceptions Change Following Observations of Mathematics Tutoring

Science.gov (United States)

Westenskow, Arla; Boyer-Thurgood, Jennifer; Moyer-Packenham, Patricia S.

2015-01-01

This research study examined the perceptions of 24 parents of rising 5th-grade students with mathematics learning difficulties as part of a 10-week summer mathematics tutoring experience. During the summer tutoring program, parents observed their children participating in mathematics learning experiences during one-to-one tutoring sessions. At the…

Effects of a Mathematics Fluency Program on Mathematics Performance of Students with Challenging Behaviors

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Whitney, Todd; Hirn, Regina G.; Lingo, Amy S.

2016-01-01

In the present study, we examined the effects of a fluency-building mathematics program called Great Leaps Math on fluency of basic addition mathematics facts zero to nine and word problem solving using a multiple probe design across participants. Three elementary students with challenging behaviors and mathematics difficulty participated in the…

Upper-division student difficulties with the Dirac delta function

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Bethany R. Wilcox

2015-03-01

Full Text Available The Dirac delta function is a standard mathematical tool that appears repeatedly in the undergraduate physics curriculum in multiple topical areas including electrostatics, and quantum mechanics. While Dirac delta functions are often introduced in order to simplify a problem mathematically, students still struggle to manipulate and interpret them. To characterize student difficulties with the delta function at the upper-division level, we examined students’ responses to traditional exam questions and a standardized conceptual assessment, and conducted think-aloud interviews. Our analysis was guided by an analytical framework that focuses on how students activate, construct, execute, and reflect on the Dirac delta function in the context of problem solving in physics. Here, we focus on student difficulties using the delta function to express charge distributions in the context of junior-level electrostatics. Common challenges included invoking the delta function spontaneously, translating a description of a charge distribution into a mathematical expression using delta functions, integrating 3D or non-Cartesian delta function expressions, and recognizing that the delta function can have units. We also briefly discuss implications of these difficulties for instruction.

Mathematical Competence of a Child - Life Success of an Adult

Directory of Open Access Journals (Sweden)

Tina Bregant

2017-10-01

Full Text Available Aims: To provide a brief overview of literature studying the relationship between mathematical competences in childhood and adult life success measured in academic achievements, socioeconomic status, and health measures. Results: Mathematical competences are determined by the ability to process mathematical symbols and quantity determination which is partially inborn. We can stimulate mathematical abilities by preschool stimulation, which leads to a less difficult behavioural pattern. Better mathematical competences correlate with positive socio-emotional control and positive attitudes towards learning and school which contribute to a more engaged academic life-style. Higher mathematical achievements correlate with better paid positions and also increased gross domestic product (GDP on the national level. The Study of Mathematically Precocious Youth showed that their adult careers, accomplishments, and psychological well-being far exceeded base-rate expectations. On the other hand, children who are born preterm or near term experience mathematical learning difficulties which, despite the absence of overt health problems, present an obstacle into leading an otherwise fulfilling life. Conclusions: We can conclude from the findings, that mathematical precocity early in life predicts later creative contributions and leadership in critical occupational roles. Mathematical abilities are partially inborn. However, mathematical literacy can be further nurtured in preschool and school programmes. Since it is connected to a higher prosperity on individual as well as on national level, mathematical intervention should be offered especially to those who are underprivileged. When stimulating mathematical competences, a greater prosperity for all can be anticipated.

Observing and analyzing children’s mathematical development, based on action theory

NARCIS (Netherlands)

Bunck, M. J. A.; Terlien, E.; van Groenestijn, L.M.; Toll, S. W. M.; Van Luit, J. E. H.

2017-01-01

Children who experience difficulties with learning mathematics should be taught by teachers who focus on the child’s best way of learning. Analyses of the mathematical difficulties are necessary for fine-tuning mathematics education to the needs of these children. For this reason, an instrument for

Non-intellectual predictors of achievement in mathematics

Directory of Open Access Journals (Sweden)

Milošević Nikoleta M.

2003-01-01

Full Text Available Findings presented herein are a part of a large international study of primary school final grade student achievement in mathematics and science (TIMSS 2003. Studies were also conducted on the degree of correlation between student family socioeconomic status, mathematical self-concept and achievement in mathematics. Pilot studies, whose findings are discussed comprised 112 seventh-grade students. "Family socioeconomic status" was defined by variables such as the number of family members, economically disadvantaged/affluent home, and parental educational status. "Mathematical self-concept" was defined as one of the more narrow domains of academic self-concept. "Achievement in mathematics" was measured by the test assessing two dimensions of knowledge of mathematics: content and cognitive skills. The analyses of partial correlations indicate that the most significant predictors of achievement in mathematics test are as follows mathematical self-concept, mother’s educational status and some indicators of family socioeconomic status (access to the Internet, number of household members, number of books available at home. Concerning the correlation found between family characteristics and mathematical self-concept and achievement in mathematics, the developers of current changes in mathematics teaching should not disregard the findings of this study.

Developing Students' Reflections on the Function and Status of Mathematical Modeling in Different Scientific Practices: History as a Provider of Cases

Science.gov (United States)

Kjeldsen, Tinne Hoff; Blomhøj, Morten

2013-01-01

Mathematical models and mathematical modeling play different roles in the different areas and problems in which they are used. The function and status of mathematical modeling and models in the different areas depend on the scientific practice as well as the underlying philosophical and theoretical position held by the modeler(s) and the…

Strategies of solving arithmetic word problems in students with learning difficulties in mathematics

OpenAIRE

Kalan, Marko

2015-01-01

Problem solving as an important skill is, beside arithmetic, measure and algebra, included in standards of school mathematics (National Council of Teachers of Mathematics) (NCTM, 2000) and needed as a necessary skill for successfulness in science, technology, engineering and mathematics (STEM) (National Mathematics Advisory Panel, 2008). Since solving of human problems is connected to the real life, the arithmetic word problems (in short AWP) are an important kind of mathematics tasks in scho...

Socioeconomic Status and Preschoolers' Mathematical Knowledge: The Contribution of Home Activities and Parent Beliefs

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DeFlorio, Lydia; Beliakoff, Amber

2015-01-01

Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in…

Working Memory Updating Training Improves Mathematics Performance in Middle School Students With Learning Difficulties.

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Zhang, Hongxia; Chang, Lei; Chen, Xiaoying; Ma, Liang; Zhou, Renlai

2018-01-01

Working memory (WM) deficit is considered the key cause of learning difficulties (LDs). Studies have shown that WM is plastic and thus can be improved through training. This positive effect is transferable to fluid intelligence and academic performance. This study investigated whether WM updating ability and academic performance in children with LDs could be improved through WM updating training and explored the effects of this training on the children's brain activity. We used a running memory task lasting approximately 40 min per day for 28 days to train a group of 23 children with LDs (TLDs group). We also selected two control groups of 22 children with LDs (CLDs group) and 20 children without LDs (normal control [NC] group). The behavioral results of a pretest indicated that WM updating ability and academic performance in the TLDs and CLDs groups were significantly lower than those in the NC group before training. Compared with the CLDs group, the TLDs group exhibited significant performance improvement in a 2-back WM task, as well as in mathematical ability. Event-related potentials (ERPs) results suggested that the amplitudes of N160 (representative of visual recognition) and P300 (representative of updating processing, which is a valid index for updating WM) in the TLDs and CLDs groups were markedly lower than those in the NC group before training. In the TLDs group, these two components increased considerably after training, approaching levels similar to those in the NC group. The results of this study suggest that WM updating training can improve WM updating ability in children with LDs and the training effect can transfer to mathematical performance in such children. Furthermore, the participants' brain activity levels can exhibit positive changes. This article provides experimental evidence that WM updating training could mitigate the symptoms of LDs to a certain degree.

Mathematical model for production of an industry focusing on worker status

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Visalakshi, V.; kiran kumari, Sheshma

2018-04-01

Productivity improvement is posing a great challenge for industry everyday because of the difficulties in keeping track and priorising the variables that have significant impact on the productivity. The variation in production depends on the linguistic variables such as worker commitment, worker motivation and worker skills. Since the variables are linguistic we try to propose a model which gives an appropriate production of an industry. Fuzzy models aids the relationship between the factors and status. The model will support the industry to focus on the mentality of worker to increase the production.

Observing and Analyzing Children's Mathematical Development, Based on Action Theory

Science.gov (United States)

Bunck, M. J. A.; Terlien, E.; van Groenestijn, M.; Toll, S. W. M.; Van Luit, J. E. H.

2017-01-01

Children who experience difficulties with learning mathematics should be taught by teachers who focus on the child's best way of learning. Analyses of the mathematical difficulties are necessary for fine-tuning mathematics education to the needs of these children. For this reason, an instrument for Observing and Analyzing children's Mathematical…

Some unsolved problems in discrete mathematics and mathematical cybernetics

Science.gov (United States)

Korshunov, Aleksei D.

2009-10-01

There are many unsolved problems in discrete mathematics and mathematical cybernetics. Writing a comprehensive survey of such problems involves great difficulties. First, such problems are rather numerous and varied. Second, they greatly differ from each other in degree of completeness of their solution. Therefore, even a comprehensive survey should not attempt to cover the whole variety of such problems; only the most important and significant problems should be reviewed. An impersonal choice of problems to include is quite hard. This paper includes 13 unsolved problems related to combinatorial mathematics and computational complexity theory. The problems selected give an indication of the author's studies for 50 years; for this reason, the choice of the problems reviewed here is, to some extent, subjective. At the same time, these problems are very difficult and quite important for discrete mathematics and mathematical cybernetics. Bibliography: 74 items.

Some unsolved problems in discrete mathematics and mathematical cybernetics

International Nuclear Information System (INIS)

Korshunov, Aleksei D

2009-01-01

There are many unsolved problems in discrete mathematics and mathematical cybernetics. Writing a comprehensive survey of such problems involves great difficulties. First, such problems are rather numerous and varied. Second, they greatly differ from each other in degree of completeness of their solution. Therefore, even a comprehensive survey should not attempt to cover the whole variety of such problems; only the most important and significant problems should be reviewed. An impersonal choice of problems to include is quite hard. This paper includes 13 unsolved problems related to combinatorial mathematics and computational complexity theory. The problems selected give an indication of the author's studies for 50 years; for this reason, the choice of the problems reviewed here is, to some extent, subjective. At the same time, these problems are very difficult and quite important for discrete mathematics and mathematical cybernetics. Bibliography: 74 items.

Advances in mathematical economics

CERN Document Server

Maruyama, Toru

2015-01-01

The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories.

Advances in mathematical economics

CERN Document Server

Maruyama, Toru

2014-01-01

A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research.

Advances in mathematical economics

CERN Document Server

Yamazaki, Akira

2006-01-01

A lot of economic problems can formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who were seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking for effective mathematical tools for their researchers.

Advances in mathematical economics

CERN Document Server

Yamazaki, Akira

2006-01-01

A lot of economic problems can formulated as constrained optimizations and equilibration of their solutions.Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who were seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking for effective mathematical tools for their researchers.

Advances in mathematical economics

CERN Document Server

Maruyama, Toru

2017-01-01

The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories.

Advances in mathematical economics

CERN Document Server

Maruyama, Toru

2016-01-01

The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories.

Socioeconomic Status, Higher-Level Mathematics Courses, Absenteeism, and Student Mobility as Indicators of Work Readiness

Science.gov (United States)

Folds, Lea D.; Tanner, C. Kenneth

2014-01-01

The purpose of this study was to analyze the relations among socioeconomic status, highest-level mathematics course, absenteeism, student mobility and measures of work readiness of high school seniors in Georgia. Study participants were 476 high school seniors in one Georgia county. The full regression model explained 27.5% of the variance in…

Teaching Mathematical Problem Solving to Students with Limited English Proficiency.

Science.gov (United States)

Kaplan, Rochelle G.; Patino, Rodrigo A.

Many mainstreamed students with limited English proficiency continue to face the difficulty of learning English as a second language (ESL) while studying mathematics and other content areas framed in the language of native speakers. The difficulty these students often encounter in mathematics classes and their poor performance on subsequent…

The Deficit Profile of Working Memory, Inhibition, and Updating in Chinese Children with Reading Difficulties

Science.gov (United States)

Peng, Peng; Sha, Tao; Li, Beilei

2013-01-01

This study investigated executive function deficits among Chinese children with reading difficulties. Verbal and numerical measures of working memory, inhibition, updating, and processing speed were examined among children with only reading difficulties (RD), children with reading and mathematics difficulties (RDMD), and typically developing peers…

[The comorbidity of learning difficulties and ADHD symptoms in primary-school-age children].

Science.gov (United States)

Schuchardt, Kirsten; Fischbach, Anne; Balke-Melcher, Christina; Mähler, Claudia

2015-05-01

Children having difficulties in acquiring early literacy and mathematical skills often show an increased rate of inattention, hyperactivity, and impulsivity. This study provides data on the comorbidity rates of specific learning difficulties and ADHD symptoms. We analyzed the data of 273 children with learning difficulties despite an at least average IQ, 57 children with low IQ, and 270 children without learning difficulties and average IQ (comparison group). We assessed children’s IQ and school achievement using standardized achievement tests. ADHD symptoms were assessed via parents’ ratings. Our results showed that only 5 % of both the control group and the group with solely mathematical difficulties fulfilled the criteria of an ADHD subtype according to the DSM-IV based on parents’ ratings. In contrast, this was the case in even 20 % of the children with difficulties in reading/writing and of those with low IQ. Compared to girls, boys in the control group had a 150% higher risk for matching the criteria of one of the ADHD subtypes in parents’ ratings, whereas boys with learning difficulties and those with low IQ had an even 200% to 600% higher risk for it. The relationship between learning difficulties and ADHD symptoms can be found predominantly in the inattentive type. Possible reasons for the results are discussed.

Some unsolved problems in discrete mathematics and mathematical cybernetics

Energy Technology Data Exchange (ETDEWEB)

Korshunov, Aleksei D [S.L. Sobolev Institute for Mathematics, Siberian Branch of the Russian Academy of Sciences, Novosibirsk (Russian Federation)

2009-10-31

There are many unsolved problems in discrete mathematics and mathematical cybernetics. Writing a comprehensive survey of such problems involves great difficulties. First, such problems are rather numerous and varied. Second, they greatly differ from each other in degree of completeness of their solution. Therefore, even a comprehensive survey should not attempt to cover the whole variety of such problems; only the most important and significant problems should be reviewed. An impersonal choice of problems to include is quite hard. This paper includes 13 unsolved problems related to combinatorial mathematics and computational complexity theory. The problems selected give an indication of the author's studies for 50 years; for this reason, the choice of the problems reviewed here is, to some extent, subjective. At the same time, these problems are very difficult and quite important for discrete mathematics and mathematical cybernetics. Bibliography: 74 items.

A Multilevel Analysis of Japanese Middle School Student and School Socioeconomic Status Influence on Mathematics Achievement

Science.gov (United States)

Takashiro, Naomi

2017-01-01

The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was…

Improving mathematical problem solving : A computerized approach

NARCIS (Netherlands)

Harskamp, EG; Suhre, CJM

Mathematics teachers often experience difficulties in teaching students to become skilled problem solvers. This paper evaluates the effectiveness of two interactive computer programs for high school mathematics problem solving. Both programs present students with problems accompanied by instruction

The Influence of Symbols and Equations on Understanding Mathematical Equivalence

Science.gov (United States)

Powell, Sarah R.

2015-01-01

Students with mathematics difficulty demonstrate lower mathematics performance than typical-performing peers. One contributing factor to lower mathematics performance may be misunderstanding of mathematics symbols. In several studies related to the equal sign (=), students who received explicit instruction on the relational definition (i.e.,…

Influence of Student Beliefs about Nature of School Mathematics on Their Achievement at Secondary Level in Kerala

Science.gov (United States)

Gafoor, Kunnathodi Abdul; Sarabi, M. K.

2016-01-01

This study probes students' beliefs about nature of mathematics, difficulty in learning mathematics sourcing from these and their influence on achievement in mathematics. Questionnaire survey on 458, 9th standard students randomly selected from schools of Malappuram district elicited data on nature of school mathematics and difficulty arising out…

Mathematical tapas

CERN Document Server

Hiriart-Urruty, Jean-Baptiste

This book contains a collection of exercises (called “tapas”) at undergraduate level, mainly from the fields of real analysis, calculus, matrices, convexity, and optimization. Most of the problems presented here are non-standard and some require broad knowledge of different mathematical subjects in order to be solved. The author provides some hints and (partial) answers and also puts these carefully chosen exercises into context, presents information on their origins, and comments on possible extensions. With stars marking the levels of difficulty, these tapas show or prove something interesting, challenge the reader to solve and learn, and may have surprising results. This first volume of Mathematical Tapas will appeal to mathematicians, motivated undergraduate students from science-based areas, and those generally interested in mathematics.

The Role of Self-Assessment in Foundation of Mathematics Learning

Science.gov (United States)

Masriyah

2018-01-01

This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status.

Science.gov (United States)

Schumacher, Robin F; Malone, Amelia S

2017-09-01

The goal of the present study was to describe fraction-calculation errors among 4 th -grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We specifically addressed whether mathematics-achievement status was related to students' tendency to operate with whole number bias. We extended this focus by comparing low-performing students' errors in two instructional settings that focused on two different types of fraction understandings: core instruction that focused on part-whole understanding vs. small-group tutoring that focused on magnitude understanding. Results showed students across the sample were more likely to operate with whole number bias on problems with unlike denominators. Students with low or average achievement (who only participated in core instruction) were more likely to operate with whole number bias than students with low achievement who participated in small-group tutoring. We suggest instruction should emphasize magnitude understanding to sufficiently increase fraction understanding for all students in the upper elementary grades.

Discrete algorithmic mathematics

CERN Document Server

Maurer, Stephen B

2005-01-01

The exposition is self-contained, complemented by diverse exercises and also accompanied by an introduction to mathematical reasoning … this book is an excellent textbook for a one-semester undergraduate course and it includes a lot of additional material to choose from.-EMS, March 2006In a textbook, it is necessary to select carefully the statements and difficulty of the problems … in this textbook, this is fully achieved … This review considers this book an excellent one.-The Mathematical Gazette, March 2006

Mathematics-Related Emotions among Finnish Adolescents across Different Performance Levels

Science.gov (United States)

Holm, Marja Eliisa; Hannula, Markku Sakari; Björn, Piia Maria

2017-01-01

This study examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents. Using strict and lenient mathematics performance cut-off scores, respective groups of adolescents with mathematics difficulties (MD, n = 136), low (LA,…

Modelling Difficulties and Their Overcoming Strategies in the Solution of a Modelling Problem

Science.gov (United States)

Dede, Ayse Tekin

2016-01-01

The purpose of the study is to reveal the elementary mathematics student teachers' difficulties encountered in the solution of a modelling problem, the strategies to overcome those difficulties and whether the strategies worked or not. Nineteen student teachers solved the modelling problem in their four or five-person groups, and the video records…

ACER: A framework on the use of mathematics in upper-division physics

Science.gov (United States)

Caballero, Marcos D.; Wilcox, Bethany R.; Pepper, Rachel E.; Pollock, Steven J.

2013-01-01

At the University of Colorado Boulder, as part of our broader efforts to transform middle- and upper-division physics courses, we research students' difficulties with particular concepts, methods, and tools in classical mechanics, electromagnetism, and quantum mechanics. Unsurprisingly, a number of difficulties are related to students' use of mathematical tools (e.g., approximation methods). Previous work has documented a number of challenges that students must overcome to use mathematical tools fluently in introductory physics (e.g., mapping meaning onto mathematical symbols). We have developed a theoretical framework to facilitate connecting students' difficulties to challenges with specific mathematical and physical concepts. In this paper, we motivate the need for this framework and demonstrate its utility for both researchers and course instructors by applying it to frame results from interview data on students' use of Taylor approximations.

Modelling and Optimizing Mathematics Learning in Children

Science.gov (United States)

Käser, Tanja; Busetto, Alberto Giovanni; Solenthaler, Barbara; Baschera, Gian-Marco; Kohn, Juliane; Kucian, Karin; von Aster, Michael; Gross, Markus

2013-01-01

This study introduces a student model and control algorithm, optimizing mathematics learning in children. The adaptive system is integrated into a computer-based training system for enhancing numerical cognition aimed at children with developmental dyscalculia or difficulties in learning mathematics. The student model consists of a dynamic…

Determining Difficulty of Questions in Intelligent Tutoring Systems

Science.gov (United States)

Gunel, Korhan; Asliyan, Rifat

2009-01-01

The object of this study is to model the level of a question difficulty by a differential equation at a pre-specified domain knowledge, to be used in an educational support system. For this purpose, we have developed an intelligent tutoring system for mathematics education. Intelligent Tutoring Systems are computer systems designed for improvement…

Mathematics ability and related skills in preschoolers born very preterm.

Science.gov (United States)

Hasler, Holly M; Akshoomoff, Natacha

2017-12-12

Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups. Children born VPT performed significantly worse than FT-born children on a measure of mathematics ability as well as full-scale IQ, verbal skills, visual-motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning. Mathematics was significantly correlated with verbal skills, visual-motor integration, phonological processing, and motor skills across both groups. When entered into the mediation model, verbal skills, visual-motor integration, and phonological awareness were significant mediators of the group differences. This analysis provides insights into the pre-academic skills that are weak in preschoolers born VPT and their relationship to mathematics. It is important to identify children who will have difficulties as early as possible, particularly for VPT children who are at higher risk for academic difficulties. Therefore, this model may be used in evaluating VPT children for emerging difficulties as well as an indicator that if other weaknesses are found, an assessment of mathematics should be conducted.

Investigating student difficulties on integral calculus based on critical thinking aspects

Directory of Open Access Journals (Sweden)

Farida Nursyahidah

2017-11-01

Full Text Available Students of Mathematics education often struggle with integration problem, but yet the root of the problem related to critical thinking is rarely investigated. This article reports research where the first-year students of Mathematics Education of PGRI University Semarang were given an integral problem, then individually they were interviewed related to the answer they have made. The findings of students' difficulties in working on integration problem were confirmed through several questions in the interview which aimed to uncover their critical thinking process related to concepts, procedures, and problem solving. This study shows that student difficulties in Integration by disc method such as failure in identifying radius of a rotary object, specify partition, and integration bounds are closely related to their failure to think critically related to concept, skills, and problem solving aspects of critical thinking.

Impact of Psychosocial Environment on Young Children's Emotional and Behavioral Difficulties.

Science.gov (United States)

Grazuleviciene, Regina; Andrusaityte, Sandra; Petraviciene, Inga; Balseviciene, Birute

2017-10-24

Objective: The impact of maternal psychosocial stress on young children's mental difficulties is unclear. This study investigated the joint effects of the socioeconomic status and parent-child relationships on emotional and behavioral difficulties in preschool children. Methods: The case-control study included 1416 mothers and their 4-6 year-old children pairs, living in Kaunas city, Lithuania. The parent-child relationships were measured using the Parent-Child Dysfunctional Interaction subscale. Children's mental health difficulties were assessed by the Strengths and Difficulties Questionnaire. We used logistic regression models to indicate the strength of the associations. Results: Lower socioeconomic status women more often than higher ones reported pathological mother-child relations. Low education level was associated with statistically significant increase adjusted odds ratios for emotional symptoms and total behavioral difficulties. With reference to the group of better-educated mothers and normal mother-child relations, low education and pathological mother-child relations statistically significantly increased the risk of total difficulties in 4-6 year-old children; the adjusted odds ratios were 2.45; 95% CI 1.51-3.99. Conclusions: Pathological mother-child relations strengthened the effect of lower education on the increased risk of emotional and behavioral difficulties in preschool-age children. Measures oriented towards health behavior and psychosocial difficulties management may decrease children's emotional and behavioral difficulties.

The Music of Mathematics: Toward a New Problem Typology

Science.gov (United States)

Quarfoot, David

Halmos (1980) once described problems and their solutions as "the heart of mathematics". Following this line of thinking, one might naturally ask: "What, then, is the heart of problems?". In this work, I attempt to answer this question using techniques from statistics, information visualization, and machine learning. I begin the journey by cataloging the features of problems delineated by the mathematics and mathematics education communities. These dimensions are explored in a large data set of students working thousands of problems at the Art of Problem Solving, an online company that provides adaptive mathematical training for students around the world. This analysis is able to concretely show how the fabric of mathematical problems changes across different subjects, difficulty levels, and students. Furthermore, it locates problems that stand out in the crowd -- those that synergize cognitive engagement, learning, and difficulty. This quantitatively-heavy side of the dissertation is partnered with a qualitatively-inspired portion that involves human scoring of 105 problems and their solutions. In this setting, I am able to capture elusive features of mathematical problems and derive a fuller picture of the space of mathematical problems. Using correlation matrices, principal components analysis, and clustering techniques, I explore the relationships among those features frequently discussed in mathematics problems (e.g., difficulty, creativity, novelty, affective engagement, authenticity). Along the way, I define a new set of uncorrelated features in problems and use these as the basis for a New Mathematical Problem Typology (NMPT). Grounded in the terminology of classical music, the NMPT works to quickly convey the essence and value of a problem, just as terms like "etude" and "mazurka" do for musicians. Taken together, these quantitative and qualitative analyses seek to terraform the landscape of mathematical problems and, concomitantly, the current thinking

Transcoding abilities in typical and atypical mathematics achievers: the role of working memory and procedural and lexical competencies.

Science.gov (United States)

Moura, Ricardo; Wood, Guilherme; Pinheiro-Chagas, Pedro; Lonnemann, Jan; Krinzinger, Helga; Willmes, Klaus; Haase, Vitor Geraldi

2013-11-01

Transcoding between numerical systems is one of the most basic abilities acquired by children during their early school years. One important topic that requires further exploration is how mathematics proficiency can affect number transcoding. The aim of the current study was to investigate transcoding abilities (i.e., reading Arabic numerals and writing dictation) in Brazilian children with and without mathematics difficulties, focusing on different school grades. We observed that children with learning difficulties in mathematics demonstrated lower achievement in number transcoding in both early and middle elementary school. In early elementary school, difficulties were observed in both the basic numerical lexicon and the management of numerical syntax. In middle elementary school, difficulties appeared mainly in the transcoding of more complex numbers. An error analysis revealed that the children with mathematics difficulties struggled mainly with the acquisition of transcoding rules. Although we confirmed the previous evidence on the impact of working memory capacity on number transcoding, we found that it did not fully account for the observed group differences. The results are discussed in the context of a maturational lag in number transcoding ability in children with mathematics difficulties. Copyright © 2013 Elsevier Inc. All rights reserved.

Student Difficulties Regarding Symbolic and Graphical Representations of Vector Fields

Science.gov (United States)

Bollen, Laurens; van Kampen, Paul; Baily, Charles; Kelly, Mossy; De Cock, Mieke

2017-01-01

The ability to switch between various representations is an invaluable problem-solving skill in physics. In addition, research has shown that using multiple representations can greatly enhance a person's understanding of mathematical and physical concepts. This paper describes a study of student difficulties regarding interpreting, constructing,…

A Multiple Intelligence Pedagogical Approach in Fifth Grade Mathematics: A Mixed Method Study

Science.gov (United States)

Davis, Claudine Davillier

2012-01-01

The need for mathematics intervention has increased tremendously over the years, particularly after the No Child Left Behind Act of 2001.Students who lack basic mathematics skills and students who experience mathematics difficulties greatly benefit from mathematics interventions. This study examined mathematics intervention through the use of the…

Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking

NARCIS (Netherlands)

van 't Noordende, Jaccoline E|info:eu-repo/dai/nl/369862422; van Hoogmoed, Anne H|info:eu-repo/dai/nl/314839496; Schot, Willemijn D; Kroesbergen, Evelyn H|info:eu-repo/dai/nl/241607949

INTRODUCTION: Number line estimation is one of the skills related to mathematical performance. Previous research has shown that eye tracking can be used to identify differences in the estimation strategies children with dyscalculia and children with typical mathematical development use on number

Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking

NARCIS (Netherlands)

van’t Noordende, Jaccoline E.; van Hoogmoed, Anne H.; Schot, Willemijn D.; Kroesbergen, Evelyn H.

2016-01-01

Introduction: Number line estimation is one of the skills related to mathematical performance. Previous research has shown that eye tracking can be used to identify differences in the estimation strategies children with dyscalculia and children with typical mathematical development use on number

Analysis of junior high school students' difficulty in resolving rectangular conceptual problems

Science.gov (United States)

Utami, Aliksia Kristiana Dwi; Mardiyana, Pramudya, Ikrar

2017-08-01

Geometry is one part of the mathematics that must be learned in school and it has important effects on the development of creative thinking skills of learners, but in fact, there are some difficulties experienced by the students. This research focuses on analysis difficulty in resolving rectangular conceptual problems among junior high school students in every creative thinking skills level. This research used a descriptive method aimed to identify the difficulties and cause of the difficulties experienced by five students. The difficulties are associated with rectangular shapes and related problems. Data collection was done based on students' work through test, interview, and observations. The result revealed that student' difficulties in understanding the rectangular concept can be found at every creative thinking skills level. The difficulties are identifying the objects rectangular in the daily life except for a rectangle and square, analyzing the properties of rectangular shapes, and seeing the interrelationships between figures.

Nursing mathematics: the importance of application.

Science.gov (United States)

Hutton, B M

This study explores the effectiveness of a revision programme in nursing mathematics for student nurses. Students who took the revision programme achieved a marked improvement in test results, although some still scored low in written tests. When interviewed, the students reported that they had difficulty applying written work in the classroom to actual calculations in the workplace. They found that only by 'doing' mathematics did the theory make sense. The author recommends that students should be encouraged to maximise the opportunities to practise mathematics in the clinical setting.

A cumulative risk factor model for early identification of academic difficulties in premature and low birth weight infants.

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Roberts, G; Bellinger, D; McCormick, M C

2007-03-01

Premature and low birth weight children have a high prevalence of academic difficulties. This study examines a model comprised of cumulative risk factors that allows early identification of these difficulties. This is a secondary analysis of data from a large cohort of premature (mathematics. Potential predictor variables were categorized into 4 domains: sociodemographic, neonatal, maternal mental health and early childhood (ages 3 and 5). Regression analysis was used to create a model to predict reading and mathematics scores. Variables from all domains were significant in the model, predicting low achievement scores in reading (R (2) of 0.49, model p-value mathematics (R (2) of 0.44, model p-value intelligence, visual-motor skill and higher behavioral disturbance scores (early childhood). Lower mathematics scores were predicted by lower maternal education, income and age and Black or Hispanic race (sociodemographic); lower birth weight and higher head circumference (neonatal); lower maternal responsivity (maternal mental health); lower intelligence, visual-motor skill and higher behavioral disturbance scores (early childhood). Sequential early childhood risk factors in premature and LBW children lead to a cumulative risk for academic difficulties and can be used for early identification.

Short report The DeDiMa battery: a tool for identifying students’ mathematical learning profiles

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Giannis Karagiannakis

2014-10-01

Full Text Available Background The DeDiMa battery is designed for assessing students’ mathematical learning profiles, and it has been used to validate a 4-dimensional model for classifying mathematical learning difficulties. The model arises from existing hypotheses in the cognitive psychology and neuroscience literature, while the DeDiMa battery provides a reliable set of mathematical tasks that help to match characteristics of students’ mathematical performances to their more basic learning difficulties. Participants and procedure In this report we address the question of how these tools can help sketch out a student’s mathematical learning profile. The participants are 5th and 6th grade students. Results We compare the emerging profiles of two students with mathematical learning difficulties (MLD matched for age, performance on a standardized test, non-verbal IQ, and educational experiences. The profiles are very different. Conclusions We believe that this approach can inform the design of individualized remedial interventions for MLD students.

Insights into teaching mathematics

CERN Document Server

Orton, Anthony

2004-01-01

Providing essential guidance and background information about teaching mathematics, this book is intended particularly for teachers who do not regard themselves as specialists in mathematics. It deals with issues of learning and teaching, including the delivery of content and the place of problems and investigations. Difficulties which pupils encounter in connection with language and symbols form important sections of the overall discussion of how to enhance learning. The curriculum is considered in brief under the headings of number, algebra, shape and space, and data handling, and special at

Impact of Psychosocial Environment on Young Children’s Emotional and Behavioral Difficulties

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Regina Grazuleviciene

2017-10-01

Full Text Available Objective: The impact of maternal psychosocial stress on young children’s mental difficulties is unclear. This study investigated the joint effects of the socioeconomic status and parent-child relationships on emotional and behavioral difficulties in preschool children. Methods: The case-control study included 1416 mothers and their 4–6 year-old children pairs, living in Kaunas city, Lithuania. The parent-child relationships were measured using the Parent-Child Dysfunctional Interaction subscale. Children’s mental health difficulties were assessed by the Strengths and Difficulties Questionnaire. We used logistic regression models to indicate the strength of the associations. Results: Lower socioeconomic status women more often than higher ones reported pathological mother-child relations. Low education level was associated with statistically significant increase adjusted odds ratios for emotional symptoms and total behavioral difficulties. With reference to the group of better-educated mothers and normal mother-child relations, low education and pathological mother-child relations statistically significantly increased the risk of total difficulties in 4–6 year-old children; the adjusted odds ratios were 2.45; 95% CI 1.51–3.99. Conclusions: Pathological mother-child relations strengthened the effect of lower education on the increased risk of emotional and behavioral difficulties in preschool-age children. Measures oriented towards health behavior and psychosocial difficulties management may decrease children’s emotional and behavioral difficulties.

Developing A-level physics students' mathematical skills - a way forward?

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Raw, A. J.

1999-09-01

This article outlines research that details the mathematical difficulties of physics students and it also discusses various projects to overcome these difficulties. The successes of these projects are very encouraging and show a way forward for A-level physics teaching.

Developing Mathematical Resilience of Prospective Math Teachers

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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.

University Students' Reading of Their First-Year Mathematics Textbooks

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Shepherd, Mary D.; Selden, Annie; Selden, John

2012-01-01

This article reports the observed behaviors and difficulties that 11 precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the "effectiveness" of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. The…

Control Engineering, System Theory and Mathematics: The Teacher's Challenge

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Zenger, K.

2007-01-01

The principles, difficulties and challenges in control education are discussed and compared to the similar problems in the teaching of mathematics and systems science in general. The difficulties of today's students to appreciate the classical teaching of engineering disciplines, which are based on rigorous and scientifically sound grounds, are…

Student difficulties regarding symbolic and graphical representations of vector fields

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Laurens Bollen

2017-08-01

Full Text Available The ability to switch between various representations is an invaluable problem-solving skill in physics. In addition, research has shown that using multiple representations can greatly enhance a person’s understanding of mathematical and physical concepts. This paper describes a study of student difficulties regarding interpreting, constructing, and switching between representations of vector fields, using both qualitative and quantitative methods. We first identified to what extent students are fluent with the use of field vector plots, field line diagrams, and symbolic expressions of vector fields by conducting individual student interviews and analyzing in-class student activities. Based on those findings, we designed the Vector Field Representations test, a free response assessment tool that has been given to 196 second- and third-year physics, mathematics, and engineering students from four different universities. From the obtained results we gained a comprehensive overview of typical errors that students make when switching between vector field representations. In addition, the study allowed us to determine the relative prevalence of the observed difficulties. Although the results varied greatly between institutions, a general trend revealed that many students struggle with vector addition, fail to recognize the field line density as an indication of the magnitude of the field, confuse characteristics of field lines and equipotential lines, and do not choose the appropriate coordinate system when writing out mathematical expressions of vector fields.

Student difficulties regarding symbolic and graphical representations of vector fields

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Bollen, Laurens; van Kampen, Paul; Baily, Charles; Kelly, Mossy; De Cock, Mieke

2017-12-01

The ability to switch between various representations is an invaluable problem-solving skill in physics. In addition, research has shown that using multiple representations can greatly enhance a person's understanding of mathematical and physical concepts. This paper describes a study of student difficulties regarding interpreting, constructing, and switching between representations of vector fields, using both qualitative and quantitative methods. We first identified to what extent students are fluent with the use of field vector plots, field line diagrams, and symbolic expressions of vector fields by conducting individual student interviews and analyzing in-class student activities. Based on those findings, we designed the Vector Field Representations test, a free response assessment tool that has been given to 196 second- and third-year physics, mathematics, and engineering students from four different universities. From the obtained results we gained a comprehensive overview of typical errors that students make when switching between vector field representations. In addition, the study allowed us to determine the relative prevalence of the observed difficulties. Although the results varied greatly between institutions, a general trend revealed that many students struggle with vector addition, fail to recognize the field line density as an indication of the magnitude of the field, confuse characteristics of field lines and equipotential lines, and do not choose the appropriate coordinate system when writing out mathematical expressions of vector fields.

Undergraduate Students' Perceptions of the Mathematics Courses Included in the Primary School Teacher Education Program

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Serin, Mehmet Koray; Incikabi, Semahat

2017-01-01

Mathematics educators have reported on many issues regarding students' mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts.…

TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items

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Brese, Falk, Ed.

2012-01-01

The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

A readable introduction to real mathematics

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Rosenthal, Daniel; Rosenthal, Peter

2014-01-01

Designed for an undergraduate course or for independent study, this text presents sophisticated mathematical ideas in an elementary and friendly fashion. The fundamental purpose of this book is to engage the reader and to teach a real understanding of mathematical thinking while conveying the beauty and elegance of mathematics. The text focuses on teaching the understanding of mathematical proofs. The material covered has applications both to mathematics and to other subjects. The book contains a large number of exercises of varying difficulty, designed to help reinforce basic concepts and to motivate and challenge the reader. The sole prerequisite for understanding the text is basic high school algebra; some trigonometry is needed for Chapters 9 and 12. Topics covered include: * mathematical induction * modular arithmetic * the fundamental theorem of arithmetic * Fermat's little theorem * RSA encryption * the Euclidean algorithm * rational and irrational numbers * complex numbers * cardinality * Euclidean pl...

Limited near and far transfer effects of jungle memory working memory training on learning mathematics in children with attentional and mathematical difficulties

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Nelwan, Michel; Kroesbergen, Evelyn H.

2016-01-01

The goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM) affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT) in school aged children between 9-12 years old (N = 64) with both

Employment status and work-related difficulties in lung cancer survivors compared with the general population.

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Kim, Young Ae; Yun, Young Ho; Chang, Yoon Jung; Lee, Jongmog; Kim, Moon Soo; Lee, Hyun-Sung; Zo, Jae Ill; Kim, Jhingook; Choi, Yong Soo; Shim, Young Mog; Yoon, Seok-Jun

2014-03-01

To investigate the employment status of lung cancer survivors and the work-related problems they face. Although the number of lung cancer survivors is increasing, little is known about their employment and work-related issues. We enrolled 830 lung cancer survivors 12 months after lung cancer curative surgery (median time after diagnosis, 4.11 years) and 1000 volunteers from the general population. All participants completed the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire, Core 30-item and a questionnaire that included items relating to their jobs. We used logistic regression analysis to identify independent predictors of unemployment. The employment rate of lung cancer survivors decreased from 68.6% at the time of diagnosis to 38.8% after treatment, which was significantly lower than the employment rate of the general population (63.5%; adjusted odds ratio = 2.31, 95% confidence interval: 1.66-3.22). The posttreatment unemployment rate was higher for women than for men. Among survivors, employment was inversely associated with older age, household income, number of comorbidities, and poor social functioning. Fatigue (78.6%) was the most common work-related problem reported by survivors. Lung cancer survivors experienced more difficulties in employment than did the general population. Age, monthly household income, number of comorbidities, and social functioning appear to be important factors influencing employment status. These findings suggest that lung cancer survivors need support to cope with the financial impact of cancer.

The association of iron status with educational performance and intelligence among adolescents.

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Dissanayake, D S; Kumarasiri, P V R; Nugegoda, D B; Dissanayake, D M

2009-09-01

The aim was to identify the association of iron status with educational performance and intelligence of adolescents. This was a cross sectional comparative study among adolescents aged 13-15 years. Each iron deficient student was matched with an iron sufficient student from the same school, class and sex. Iron status was based on haemoglobin and serum ferritin levels. The marks for mathematics, science, Sinhala language and social science were considered to assess educational performance. Intelligence was measured by Raven's Standard progressive matrices. All the possible confounders and effect modifiers were considered. Home visits to a sub-sample checked the quality of data. The final analysis included 188 students (94 matched pairs). Neither educational performance nor intelligence showed significant associations with the iron status. The severity of the iron deficiency did not relate to these cognitive variables either. Twenty-three and 8 co-variables showed statistically significant associations with educational performance and intelligence respectively. Following a multiple regression analysis intelligence, the enthusiasm of the student towards learning, occupational ambition, household possession, problems at home and private tuition for mathematics were key factors predicting educational performance. Stunting and educational level of the mother were important factors influencing intelligence. Iron status does not play a major role in educational performance and intelligence of school going adolescents. Several factors affect educational performance and intelligence. This study highlights the difficulty in extrapolating the findings of similar studies to different ecological settings.

Mathematics Interventions for Students with High Functioning Autism/Asperger's Syndrome

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Donaldson, Jeffrey B.; Zager, Dianne

2010-01-01

Teachers are often at a loss when considering how to address mathematics difficulties for students with high functioning autism/Asperger's syndrome (HFA/AS). Students may show difficulty remembering operations throughout an equation, organizing information on the page, and comprehending the language in instructions of word problems. These…

Heuristic and algorithmic processing in English, mathematics, and science education.

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Sharps, Matthew J; Hess, Adam B; Price-Sharps, Jana L; Teh, Jane

2008-01-01

Many college students experience difficulties in basic academic skills. Recent research suggests that much of this difficulty may lie in heuristic competency--the ability to use and successfully manage general cognitive strategies. In the present study, the authors evaluated this possibility. They compared participants' performance on a practice California Basic Educational Skills Test and on a series of questions in the natural sciences with heuristic and algorithmic performance on a series of mathematics and reading comprehension exercises. Heuristic competency in mathematics was associated with better scores in science and mathematics. Verbal and algorithmic skills were associated with better reading comprehension. These results indicate the importance of including heuristic training in educational contexts and highlight the importance of a relatively domain-specific approach to questions of cognition in higher education.

The Relationship between Socioeconomic Status at Age One, Opportunities to Learn and Achievement in Mathematics in Fourth Grade in Peru

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Cueto, Santiago; Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Freire, Silvana

2014-01-01

Using Young Lives longitudinal data from Peru, this paper explores the relationship between socioeconomic status (SES) measured at the age of one, opportunities to learn (OTL) and achievement in mathematics ten years later. Four variables of OTL were measured: hours of class per year, curriculum coverage, quality of teachers' feedback, and level…

A refresher course in mathematics

CERN Document Server

Camm, F J

2003-01-01

Readers wishing to renew and extend their acquaintance with a variety of branches of mathematics will find this volume a practical companion. Geared toward those who already possess some familiarity with its subjects, the easy-to-follow explanations and straightforward tone make this book highly accessible. The contents are arranged logically and in order of difficulty: fractions, decimals, square and cube root, the metric system, algebra, quadratic and cubic equations, graphs, and the calculus are among the topics. Explanations of mathematical principles are followed by worked examples, and t

Hipatia: a hypermedia learning environment in mathematics

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Marisol Cueli

2016-01-01

Full Text Available Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia. Hypermedia environments are, by definición, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.

DIFFICULTIES TO LEARN AND TO TEACH MODERN PHYSICS.

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R. Antonowiski

2017-08-01

Full Text Available Physics is engaged in scientific and technological development in several areas, however, its learning in high school has high failure rates that demonstrate a low level of use. It is a science that allows us to understand the nature of the macroscopic and atomic matter, but it is taught in a disjointed manner, upon presentation of concepts, laws and mathematical sentences, repetitive exercises that have taken the preparatory character for college entrance. Thus, the student gets stuck sentences featuring a partial knowledge and disposable. This study aimed to analyze the main difficulties that undergraduate students in Physics have in Modern Physics learning. Point out the difficulties in teaching and learning Physics is not an easy task and to identify them comes the difficulty of how to solve them. After analysis of several hypotheses we can conclude that there is no single factor responsible for the difficulty of the teaching and learning of Modern Physics. The lack of time to work and developed since middle school, stimulating the curiosity of students, adequately trained teachers, lack of structure offered by the government, parents' responsibilities and students in learning, among others, constitute a major challenge for successful teaching and learning of Modern Physics

Identifying College Students at Risk for Learning Disabilities: Evidence for Use of the Learning Difficulties Assessment in Postsecondary Settings

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Kane, Steven T.; Roy, Soma; Medina, Steffanie

2013-01-01

This article describes research supporting the use of the Learning Difficulties Assessment (LDA), a normed and no-cost, web-based survey that assesses difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. Previous research has supported…

Virtual Manipulatives: Tools for Teaching Mathematics to Students with Learning Disabilities

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Shin, Mikyung; Bryant, Diane P.; Bryant, Brian R.; McKenna, John W.; Hou, Fangjuan; Ok, Min Wook

2017-01-01

Many students with learning disabilities demonstrate difficulty in developing a conceptual understanding of mathematical topics. Researchers recommend using visual models to support student learning of the concepts and skills necessary to complete abstract and symbolic mathematical problems. Virtual manipulatives (i.e., interactive visual models)…

Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children.

Science.gov (United States)

Lambert, Katharina; Spinath, Birgit

The aim of the present study was to investigate the associations between elementary school children's mathematical achievement and their conservation abilities, visuospatial skills, and numerosity processing speed. We also assessed differences in these abilities between children with different types of learning problems. In Study 1 ( N = 229), we investigated second to fourth graders and in Study 2 ( N = 120), third and fourth graders. Analyses revealed significant contributions of numerosity processing speed and visuospatial skills to math achievement beyond IQ. Conservation abilities were predictive in Study 1 only. Children with math difficulties showed lower visuospatial skills and conservation abilities than children with typical achievement levels and children with reading and/or spelling difficulties, whereas children with combined difficulties explicitly showed low conservation abilities. These findings provide further evidence for the relations between children's math skills and their visuospatial skills, conservation abilities, and processing speed and contribute to the understanding of deficits that are specific to mathematical difficulties.

Developing a Multi-Dimensional Early Elementary Mathematics Screener and Diagnostic Tool: The Primary Mathematics Assessment

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Brendefur, Jonathan L.; Johnson, Evelyn S.; Thiede, Keith W.; Strother, Sam; Severson, Herb H.

2018-01-01

There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention…

The Construction of Mathematical Literacy Problems for Geometry

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Malasari, P. N.; Herman, T.; Jupri, A.

2017-09-01

The students of junior high school should have mathematical literacy ability to formulate, apply, and interpret mathematics in problem solving of daily life. Teaching these students are not enough by giving them ordinary mathematics problems. Teaching activities for these students brings consequence for teacher to construct mathematical literacy problems. Therefore, the aim of this study is to construct mathematical literacy problems to assess mathematical literacy ability. The steps of this study that consists of analysing, designing, theoretical validation, revising, limited testing to students, and evaluating. The data was collected with written test to 38 students of grade IX at one of state junior high school. Mathematical literacy problems consist of three essays with three indicators and three levels at polyhedron subject. The Indicators are formulating and employing mathematics. The results show that: (1) mathematical literacy problems which are constructed have been valid and practical, (2) mathematical literacy problems have good distinguishing characteristics and adequate distinguishing characteristics, (3) difficulty levels of problems are easy and moderate. The final conclusion is mathematical literacy problems which are constructed can be used to assess mathematical literacy ability.

Do Chinese Children With Math Difficulties Have a Deficit in Executive Functioning?

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Xiaochen Wang

2018-06-01

Full Text Available Several studies have shown that Executive Functioning (EF is a unique predictor of mathematics performance. However, whether or not children with mathematics difficulties (MD experience deficits in EF remains unclear. Thus, the purpose of this study was to examine if Chinese children with MD experience deficits in EF. We assessed 23 children with MD (9 girls, mean age = 10.40 years, 30 children with reading difficulties and MD (RDMD; 12 girls, mean age = 10.82 years, and 31 typically-developing (TD peers (16 girls, mean age = 10.41 years on measures of inhibition (Color-Word Stroop, Inhibition, shifting of attention (Planned Connections, Rapid Alternating Stimuli, working memory (Digit Span Backwards, Listening Span, processing speed (Visual Matching, Planned Search, reading (Character Recognition, Sentence Verification, and mathematics (Addition and Subtraction Fluency, Math Standard Achievement Test. The results of MANOVA analyses showed first that the performance of the MD children in all EF tasks was worse than their TD peers. Second, with the exception of the shifting tasks in which the MD children performed better than the RDMD children, the performance of the two groups was similar in all measures of working memory and inhibition. Finally, covarying for the effects of processing speed eliminated almost all differences between the TD and MD groups (the only exception was Listening Span as well as the differences between the MD and RDMD groups in shifting of attention. Taken together, our findings suggest that although Chinese children with MD (with or without comorbid reading difficulties experience significant deficits in all EF skills, most of their deficits can be accounted by lower-level deficits in processing speed.

Review of student difficulties in upper-level quantum mechanics

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Chandralekha Singh

2015-09-01

Full Text Available [This paper is part of the Focused Collection on Upper Division Physics Courses.] Learning advanced physics, in general, is challenging not only due to the increased mathematical sophistication but also because one must continue to build on all of the prior knowledge acquired at the introductory and intermediate levels. In addition, learning quantum mechanics can be especially challenging because the paradigms of classical mechanics and quantum mechanics are very different. Here, we review research on student reasoning difficulties in learning upper-level quantum mechanics and research on students’ problem-solving and metacognitive skills in these courses. Some of these studies were multiuniversity investigations. The investigations suggest that there is large diversity in student performance in upper-level quantum mechanics regardless of the university, textbook, or instructor, and many students in these courses have not acquired a functional understanding of the fundamental concepts. The nature of reasoning difficulties in learning quantum mechanics is analogous to reasoning difficulties found via research in introductory physics courses. The reasoning difficulties were often due to overgeneralizations of concepts learned in one context to another context where they are not directly applicable. Reasoning difficulties in distinguishing between closely related concepts and in making sense of the formalism of quantum mechanics were common. We conclude with a brief summary of the research-based approaches that take advantage of research on student difficulties in order to improve teaching and learning of quantum mechanics.

Promoting the Understanding of Mathematics in Physics at Secondary Level

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Thompson, Alaric

2016-01-01

This article explores some of the common mathematical difficulties that 11- to 16-year-old students experience with respect to their learning of physics. The definition of "understanding" expressed in the article is in the sense of transferability of mathematical skills from topic to topic within physics as well as between the separate…

Time Processing Impairments in Preschoolers at Risk of Developing Difficulties in Mathematics

Science.gov (United States)

Tobia, Valentina; Rinaldi, Luca; Marzocchi, Gian Marco

2018-01-01

The occurrence of time processing problems in individuals with Development Dyscalculia (DD) has favored the view of a general magnitude system devoted to both numerical and temporal information. Yet, this scenario has been partially challenged by studies indicating that time difficulties can be attributed to poor calculation or counting skills,…

The effect of Missouri mathematics project learning model on students’ mathematical problem solving ability

Science.gov (United States)

Handayani, I.; Januar, R. L.; Purwanto, S. E.

2018-01-01

This research aims to know the influence of Missouri Mathematics Project Learning Model to Mathematical Problem-solving Ability of Students at Junior High School. This research is a quantitative research and uses experimental research method of Quasi Experimental Design. The research population includes all student of grade VII of Junior High School who are enrolled in the even semester of the academic year 2016/2017. The Sample studied are 76 students from experimental and control groups. The sampling technique being used is cluster sampling method. The instrument is consisted of 7 essay questions whose validity, reliability, difficulty level and discriminating power have been tested. Before analyzing the data by using t-test, the data has fulfilled the requirement for normality and homogeneity. The result of data shows that there is the influence of Missouri mathematics project learning model to mathematical problem-solving ability of students at junior high school with medium effect.

The global burden of visual difficulty in low, middle, and high income countries.

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Ellen E Freeman

Full Text Available Using a world-wide, population-based dataset of adults, we sought to determine the frequency of far visual difficulty and its associated risk factors.The World Health Survey (WHS was conducted in 70 countries throughout the world in 2003 using a random, multi-stage, stratified, cluster sampling design of adults ages 18 years and older. Far vision was assessed by asking "In the last 30 days, how much difficulty did you have in seeing and recognizing a person you know across the road (i.e. from a distance of about 20 meters?". Responses included none, mild, moderate, severe, or extreme/unable. The income status of countries was estimated using gross national income per capita data from 2003 from the World Bank. Prevalence and regression estimates were adjusted to account for the complex sample design.21% of adults reported any visual difficulty. The rate varied by the income status of the country with the percentage who had any visual difficulty being 24%, 23%, and 13% in low, middle, and high income countries, respectively. Five percent of people reported severe or extreme visual difficulty with rates in low, middle, and high income countries of 6%, 5%, and 2% respectively. Risk factors for visual difficulty included older age, female sex, poorer socioeconomic status, little to no formal education, and diabetes (P<0.05.One out of five adults in the WHS reported some degree of far visual difficulty. Given the importance of vision to living an independent life, better access to quality eye care services and life course factors affecting vision health (e.g. repeated eye infections, diet lacking vitamin A must receive adequate attention and resources, especially in low and middle income countries.

Developing a Multi-Dimensional Early Elementary Mathematics Screener and Diagnostic Tool: The Primary Mathematics Assessment.

Science.gov (United States)

Brendefur, Jonathan L; Johnson, Evelyn S; Thiede, Keith W; Strother, Sam; Severson, Herb H

2018-01-01

There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept of number, resulting in inadequate and incomplete information for teachers to design intervention efforts. We propose a mathematics assessment that screens and provides diagnostic information in six domains that are important to building a strong foundation in mathematics. This article describes the conceptual framework and psychometric qualities of a web-based assessment tool, the Primary Math Assessment (PMA). The PMA includes a screener to identify students at risk for poor math outcomes and a diagnostic tool to provide a more in-depth profile of children's specific strengths and weaknesses in mathematics. The PMA allows teachers and school personnel to make better instructional decisions by providing more targeted analyses.

Open problems in mathematics

CERN Document Server

Nash, Jr, John Forbes

2016-01-01

The goal in putting together this unique compilation was to present the current status of the solutions to some of the most essential open problems in pure and applied mathematics. Emphasis is also given to problems in interdisciplinary research for which mathematics plays a key role. This volume comprises highly selected contributions by some of the most eminent mathematicians in the international mathematical community on longstanding problems in very active domains of mathematical research. A joint preface by the two volume editors is followed by a personal farewell to John F. Nash, Jr. written by Michael Th. Rassias. An introduction by Mikhail Gromov highlights some of Nash’s legendary mathematical achievements. The treatment in this book includes open problems in the following fields: algebraic geometry, number theory, analysis, discrete mathematics, PDEs, differential geometry, topology, K-theory, game theory, fluid mechanics, dynamical systems and ergodic theory, cryptography, theoretical computer sc...

Learning difficulties of senior high school students based on probability understanding levels

Science.gov (United States)

Anggara, B.; Priatna, N.; Juandi, D.

2018-05-01

Identifying students' difficulties in learning concept of probability is important for teachers to prepare the appropriate learning processes and can overcome obstacles that may arise in the next learning processes. This study revealed the level of students' understanding of the concept of probability and identified their difficulties as a part of the epistemological obstacles identification of the concept of probability. This study employed a qualitative approach that tends to be the character of descriptive research involving 55 students of class XII. In this case, the writer used the diagnostic test of probability concept learning difficulty, observation, and interview as the techniques to collect the data needed. The data was used to determine levels of understanding and the learning difficulties experienced by the students. From the result of students' test result and learning observation, it was found that the mean cognitive level was at level 2. The findings indicated that students had appropriate quantitative information of probability concept but it might be incomplete or incorrectly used. The difficulties found are the ones in arranging sample space, events, and mathematical models related to probability problems. Besides, students had difficulties in understanding the principles of events and prerequisite concept.

Mathematics in narratives of Geodetic expeditions.

Science.gov (United States)

Terrall, Mary

2006-12-01

In eighteenth-century France, geodesy (the measure of the earth's shape) became an arena where mathematics and narrative intersected productively. Mathematics played a crucial role not only in the measurements and analysis necessary to geodesy but also in the narrative accounts that presented the results of elaborate and expensive expeditions to the reading public. When they returned to France to write these accounts after their travels, mathematician-observers developed a variety of ways to display numbers and mathematical arguments and techniques. The numbers, equations, and diagrams they produced could not be separated from the story of their acquisition. Reading these accounts for the interplay of these two aspects--the mathematical and the narrative--shows how travelers articulated the intellectual and physical difficulties of their work to enhance the value of their results for specialist and lay readers alike.

Hierarchical Linear Modelling of Sixth-Grade Students' Socio-Economic Status and School Factors on Mathematics Achievement: Case Studies of Kenya and Zimbabwe

Science.gov (United States)

Kanyongo, Gibbs Y.; Ayieko, Rachel

2017-01-01

This study investigated the relationship between socio-economic status, school-level variables and mathematics achievement of sixth graders in Kenya and Zimbabwe. The study is based on secondary data collected by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). SACMEQ employed cluster-sampling procedures…

Advances in mathematical economics

CERN Document Server

Yamazaki, Akira

2005-01-01

A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. The editorial board of this series comprises the following prominent economists and mathematicians: Managing Editors: S. Kusuoka (Univ. Tokyo), T. Maruyama (Keio Univ.). Editors: R. Anderson (U.C. Berkeley), C. Castaing (Univ. Montpellier), F.H. Clarke (Univ. Lyon I), G. Debreu (U.C. Berkeley), E. Dierker (Univ. Vienna), D. Duffie (Stanford Univ.), L.C. Evans (U.C. Berkeley), T. Fujimoto (Okayama Univ.), J.-M. Grandmont...

Mathematics Undergraduates' Responses to Semantic Abbreviations, 'Geometric' Images and Multi-Level Abstractions in Group Theory.

Science.gov (United States)

Nardi, Elena

2000-01-01

Identifies and explores the difficulties in the novice mathematician's encounter with mathematical abstraction. Observes 20 first-year mathematics undergraduates and extracts sets of episodes from the transcripts of the tutorials and interviews within five topics in pure mathematics. Discusses issues related to the learning of one mathematical…

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties.

Science.gov (United States)

Peng, Peng; Namkung, Jessica M; Fuchs, Douglas; Fuchs, Lynn S; Patton, Samuel; Yen, Loulee; Compton, Donald L; Zhang, Wenjuan; Miller, Amanda; Hamlett, Carol

2016-12-01

The purpose of this study was to explore domain-general cognitive skills, domain-specific academic skills, and demographic characteristics that are associated with calculation development from first grade to third grade among young children with learning difficulties. Participants were 176 children identified with reading and mathematics difficulties at the beginning of first grade. Data were collected on working memory, language, nonverbal reasoning, processing speed, decoding, numerical competence, incoming calculations, socioeconomic status, and gender at the beginning of first grade and on calculation performance at four time points: the beginning of first grade, the end of first grade, the end of second grade, and the end of third grade. Latent growth modeling analysis showed that numerical competence, incoming calculation, processing speed, and decoding skills significantly explained the variance in calculation performance at the beginning of first grade. Numerical competence and processing speed significantly explained the variance in calculation performance at the end of third grade. However, numerical competence was the only significant predictor of calculation development from the beginning of first grade to the end of third grade. Implications of these findings for early calculation instructions among young at-risk children are discussed. Copyright © 2016 Elsevier Inc. All rights reserved.

Commognitive analysis of undergraduate mathematics students' first encounter with the subgroup test

Science.gov (United States)

Ioannou, Marios

2018-06-01

This study analyses learning aspects of undergraduate mathematics students' first encounter with the subgroup test, using the commognitive theoretical framework. It focuses on students' difficulties as these are related to the object-level and metalevel mathematical learning in group theory, and, when possible, highlights any commognitive conflicts. In the data analysis, one can identify three types of difficulties, relevant to object-level learning: namely regarding the frequently observed confusion between groups and sets, the object-level rules of visual mediators, and the object-level rules of contextual notions, such as permutations, exponentials, sets and matrices. In addition, data analysis suggests two types of difficulties, relevant to metalevel learning. The first refers to the actual proof that the three conditions of subgroup test hold, and the second is related to syntactic inaccuracies, incomplete argumentation and problematic use of visual mediators. Finally, this study suggests that there are clear links between object-level and metalevel learning, mainly due to the fact that objectification of the various relevant mathematical notions influences the endorsement of the governing metarules.

Evaluation of the Effect of Mathematical Routines on the Development of Skills in Mathematical Problem Solving and School Motivation of Primary School Students in Abitibi-Témiscamingue

Science.gov (United States)

Rajotte, Thomas; Marcotte, Christine; Bureau-Levasseur, Lisa

2016-01-01

In recent decades, the dropout rate in Abitibi-Témiscamingue is a worrying phenomenon. An analysis of ministerial examination results identifies that students in Abitibi-Témiscamingue have specific difficulties with mathematical problem solving tasks. Among the activities that develop those skills, the daily routines in mathematics seem to be a…

Common Factors Among Family Medicine Residents Who Encounter Difficulty.

Science.gov (United States)

Binczyk, Natalia M; Babenko, Oksana; Schipper, Shirley; Ross, Shelley

2018-04-01

Residents in difficulty are costly to programs in both time and resources, and encountering difficulty can be emotionally harmful to residents. Approximately 10% of residents will encounter difficulty at some point in training. While there have been several studies looking at common factors among residents who encounter difficulty, some of the findings are inconsistent. The objective of this study was to determine whether there are common factors among the residents who encounter difficulty during training in a large Canadian family medicine residency program. Secondary data analysis was performed on archived resident files from a Canadian family medicine residency program. Residents who commenced an urban family medicine residency program between the years of 2006 and 2014 were included in the study. Five hundred nine family medicine residents were included in data analysis. Residents older than 30 years were 2.33 times (95% CI: 1.27-4.26) more likely to encounter difficulty than residents aged 30 years or younger. Nontransfer residents were 8.85 times (95% CI: 1.17-66.67) more likely to encounter difficulty than transfer residents. The effects of sex, training site, international medical graduate status, and rotation order on the likelihood of encountering difficulty were nonsignificant. Older and nontransfer residents may be facing unique circumstances and may benefit from additional support from the program.

Eating difficulties among stroke patients in the acute state: a descriptive, cross-sectional, comparative study.

Science.gov (United States)

Medin, Jörgen; Windahl, Jenny; von Arbin, Magnus; Tham, Kerstin; Wredling, Regina

2011-09-01

To examine eating difficulties among stroke patients - a comparison between women and men. Gender differences have been reported in studies of stroke, but the findings are inconclusive and few of these studies have specifically focused on gender differences in eating difficulties. This study was a descriptive, cross-sectional, comparative study. Patients with stroke were recruited at a general hospital in Sweden. To detect eating difficulties, individual observations of the patients were made during one meal using a structured observation protocol. Assessment also included measurements of nutritional and oral status, degree of independence, stroke severity, neglect and well-being. One hundred and four patients (53·8% women) were included in the study. The proportion of stroke patients with one or more eating difficulties was 81·7%. The most common eating difficulties were 'managing food on the plate' (66·3%), 'food consumption' (54·8%) and 'sitting position' (45·2%). Women had lower 'food consumption', more severe stroke (p = 0·003), worse functional status (p = 0·001) and lower quality of life (QoL) (p=0·038) than men. More women than men were malnourished and living alone. After adjustment for functional status and motor arm, the odds ratio of having difficulties with food consumption was four times higher among women than men (1·7-9·4, confidence interval 95%). More women than men with stroke suffered from inadequate food consumption. The women had more severe strokes, experienced poorer QoL and showed lower functional status than the men. In the rehabilitation process of women with stroke, these factors should be taken into consideration. Structured observation of meals, including assessment of food consumption, might be necessary in acute stroke care to detect patients, especially women, who might need closer supervision and nutritional intervention. © 2011 Blackwell Publishing Ltd.

The Maths Arcade: A Tool for Supporting and Stretching Mathematics Undergraduates

OpenAIRE

Bradshaw, Noel-Ann

2017-01-01

The Maths Arcade is an activity which aims simultaneously to support those university mathematics learners who are having difficulties, stretch more confident learners, and encourage the development of a staff-student mathematical community. The first Maths Arcade was set up at the University of Greenwich in September 2010, funded initially by a University grant for innovative teaching and later by the Mathematical Sciences Curriculum Innovation Fund of the UK National Higher Education STEM P...

Mathematics Teachers’ Interpretation of Higher-Order Thinking in Bloom’s Taxonomy

OpenAIRE

Tony Thompson

2008-01-01

This study investigated mathematics teachers’ interpretation of higher-order thinking in Bloom’s Taxonomy. Thirty-two high school mathematics teachers from the southeast U.S. were asked to (a) define lower- and higher-order thinking, (b) identify which thinking skills in Bloom’s Taxonomy represented lower- and higher-order thinking, and (c) create an Algebra I final exam item representative of each thinking skill. Results indicate that mathematics teachers have difficulty interpreting the thi...

Evaluation of maths training programme for children with learning difficulties

Directory of Open Access Journals (Sweden)

Antje Ehlert

2013-06-01

The study at hand focuses on the question of whether educationally impaired children with large deficits in mathematics can be supported successfully by means of a highly adaptive support measure (MARKO-T, and whether the effects of this support can be maintained over a certain period. For this, 32 educationally impaired third-graders with math deficits were supported individually with MARKO-T twice a week, over a period of ten weeks. As control group, 32 similarly impaired third-graders were paralleled according to the mathematical and cognitive achievements of the training group. Two further control groups, each with 32 unimpaired first-graders, were paralleled according to their mathematical and cognitive achievements, respectively. The results showed that the very poor mathematical performance of the educationally impaired children could be significantly improved with this support programme. Four months after the end of the training, significant support effects could still be established when compared to the educationally impaired control group. The comparison with the two control groups demonstrated that the developmental curve of the children with learning difficulties increased in a way that was comparable to that of the unimpaired first-graders.

Framing the Structural Role of Mathematics in Physics Lectures: A Case Study on Electromagnetism

Science.gov (United States)

Karam, Ricardo

2014-01-01

Physics education research has shown that students tend to struggle when trying to use mathematics in a meaningful way in physics (e.g., mathematizing a physical situation or making sense of equations). Concerning the possible reasons for these difficulties, little attention has been paid to the way mathematics is treated in physics instruction.…

Understanding the Problems of Learning Mathematics.

Science.gov (United States)

Semilla-Dube, Lilia

1983-01-01

A model is being developed to categorize problems in teaching and learning mathematics. Categories include problems due to language difficulties, lack of prerequisite knowledge, and those related to the affective domain. This paper calls on individuals to share teaching and learning episodes; those submitted will then be compiled and categorized.…

Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

Science.gov (United States)

Robiansyah, S. T. U.; Nanang, F.; Hidayat

2018-01-01

The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.

Identifying and addressing specific student difficulties in advanced thermal physics

Science.gov (United States)

Smith, Trevor I.

As part of an ongoing multi-university research study on student understanding of concepts in thermal physics at the upper division, I identified several student difficulties with topics related to heat engines (especially the Carnot cycle), as well as difficulties related to the Boltzmann factor. In an effort to address these difficulties, I developed two guided-inquiry worksheet activities (a.k.a. tutorials) for use in advanced undergraduate thermal physics courses. Both tutorials seek to improve student understanding of the utility and physical background of a particular mathematical expression. One tutorial focuses on a derivation of Carnot's theorem regarding the limit on thermodynamic efficiency, starting from the Second Law of Thermodynamics. The other tutorial helps students gain an appreciation for the origin of the Boltzmann factor and when it is applicable; focusing on the physical justification of its mathematical derivation, with emphasis on the connections between probability, multiplicity, entropy, and energy. Student understanding of the use and physical implications of Carnot's theorem and the Boltzmann factor was assessed using written surveys both before and after tutorial instruction within the advanced thermal physics courses at the University of Maine and at other institutions. Classroom tutorial sessions at the University of Maine were videotaped to allow in-depth scrutiny of student successes and failures following tutorial prompts. I also interviewed students on various topics related to the Boltzmann factor to gain a more complete picture of their understanding and inform tutorial revisions. Results from several implementations of my tutorials at the University of Maine indicate that students did not have a robust understanding of these physical principles after lectures alone, and that they gain a better understanding of relevant topics after tutorial instruction; Fisher's exact tests yield statistically significant improvement at the

An Introduction to Equilibrium Thermodynamics: A Rational Approach to Its Teaching. Part 1: Notation and Mathematics.

Science.gov (United States)

Williams, Donald F.; Glasser, David

1991-01-01

Introduces and develops mathematical notation to assist undergraduate students in overcoming conceptual difficulties involving the underlying mathematics of state functions, which tend to be different from functions encountered by students in previous mathematical courses, because of the need to manipulate special types of partial derivatives and…

Visual working memory and number sense : Testing the double deficit hypothesis in mathematics

NARCIS (Netherlands)

Toll, Sylke; Kroesbergen, Evelyn; Van Luit, Johannes E H

2016-01-01

Background: Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD)

A number sense intervention for low-income kindergartners at risk for mathematics difficulties.

Science.gov (United States)

Dyson, Nancy I; Jordan, Nancy C; Glutting, Joseph

2013-01-01

Early number sense is a strong predictor of later success in school mathematics. A disproportionate number of children from low-income families come to first grade with weak number competencies, leaving them at risk for a cycle of failure. The present study examined the effects of an 8-week number sense intervention to develop number competencies of low-income kindergartners (N = 121). The intervention purposefully targeted whole number concepts related to counting, comparing, and manipulating sets. Children were randomly assigned to either a number sense intervention or a business as usual contrast group. The intervention was carried out in small-group, 30-min sessions, 3 days per week, for a total of 24 sessions. Controlling for number sense at pretest, the intervention group made meaningful gains relative to the control group at immediate as well delayed posttest on a measure of early numeracy. Intervention children also performed better than controls on a standardized test of mathematics calculation at immediate posttest.

Commognitive Analysis of Undergraduate Mathematics Students' First Encounter with the Subgroup Test

Science.gov (United States)

Ioannou, Marios

2018-01-01

This study analyses learning aspects of undergraduate mathematics students' first encounter with the subgroup test, using the commognitive theoretical framework. It focuses on students' difficulties as these are related to the object-level and metalevel mathematical learning in group theory, and, when possible, highlights any commognitive…

Problematic topics in first-year mathematics: lecturer and student views

Science.gov (United States)

Ní Shé, Caitríona; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Shea, Ann

2017-07-01

In this paper we report on the outcomes of two surveys carried out in higher education institutions of Ireland; one of students attending first-year undergraduate non-specialist mathematics modules and another of their lecturers. The surveys aimed to identify the topics that these students found difficult, whether they had most difficulty with the concepts or procedures involved in the topics, and the resources they used to overcome these difficulties. In this paper we focus on the mathematical concepts and procedures that students found most difficult. While there was agreement between students and lecturers on certain problematic topics, this was not uniform across all topics, and students rated their conceptual understanding higher than their ability to do questions, in contrast to lecturers' opinions.

The Level of Difficulty and Discrimination Power of the Basic Knowledge and Skills Examination (EXHCOBA.

Directory of Open Access Journals (Sweden)

Eduardo Backhoff Escudero

2000-05-01

Full Text Available The Basic Knowledge and Skills Examination (EXHCOBA is one of the few great-scale examinations in Mexico which has been publishing its psychometric parameters.  In this paper we describe the  item analysis results, regarding the exam’s difficulty level and discrimination power.  Results show that most of the items have a medium difficulty and a high discrimination power.  They also reveal that the mathematics items have better discrimination power levels than the ones which belong to social science.

Metacognition, Motivation, and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

Science.gov (United States)

Tzohar-Rozen, Meirav; Kramarski, Bracha

2014-01-01

Mathematical problem solving is one of the most valuable aspects of mathematics education. It is also the most difficult for elementary-school students (Verschaffel, Greer, & De Corte, 2000). Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation, which hamper their efforts…

Proband Mental Health Difficulties and Parental Stress Predict Mental Health in Toddlers at High-Risk for Autism Spectrum Disorders.

Science.gov (United States)

Crea, Katherine; Dissanayake, Cheryl; Hudry, Kristelle

2016-10-01

Family-related predictors of mental health problems were investigated among 30 toddlers at familial high-risk for autism spectrum disorders (ASD) and 28 controls followed from age 2- to 3-years. Parents completed the self-report Depression Anxiety Stress Scales and the parent-report Behavior Assessment System for Children. High-risk toddlers were assessed for ASD at 3-years. Parent stress and proband mental health difficulties predicted concurrent toddler mental health difficulties at 2-years, but only baseline proband internalising problems continued to predict toddler internalising problems at 3-years; high-risk status did not confer additional risk. Baseline toddler mental health difficulties robustly predicted later difficulties, while high-risk status and diagnostic outcome conferred no additional risk. A family systems perspective may be useful for understanding toddler mental health difficulties.

Open problems in mathematical physics

Science.gov (United States)

Coley, Alan A.

2017-09-01

We present a list of open questions in mathematical physics. After a historical introduction, a number of problems in a variety of different fields are discussed, with the intention of giving an overall impression of the current status of mathematical physics, particularly in the topical fields of classical general relativity, cosmology and the quantum realm. This list is motivated by the recent article proposing 42 fundamental questions (in physics) which must be answered on the road to full enlightenment (Allen and Lidstrom 2017 Phys. Scr. 92 012501). But paraphrasing a famous quote by the British football manager Bill Shankly, in response to the question of whether mathematics can answer the Ultimate Question of Life, the Universe, and Everything, mathematics is, of course, much more important than that.

Revisiting the reliability of published mathematical proofs: where do we go next?

Directory of Open Access Journals (Sweden)

Joachim Frans

2014-08-01

Full Text Available Mathematics seems to have a special status when compared to other areas of human knowledge. This special status is linked with the role of proof. Mathematicians all too often believe that this type of argumentation leaves no room for errors or unclarity. In this paper we take a closer look at mathematical practice, more precisely at the publication process in mathematics. We argue that the apparent view that mathematical literature is also more reliable is too naive. We will discuss several problems in the publication process that threaten this view, and give several suggestions on how this could be countered.

Focus on the use of language in the multicultural mathematics classroom

DEFF Research Database (Denmark)

Johansen, Lene Østergaard

. understanding the meaning of the words "in front of") when they enter first grade in primary school (Nyborg and Nyborg, 1990). Students who lack these abilities either with regard to mathematics or language are from the beginning of schooling limited in their mathematical performance and in a "risk zone......" of developing learning difficulties in mathematics. Teaching the teachers a consciousness for the use of language in mathematics teaching as well as educating them to have a special focus on developing the vocabulary of the students can render the mathematics teaching more inclusive. Furthermore, it may help......Learning mathematics can be seen as learning a foreign language or learning a particular mathematical discourse.  Nolte (2004) calls mathematics the students' first second language. The use of language in mathematics teaching, hence the way we talk and the way we write, differ from the way the same...

Teachers' Beliefs about Improving Transfer of Algebraic Skills from Mathematics into Physics in Senior Pre-University Education

Science.gov (United States)

Tursucu, Süleyman; Spandaw, Jeroen; Flipse, Steven; de Vries, Marc J.

2017-01-01

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a…

The Influence of Socioeconomic Status, Self-Efficacy, and Anxiety on Mathematics Achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA

Science.gov (United States)

Kalaycioglu, Dilara Bakan

2015-01-01

The purpose of this study is to examine relationships among the such variables as socioeconomic status, math self-efficacy, anxiety, and mathematics achievement using structural equation modeling. A sample group of 8,806 students from England, Greece, Hong Kong, the Netherlands, Turkey, and the USA participated in the PISA 2012. To show how much…

The role of mathematical models in understanding pattern formation in developmental biology.

Science.gov (United States)

Umulis, David M; Othmer, Hans G

2015-05-01

In a Wall Street Journal article published on April 5, 2013, E. O. Wilson attempted to make the case that biologists do not really need to learn any mathematics-whenever they run into difficulty with numerical issues, they can find a technician (aka mathematician) to help them out of their difficulty. He formalizes this in Wilsons Principle No. 1: "It is far easier for scientists to acquire needed collaboration from mathematicians and statisticians than it is for mathematicians and statisticians to find scientists able to make use of their equations." This reflects a complete misunderstanding of the role of mathematics in all sciences throughout history. To Wilson, mathematics is mere number crunching, but as Galileo said long ago, "The laws of Nature are written in the language of mathematics[Formula: see text] the symbols are triangles, circles and other geometrical figures, without whose help it is impossible to comprehend a single word." Mathematics has moved beyond the geometry-based model of Galileo's time, and in a rebuttal to Wilson, E. Frenkel has pointed out the role of mathematics in synthesizing the general principles in science (Both point and counter-point are available in Wilson and Frenkel in Notices Am Math Soc 60(7):837-838, 2013). We will take this a step further and show how mathematics has been used to make new and experimentally verified discoveries in developmental biology and how mathematics is essential for understanding a problem that has puzzled experimentalists for decades-that of how organisms can scale in size. Mathematical analysis alone cannot "solve" these problems since the validation lies at the molecular level, but conversely, a growing number of questions in biology cannot be solved without mathematical analysis and modeling. Herein, we discuss a few examples of the productive intercourse between mathematics and biology.

Concept Map as an Assessment Tool in Secondary School Mathematics: An Analysis of Teachers' Perspectives

Science.gov (United States)

Mutodi, Paul; Chigonga, Benard

2016-01-01

This paper reports on teachers' views on concept mapping: its applicability; reliability; advantages and; difficulties. A close-ended questionnaire was administered to 50 purposefully selected secondary school mathematics teachers from Sekhukhune District, Limpopo, South Africa. The findings indicate that mathematics teachers generally perceive…

Inevitable randomness in discrete mathematics

CERN Document Server

Beck, Jozsef

2009-01-01

Mathematics has been called the science of order. The subject is remarkably good for generalizing specific cases to create abstract theories. However, mathematics has little to say when faced with highly complex systems, where disorder reigns. This disorder can be found in pure mathematical arenas, such as the distribution of primes, the 3n+1 conjecture, and class field theory. The purpose of this book is to provide examples--and rigorous proofs--of the complexity law: (1) discrete systems are either simple or they exhibit advanced pseudorandomness; (2) a priori probabilities often exist even when there is no intrinsic symmetry. Part of the difficulty in achieving this purpose is in trying to clarify these vague statements. The examples turn out to be fascinating instances of deep or mysterious results in number theory and combinatorics. This book considers randomness and complexity. The traditional approach to complexity--computational complexity theory--is to study very general complexity classes, such as P...

Open problems in mathematical physics

International Nuclear Information System (INIS)

Coley, Alan A

2017-01-01

We present a list of open questions in mathematical physics. After a historical introduction, a number of problems in a variety of different fields are discussed, with the intention of giving an overall impression of the current status of mathematical physics, particularly in the topical fields of classical general relativity, cosmology and the quantum realm. This list is motivated by the recent article proposing 42 fundamental questions (in physics) which must be answered on the road to full enlightenment (Allen and Lidstrom 2017 Phys. Scr . 92 012501). But paraphrasing a famous quote by the British football manager Bill Shankly, in response to the question of whether mathematics can answer the Ultimate Question of Life, the Universe, and Everything, mathematics is, of course, much more important than that. (invited comment)

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

Science.gov (United States)

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

2009-01-01

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

Status of Japanese university reactors

International Nuclear Information System (INIS)

Fujita, Yoshiaki

1999-01-01

Status of Japanese university reactors, their role and value in research and education, and the spent fuel problem are presented. Some of the reactors are now faced by severe difficulties in continuing their operation services. The point of measures to solve the difficulties is suggested. (author)

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

Science.gov (United States)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

Mathematics-for-teaching: Insights from the case of annuities

Directory of Open Access Journals (Sweden)

Craig Pournara

2014-11-01

Full Text Available Shulman’s notations of subject matter knowledge (SMK and pedagogical content knowledge (PCK have been very influential in education research on teachers’ knowledge for teaching. However, there is little empirical evidence in support of these as separate analytical constructs. Furthermore, attempts to distinguish SMK and PCK highlight the complex and multidimensional nature of teachers’ knowledge and hence the difficulty of separating SMK and PCK. The author adopts the notion of mathematics-for-teaching (MfT and argues that teachers’ knowledge for teaching annuities comprises knowledge of mathematical aspects, knowledge of pedagogical aspects and contextual knowledge of finance. Drawing from a larger study in which the author taught a financial mathematics course to pre-service secondary mathematics teachers, four examples of teachers’ knowledge for teaching annuities are identified, each of which illustrates how knowledge of mathematics, knowledge of pedagogy and contextual knowledge of finance are intertwined.

Good Questions: Great Ways to Differentiate Mathematics Instruction

Science.gov (United States)

Small, Marian

2009-01-01

Using differentiated instruction in the classroom can be a challenge, especially when teaching mathematics. This book cuts through the difficulties with two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Specific strategies and examples for grades Kindergarten - 8 are organized…

Visual Working Memory and Number Sense: Testing the Double Deficit Hypothesis in Mathematics

Science.gov (United States)

Toll, Sylke W. M.; Kroesbergen, Evelyn H.; Van Luit, Johannes E. H.

2016-01-01

Background: Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. Aims: The aim of this study was to test the DD…

Life on the Number Line: Routes to Understanding Fraction Magnitude for Students With Difficulties Learning Mathematics.

Science.gov (United States)

Gersten, Russell; Schumacher, Robin F; Jordan, Nancy C

Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this commentary, we discuss how number lines broaden the concept of fractions for students who are tied to the more general part-whole representations of area models. We also discuss how number lines, compared to other representations, are a superior and more mathematically correct way to explain fraction concepts.

Mathematical intelligence developed in math learning with classical backsound music of the classical era

Science.gov (United States)

Karlimah

2018-05-01

This study examines the application of classical music backsound in mathematics learning. The method used is quasi experimental design nonequivalent pretest-posttest control group in elementary school students in Tasikmalaya city, Indonesia. The results showed that classical music contributed significantly to the mathematical intelligence of elementary school students. The mathematical intelligence shown is in the cognitive ability ranging from the level of knowledge to evaluation. High level mathematical intelligence is shown by students in reading and writing integers with words and numbers. The low level of mathematical intelligence exists in projecting the story into a mathematical problem. The implication of this research is the use of classical music backsound on learning mathematics should pay attention to the level of difficulty of mathematics material being studied.

African Journal of Educational Studies in Mathematics and Sciences ...

African Journals Online (AJOL)

Effects of mathematical game and instructional analogy as advance organizers on students' achievement in secondary school mathematics · EMAIL FREE FULL ... Family socio-economic status and its influences on adolescents perception of, and attitude to, HIV/AIDS prevention among secondary schools in Cross River ...

The Bears Family Projective Test: evaluating stories of children with emotional difficulties.

Science.gov (United States)

Iandolo, Giuseppe; Esposito, Gianluca; Venuti, Paola

2012-06-01

The aim of this study was to describe and analyze the storytelling of children with emotional difficulties. Forty children with emotional and relational difficulties (inhibited and impulsive), ages between 5.5 and 9.4 years old, were assessed by a multiaxial procedure and the bears family projective test. The bears family test is a constructive-thematic-projective method based on an anthropomorphic family of bears that children can manipulate to tell a story. The stories of 40 children without emotional difficulties (matched by IQ, socio-economic status, and gender) and 322 typically developing children, aged between four and 10 years old, were used as a reference for comparisons. Results indicated that the stories of children with emotional difficulties showed many unsolved problematic events, unclear characters, negative relationships, and negative behaviors. Unlike the stories of children without emotional difficulties, positive contents didn't prevail over negative, and there wasn't a positive compensation for negative elements.

Classical and Weak Solutions for Two Models in Mathematical Finance

Science.gov (United States)

Gyulov, Tihomir B.; Valkov, Radoslav L.

2011-12-01

We study two mathematical models, arising in financial mathematics. These models are one-dimensional analogues of the famous Black-Scholes equation on finite interval. The main difficulty is the degeneration at the both ends of the space interval. First, classical solutions are studied. Positivity and convexity properties of the solutions are discussed. Variational formulation in weighted Sobolev spaces is introduced and existence and uniqueness of the weak solution is proved. Maximum principle for weak solution is discussed.

A Cognitive Analysis of Students’ Mathematical Communication Ability on Geometry

Science.gov (United States)

Sari, D. S.; Kusnandi, K.; Suhendra, S.

2017-09-01

This study aims to analyze the difficulties of mathematical communication ability of students in one of secondary school on “three-dimensional space” topic. This research conducted by using quantitative approach with descriptive method. The population in this research was all students of that school and the sample was thirty students that was chosen by purposive sampling technique. Data of mathematical communication were collected through essay test. Furthermore, the data were analyzed with a descriptive way. The results of this study indicate that the percentage of achievement of student mathematical communication indicators as follows 1) Stating a situation, ideas, and mathematic correlation into images, graphics, or algebraic expressions is 35%; 2) Stating daily experience into a mathematic language / symbol, or a mathematic model is 35%; and 3) Associating images or diagrams into mathematical ideas is 53.3%. Based on the percentage of achievement on each indicator, it can be concluded that the level of achievement of students’ mathematical communication ability is still low. It can be caused the students were not used to convey or write their mathematical ideas systematically. Therefore students’ mathematical communication ability need to be improved.

Empowering Learners to Choose the Difficulty Level of Problems Based on Their Learning Needs

Directory of Open Access Journals (Sweden)

Janet Mannheimer Zydney

2010-08-01

Full Text Available Research has found that increasing learner control offers several benefits, including increased motivation, attitude, and learning. The goal of the present study was to determine how prior math achievement influences students' selection of the difficulty level of problems within Math Pursuits, a hypermedia learning program. Math Pursuits was designed to help children understand mathematics by discovering how it relates to the world around them. The program presented each learner with an adjustable level of challenge, along with the necessary scaffolding to support success. The researchers hypothesized that students with lower math skills would choose to start with a lower difficultly level; whereas, students with higher math skills would begin the program by choosing a question with a higher level of difficulty. Results supported these hypotheses. This research also examined the motivational framework guiding students' selection of problem difficulty.

Engineering Students' Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

Science.gov (United States)

Villarreal-Treviño, Maria Guadalupe; Villarreal-Lozano, Ricardo Jesus; Morales-Martinez, Guadalupe Elizabeth; Lopez-Ramirez, Ernesto Octavio; Flores-Moreno, Norma Esthela

2017-01-01

This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty,…

Teachers’ beliefs about improving transfer of algebraic skills from mathematics into physics in senior pre-university education

NARCIS (Netherlands)

Tursucu, S.; Spandaw, J.G.; Flipse, S.M.; de Vries, M.J.

2017-01-01

Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers’ beliefs about improving the transfer of algebraic skills from mathematics into physics. We

Diversity of problems of international mathematical olympiads (imo)

OpenAIRE

Kukuraitis, Nerijus

2012-01-01

Šiame darbe yra pateikta 16 Pasaulinių olimpiadų uždavinių ir jų sprendimų. Uždaviniai yra lyginami pagal jų sudėtingumo lygį. Sixteen problems and their solutions from International Mathematical Olympiads are presented in this work. Problems are compared by their difficulty.

Computational mathematics in China

CERN Document Server

Shi, Zhong-Ci

1994-01-01

This volume describes the most significant contributions made by Chinese mathematicians over the past decades in various areas of computational mathematics. Some of the results are quite important and complement Western developments in the field. The contributors to the volume range from noted senior mathematicians to promising young researchers. The topics include finite element methods, computational fluid mechanics, numerical solutions of differential equations, computational methods in dynamical systems, numerical algebra, approximation, and optimization. Containing a number of survey articles, the book provides an excellent way for Western readers to gain an understanding of the status and trends of computational mathematics in China.

In Pursuit of a Connected Way of Knowing: The Case of One Mathematics Teacher

Science.gov (United States)

Agudelo-Valderrama, Cecilia; Martínez, Diana

2016-01-01

In this paper, we offer illustrations of a mathematics teacher's difficulties with content knowledge when trying to find connections between school mathematics and science; we do so by describing the development of this teacher's thinking and learning in her pursuit of connections between the concepts of slope of a line and density of matter. The…

The State of Proof in Finnish and Swedish Mathematics Textbooks--Capturing Differences in Approaches to Upper-Secondary Integral Calculus

Science.gov (United States)

Bergwall, Andreas; Hemmi, Kirsti

2017-01-01

Students' difficulties with proof, scholars' calls for proof to be a consistent part of K-12 mathematics, and the extensive use of textbooks in mathematics classrooms motivate investigations on how proof-related items are addressed in mathematics textbooks. We contribute to textbook research by focusing on opportunities to learn proof-related…

Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL

Science.gov (United States)

Surya, Edy; Sabandar, Jozua; Kusumah, Yaya S.; Darhim

2013-01-01

The students' difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal mathematical understanding, and mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was…

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…

Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

Science.gov (United States)

Björklund, Camilla; Barendregt, Wolmet

2016-01-01

Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…

Graphic Organizer in Action: Solving Secondary Mathematics Word Problems

Directory of Open Access Journals (Sweden)

Khoo Jia Sian

2016-09-01

Full Text Available Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya’s problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students’ word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students’ performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students’ confidence level and positive attitudes towards solving word problems.Keywords: Word Problems, Graphic Organizer, Algebra, Action Research, Secondary School Mathematics DOI: http://dx.doi.org/10.22342/jme.7.2.3546.83-90

Success and failure in school mathematics: effects of instruction and school environment.

Science.gov (United States)

Reusser, K

2000-01-01

Given the stubborn phenomenon of many children's serious difficulties and failure in mathematical learning, the hypothesis of developmental delay, or neurocognitively based deficiency should be complemented by further explanantions of children's weaknesses and substandard performance in mathematics. One obvious explanantion is that schooling and instruction for low ability children and for children with special needs is often inadequate. The present contribution examines selected research on mathematics learning under a cognitive instructional (didactical) perspective. Constructivist learning theory, the rooting of meaningful learning in concrete modeling activities, the balancing of understanding and practice in mathematics instruction, diagnostic and adaptive teaching, computer-assisted instruction, and the role of nonmathematical stumbling-blocks are discussed as principles and factors of effective mathematics learning and teaching.

Digital Educational Games and Mathematics. Results of a Case Study in Primary School Settings

Science.gov (United States)

Fokides, Emmanuel

2018-01-01

The study presents the results of a project in which a series of digital games were used for teaching Mathematics to first, fourth, and sixth-grade primary school students (ages 6-7, 8-9, and 11-12). Mathematics was selected as the teaching subject because of the difficulties students face in understanding basic math concepts. Although digital…

Spatial Skill Profile of Mathematics Pre-Service Teachers

Science.gov (United States)

Putri, R. O. E.

2018-01-01

This study is aimed to investigate the spatial intelligence of mathematics pre-service teachers and find the best instructional strategy that facilitates this aspect. Data were collected from 35 mathematics pre-service teachers. The Purdue Spatial Visualization Test (PSVT) was used to identify the spatial skill of mathematics pre-service teachers. Statistical analysis indicate that more than 50% of the participants possessed spatial skill in intermediate level, whereas the other were in high and low level of spatial skill. The result also shows that there is a positive correlation between spatial skill and mathematics ability, especially in geometrical problem solving. High spatial skill students tend to have better mathematical performance compare to those in two other levels. Furthermore, qualitative analysis reveals that most students have difficulty in manipulating geometrical objects mentally. This problem mostly appears in intermediate and low-level spatial skill students. The observation revealed that 3-D geometrical figures is the best method that can overcome the mentally manipulation problem and develop the spatial visualization. Computer application can also be used to improve students’ spatial skill.

SIGNIFICANCE OF EARLY-AGE LEARNING OF MATHEMATICAL SKILLS

Directory of Open Access Journals (Sweden)

Sead Rešić

2011-12-01

Full Text Available It is a fact that only hereditary, i.e. genetic factors are not sufficient for development of a child’s brain; on the contrary, a child needs external stimuli expressed through touch, speech, images, which lead to the conclusion that immediate and extended surroundings shape the brain, meaning that the external stimuli, stronger or weaker, mutually connect the brain cells and neurons. Questions regarding the development of mathematical manner of thinking are mostly based on the natural process of learning, however, this paper deals with deeper set of problems, which are not only difficult to resolve but possibly there is no resolution. Namely, a question is posed what is the appropriate age when a child is ready and able to solve certain mathematical problems or notice mathematical principles, that is, whether they are actually exist clearly defined age boundaries based on which a conclusion could be made about the time and individual is ready to solve mathematical problems of a concrete difficulty level or to notice mathematical laws.

Nonconvulsive status epilepticus after electroconvulsive therapy

DEFF Research Database (Denmark)

Povlsen, Uffe Juul; Wildschiødtz, Gordon; Høgenhaven, Hans

2003-01-01

SUMMARY: We describe three cases of nonconvulsive status epilepticus induced by electroconvulsive therapy (ECT). Nonconvulsive status epilepticus is an important differential diagnosis in patients who develop prolonged confusion after ECT. The present cases exemplify the difficulty in defining...

Adaptation of abbreviated mathematics anxiety rating scale for engineering students

Science.gov (United States)

Nordin, Sayed Kushairi Sayed; Samat, Khairul Fadzli; Sultan, Al Amin Mohamed; Halim, Bushra Abdul; Ismail, Siti Fatimah; Mafazi, Nurul Wirdah

2015-05-01

Mathematics is an essential and fundamental tool used by engineers to analyse and solve problems in their field. Due to this, most engineering education programs involve a concentration of study in mathematics courses whereby engineering students have to take mathematics courses such as numerical methods, differential equations and calculus in the first two years and continue to do so until the completion of the sequence. However, the students struggled and had difficulties in learning courses that require mathematical abilities. Hence, this study presents the factors that caused mathematics anxiety among engineering students using Abbreviated Mathematics Anxiety Rating Scale (AMARS) through 95 students of Universiti Teknikal Malaysia Melaka (UTeM). From 25 items in AMARS, principal component analysis (PCA) suggested that there are four mathematics anxiety factors, namely experiences of learning mathematics, cognitive skills, mathematics evaluation anxiety and students' perception on mathematics. Minitab 16 software was used to analyse the nonparametric statistics. Kruskal-Wallis Test indicated that there is a significant difference in the experience of learning mathematics and mathematics evaluation anxiety among races. The Chi-Square Test of Independence revealed that the experience of learning mathematics, cognitive skills and mathematics evaluation anxiety depend on the results of their SPM additional mathematics. Based on this study, it is recommended to address the anxiety problems among engineering students at the early stage of studying in the university. Thus, lecturers should play their part by ensuring a positive classroom environment which encourages students to study mathematics without fear.

Examples in the Teaching of Mathematics: Teachers' Perceptions

Science.gov (United States)

Ng, Lay Keow; Dindyal, Jaguthsing

2015-01-01

As part of a study examining how teachers in Singapore select and use examples for teaching mathematics, 121 teachers from 24 secondary schools responded to three open-ended questions about the use of examples in teaching. The results show that students' abilities and the difficulty level of the examples were among the topmost considerations…

The stair-step approach in mathematics

CERN Document Server

Sedrakyan, Hayk

2018-01-01

This book is intended as a teacher’s manual and as an independent-study handbook for students and mathematical competitors. Based on a traditional teaching philosophy and a non-traditional writing approach (the stair-step method), this book consists of new problems with solutions created by the authors. The main idea of this approach is to start from relatively easy problems and “step-by-step” increase the level of difficulty toward effectively maximizing students' learning potential. In addition to providing solutions, a separate table of answers is also given at the end of the book. A broad view of mathematics is covered, well beyond the typical elementary level, by providing more in depth treatment of Geometry and Trigonometry, Number Theory, Algebra, Calculus, and Combinatorics.

Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

Science.gov (United States)

Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

Mathematical Learning Disability in Girls with Turner Syndrome: A Challenge to Defining MLD and Its Subtypes

Science.gov (United States)

Mazzocco, Michele M. M.

2009-01-01

Turner syndrome is a common disorder with a prevalence of 1:2,500 live female births. Although not associated with mental retardation, there is an increased risk of learning difficulties in this population. In particular, mathematical learning difficulties among girls with Turner syndrome are prevalent, significant, and persistent. As such, the…

iPad Apps That Promote Mathematical Knowledge? "Yes, They Exist!"

Science.gov (United States)

Larkin, Kevin

2014-01-01

Having trouble finding the right app? In this article, Kevin Larkin discusses the difficulties teachers encounter when searching the App Store for high quality, appropriate apps that support students' mathematical learning. Kevin provides a useful link to a collection of over 100 app reviews.

The effect of shift-problem lessons in the mathematics classsroom

NARCIS (Netherlands)

Palha, S.; Dekker, R.; Gravemeijer, K.

2015-01-01

It remains difficult to foster problem-solving and mathematical-reasoning capabilities in classrooms where students and teachers are accustomed to the more traditional forms of education. Several studies suggest that this difficulty might be related to the kind of knowledge students acquire in such

The effect of shift-problem lessons in the mathematics classroom

NARCIS (Netherlands)

Palha, S.; Dekker, Rijkje; Gravemeijer, K.P.E.

2015-01-01

It remains difficult to foster problem-solving and mathematical-reasoning capabilities in classrooms where students and teachers are accustomed to the more traditional forms of education. Several studies suggest that this difficulty might be related to the kind of knowledge students acquire in such

The Impact of Learning Difficulties and Socioemotional and Behavioural Problems on Transition to Postsecondary Education or Work Life in Finland: A Five-Year Follow-Up Study

Science.gov (United States)

Hakkarainen, Airi M.; Holopainen, Leena K.; Savolainen, Hannu K.

2016-01-01

Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and…

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.

The Use of Open-Ended Questions with Giving Feedback (OEQGF) for Effective Mathematic Learning

Science.gov (United States)

Sabilah, I.; Manoy, J. T.

2018-01-01

Feedback deals with giving information to students related to their task which is done through score of their achievement, reaction, and comments. Considering its hierarchy, task difficulty level consists of low, middle and high levels. The difficulty level of open-ended questions is middle to high. Open-ended question is a good way to train students’ knowledge. This research is a descriptive research which aims at describing teacher’s learning management, students’ activities, students’ learning achievement, and students’ responses in mathematic learning using OEQGF. The subject was a teacher of mathematics who teaches eighth graders, and students themselves. The research design used is one shot case study. The result shows that: management learning has been very well implemented by the teacher; every students’ activity has been carried out by students; the students’ learning achievement have reached the criteria of completeness, and the students’ responses can be considered as positive. Therefore, it can be concluded that mathematic learning using OEQGF is effective.

The roles of games in teaching and learning of mathematics in junior ...

African Journals Online (AJOL)

The roles of games in teaching and learning of mathematics in junior secondary schools. ... The research seeks to enhance the status of games in teaching mathematics in junior secondary schools curriculum ... AJOL African Journals Online.

Mathematics in Junior and Senior High Schools of Japan: Present State and Prospects.

Science.gov (United States)

Miwa, Tatsuro

1986-01-01

The present status of mathematics education in Japanese schools is described, focusing on students and on ways to improve high school mathematics education. Data from the Second International Mathematics Study and a Japanese survey test are included, as well as information on student attitudes, improvement, and teaching methods. (MNS)

The relationship between mathematics and language: academic implications for children with specific language impairment and English language learners.

Science.gov (United States)

Alt, Mary; Arizmendi, Genesis D; Beal, Carole R

2014-07-01

The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints.

Didactital design of mathematics teaching in primary school

Science.gov (United States)

Nur’aeni, E.; Muharram, M. R. W.

2018-05-01

The fact that the low ability of geometrical understanding of primary school students is what triggers this study to be conducted. Thus, this research aimed to find out how to create a didactical design of students' mathematical understanding, particularly on one of geometry materials that is unit of length. A qualitative approach promoting Didactical Design Research (DDR) was administered in this study. Participants of the study were primary school students in Tasikmalaya, an city in West Java Province, Indonesia. The results show that there was a learning design based on learning obstacles found in the mathematics teaching and learning processes. The learning obstacles comprised students' difficulties in memorizing, relating, and operating the standards of unit of lengths. It has been proven that the most influential factor in the success of mathematics teaching and learning processes is the use of creative media.

Health changes of refugees from Afghanistan, Iran and Somalia: the role of residence status and experienced living difficulties in the resettlement process.

Science.gov (United States)

Lamkaddem, Majda; Essink-Bot, Marie-Louise; Devillé, Walter; Gerritsen, Annette; Stronks, Karien

2015-12-01

Worldwide, refugees show a poorer mental and physical health than the populations among which they resettle. Little is known about the factors influencing health after resettlement. We examined the development of mental and physical health of refugees. As experienced living difficulties might decrease with obtaining a residence permit, we expected this to play a central role in health improvement after resettlement. A two-wave study conducted in the Netherlands among a cohort of 172 recent (n = 68) and longstanding (n = 104) permit holders from Afghanistan, Iran and Somalia between 2003 and 2011. Multivariate mediation analyses were conducted for the effect of changes in living difficulties on the association between change in status and changes in health. Health outcomes were self-reported general health, number of chronic conditions, PTSD and anxiety/depression. Recent permit holders had larger decreases in PTSD score (-0.402, CI -0.612; -0.192) and anxiety/depression score (-0.298, CI -0.464; -0.132), and larger improvements in self-rated general health between T1 and T2 (0.566, CI 0.183; 0.949) than longstanding permit holders. This association was not significant for changes in number of chronic conditions. Mediation analyses showed that the effect of getting a residence permit on health improvements transited through an improvement in living conditions, in particular employment and the presence of family/social support. These results suggest that change in residence permit is beneficial for health mainly because of the change in living difficulties. These results add up to the evidence on the role of social circumstances for refugees upon resettlement, and point at labour participation and social support as key mechanisms for health improvements. © The Author 2015. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

Keldysh theory of strong field ionization: history, applications, difficulties and perspectives

International Nuclear Information System (INIS)

V Popruzhenko, S

2014-01-01

The history and current status of the Keldysh theory of strong field ionization are reviewed. The focus is on the fundamentals of the theory, its most important applications and those aspects which still raise difficulties and remain under discussion. The Keldysh theory is compared with other nonperturbative analytic methods of strong field atomic physics and its important generalizations are discussed. Among the difficulties, the gauge invariance problem, the tunneling time concept, the conditions of applicability and the application of the theory to ionization of systems more complex than atoms, including molecules and dielectrics, are considered. Possible prospects for the future development of the theory are also discussed. (review article)

Glogs as Non-Routine Problem Solving Tools in Mathematics

Science.gov (United States)

Devine, Matthew T.

2013-01-01

In mathematical problem solving, American students are falling behind their global peers because of a lack of foundational and reasoning skills. A specific area of difficulty with problem solving is working non-routine, heuristic-based problems. Many students are not provided with effective instruction and often grow frustrated and dislike math.…

the roles of games in teaching and learning of mathematics in junior ...

African Journals Online (AJOL)

users

The research seeks to enhance the status of games in teaching mathematics in ... that the use of games and activities can make the mathematics enjoyable. ... motivation, understanding and suppression of anxiety are some of the reasons ...

Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children.

Science.gov (United States)

Passolunghi, Maria C; Caviola, Sara; De Agostini, Ruggero; Perin, Chiara; Mammarella, Irene C

2016-01-01

Mathematics anxiety (MA) has been defined as "a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations." Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM) also plays an important part in such anxious feelings. The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA) and low math anxiety (LMA). Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information) than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.

Mathematics Anxiety, Working Memory and Mathematics Performance in Secondary-School Children

Directory of Open Access Journals (Sweden)

Maria Chiara ePassolunghi

2016-02-01

Full Text Available Mathematics anxiety (MA has been defined as a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations. Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM also plays an important part in such anxious feelings.The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA and low math anxiety (LMA. Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.

An Investigation into Students' Difficulties in Numerical Problem Solving Questions in High School Biology Using a Numeracy Framework

Science.gov (United States)

Scott, Fraser J.

2016-01-01

The "mathematics problem" is a well-known source of difficulty for students attempting numerical problem solving questions in the context of science education. This paper illuminates this problem from a biology education perspective by invoking Hogan's numeracy framework. In doing so, this study has revealed that the contextualisation of…

In Defense of Mathematics and Its Place in Anarchist Education

Science.gov (United States)

Wolfmeyer, Mark

2012-01-01

This article reclaims mathematics from the measures of profit and control by first presenting an anarchist analysis of mathematics' status quo societal uses and pedagogic activities. From this analysis, a vision for an anarchist math education is developed, as well as suggestions for how government school practitioners sympathetic to anarchism can…

Difficulty buying food, BMI, and eating habits in young children.

Science.gov (United States)

Fuller, Anne; Maguire, Jonathon L; Carsley, Sarah; Chen, Yang; Lebovic, Gerald; Omand, Jessica; Parkin, Patricia; Birken, Catherine S

2018-01-22

To determine whether parent report of difficulty buying food was associated with child body mass index (BMI) z-score or with eating habits in young children. This was a cross-sectional study in primary care offices in Toronto, Ontario. Subjects were children aged 1-5 years and their caregivers, recruited through the TARGet Kids! Research Network from July 2008 to August 2011. Regression models were developed to test the association between parent report of difficulty buying food because of cost and the following outcomes: child BMI z-score, parent's report of child's intake of fruit and vegetables, fruit juice and sweetened beverages, and fast food. Confounders included child's age, sex, birth weight, maternal BMI, education, ethnicity, immigration status, and neighbourhood income. The study sample consisted of 3333 children. Data on difficulty buying food were available for 3099 children, and 431 of these (13.9%) were from households reporting difficulty buying food. There was no association with child BMI z-score (p = 0.86). Children from households reporting difficulty buying food (compared with never having difficulty buying food) had increased odds of consuming three or fewer servings of fruits and vegetables per day (odds ratio [OR]: 1.31, 95% confidence interval [CI]: 1.03-1.69), more than one serving of fruit juice/sweetened beverage per day (OR: 1.60, 95% CI: 1.28-2.00), and, among children 1-2 years old, one or more servings of fast food per week (OR: 2.91, 95% CI: 1.67-5.08). Parental report of difficulty buying food is associated with less optimal eating habits in children but not with BMI z-score.

Role of mathematics in cancer research: attitudes and training of Japanese mathematicians.

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Kudô, A

1979-01-01

An extensive survey of attitude towards scientific information of scientists in Japan was conducted in Japan. It was published in a technical report, and this survey is reviewed in this paper, with the hope that this will furnish findings important in working out the plan for promoting exploitation of mathematical talent in biomedical research. Findings are concordant with the impression of foreign visitors: (1) pure mathematicians tend to concentrate on mathematics only; (2) applied mathematics and statistics are heavily oriented toward industry; (3) mathematicians and pharmacologists are very different in their attitudes to scientific information. Based on the personal experience of the author, difficulties to be circumvented in utilizing aptitudes for mathematics and/or statistics in biomedical research are discussed. PMID:540605

Role of mathematics in cancer research: attitudes and training of Japanese mathematicians.

Science.gov (United States)

Kudô, A

1979-10-01

An extensive survey of attitude towards scientific information of scientists in Japan was conducted in Japan. It was published in a technical report, and this survey is reviewed in this paper, with the hope that this will furnish findings important in working out the plan for promoting exploitation of mathematical talent in biomedical research. Findings are concordant with the impression of foreign visitors: (1) pure mathematicians tend to concentrate on mathematics only; (2) applied mathematics and statistics are heavily oriented toward industry; (3) mathematicians and pharmacologists are very different in their attitudes to scientific information. Based on the personal experience of the author, difficulties to be circumvented in utilizing aptitudes for mathematics and/or statistics in biomedical research are discussed.

On the mathematical treatment of the Born-Oppenheimer approximation

International Nuclear Information System (INIS)

Jecko, Thierry

2014-01-01

Motivated by the paper by Sutcliffe and Woolley [“On the quantum theory of molecules,” J. Chem. Phys. 137, 22A544 (2012)], we present the main ideas used by mathematicians to show the accuracy of the Born-Oppenheimer approximation for molecules. Based on mathematical works on this approximation for molecular bound states, in scattering theory, in resonance theory, and for short time evolution, we give an overview of some rigorous results obtained up to now. We also point out the main difficulties mathematicians are trying to overcome and speculate on further developments. The mathematical approach does not fit exactly to the common use of the approximation in Physics and Chemistry. We criticize the latter and comment on the differences, contributing in this way to the discussion on the Born-Oppenheimer approximation initiated by Sutcliffe and Woolley. The paper neither contains mathematical statements nor proofs. Instead, we try to make accessible mathematically rigourous results on the subject to researchers in Quantum Chemistry or Physics

On the mathematical treatment of the Born-Oppenheimer approximation

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Jecko, Thierry, E-mail: thierry.jecko@u-cergy.fr [AGM, UMR 8088 du CNRS, Université de Cergy-Pontoise, Département de mathématiques, site de Saint Martin, 2 avenue Adolphe Chauvin, F-95000 Pontoise (France)

2014-05-15

Motivated by the paper by Sutcliffe and Woolley [“On the quantum theory of molecules,” J. Chem. Phys. 137, 22A544 (2012)], we present the main ideas used by mathematicians to show the accuracy of the Born-Oppenheimer approximation for molecules. Based on mathematical works on this approximation for molecular bound states, in scattering theory, in resonance theory, and for short time evolution, we give an overview of some rigorous results obtained up to now. We also point out the main difficulties mathematicians are trying to overcome and speculate on further developments. The mathematical approach does not fit exactly to the common use of the approximation in Physics and Chemistry. We criticize the latter and comment on the differences, contributing in this way to the discussion on the Born-Oppenheimer approximation initiated by Sutcliffe and Woolley. The paper neither contains mathematical statements nor proofs. Instead, we try to make accessible mathematically rigourous results on the subject to researchers in Quantum Chemistry or Physics.

Flexibility in Mathematics Problem Solving Based on Adversity Quotient

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Dina, N. A.; Amin, S. M.; Masriyah

2018-01-01

Flexibility is an ability which is needed in problem solving. One of the ways in problem solving is influenced by Adversity Quotient (AQ). AQ is the power of facing difficulties. There are three categories of AQ namely climber, camper, and quitter. This research is a descriptive research using qualitative approach. The aim of this research is to describe flexibility in mathematics problem solving based on Adversity Quotient. The subjects of this research are climber student, camper student, and quitter student. This research was started by giving Adversity Response Profile (ARP) questioner continued by giving problem solving task and interviews. The validity of data measurement was using time triangulation. The results of this research shows that climber student uses two strategies in solving problem and doesn’t have difficulty. The camper student uses two strategies in solving problem but has difficulty to finish the second strategies. The quitter student uses one strategy in solving problem and has difficulty to finish it.

Change in economic difficulties and physical and mental functioning: Evidence from British and Finnish employee cohorts.

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Lallukka, Tea; Ferrie, Jane E; Rahkonen, Ossi; Shipley, Martin J; Pietiläinen, Olli; Kivimäki, Mika; Marmot, Michael G; Lahelma, Eero

2013-09-01

The main aims of this longitudinal study were to (i) examine associations between changes in economic difficulties and health functioning among middle-aged employees and (ii) assess whether the associations remained after considering conventional domains of socioeconomic position. The associations were tested in two European welfare state occupational cohorts to strengthen the evidence base and improve generalizability. Data came from two cohorts: the Finnish Helsinki Health Study (baseline 2000-2002, follow-up 2007, N = 6328) and the British Whitehall II Study (baseline 1997-1999, follow-up 2003-2004, N = 4350). Responses to the survey item "finding it hard to afford adequate food and clothes and pay bills" repeated at baseline and follow-up were used to examine persistent, increasing, and decreasing economic difficulties. Poor physical and mental health functioning were denoted as being in the lowest quartile of the Short Form 36 physical and mental component summary. Logistic regression analyses were adjusted for sex, age, childhood economic difficulties, household income at baseline and follow-up, employment status at follow-up, and baseline health functioning. We observed strong sex- and age-adjusted associations between increasing [odds ratio (OR) range 1.69-2.96] and persistent (OR range 2.54-3.21) economic difficulties and poorer physical and mental health functioning in both British and Finnish occupational cohorts. These associations remained after full adjustments. Those reporting decreasing difficulties over follow-up also had poorer functioning (OR range 1.30-1.61) compared to those who did not have difficulties at baseline, possibly reflecting residual effects of economic difficulties at baseline. Changes in economic difficulties are associated with poorer physical and mental health functioning independent of income, employment status, and baseline health functioning.

Visual working memory and number sense: Testing the double deficit hypothesis in mathematics.

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Toll, Sylke W M; Kroesbergen, Evelyn H; Van Luit, Johannes E H

2016-09-01

Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. The aim of this study was to test the DD hypothesis within a longitudinal time span of 2 years. A total of 670 children participated. The mean age was 4.96 years at the start of the study and 7.02 years at the end of the study. At the end of the first year of kindergarten, both visual-spatial working memory and number sense were measured by two different tasks. At the end of first grade, mathematical performance was measured with two tasks, one for math facts and one for math problems. Multiple regressions revealed that both visual working memory and symbolic number sense are predictors of mathematical performance in first grade. Symbolic number sense appears to be the strongest predictor for both math areas (math facts and math problems). Non-symbolic number sense only predicts performance in math problems. Multivariate analyses of variance showed that a combination of visual working memory and number sense deficits (NSDs) leads to the lowest performance on mathematics. Our DD hypothesis was confirmed. Both visual working memory and symbolic number sense in kindergarten are related to mathematical performance 2 years later, and a combination of visual working memory and NSDs leads to low performance in mathematical performance. © 2016 The British Psychological Society.

The Role of Cooperative Learning Type Team Assisted Individualization to Improve the Students' Mathematics Communication Ability in the Subject of Probability Theory

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Tinungki, Georgina Maria

2015-01-01

The importance of learning mathematics can not be separated from its role in all aspects of life. Communicating ideas by using mathematics language is even more practical, systematic, and efficient. In order to overcome the difficulties of students who have insufficient understanding of mathematics material, good communications should be built in…

Possible Reasons for Students' Ineffective Reading of Their First-Year University Mathematics Textbooks. Technical Report. No. 2011-2

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Shepherd, Mary D.; Selden, Annie; Selden, John

2011-01-01

This paper reports the observed behaviors and difficulties that eleven precalculus and calculus students exhibited in reading new passages from their mathematics textbooks. To gauge the effectiveness of these students' reading, we asked them to attempt straightforward mathematical tasks, based directly on what they had just read. These …

How University Students with Reading Difficulties Are Supported in Achieving Their Goals

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Stack-Cutler, Holly L.; Parrila, Rauno K.; Jokisaari, Markku; Nurmi, Jari-Erik

2015-01-01

We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university…

Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools.

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Moser Opitz, Elisabeth; Freesemann, Okka; Prediger, Susanne; Grob, Urs; Matull, Ina; Hußmann, Stephan

As empirical studies have consistently shown, low achievement in mathematics at the secondary level can often be traced to deficits in the understanding of certain basic arithmetic concepts taught in primary school. The present intervention study in middle schools evaluated whether such learning deficits can be reduced effectively and whether the type of instruction influences students' progress. The sample consisted of 123 students in 34 classes, split among one control group and two intervention groups: (a) small group instruction and (b) independent work partially integrated into regular classrooms. Over a period of 14 weeks, students were taught basic concepts, such as place value and basic operations. In addition, they practiced fact retrieval and counting (in groups). Multilevel regression analyses demonstrated that the interventions can be used to reduce given deficits.

DIFFICULTIES IN INTERNATIONAL TRAVELLING FOR RESIDENTS OF AREAS WITH UNDEFINED POLITICAL STATUS. CASE STUDY: CRIMEA

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Ștefan Constantin

2016-05-01

Full Text Available In March 2014 a change took place on Europe's political map. The Crimean Peninsula became part of Russia, switching sovereignty after more than 20 years during which it was part of Ukraine. This took place following a Russian military intervention and a referendum. A majority of the world's countries however, do not recognize the Russian control of Crimea and still consider it a part of Ukraine, rendering the territory an area with undefined political status. Shortly after the sovereignty change, the region and its population started experiencing all kinds of hardships. An often neglected type of hardship Crimeans are experiencing is the difficulty of obtaining visas. Following the referendum, many diplomatic missions in Russia have instituted a policy of not issuing visas to residents of Crimea who apply with Russian-issued documents. This article shall make a summary of EU and Schengen countries' positions regarding this issue, as these are the biggest groups of countries that requires both Russians and Ukrainians to obtain visas before travelling there. This research was made mostly directly, by requesting each country's diplomatic mission in Moscow to give an official position. The research had the purpose of verifying the information that certain countries do issue visas to Crimeans with Russian documents and also to give a more general and complex picture on the matter of visas for residents of Crimea. This theme is important as a policy of not issuing visas has significant repercussions on the region's economy and on the freedom of movement of its citizens.

Motor and Coordination Difficulties in Children with Emotional and Behavioural Difficulties

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Hill, Elisabeth; Pratt, Michelle L; Kanji, Zara; Bartoli, Alice Jones

2017-01-01

To date, very few studies have explored the incidence of motor impairment amongst children with social, emotional and behavioural difficulties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficulties in young children and adolescents with SEMH difficulties, this…

The role of mathematics in physical sciences interdisciplinary and philosophical aspects

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Boniolo, Giovanni; Trobok, Majda

2005-01-01

Even though mathematics and physics have been related for centuries and this relation appears to be unproblematic, there are many questions still open: Is mathematics really necessary for physics, or could physics exist without mathematics? Should we think physically and then add the mathematics apt to formalise our physical intuition, or should we think mathematically and then interpret physically the obtained results? Do we get mathematical objects by abstraction from real objects, or vice versa? Why is mathematics effective into physics? These are all relevant questions, whose answers are necessary to fully understand the status of physics, particularly of contemporary physics. The aim of this book is to offer plausible answers to such questions through both historical analyses of relevant cases, and philosophical analyses of the relations between mathematics and physics.

A journey towards mathematics. Effects of remedial education on early numeracy

NARCIS (Netherlands)

Toll, S.W.M.

2013-01-01

Mathematical proficiency is one of the most important core targets in primary education. Early numeracy in kindergarten is one of the key targets for early identification of children at-risk for math learning difficulties. For most children, learning early numeracy skills is a natural process that

Can the Use of Background Music Improve the Behaviour and Academic Performance of Children with Emotional and Behavioural Difficulties?

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Hallam, Susan; Price, John

1998-01-01

This study examined effects of providing "mood calming" background music in a special class for children with emotional and behavioral difficulties. Findings indicated a significant improvement in behavior and mathematics performance for all 10 of the children, with effects most noticeable for children with problems related to constant stimulus…

Why Do Students Drop Advanced Mathematics?

Science.gov (United States)

Horn, Ilana

2004-01-01

Students, especially black, Latino and Native American youth and students of low socio-economic status drop out of advanced mathematics. Teachers must coordinate their expectations, their knowledge of students and their teaching practices in order to stop struggling students from dropping out of advanced math classes.

Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

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Mahendra, R.; Slamet, I.; Budiyono

2017-09-01

One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

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Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

Discrimination, other psychosocial stressors, and self-reported sleep duration and difficulties.

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Slopen, Natalie; Williams, David R

2014-01-01

To advance understanding of the relationship between discrimination and sleep duration and difficulties, with consideration of multiple dimensions of discrimination, and attention to concurrent stressors; and to examine the contribution of discrimination and other stressors to racial/ ethnic differences in these outcomes. Cross-sectional probability sample. Chicago, IL. There were 2,983 black, Hispanic, and white adults. Outcomes included self-reported sleep duration and difficulties. Discrimination, including racial and nonracial everyday and major experiences of discrimination, workplace harassment and incivilities, and other stressors were assessed via questionnaire. In models adjusted for sociodemographic characteristics, greater exposure to racial (β = -0.14)) and nonracial (β = -0.08) everyday discrimination, major experiences of discrimination attributed to race/ethnicity (β = -0.17), and workplace harassment and incivilities (β = -0.14) were associated with shorter sleep (P discrimination attributed to race/ethnicity and sleep duration (β = -0.09, P discrimination and racial (β = 0.04) and nonracial (β = 0.04) major experiences of discrimination, and workplace harassment and incivilities (β = 0.04) were also associated with more (log) sleep difficulties, and associations between racial and nonracial everyday discrimination and sleep difficulties remained after adjustment for other stressors (P discrimination (P > 0.05). Discrimination was associated with shorter sleep and more sleep difficulties, independent of socioeconomic status and other stressors, and may account for some of the racial/ethnic differences in sleep.

Interactive Whiteboards in Mathematics Teaching: A Literature Review

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Mauro De Vita

2014-01-01

Full Text Available An interactive whiteboard (IWB is a relatively new tool that provides interesting affordances in the classroom environment, such as multiple visualization and multimedia presentation and ability for movement and animation. These affordances make IWBs an innovative tool with high potential for mathematics instructional environments. IWBs can be used to focus on the development of specific mathematical concepts and to improve mathematical knowledge and understanding. The aim of this paper is to review the existing literature upon the use of interactive whiteboards (IWBs in mathematics classrooms. The reviewed studies offer a wide view of IWBs’ affordances, of the more interesting didactic practices, and of the difficulties of embedding this new technology in the classroom. The capabilities of IWBs to enhance the quality of interaction, and, consequently, to improve conceptual mathematical understanding are broadly recognized. Despite these capabilities, evidence from the studies points to a certain inertia on the part of many teachers to do anything else than use IWBs as large-scale visual blackboards or presentation tools. The emerging view of how to attempt to overcome these obstacles is that there is need for greater attention to the pedagogy associated with IWB use and, more specifically, to stimulate the design of new kinds of learning environments.

Mathematical models of blast induced TBI: current status, challenges and prospects

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Raj K Gupta

2013-05-01

Full Text Available Blast induced traumatic brain injury (TBI has become a signature wound of recent military activities and is the leading cause of death and long-term disability among U.S. soldiers. The current limited understanding of brain injury mechanisms impedes the development of protection, diagnostic and treatment strategies. We believe mathematical models of blast wave brain injury biomechanics and neurobiology, complemented with in vitro and in vivo experimental studies, will enable a better understanding of injury mechanisms and accelerate the development of both protective and treatment strategies. The goal of this paper is to review the current state of the art in mathematical and computational modeling of blast induced TBI, identify research gaps and recommend future developments. A brief overview of blast wave physics, injury biomechanics and the neurobiology of brain injury is used as a foundation for a more detailed discussion of multiscale mathematical models of primary biomechanics and secondary injury and repair mechanisms. The paper also presents a discussion of model development strategies, experimental approaches to generate benchmark data for model validation and potential applications of the model for prevention and protection against blast wave TBI.

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention.

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Powell, Sarah R; Cirino, Paul T; Malone, Amelia S

2017-07-01

We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We assigned classrooms randomly assigned to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.

Problematic Topics in First-Year Mathematics: Lecturer and Student Views

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Ní Shé, Caitríona; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Shea, Ann

2017-01-01

In this paper we report on the outcomes of two surveys carried out in higher education institutions of Ireland; one of students attending first-year undergraduate non-specialist mathematics modules and another of their lecturers. The surveys aimed to identify the topics that these students found difficult, whether they had most difficulty with the…

The normative structure of mathematization in systematic biology.

Science.gov (United States)

Sterner, Beckett; Lidgard, Scott

2014-06-01

We argue that the mathematization of science should be understood as a normative activity of advocating for a particular methodology with its own criteria for evaluating good research. As a case study, we examine the mathematization of taxonomic classification in systematic biology. We show how mathematization is a normative activity by contrasting its distinctive features in numerical taxonomy in the 1960s with an earlier reform advocated by Ernst Mayr starting in the 1940s. Both Mayr and the numerical taxonomists sought to formalize the work of classification, but Mayr introduced a qualitative formalism based on human judgment for determining the taxonomic rank of populations, while the numerical taxonomists introduced a quantitative formalism based on automated procedures for computing classifications. The key contrast between Mayr and the numerical taxonomists is how they conceptualized the temporal structure of the workflow of classification, specifically where they allowed meta-level discourse about difficulties in producing the classification. Copyright © 2014. Published by Elsevier Ltd.

The effects of computer-assisted instruction on the mathematics performance and classroom behavior of children with ADHD.

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Mautone, Jennifer A; DuPaul, George J; Jitendra, Asha K

2005-08-01

The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants' mathematics performance and on-task behavior. Participants' mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.

Difficulties reported by hiv-infected patients using antiretroviral therapy in brazil

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Mark Drew Crosland Guimarães

2008-01-01

Full Text Available OBJECTIVE: To describe the degree of difficulty that HIV-infected patients have with therapy treatment. INTRODUCTION: Patients’ perceptions about their treatment are a determinant factor for improved adherence and a better quality of life. METHODS: Two cross-sectional analyses were conducted in public AIDS referral centers in Brazil among patients initiating treatment. Patients interviewed at baseline, after one month, and after seven months following the beginning of treatment were asked to classify and justify the degree of difficulty with treatment. Logistic regression was used for analysis. RESULTS: Among 406 patients initiating treatment, 350 (86.2% and 209 (51.5% returned for their first and third visits, respectively. Treatment perceptions ranged from medium to very difficult for 51.4% and 37.3% on the first and third visits, respectively. The main difficulties reported were adverse reactions to the medication and scheduling. A separate logistic regression indicated that the HIV-seropositive status disclosure, symptoms of anxiety, absence of psychotherapy, higher CD4+ cell count (> 200/mm³ and high (> 4 adverse reaction count reported were independently associated with the degree of difficulty in the first visit, while CDC clinical category A, pill burden (> 7 pills, use of other medications, high (> 4 adverse reaction count reported and low understanding of medical orientation showed independent association for the third visit. CONCLUSIONS: A significant level of difficulty was observed with treatment. Our analyses suggest the need for early assessment of difficulties with treatment, highlighting the importance of modifiable factors that may contribute to better adherence to the treatment protocol.

Effect of Digital Game Based Learning on Ninth Grade Students' Mathematics Achievement

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Swearingen, Dixie K.

2011-01-01

This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards-based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. Two hundred eighty ninth grade students from a…

Effective use of Wikis in College Mathematics Classes

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Paul Martin

2010-12-01

Full Text Available Wikis are used in mathematics education in a variety of ways [3]. As with Wikipedia, mathematics related Wikis provide pages and links that describe many different branches of mathematics. Another common use is as a portal for distributing and collecting mathematics course materials [1]. This article describes the authors' use of course wikis for two different purposes in two undergraduate math courses. In Calculus-I, a wiki was utilized to share and present the outcome of an optimization problem that required small groups to collect information about student homes' attic insulation status and eventually to compute the optimal amount of new insulation to add that maximizes heating savings. The second wiki was for a small seminar-style course on Mathematical Mysteries where students collected and posted the results of their research relating to famous unsolved problems in mathematics. This wiki was also used as a platform for in-class presentations by the students and the instructors. In both cases, the bulk of the wiki contribution was by students.

Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children with Mathematics Difficulties

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Wong, Terry T.-Y.; Ho, Connie S.-H.; Tang, Joey

2017-01-01

Developmental dyscalculia (DD) is a specific learning disability in mathematics that affects around 6% of the population. Currently, the core deficit of DD remains unknown. While the number sense deficit hypothesis suggests that the core deficit of DD lies in the inability to represent nonsymbolic numerosity, the access deficit hypothesis suggests…

Analytical calculations by computer in physics and mathematics

International Nuclear Information System (INIS)

Gerdt, V.P.; Tarasov, O.V.; Shirokov, D.V.

1978-01-01

The review of present status of analytical calculations by computer is given. Some programming systems for analytical computations are considered. Such systems as SCHOONSCHIP, CLAM, REDUCE-2, SYMBAL, CAMAL, AVTO-ANALITIK which are implemented or will be implemented in JINR, and MACSYMA - one of the most developed systems - are discussed. It is shown on the basis of mathematical operations, realized in these systems, that they are appropriated for different problems of theoretical physics and mathematics, for example, for problems of quantum field theory, celestial mechanics, general relativity and so on. Some problems solved in JINR by programming systems for analytical computations are described. The review is intended for specialists in different fields of theoretical physics and mathematics

Ingestive Skill Difficulties are Frequent Among Acutely-Hospitalized Frail Elderly Patients, and Predict Hospital Outcomes

DEFF Research Database (Denmark)

Hansen, Tina; Lambert, Heather; Faber, Jens

2012-01-01

Purpose : To examine the relationship between ingestive skill performance while eating and drinking and frailty status in acutely-hospitalized elderly patients and to examine whether there is a relationship between the proportion of ingestive skill difficulties and Length of Hospital Stay (LOS) a...

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

Science.gov (United States)

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

2006-01-01

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

Neurocognitive complaints and functional status among patients with chronic fatigue syndrome and fibromyalgia.

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Schmaling, Karen B; Betterton, Karran L

2016-05-01

The purpose of this study was to conduct a longitudinal examination of cognitive complaints and functional status in patients with chronic fatigue syndrome (CFS) alone and those who also had fibromyalgia (CFS/FM). A total of 93 patients from a tertiary care fatigue clinic were evaluated on four occasions, each 6 months apart. Each evaluation included a tender point assessment, and self-reported functional status and cognitive complaints. Patients with CFS/FM reported significantly worse physical functioning, more bodily pain, and more cognitive difficulties (visuo-perceptual ability and verbal memory) than patients with CFS alone. Over time, bodily pain decreased only for participants with CFS alone. Verbal memory problems were associated with more bodily pain for both patient groups, whereas visuo-perceptual problems were associated with worse functional status for patients with CFS alone. This study adds to the literature on functional status, longitudinal course, and cognitive difficulties among patients with CFS and those with CFS and FM. The results suggest that patients with CFS/FM are more disabled, have more cognitive complaints, and improve more slowly over time than patients with CFS alone. Specific cognitive difficulties are related to worse functional status, which supports the addition of cognitive difficulties to the FM case criteria.

"My math and me": Nursing students' previous experiences in learning mathematics.

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Røykenes, Kari

2016-01-01

In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation. Copyright © 2015. Published by Elsevier Ltd.

Discrimination, Other Psychosocial Stressors, and Self-Reported Sleep Duration and Difficulties

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Slopen, Natalie; Williams, David R.

2014-01-01

Objectives: To advance understanding of the relationship between discrimination and sleep duration and difficulties, with consideration of multiple dimensions of discrimination, and attention to concurrent stressors; and to examine the contribution of discrimination and other stressors to racial/ ethnic differences in these outcomes. Design: Cross-sectional probability sample. Setting: Chicago, IL. Participants: There were 2,983 black, Hispanic, and white adults. Measurements and Results: Outcomes included self-reported sleep duration and difficulties. Discrimination, including racial and nonracial everyday and major experiences of discrimination, workplace harassment and incivilities, and other stressors were assessed via questionnaire. In models adjusted for sociodemographic characteristics, greater exposure to racial (β = -0.14)) and nonracial (β = -0.08) everyday discrimination, major experiences of discrimination attributed to race/ethnicity (β = -0.17), and workplace harassment and incivilities (β = -0.14) were associated with shorter sleep (P stressors (i.e., acute events, childhood adversity, and financial, community, employment, and relationship stressors). Racial (β = 0.04) and non-racial (β = 0.05) everyday discrimination and racial (β = 0.04) and nonracial (β = 0.04) major experiences of discrimination, and workplace harassment and incivilities (β = 0.04) were also associated with more (log) sleep difficulties, and associations between racial and nonracial everyday discrimination and sleep difficulties remained after adjustment for other stressors (P 0.05). Conclusions: Discrimination was associated with shorter sleep and more sleep difficulties, independent of socioeconomic status and other stressors, and may account for some of the racial/ethnic differences in sleep. Citation: Slopen N; Williams DR. Discrimination, other psychosocial stressors, and self-reported sleep duration and difficulties. SLEEP 2014;37(1):147-156. PMID:24381373

TEACHING MATHEMATICAL DISCIPLINES AT THE MEDICAL UNIVERSITY

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V. Ya. Gelman

2018-01-01

Full Text Available Introduction.In programs of training of students of medical specialties, Mathematics is a subject of basic education, i.e. non-core discipline. However, studying Mathematics is extremely important for future physicians, as recently there has been an impetuous development of mathematization in the field of health care. Today, a set of the new medical devices, the equipment and high technologies are being developed based on the mathematical modeling, analysis and forecasting. Mathematical methods are widely applied to diagnostics, development of life-support systems and the description of various biological processes both at the molecular level,  and at the level of a whole organism, its systems, bodies and tissues. The solution of many medical tasks in the field of taxonomy, genetics, and organization of medical service is impossible without knowledge of mathematics. Unfortunately, along with the evident importance of mathematical preparation for a medical profession, its need is poorly realized not only by junior students, but even by some teachers of specialized departments of medical schools.The aim of the publication is to discuss the problems that arise in the teaching of mathematical disciplines to students at a medical school and to suggest possible solutions to these problems.Methodology and research methods. The study is based on the use of modeling of the educational process. The methods of analysis, generalization and the method of expert assessments were applied in the course of the research.Results and scientific novelty. The aspects of mathematical preparation at the university are considered on the basis of the application of the multiplicative model of training quality. It is shown that the main students’ learning difficulties in Mathematics are connected with the following factors: the initial level of mathematical preparation of students and their motivation; outdated methods of Mathematics teaching and academic content

Using Mathematics, Mathematical Applications, Mathematical Modelling, and Mathematical Literacy: A Theoretical Study

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Mumcu, Hayal Yavuz

2016-01-01

The purpose of this theoretical study is to explore the relationships between the concepts of using mathematics in the daily life, mathematical applications, mathematical modelling, and mathematical literacy. As these concepts are generally taken as independent concepts in the related literature, they are confused with each other and it becomes…

Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL

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Edy Surya

2013-01-01

Full Text Available The students’  difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal  mathematical understanding, and  mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was the experimental classroom design with a pretest-posttest control in order to increase the representation of visual thinking ability on mathematical problem solving approach  with  contextual learning. The research instrument was a test, observation and interviews. Contextual approach increases of mathematical representations ability increases in students with high initial category, medium, and low compared to conventional approaches. Keywords: Visual Thinking Representation, Mathematical  Problem Solving, Contextual Teaching Learning Approach DOI: http://dx.doi.org/10.22342/jme.4.1.568.113-126

Time processing impairments in preschoolers at risk of developing difficulties in mathematics.

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Tobia, Valentina; Rinaldi, Luca; Marzocchi, Gian Marco

2018-03-01

The occurrence of time processing problems in individuals with Development Dyscalculia (DD) has favored the view of a general magnitude system devoted to both numerical and temporal information. Yet, this scenario has been partially challenged by studies indicating that time difficulties can be attributed to poor calculation or counting skills, which can support reasoning on time in school-aged children and adults. Here, we tackle this debate by exploring the performance of young children before they fully develop the symbolic number system. Preschoolers at risk of developing DD were compared with typically developing children in a series of tasks investigating time processing and in their 'sense of time', evaluated by parents and teachers. Results yielded a poorer performance in time reproduction of 5-second intervals and in time discrimination, as well as a weaker 'sense of time', in children at risk of DD. These findings provide evidence of a common magnitude system that would be responsible for deficits in both numerical and temporal domains, already at early stages of life. © 2016 John Wiley & Sons Ltd.

The comprehension of mathematic problems in primary school

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Karel Pérez Ariza

2015-05-01

Full Text Available The paper describes the result of the research project “A study of causes of difficulties in learning comprehension from an interdisciplinary perspective in Camagüey. The main objective of that study is to propose a methodology for the comprehension of mathematic problems in primary school. In designing the methodology, the characteristics of this text variety, basic principle of the theory of reading comprehension and problem solving were taking into account. In this research work several theoretical methods were used —analysis-synthesis, historical-logical, inductive-deductive— to elaborate the theoretical framework, while modeling and system approach in the methodology construction. Additionally, empirical methods were used in order to assess the knowledge about comprehension of mathematic problems; among them observation and analysis of the activity results.

On the measurement of movement difficulty in the standard approach to Fitts' law.

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Yves Guiard

Full Text Available Fitts' law is an empirical rule of thumb which predicts the time it takes people, under time pressure, to reach with some pointer a target of width W located at a distance D. It has been traditionally assumed that the predictor of movement time must be some mathematical transform of the quotient of D/W, called the index of difficulty (ID of the movement task. We ask about the scale of measurement involved in this independent variable. We show that because there is no such thing as a zero-difficulty movement, the IDs of the literature run on non-ratio scales of measurement. One notable consequence is that, contrary to a widespread belief, the value of the y-intercept of Fitts' law is uninterpretable. To improve the traditional Fitts paradigm, we suggest grounding difficulty on relative target tolerance W/D, which has a physical zero, unlike relative target distance D/W. If no one can explain what is meant by a zero-difficulty movement task, everyone can understand what is meant by a target layout whose relative tolerance W/D is zero, and hence whose relative intolerance 1-W/D is 1 or 100%. We use the data of Fitts' famous tapping experiment to illustrate these points. Beyond the scale of measurement issue, there is reason to doubt that task difficulty is the right object to try to measure in basic research on Fitts' law, target layout manipulations having never provided users of the traditional Fitts paradigm with satisfactory control over the variations of the speed and accuracy of movements. We advocate the trade-off paradigm, a recently proposed alternative, which is immune to this criticism.

Mathematical Footprints Discovering Mathematics Everywhere

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Pappas, Theoni

1999-01-01

MATHEMATICAL FOOTPRINTS takes a creative look at the role mathematics has played since prehistoric times, and will play in the future, and uncovers mathematics where you least expect to find it from its many uses in medicine, the sciences, and its appearance in art to its patterns in nature and its central role in the development of computers. Pappas presents mathematical ideas in a readable non-threatening manner. MATHEMATICAL FOOTPRINTS is another gem by the creator of THE MATHEMATICS CALENDAR and author of THE JOY OF MATHEMATICS. "Pappas's books have been gold mines of mathematical ent

Universal Basic Education and the Provision of Quality Mathematics in Southern Africa

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Kazima, Mercy

2014-01-01

In this paper, I discuss Universal Basic Education (UBE) in relation to the teaching and learning of mathematics in Southern Africa. I present the status of UBE for all countries in the region and then use 3 selected examples: Botswana, Malawi, and Zambia, to illustrate the provision of mathematics in the general framework of UBE in the countries.…

Psycho-Pedagogical Interventions in the Prevention and the Therapy of Learning Difficulties in the Field of Mathematics

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Anca, Maria; Hategan, Carolina

2009-01-01

In the given study dyscalculia is approached in the context of learning difficulties, but also in relation with damaged psychic processes and functions. The practical part of the study describes intervention models from the perspective of dyscalculia prevention and therapymaterialized in personalized intervention programs.

Associations between sports participation and psychological difficulties during childhood: a two-year follow up.

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Vella, Stewart A; Cliff, Dylan P; Magee, Christopher A; Okely, Anthony D

2015-05-01

This paper assessed the associations between sports participation and the development of psychological strengths and difficulties during childhood. Two-year follow up study of a sample of 4042 Australian children who were followed from age 8 years to 10 years. Parents reported children's participation in organised sports, and completed the Strengths and Difficulties Questionnaire. Univariate general linear models were used to examine the association between changes in sports participation and psychological strengths and difficulties at 10 years, adjusting for psychological strengths and difficulties at age 8. Children who maintained participation in sport had lower rates of parent-reported psychological difficulties at 10 years compared with children who dropped out of sport. Less internalising problems were also reported for children who participated in organised sports compared to children who dropped out of sports and children who did not participate in sports. These relationships did not differ by BMI, socioeconomic status, or parental education. Greater psychological difficulties are experienced by children who drop out of sports, and greater social and emotional problems are experienced by children who drop out of sports and who do not participate in organised sports. Due consideration should be given to the quality and implementation of sporting programs to ensure that they provide benefits to mental health. Due consideration should also be given to the potential psychological difficulties being experienced by children who drop out of organised sports as a higher level of psychological difficulties may be experienced prior to or subsequent to dropout. Copyright © 2014 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

The difference a word makes: responding to questions on 'disability' and 'difficulty' in South Africa.

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Schneider, Marguerite

2009-01-01

This article discusses the current efforts to measure disability in a comparable manner internationally, the effects of using different types of wording in questions, and the implications of the approach of asking about 'difficulties' rather than 'disability' on the use of disability statistics. The study design was qualitative. Twenty-one focus groups were run with adults responding for themselves. Nine groups were classified a priori by the author as 'disabled', six as 'unsure', and the last six as 'non-disabled'. The participants completed a questionnaire using the Washington Group on Disability Statistics (WG) Short Set, the South African Census 2001 question, and the question 'Are you disabled?'. This was followed by group discussion on these questions and on how the concept of disability is understood by group participants. Participants understand disability as being a permanent, unchangeable state, mostly physical, and where a person is unable to do anything. The participants in the three groups of allocated disability status (disabled, unsure and non-disabled) provided quite different responses on the three questions. All participants in the 'disabled' and 'unsure' groups reported having 'difficulty' on the WG questions, but the 'unsure' groups did not identify as being 'disabled' on either of the two other questions. Using questions that ask about 'difficulty' rather than 'disability' provides a more comprehensive and inclusive measure of disability with a clearer understanding of what is being measured. Asking about 'difficulty' provides an improved measure of disability status for effective data collection and analysis to promote development, implementation and monitoring of disability-inclusive policies.

Minding the gap: Children's difficulty conceptualizing spatial intervals as linear measurement units.

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Solomon, Tracy L; Vasilyeva, Marina; Huttenlocher, Janellen; Levine, Susan C

2015-11-01

Understanding measurement units is critical to mathematics and science learning, but it is a topic that American students find difficult. In 3 studies, we investigated the challenges underlying this difficulty in kindergarten and second grade by comparing performance on different versions of a linear measurement task. Children measured crayons that were either aligned or shifted relative to the left edge of either a continuous ruler or a row of discrete units. The alignment (aligned, shifted) and the measuring tool (ruler, discrete units) were crossed to form 4 types of problems. Study 1 showed good performance in both grades on both types of aligned problems as well as on the shifted problems with discrete units. In contrast, performance was at chance on the shifted ruler problems. Study 2 showed that performance on shifted discrete unit problems declined when numbers were placed on the units, particularly for kindergarteners, suggesting that on the shifted ruler problems, the presence of numbers may have contributed to children's difficulty. However, Study 3 showed that the difficulty on the shifted ruler problems persisted even when the numbers were removed from the ruler. Taken together, these findings suggest that there are multiple challenges to understanding measurement, but that a key challenge is conceptualizing the ruler as a set of countable spatial interval units. (c) 2015 APA, all rights reserved).

Stress and suicidal ideation among adolescents having academic difficulty

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Priti Arun

2017-01-01

Full Text Available Background and Objectives: Academically typically achieving adolescents were compared with students having academic difficulty on stress and suicidal ideas. Materials and Methods: In a cross-sectional study, 75 academically typically achieving adolescents were compared with 105 students with academic difficulty and 52 students with specific learning disability (SLD. Academic functioning was assessed using teacher's screening instrument, intelligence quotient, and National Institute of Mental Health and Neurosciences index for SLD. Stress and suicidal ideas were assessed using general health questionnaire, suicide risk-11, and Mooney Problem Checklist (MPC. Appropriate statistical methods were applied. Results: Three groups were comparable on age, gender, mother's working status, being only child, nuclear family, self-reported academic decline, and type of school. About half of adolescents reported psychological problems on General Health Questionnaire (mean score >3 in all the groups. Academically typically achieving adolescents showed higher stressors in peer relationships, planning for future and suicidal ideation compared to adolescents with academic difficulty. Adolescents face stress regarding worry about examinations, family not understanding what child has to do in school, unfair tests, too much work in some subjects, afraid of failure in school work, not spending enough time in studies, parental expectations, wanting to be more popular, worried about a family member, planning for the future, and fear of the future. Significant positive correlation was seen between General Health Questionnaire scores and all four subscales of MPC. Suicidal ideas showed a negative correlation with MPC. Interpretations and Conclusions: Adolescents experience considerable stress in multiple areas irrespective of their academic ability and performance. Hence, assessment and management of stress among adolescents must extend beyond academic difficulties.

Self-reported difficulty in conceiving as a measure of infertility.

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Dick, M-L B; Bain, C J; Purdie, D M; Siskind, V; Molloy, D; Green, A C

2003-12-01

This study aimed to explore the meaning and potential use of women's self-reported difficulties in conceiving as a measure of infertility in epidemiological studies, and to compare women's stated reasons for infertility with information in their medical records. Data were available from a population-based case-control study of ovarian cancer involving 1638 women. The sensitivity and specificity of women's self-reported infertility were calculated against their estimated fertility status based on detailed reproductive histories. Self-reported reasons for infertility were compared with diagnoses documented in women's medical records. The sensitivity of women's self-reported difficulty in conceiving was 66 and 69% respectively when compared with calendar-derived and self-reported times taken trying to conceive; its specificity was 95%. Forty-one (23%) of the 179 women for whom medical records were available had their self-reported fertility problem confirmed. Self-reported infertility causes could be compared with diagnoses in medical records for only 22 of these women. Self-reported difficulty conceiving is a useful measure of infertility for quantifying the burden of fertility problems experienced in the community. Validation of reasons for infertility is unlikely to be feasible through examination of medical records. Improved education of the public regarding the availability and success rates of infertility treatments is proposed.

Workplace-based assessments of junior doctors: do scores predict training difficulties?

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Mitchell, Colin; Bhat, Sarita; Herbert, Anne; Baker, Paul

2011-12-01

Workplace-based assessment (WPBA) is an increasingly important part of postgraduate medical training and its results may be used as evidence of professional competence. This study evaluates the ability of WPBA to distinguish UK Foundation Programme (FP) doctors with training difficulties and its effectiveness as a surrogate marker for deficiencies in professional competence. We conducted a retrospective observational study using anonymised records for 1646 trainees in a single UK postgraduate deanery. Data for WPBAs conducted from August 2005 to April 2009 were extracted from the e-portfolio database. These data included all scores submitted by trainees in FP years 1 and 2 on mini-clinical evaluation exercise (mini-CEX), case-based discussion (CbD), direct observation of procedural skills (DOPS) and mini-peer assessment tool (mini-PAT) assessments. Records of trainees in difficulty, as identified by their educational supervisors, were tagged as index cases. Main outcome measures were odds ratios (ORs) for associations between mean WPBA scores and training difficulties. Further analyses by the reported aetiology of the training difficulty (health-, conduct- or performance-related) were performed. Of the 1646 trainees, 92 had been identified as being in difficulty. Mean CbD and mini-CEX scores were lower for trainees in difficulty and an association was found between identified training difficulties and average scores on the mini-CEX (OR = 0.54; p = 0.034) and CbD (OR = 0.39; p = 0.002). A receiver operator characteristic curve analysis of mean WPBA scores for diagnosing 'in difficulty' status yielded an area under the curve of 0.64, indicating weak predictive value. There was no statistical evidence that mean scores on DOPS and mini-PAT assessments differed between the two groups. Analysis of a large dataset of WPBA scores revealed significant associations between training difficulties and lower mean scores on both the mini-CEX and CbD. Models show that using WPBA

Teachers' Temporary Support and Worked-Out Examples as Elements of Scaffolding in Mathematical Modeling

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Tropper, Natalie; Leiss, Dominik; Hänze, Martin

2015-01-01

Empirical findings show that students have manifold difficulties when dealing with mathematical modeling problems. Accordingly, approaches for supporting students in modeling-based learning environments have to be investigated. In the research presented here, we adopted a scaffolding perspective on teaching modeling with the aim of both providing…

Teacher’s Mathematical Communication Profile in Facilitating and Guiding Discussion

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Umami, R.; Budayasa, I. K.; Suwarsono, St.

2018-01-01

Teacher’s communication skill plays an important role, one of which is to guide a class discussion for teaching purposes. This study aimed to investigate a teacher’s mathematical communication profile in facilitating and guiding a class discussion. This study is qualitative. A junior teacher of high school (i.e., a teacher with 1 to 5 year teaching experience) teaching mathematics at X-Social Class was selected as the subject of this study. The data was collected by observing the teacher’s mathematical communication in facilitating and guiding a discussion with the rules of sinus as the teaching material, and it was followed by a deep interview. The result showed that the junior teacher facilitated and guided a class discussion include providing responses (answer) addressing students’ difficulties and providing chances for students to propose and explain their ideas and be active in discussion. The junior teacher provides responses at sharp, optimal, and specific manner. In addition, she provides chances for her students to explain their thinking and have a discussion in anticipative, observative, selective, and connective manner. However, the study found that some of high-school teachers develop mathematical communication skills and use them to develop students’ mathematical communication skills.

Representations of Mathematics, their teaching and learning: an exploratory study

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Maria Margarida Graça

2004-03-01

Full Text Available This work describes an exploratory study, the first of the four phases of a more inclusive research, which aims at understanding the way to promote, in a Mathematics teachers’ group, a representational evolution leading to a practice that allows a Mathematical meaningful learning of Mathematics. The methodology of this study is qualitative. Data gathering was based on questioning; all the subjects of the sample (n=48 carried out a projective task (a hierarchical evocation test and answered a written individual questionnaire. Data analysis was based in a set of categories previously defined. The main purpose of this research was to identify, to characterize and to describe the representations of Mathematics, their teaching and learning, in a group of 48 subjects, from different social groups, in order to get indicators for the construction of the instruments to be used in to the next phases of the research. The main results of this study are the following: (1 we were able to identify and characterize different representations of the teaching and learning of Mathematics, in what respects its epistemological, pedagogical, emotional and sociocultural dimensions; (2 we were also able to identify limitations, difficulties and items to be included or rephrased in the instruments used.

Participation of rural Zimbabwean female students in mathematics: The influence of perception

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Anna Gudyanga

2016-12-01

Full Text Available The study was premised on the influence of perceptions on the participation of Ordinary Level rural African Zimbabwean female students in mathematics. Qualitative research design grounded in the interpretive paradigm was employed. Eighteen Ordinary Level female students and six teachers purposively selected from three rural co-educational secondary schools participated in the study. Data were generated through lesson observations and semi-structured question type interview guide. Findings revealed that rural female students perceived mathematics as a difficult subject, masculine and irrelevant to their future aspirations. Participants outlined that their perceptions were rooted in the prevailing cultural belief that mathematics is a masculine subject and negative stereotypes about girls’ maths abilities. Further findings indicate that female students’ participation in mathematics was highly influenced by their perception towards the subject. These perceptions result in the development of a general negative attitude to the subject that caused fewer female students to participate in mathematics in large numbers. We recommended parents and teachers to work hard to eliminate the negative gender and cultural stereotypes in order to enhance female students’ confidence in mathematics abilities. Schools should employ female mathematics teachers and expose female students to female role models who have succeeded in life in order to encourage more participation of female students in mathematics. Schools are made responsible for smoothing out difficulties generated by the prevailing culture. There is a gap in knowledge base pertaining to the Zimbabwean rural girls’ participation in Mathematics.

Analysis of anatomic variability in children with low mathematical skills

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Han, Zhaoying; Fuchs, Lynn; Davis, Nikki; Cannistraci, Christopher J.; Anderson, Adam W.; Gore, John C.; Dawant, Benoit M.

2008-03-01

Mathematical difficulty affects approximately 5-9% of the population. Studies on individuals with dyscalculia, a neurologically based math disorder, provide important insight into the neural correlates of mathematical ability. For example, cognitive theories, neuropsychological studies, and functional neuroimaging studies in individuals with dyscalculia suggest that the bilateral parietal lobes and intraparietal sulcus are central to mathematical performance. The purpose of the present study was to investigate morphological differences in a group of third grade children with poor math skills. We compare population averages of children with low math skill (MD) to gender and age matched controls with average math ability. Anatomical data were gathered with high resolution MRI and four different population averaging methods were used to study the effect of the normalization technique on the results. Statistical results based on the deformation fields between the two groups show anatomical differences in the bilateral parietal lobes, right frontal lobe, and left occipital/parietal lobe.

Investigating the incremental validity of cognitive variables in early mathematics screening.

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Clarke, Ben; Shanley, Lina; Kosty, Derek; Baker, Scott K; Cary, Mari Strand; Fien, Hank; Smolkowski, Keith

2018-03-26

The purpose of this study was to investigate the incremental validity of a set of domain general cognitive measures added to a traditional screening battery of early numeracy measures. The sample consisted of 458 kindergarten students of whom 285 were designated as severely at-risk for mathematics difficulty. Hierarchical multiple regression results indicated that Wechsler Abbreviated Scales of Intelligence (WASI) Matrix Reasoning and Vocabulary subtests, and Digit Span Forward and Backward measures explained a small, but unique portion of the variance in kindergarten students' mathematics performance on the Test of Early Mathematics Ability-Third Edition (TEMA-3) when controlling for Early Numeracy Curriculum Based Measurement (EN-CBM) screening measures (R² change = .01). Furthermore, the incremental validity of the domain general cognitive measures was relatively stronger for the severely at-risk sample. We discuss results from the study in light of instructional decision-making and note the findings do not justify adding domain general cognitive assessments to mathematics screening batteries. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Framing the structural role of mathematics in physics lectures: A case study on electromagnetism

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Ricardo Karam

2014-05-01

Full Text Available Physics education research has shown that students tend to struggle when trying to use mathematics in a meaningful way in physics (e.g., mathematizing a physical situation or making sense of equations. Concerning the possible reasons for these difficulties, little attention has been paid to the way mathematics is treated in physics instruction. Starting from an overall distinction between a technical approach, which involves an instrumental (tool-like use of mathematics, and a structural one, focused on reasoning about the physical world mathematically, the goal of this study is to characterize the development of the latter in didactic contexts. For this purpose, a case study was conducted on the electromagnetism course given by a distinguished physics professor. The analysis of selected teaching episodes with the software Videograph led to the identification of a set of categories that describe different strategies used by the professor to emphasize the structural role of mathematics in his lectures. As a consequence of this research, an analytic tool to enable future comparative studies between didactic approaches regarding the way mathematics is treated in physics teaching is provided.

Courses and distances, wedges and difficulties of doctors’ formers in science and mathematics education

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Rosália Maria Ribeiro de Aragão

2012-06-01

Full Text Available The problem put under focus stems from cultivation of doctoral actions, reactions and attitudes of doctors already practicing in other areas and that resolve to migrate to the areas of Science and Math Education to take-on collaboration-training for new doctors formation in Science Education or Mathematics Education, in accord with North Regional Brazilian context claims. With this in mind, doctors professionally bound to higher education Institutions – Universities and Federal Institutes – as a NET located in Legal Amazon assume responsibilities which include taking on partnerships in order to increase the number of teachers held for the training of doctors in the newly created NET. Even already being doctors and working in the so-called "hard areas" or in related fields, these doctors seek accreditation in a newly created doctoral program, with desire and willingness to migrate to focus and share scientific-pedagogical training in a high positive quality new doctors in Education Science and Mathematics Education. The "migrant doctors" aim to establish themselves in this new/other program assuming new formative relationships in order to provide both the necessary visibility to this area in its region of insertion, and the production of positive and desirable responses for the academic, scientific and pedagogical advancement of higher education in the training of doctors. These doctors who are working in the NET for accrediting doctor trainers since two years in a developing regional programme will be investigated pursuant to investigative narrative mode of qualitative research, in the light of epistemological, theoretical and methodological foundations of teaching and research. So as, in their accession processes or proposed-resistance the migrating doctors will be investigated especially in relation to both (i their participation as teachers-researchers held forming quality doctors for this century while generating academic production in

Putting Teachers First: Leading Change through Design--Initiating and Sustaining Effective Teaching of Mathematics

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Proffitt-White, Rob

2017-01-01

The Teachers First initiative is a grass-roots cluster-model approach for bringing together primary and secondary teachers and school principals: to analyse student performance data; design and practice activities and assessment tools; and promote teaching practices that address students' learning difficulties in mathematics. The balance of both…

On the role of visual experience in mathematical development: Evidence from blind mathematicians

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Marie Amalric

2018-04-01

Full Text Available Advanced mathematical reasoning, regardless of domain or difficulty, activates a reproducible set of bilateral brain areas including intraparietal, inferior temporal and dorsal prefrontal cortex. The respective roles of genetics, experience and education in the development of this math-responsive network, however, remain unresolved. Here, we investigate the role of visual experience by studying the exceptional case of three professional mathematicians who were blind from birth (n = 1 or became blind during childhood (n = 2. Subjects were scanned with fMRI while they judged the truth value of spoken mathematical and nonmathematical statements. Blind mathematicians activated the classical network of math-related areas during mathematical reflection, similar to that found in a group of sighted professional mathematicians. Thus, brain networks for advanced mathematical reasoning can develop in the absence of visual experience. Additional activations were found in occipital cortex, even in individuals who became blind during childhood, suggesting that either mental imagery or a more radical repurposing of visual cortex may occur in blind mathematicians. Keywords: Advanced mathematical development, Blindness, Functional MRI

Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers

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Tuba Aydogdu Iskenderoglu

2018-04-01

Full Text Available It is important for pre-service teachers to know the conceptual difficulties they have experienced regarding the concepts of multiplication and division in fractions and problem posing is a way to learn these conceptual difficulties. Problem posing is a synthetic activity that fundamentally has multiple answers. The purpose of this study is to analyze the multiplication and division of fractions problems posed by pre-service elementary mathematics teachers and to investigate how the problems posed change according to the year of study the pre-service teachers are in. The study employed developmental research methods. A total of 213 pre-service teachers enrolled in different years of the Elementary Mathematics Teaching program at a state university in Turkey took part in the study. The “Problem Posing Test” was used as the data collecting tool. In this test, there are 3 multiplication and 3 division operations. The data were analyzed using qualitative descriptive analysis. The findings suggest that, regardless of the year, pre-service teachers had more conceptual difficulties in problem posing about the division of fractions than in problem posing about the multiplication of fractions.

Sociocultural context as a facilitator of student learning of function concepts in mathematics

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Evangelina Díaz Obando

2016-03-01

Full Text Available In Costa Rica, many secondary students have serious difficulties to establish relationships between mathematics and real-life contexts. They question the utilitarian role of the school mathematics. This fact motivated the research object of this report which evidences the need to overcome methodologies unrelated to students’ reality, toward new didactical options that help students to value mathematics, reasoning and its  applications, connecting it with their socio-cultural context. The research used a case study as a qualitative methodology and the social constructivism as an educational paradigm in which the knowledge is built by the student; as a product of his social interactions. A collection of learning situations was designed, validated, and implemented. It allowed establishing relationships between mathematical concepts and the socio-cultural context of participants. It analyzed the impact of students’socio-cultural context in their mathematics learning of basic concepts of real variable functions, consistent with the Ministry of Education (MEP Official Program.  Among the results, it was found that using students’sociocultural context improved their motivational processes, mathematics sense making, and promoted cooperative social interactions. It was evidenced that contextualized learning situations favored concepts comprehension that allow students to see mathematics as a discipline closely related with their every-day life.

Beyond Error Patterns: A Sociocultural View of Fraction Comparison Errors in Students with Mathematical Learning Disabilities

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Lewis, Katherine E.

2016-01-01

Although many students struggle with fractions, students with mathematical learning disabilities (MLDs) experience pervasive difficulties because of neurological differences in how they process numerical information. These students make errors that are qualitatively different than their typically achieving and low-achieving peers. This study…

Approach to Mathematics in Textbooks at Tertiary Level--Exploring Authors' Views about Their Texts

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Randahl, Mira

2012-01-01

The aim of this article is to present and discuss some results from an inquiry into mathematics textbooks authors' visions about their texts and approaches they choose when new concepts are introduced. Authors' responses are discussed in relation to results about students' difficulties with approaching calculus reported by previous research. A…

Linking Reform-Oriented Experiences to Teacher Identity: The Case of an Elementary Mathematics Teacher

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Jong, Cindy

2016-01-01

Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school…

A complementary measure of heterogeneity on mathematical skills

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Fedriani, Eugenio M.; Moyano, Rafael

2012-06-01

Finding educational truths is an inherently multivariate problem. There are many factors affecting each student and their performances. Because of this, both measuring of skills and assessing students are always complex processes. This is a well-known problem, and a number of solutions have been proposed by specialists. One of its ramifications is that the variety of progress levels of students in the Mathematics classroom makes teaching more difficult. We think that a measure of the heterogeneity of the different student groups could be interesting in order to prepare some strategies to deal with these kinds of difficulties. The major aim of this study is to develop new tools, complementary to the statistical ones that are commonly used for these purposes, to study situations related to education (mainly to the detection of levels of mathematical education) in which several variables are involved. These tools are thought to simplify these educational analyses and, through a better comprehension of the topic, to improve our teaching. Several authors in our research group have developed some mathematical, theoretical tools, to deal with multidimensional phenomena, and have applied them to measure poverty and also to other business models. These tools are based on multidigraphs. In this article, we implement these tools using symbolic computational software and apply them to study a specific situation related to mathematical education.

Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-efficacy Beliefs towards Mathematics and Mathematics Teaching

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Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

2017-01-01

The purpose of the research is to investigate the relationships betweenself-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacybeliefs toward mathematics teaching, mathematics teaching anxiety variables andtesting the relationships between these variables with structural equationmodel. The sample of the research, which was conducted in accordance withrelational survey model, consists of 380 university students, who studied atthe department of Elementary Mathematics Educ...

University of Toronto mathematics competition (2001–2015)

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Barbeau, Edward J

2016-01-01

This text records the problems given for the first 15 annual undergraduate mathematics competitions, held in March each year since 2001 at the University of Toronto. Problems cover areas of single-variable differential and integral calculus, linear algebra, advanced algebra, analytic geometry, combinatorics, basic group theory, and number theory. The problems of the competitions are given in chronological order as presented to the students. The solutions appear in subsequent chapters according to subject matter. Appendices recall some background material and list the names of students who did well. The University of Toronto Undergraduate Competition was founded to provide additional competition experience for undergraduates preparing for the Putnam competition, and is particularly useful for the freshman or sophomore undergraduate. Lecturers, instructors, and coaches for mathematics competitions will find this presentation useful. Many of the problems are of intermediate difficulty and relate to the first two...

Nonconvulsive status epilepticus disguising as hepatic encephalopathy.

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Jo, Yong Min; Lee, Sung Wook; Han, Sang Young; Baek, Yang Hyun; Ahn, Ji Hye; Choi, Won Jong; Lee, Ji Young; Kim, Sang Ho; Yoon, Byeol A

2015-04-28

Nonconvulsive status epilepticus has become an important issue in modern neurology and epileptology. This is based on difficulty in definitively elucidating the condition and its various clinical phenomena and on our inadequate insight into the intrinsic pathophysiological processes. Despite nonconvulsive status epilepticus being a situation that requires immediate treatment, this disorder may not be appreciated as the cause of mental status impairment. Although the pathophysiology of nonconvulsive status epilepticus remains unknown, this disorder is thought to lead to neuronal damage, so its identification and treatment are important. Nonconvulsive status epilepticus should be considered in the differential diagnosis of patients with liver cirrhosis presenting an altered mental status. We report a case of a 52-year-old male with liver cirrhosis presenting an altered mental status. He was initially diagnosed with hepatic encephalopathy but ultimately diagnosed with nonconvulsive status epilepticus by electroencephalogram.

Social ties may play a critical role in mitigating sleep difficulties in disaster-affected communities: a cross-sectional study in the Ishinomaki area, Japan.

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Matsumoto, Shoko; Yamaoka, Kazue; Inoue, Machiko; Muto, Shinsuke

2014-01-01

We examined the association between social factors and sleep difficulties among the victims remaining at home in the Ishinomaki area after the Great East Japan Earthquake and Tsunami and identified potentially modifiable factors that may mitigate vulnerability to sleep difficulties during future traumatic events or disasters. A cross-sectional household survey was conducted from October 2011 to March 2012 (6-12 mo after the disaster) in the Ishinomaki area, Japan. Univariate and multivariate logistic regression models were used to examine associations between social factors and sleep difficulties. We obtained data on 4,176 household members who remained in their homes after the earthquake and tsunami. N/A. Sleep difficulties were prevalent in 15.0% of the respondents (9.2% male, 20.2% female). Two potentially modifiable factors (lack of pleasure in life and lack of interaction with/visiting neighbors) and three nonmodifiable or hardly modifiable factors (sex, source of income, and number of household members) were associated with sleep difficulties. Nonmodifiable or hardly modifiable consequences caused directly by the disaster (severity of house damage, change in family structure, and change in working status) were not significantly associated with sleep difficulties. Our data suggest that the lack of pleasure in life and relatively strong networks in the neighborhood, which are potentially modifiable, might have stronger associations with sleep difficulties than do nonmodifiable or hardly modifiable consequences of the disaster (e.g., house damage, change in family structure, and change in work status).

Student difficulties with Gauss' law

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Kanim, Stephen

2000-09-01

Many students in introductory courses have difficulty solving Gauss' law problems. Through interviews with students and analysis of solutions to homework and examination questions we have identified some specific conceptual difficulties that often contribute to students' inability to solve quantitative Gauss' law problems. We give examples of common difficulties and discuss instructional implications.

Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-Efficacy Beliefs towards Mathematics and Mathematics Teaching

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Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

2017-01-01

The purpose of the research is to investigate the relationships between self-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacy beliefs toward mathematics teaching, mathematics teaching anxiety variables and testing the relationships between these variables with structural equation model. The sample of the research, which…

Matthew effect in children with mathematical learning disabilities - El efecto Mateo en niños con Dificultades Específicas de Aprendizaje de las Matemáticas

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Vicente Bermejo

2009-12-01

Full Text Available Previous research suggests that Learning Difficulties in Reading and Mathematics are highly related. This work tried to test in children if the presence of specific Learning Difficulties in Mathematics (LDM was related to poor results in Intellectual Quotient (IQ tests. Also, it is tested if differences in IQ are related to different mathematical performances. Therefore, the IQs of 12 LDM children enrolled in the first year of Primary School were compared with the IQs of 20 LDM children enrolled in the third year of Primary School. The IQs of LDM children were compared with the IQs of two non-LDM groups of the same cohorts. Among other results, it was observed that the IQs of the oldest LDM children were significantly lower than these of the youngest children, while no differences were found among non-LDM children. Furthermore, the presence of a high or low IQ did not always imply an equally high or low mathematical performance in the scholars.

Why are the Mathematics National Examination Items Difficult and What Is Teachers’ Strategy to Overcome It?

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Heri Retnawati

2017-07-01

Full Text Available The quality of national examination items plays an enormous role in identifying students’ competencies mastery and their difficulties. This study aims to identify the difficult items in the Junior High School Mathematics National Examination, to find the factors that cause students’ difficulty and to reveal the strategies that the teachers and the students might implement in order to overcome them. The study is phenomenological research with the mixed methods. The data were collected using documentation of students’ responses and focus group discussion (FGD of teachers. The data analysis was conducted using Milles & Hubberman steps. The results of the study showed that there were 4 difficult items of the 40 test items for the students. The students’ difficulties were the lack of concept understanding, difficulties in calculating, difficulties in selecting information, being deceived by the distractors, being unaccustomed to completing complex and non-integers test items, and completing contextual test items that have been presented in the form of figures or narrative texts.

Ketahanan pangan rumah tangga, status gizi, dan prestasi belajar siswa sekolah dasar

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Akhmad Sujai

2013-01-01

Full Text Available Background: Poverty and lack of income will cause inability of the family to provide enough and nutritious food for all the family members. Fulfillment of nutritious food will bring direct impact to nutrition status of children. Malnutrition will affect brain development and intelligence that in the long run disrupts academic achievement. Objective: To identify association between food security of the household and nutrition status with academic achievement of elementary school students at Yogyakarta Municipality. Method: The study was observational with cross sectional design. Samples were students of grade V of elementary school at Subdistrict of Gedongtengen, Yogyakarta Municipality. Data of food security of the house were obtained through interview based on questionnaire of Radimer/Cornell, nutritional status data used height for age collected by measurement, and academic achievement through secondary data, i.e. original score of final semester examination. Statistical analysis was performed by using Chi-Square and Fisher’s Exact test. Results: As much as 67.6% of the household were food insecure and 13.3% of students were stunted. Food security of the household was significantly associated with nutrition status (p=0.033 and achievement in mathematics (p=0.045. There was association between nutrition status and achievement in mathematics (p=0.035; Indonesia language (p=0.000; and combined achievement in Mathematics, Indonesia language and science (p=0.004. Conclusion: There was association between food security of the household and nutritional status with academic achievement of student. There was association between food security of the household and nutrition status.

Swordmanship as Mathematical Science: The Curious Case of Luis Pacheco de Narváez

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Felix Kurt Ernst Schmelzer

2016-11-01

Full Text Available From the 15th century on, the practitioners of the mechanical arts obtain a new self-confidence and do no longer want to be regarded merely as manual workers. In this context, they frequently underline the mathematical basis of their discipline in order to increase its value from the status of a mechanical to that of a liberal art. In the Spanish golden age period, the military art, amongst others, is conceived as a mathematical discipline. A particularly curious case is the Libro de las grandezas de la espada (1600 whose author, Luis Pacheco de Narváez (1570-1640, propagates the art of swordsmanship, which he names «the true skill», as a science based on the disciplines of the quadrivium. The present article outlines the arguments applied by Pacheco in a preliminary chapter in order to prove the mathematical and scientific status of his discipline.

Private Speech Use in Arithmetical Calculation: Relationship with Phonological Memory Skills in Children with and without Mathematical Difficulties

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Ostad, Snorre A.

2015-01-01

The majority of recent studies conclude that children's private speech development (private speech internalisation) is important for mathematical development and subject to disabling. The main concern of the present study was whether or not the two phonological memory factors evaluated in the study (i.e. the results of children's digit span…

A spatial analysis of variations in health access: linking geography, socio-economic status and access perceptions

Science.gov (United States)

2011-01-01

Background This paper analyses the relationship between public perceptions of access to general practitioners (GPs) surgeries and hospitals against health status, car ownership and geographic distance. In so doing it explores the different dimensions associated with facility access and accessibility. Methods Data on difficulties experienced in accessing health services, respondent health status and car ownership were collected through an attitudes survey. Road distances to the nearest service were calculated for each respondent using a GIS. Difficulty was related to geographic distance, health status and car ownership using logistic generalized linear models. A Geographically Weighted Regression (GWR) was used to explore the spatial non-stationarity in the results. Results Respondent long term illness, reported bad health and non-car ownership were found to be significant predictors of difficulty in accessing GPs and hospitals. Geographic distance was not a significant predictor of difficulty in accessing hospitals but was for GPs. GWR identified the spatial (local) variation in these global relationships indicating locations where the predictive strength of the independent variables was higher or lower than the global trend. The impacts of bad health and non-car ownership on the difficulties experienced in accessing health services varied spatially across the study area, whilst the impacts of geographic distance did not. Conclusions Difficulty in accessing different health facilities was found to be significantly related to health status and car ownership, whilst the impact of geographic distance depends on the service in question. GWR showed how these relationships were varied across the study area. This study demonstrates that the notion of access is a multi-dimensional concept, whose composition varies with location, according to the facility being considered and the health and socio-economic status of the individual concerned. PMID:21787394

How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

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Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy

2015-01-01

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a…

Dynamical reduction models: present status and future developments

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Bassi, Angelo [Dipartimento di Fisica Teorica, Universita degli Studi di Trieste, Strada Costiera 11, 34014 Trieste (Italy); Mathematisches Institut der Ludwig-Maximilians Universitaet, Theresienstr. 39, 80333 Munich (Germany)

2007-05-15

We review the major achievements of the dynamical reduction program, showing why and how it provides a unified, consistent description of physical phenomena, from the microscopic quantum domain to the macroscopic classical one. We discuss the difficulties in generalizing the existing models in order to comprise also relativistic quantum field theories. We point out possible future lines of research, ranging from mathematical physics to phenomenology.

The transformation of science and mathematics content knowledge into teaching content by university faculty

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Flynn, Natalie P.

This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their

Profile of mathematical reasoning ability of 8th grade students seen from communicational ability, basic skills, connection, and logical thinking

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Sumarsih; Budiyono; Indriati, D.

2018-04-01

This research aims to understand the students’ weaknesses in mathematical reasoning ability in junior secondary school. A set of multiple choice tests were used to measure this ability involve components mathematical communication, basic skills, connection, and logical thinking. A total of 259 respondents were determined by stratified cluster random sampling. Data were analyzed using one-way Anova test with Fobs = 109.5760 and F = 3.0000. The results show that students’ ability from schools with high National Exam in mathematics category was the best and followed by medium and low category. Mathematical connection is the most difficult component performed by students. In addition, most students also have difficulty in expressing ideas and developing logical arguments.

An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

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Yuli Eko Siswono, Tatag; Wachidul Kohar, Ahmad; Kurniasari, Ika; Puji Astuti, Yuliani

2016-02-01

Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

The influence of second language teaching on undergraduate mathematics performance

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Gerber, Ans; Engelbrecht, Johann; Harding, Ansie; Rogan, John

2005-10-01

Understanding abstract concepts and ideas in mathematics, if instruction takes place in the first language of the student, is difficult. Yet worldwide students often have to master mathematics via a second or third language. The majority of students in South Africa — a country with eleven official languages — has to face this difficulty. In a quantitative study of first year calculus students, we investigated two groups of students. For one group tuition took place in their home language; for the second group, tuition was in English, a second or even a third language. Performance data on their secondary mathematics and first year tertiary calculus were analysed. The study showed that there was no significant difference between the adjusted means of the entire group of first language learners and the entire group of second language learners. Neither was there any statistically significant difference between the performances of the two groups of second language learners (based on the adjusted means). Yet, there did seem to be a significant difference between the achievement of Afrikaans students attending Afrikaans lectures and Afrikaans students attending English lectures.

Mathematics and Science Learning Opportunities in Preschool Classrooms

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Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

2014-01-01

Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

Teachers' Mathematics as Mathematics-at-Work

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Bednarz, Nadine; Proulx, Jérôme

2017-01-01

Through recognising mathematics teachers as professionals who use mathematics in their workplace, this article traces a parallel between the mathematics enacted by teachers in their practice and the mathematics used in workplaces found in studies of professionals (e.g. nurses, engineers, bankers). This parallel is developed through the five…

Relationships of Some Socio-Personal Factors to Mathematics Achievement of Secondary School and University Students in Bophuthatswana.

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Maqsud, Muhammad; Khalique, Chaudhry M.

1991-01-01

Two separate studies examined sex differences in high school and university students in Bophuthatswana on socio-personal variables. Study 1 (n=109) involving socioeconomic status, school alienation, sex, self-concept, mathematics attitude, and mathematics achievement indicated boys scored significantly higher on attitude and achievement. Study 2…

Visual performance on detection tasks with double-targets of the same and different difficulty.

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Chan, Alan H S; Courtney, Alan J; Ma, C W

2002-10-20

This paper reports a study of measurement of horizontal visual sensitivity limits for 16 subjects in single-target and double-targets detection tasks. Two phases of tests were conducted in the double-targets task; targets of the same difficulty were tested in phase one while targets of different difficulty were tested in phase two. The range of sensitivity for the double-targets test was found to be smaller than that for single-target in both the same and different target difficulty cases. The presence of another target was found to affect performance to a marked degree. Interference effect of the difficult target on detection of the easy one was greater than that of the easy one on the detection of the difficult one. Performance decrement was noted when correct percentage detection was plotted against eccentricity of target in both the single-target and double-targets tests. Nevertheless, the non-significant correlation found between the performance for the two tasks demonstrated that it was impossible to predict quantitatively ability for detection of double targets from the data for single targets. This indicated probable problems in generalizing data for single target visual lobes to those for multiple targets. Also lobe area values obtained from measurements using a single-target task cannot be applied in a mathematical model for situations with multiple occurrences of targets.

Tools or Crutches? Apparatus as a Sense-Making Aid in Mathematics Teaching with Children with Moderate Learning Difficulties

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Moscardini, Lio

2009-01-01

This paper challenges a view of concrete materials as artifacts used within a rigid instructional sequence that particular children are perceived to require or not, as the case may be. Focussing on mathematics teaching, it contends that it is more useful to consider the function of these materials as "tools," artefacts used flexibly and…

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

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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.

Quantitative Deficits of Preschool Children at Risk for Mathematical Learning Disability

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Felicia W. Chu

2013-05-01

Full Text Available The study tested the hypothesis that acuity of the potentially inherent approximate number system (ANS contributes to risk of mathematical learning disability (MLD. Sixty-eight (35 boys preschoolers at risk for school failure were assessed on a battery of quantitative tasks, and on intelligence, executive control, preliteracy skills, and parental education. Mathematics achievement scores at the end of one year of preschool indicated that 34 of these children were at high risk for MLD. Relative to the 34 typically achieving children, the at risk children were less accurate on the ANS task, and a one standard deviation deficit on this task resulted in a 2.4 fold increase in the odds of MLD status. The at risk children also had a poor understanding of ordinal relations, and had slower learning of Arabic numerals, number words, and their cardinal values. Poor performance on these tasks resulted in 3.6 to 4.5 fold increases in the odds of MLD status. The results provide some support for the ANS hypothesis but also suggest these deficits are not the primary source of poor mathematics learning.

Residents in difficulty

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Christensen, Mette Krogh; O'Neill, Lotte; Hansen, Dorthe Høgh

2016-01-01

Background The majority of studies on prevalence and characteristics of residents in difficulty have been conducted in English-speaking countries and the existing literature may not reflect the prevalence and characteristics of residents in difficulty in other parts of the world such as the Scand...... in a healthcare system. From our perspective, further sociological and pedagogical investigations in educational cultures across settings and specialties could inform our understanding of and knowledge about pitfalls in residents’ and doctors’ socialization into the healthcare system....

The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis

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Nakamura, Yasuyuki; Nishi, Shinnosuke; Muramatsu, Yuta; Yasutake, Koichi; Yamakawa, Osamu; Tagawa, Takahiro

2014-01-01

In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of…

Evaluation of nutritional status in children with refractory epilepsy

OpenAIRE

Bertoli, S.; Cardinali, S.; Veggiotti, P.; Trentani, C.; Testolin, G.; Tagliabue, A.

2006-01-01

Abstract Background children affected by refractory epilepsy could be at risk of malnutrition because of feeding difficulties (anorexia, chewing, swallowing difficulties or vomiting) and chronic use of anticonvulsants, which may affect food intake and energy metabolism. Moreover, their energy requirement may be changed as their disabilities would impede normal daily activities. The aim of the present study was to evaluate nutritional status, energy metabolism and food intake in children with ...

Original article Key factors for successful solving of mathematical word problems in fifth-grade learners

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Marija Kavkler

2014-05-01

Full Text Available BACKGROUND Difficulties in solving mathematical word problems (MWP are one of the most common reasons for weak mathematics performance, and poor mathematical literacy has important implications for an individual’s further education, employment opportunities, mental health and quality of life in today’s modern technological society. The purpose of the study was to examine whether Slovenian good and poor MWP solvers differ in arithmetic knowledge and skills, non-verbal reasoning, pupils’ self-evaluations of MWP abilities, teachers’ assessment of their mathematical knowledge and what strategies fifth- grade learners use in solving MWP. PARTICIPANTS AND PROCEDURE The larger sample included 233 pupils from 14 fifth-grade classes (mean age 10 years 3 months and 14 teachers. On the basis of the teachers’ opinions and the results of MWP solving two sub-samples of 24 students were formed, good and poor MWP solvers. Several tests were used to determine MWP solving ability, automation of arithmetic facts and procedures as well as Raven’s SPM. Questionnaires for pupils were used to assess pupils’ estimations of MWP tasks’ difficulty, their own ability to solve them and the strategies used. To assess pupils’ knowledge a questionnaire for teachers was used. RESULTS Slovenian 5 th graders in the larger sample generally used very few empirically proven effective cognitive and metacognitive strategies to solve MWP. Pupils with lower achievement in solving MWP, compared to pupils with higher achievement demonstrated significantly less automated arithmetic facts and procedures of the algorithm, less flexible use of arithmetic skills, as well as qualitatively different MWP solving, which is also related to their lower non-verbal reasoning. Teachers’ assessments and pupils’ self-assessments matched the achieved test results. CONCLUSIONS The results exposed important key factors for successful solving of mathematical word problems with

A componential view of children's difficulties in learning fractions

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Gabriel, Florence; Coché, Frédéric; Szucs, Dénes; Carette, Vincent; Rey, Bernard; Content, Alain

2013-01-01

Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganization with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of procedures. In order to encompass the major aspects of knowledge about fractions, we propose to distinguish between conceptual and procedural knowledge. We designed a test aimed at assessing the main components of fraction knowledge. The test was carried out by fourth-, fifth- and sixth-graders from the French Community of Belgium. The results showed large differences between categories. Pupils seemed to master the part-whole concept, whereas numbers and operations posed problems. Moreover, pupils seemed to apply procedures they do not fully understand. Our results offer further directions to explain why fractions are amongst the most difficult mathematical topics in primary education. This study offers a number of recommendations on how to teach fractions. PMID:24133471

A componential view of children's difficulties in learning fractions.

Science.gov (United States)

Gabriel, Florence; Coché, Frédéric; Szucs, Dénes; Carette, Vincent; Rey, Bernard; Content, Alain

2013-01-01

Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganization with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of procedures. In order to encompass the major aspects of knowledge about fractions, we propose to distinguish between conceptual and procedural knowledge. We designed a test aimed at assessing the main components of fraction knowledge. The test was carried out by fourth-, fifth- and sixth-graders from the French Community of Belgium. The results showed large differences between categories. Pupils seemed to master the part-whole concept, whereas numbers and operations posed problems. Moreover, pupils seemed to apply procedures they do not fully understand. Our results offer further directions to explain why fractions are amongst the most difficult mathematical topics in primary education. This study offers a number of recommendations on how to teach fractions.

On the role of visual experience in mathematical development: Evidence from blind mathematicians.

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Amalric, Marie; Denghien, Isabelle; Dehaene, Stanislas

2018-04-01

Advanced mathematical reasoning, regardless of domain or difficulty, activates a reproducible set of bilateral brain areas including intraparietal, inferior temporal and dorsal prefrontal cortex. The respective roles of genetics, experience and education in the development of this math-responsive network, however, remain unresolved. Here, we investigate the role of visual experience by studying the exceptional case of three professional mathematicians who were blind from birth (n=1) or became blind during childhood (n=2). Subjects were scanned with fMRI while they judged the truth value of spoken mathematical and nonmathematical statements. Blind mathematicians activated the classical network of math-related areas during mathematical reflection, similar to that found in a group of sighted professional mathematicians. Thus, brain networks for advanced mathematical reasoning can develop in the absence of visual experience. Additional activations were found in occipital cortex, even in individuals who became blind during childhood, suggesting that either mental imagery or a more radical repurposing of visual cortex may occur in blind mathematicians. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations

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Hebert, Michael A.; Powell, Sarah R.

2016-01-01

Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and…

Adolescent Bullying and Sleep Difficulties

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Simon C. Hunter

2014-11-01

Full Text Available This study evaluated whether adolescents who report having been bullied, being bullies, or report both being a bully and being bullied experience more sleep difficulties than children uninvolved in bullying. The study drew upon cognitive theories of insomnia, investigating whether the extent to which young people report worrying about bullying can moderate associations between victimization and sleep difficulties. Participants were 5420 adolescents who completed a self-report questionnaire. Pure Victims (OR = 1.72, 95% CI [1.07, 2.75], Pure Bullies (OR = 1.80, 95% CI [1.16, 2.81], and Bully-Victims (OR = 2.90, 95% CI [1.17, 4.92] were all more likely to experience sleep difficulties when compared to uninvolved young people. The extent to which young people reported worrying about being bullied did not moderate the links between victimization and sleep difficulties. In this way, bullying is clearly related to sleep difficulties among adolescents but the conceptual reach of the cognitive model of insomnia in this domain is questioned.

The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia.

Science.gov (United States)

Vandervert, Larry

2017-01-01

Mathematicians and scientists have struggled to adequately describe the ultimate foundations of mathematics. Nobel laureates Albert Einstein and Eugene Wigner were perplexed by this issue, with Wigner concluding that the workability of mathematics in the real world is a mystery we cannot explain. In response to this classic enigma, the major purpose of this article is to provide a theoretical model of the ultimate origin of mathematics and "number sense" (as defined by S. Dehaene) that is proposed to involve the learning of inverse dynamics models through the collaboration of the cerebellum and the cerebral cortex (but prominently cerebellum-driven). This model is based upon (1) the modern definition of mathematics as the "science of patterns," (2) cerebellar sequence (pattern) detection, and (3) findings that the manipulation of numbers is automated in the cerebellum. This cerebro-cerebellar approach does not necessarily conflict with mathematics or number sense models that focus on brain functions associated with especially the intraparietal sulcus region of the cerebral cortex. A direct corollary purpose of this article is to offer a cerebellar inner speech explanation for difficulty in developing "number sense" in developmental dyscalculia. It is argued that during infancy the cerebellum learns (1) a first tier of internal models for a primitive physics that constitutes the foundations of visual-spatial working memory, and (2) a second (and more abstract) tier of internal models based on (1) that learns "number" and relationships among dimensions across the primitive physics of the first tier. Within this context it is further argued that difficulty in the early development of the second tier of abstraction (and "number sense") is based on the more demanding attentional requirements imposed on cerebellar inner speech executive control during the learning of cerebellar inverse dynamics models. Finally, it is argued that finger counting improves (does not

Undergraduate mathematics competitions (1995–2016) Taras Shevchenko National University of Kyiv

CERN Document Server

Brayman, Volodymyr

2017-01-01

Versatile and comprehensive in content, this book of problems will appeal to students in nearly all areas of mathematics. The text offers original and advanced problems proposed from 1995 to 2016 at the Mathematics Olympiads. Essential for undergraduate students, PhD students, and instructors, the problems in this book vary in difficulty and cover most of the obligatory courses given at the undergraduate level, including calculus, algebra, geometry, discrete mathematics, measure theory, complex analysis, differential equations, and probability theory. Detailed solutions to all of the problems from Part I are supplied in Part II, giving students the ability to check their solutions and observe new and unexpected ideas. Most of the problems in this book are not technical and allow for a short and elegant solution. The problems given are unique and non-standard; solving the problems requires a creative approach as well as a deep understanding of the material. Nearly all of the problems are originally authored by...

Difficulties faced by eighth grade students in the learning of linear equation problems at a high school in Heredia

Directory of Open Access Journals (Sweden)

Gilberto Chavarría Arroyo

2014-06-01

Full Text Available The current article presents the results of a study that aimed to analyze the difficulties faced by eighth grade students when learning to solve algebraic problems based on linear equations with one unknown variable. The participants were learners with low average performance in mathematics at a high school in Heredia. The research followed a naturalistic paradigm and the case study method with a qualitative approach. Different techniques like class observations, questionnaires to students, non-structured interviews to teachers and interviews to the learners were applied. The research helped to identify the main causes of difficulty when learning to solve algebraic problems. Some of the causes that were identified are affective aspects, lack of previous knowledge, poor relational understanding, fatigue, diversion, reading deficiencies and misunderstanding of terminology.

Variations of Reasoning in Equal Sharing of Children Who Experience Low Achievement in Mathematics: Competence in Context

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Jessica Hunt

2017-03-01

Full Text Available For children with persistent mathematics difficulties, research and practice espouses that an altered kind of mathematics instruction is necessary due to sustained performance differences. Yet, a critical issue in mathematics education rests in the question of why research locates the problem within these children. In this paper, we challenge a longstanding assumption about the type of mathematics children with low achievement in mathematics “need” along with how these children are positioned in terms of mathematical thinking and reasoning. Our aim in this work is to identify ways of reasoning evident in the partitioning activity of 43 fifth-grade children as they solved equal sharing situations independent of instruction over ten sessions. Results reveal three themes of reasoning that show a resemblance between these children’s reasoning and existing frameworks of reasoning in equal sharing problems found in prior research among children who did not show low achievement in mathematics. We discuss the results in terms of the problem of a continued conceptualization of low achieving students’ need for specific kinds of teaching and learning experiences and/or detached instructional experiences in school. We advocate for an increase in research that examines how teachers can support participation of these children in mathematics classrooms such that children might develop powerful mathematics conceptions.

Teaching Mathematical Modeling in Mathematics Education

Science.gov (United States)

Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

2016-01-01

Mathematics is not only a subject but it is also a language consisting of many different symbols and relations. Taught as a compulsory subject up the 10th class, students are then able to choose whether or not to study mathematics as a main subject. The present paper discusses mathematical modeling in mathematics education. The article provides…

Success in Mathematics within a Challenged Minority: The Case of Students of Ethiopian Origin in Israel (SEO)

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Mulat, Tiruwork; Arcavi, Abraham

2009-01-01

Many studies have reported on the economical, social, and educational difficulties encountered by Ethiopian Jews since their immigration to Israel. Furthermore, the overall academic underachievement and poor representation of students of Ethiopian origin (SEO) in the advanced mathematics and science classes were highlighted and described. Yet,…

Enhanced Assessment Technology and Neurocognitive Aspects of Specific Learning Disorder with Impairment in Mathematics.

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Marios A. Pappas

2018-02-01

Full Text Available Specific Learning Disorder with impairment in Mathematics (Developmental Dyscalculia is a complex learning disorder which affects arithmetic skills, symbolic magnitude processing, alertness, flexibility in problem solving and maintained attention. Neuro-cognitive studies revealed that such difficulties in children with DD could be related to poor Working Memory and attention deficits. Furthermore, neuroimaging studies indicate that brain structure differences in children with DD compared to typically developing children could affect mathematical performance. In this study we present the cognitive profile of Dyscalculia, as well as the neuropsychological aspects of the deficit, with special reference to the utilization of enhanced assessment technology such as computerized neuropsychological tools and neuroimaging techniques.

Mathematical Modeling and Pure Mathematics

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Usiskin, Zalman

2015-01-01

Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics. The purpose of this article is to illustrate how the mathematical modeling that is present in everyday situations can be naturally embedded in…

The factor structure of the Strengths and Difficulties Questionnaire (SDQ in Greek adolescents

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Rotsika Vasiliki

2009-08-01

Full Text Available Abstract Background The Strengths and Difficulties Questionnaire (SDQ is a practical, economic and user-friendly screening instrument of emotional and behavioural problems in children and adolescents. This study was aimed primarily at evaluating the factor structure of the Greek version of the SDQ. Methods A representative nationwide sample of 1,194 adolescents (11 to 17 years old completed the questionnaire. Confirmatory factor analysis (CFA was conducted to assess the factor structure of the SDQ. Results CFA supported the original five-factor structure. The modification of the model provided some improvements. Internal consistency was acceptable for total difficulties, emotional symptoms and prosocial behaviour scale, moderate for hyperactivity/inattention scale and inadequate for peer and conduct problems scale. Older adolescents (aged 15 to 17 years reported more hyperactivity/inattention and conduct problems than younger ones (aged 11 to 14 years and girls reported more emotional symptoms and less prosocial behaviour problems than boys. Adolescents of low socioeconomic status (SES reported more difficulties than those of medium and high SES. Conclusion The Greek SDQ could be potentially considered as a community-wide screening instrument for adolescents' emotional and behavioural problems.

A study of the Teachers` Academy for Mathematics and Science

Energy Technology Data Exchange (ETDEWEB)

Brett, B.; Scheirer, M.A.; Raizen, S.

1994-09-15

The Teachers` Academy for Mathematics and Science in Chicago (TAMS) is a freestanding institution founded in 1989 by scientists and a variety of other stakeholders, to advance the systemic reform of mathematics and science education in Chicago`s public schools. It focuses on the ``re-tooling`` of its elementary level teachers. The TAMS program, which has been funded in part by the DOE, contributes to strategic goals two through five of the Office of University and Science Education (OUSE). This evaluation of TAMS by the National Center for Improving Science Education is primarily a qualitative study that summarizes the history and current status of the organization and its programs. Data was obtained through extensive interviews, observations, and document review, using a framework of templates to guide data collection and analyses. The findings are organized around a series of lessons learned from the first three years of TAMS and conclusions about its current status.

International Summer School on Mathematical Systems Theory and Economics

CERN Document Server

Szegö, G

1969-01-01

The International Summer School on Mathematical Systems Theory and Economics was held at the Villa Monastero in Varenna, Italy, from June 1 through June 12, 1967. The objective of this Summer School was to review the state of the art and the prospects for the application of the mathematical theory of systems to the study and the solution of economic problems. Particular emphasis was given to the use of the mathematical theory of control for the solution of problems in economics. It was felt that the publication of a volume collecting most of the lectures given at the school would show the current status of the application of these methods. The papers are organized into four sections arranged into two volumes: basic theories and optimal control of economic systems which appear in the first volume, and special mathematical problems and special applications which are contained in the second volume. Within each section the papers follow in alphabetical order by author. The seven papers on basic theories are a rat...

Measuring Difficulty in English-Chinese Translation: Towards a General Model of Translation Difficulty

Science.gov (United States)

Sun, Sanjun

2012-01-01

Accurate assessment of a text's level of translation difficulty is critical for translator training and accreditation, translation research, and the language industry as well. Traditionally, people rely on their general impression to gauge a text's translation difficulty level. If the evaluation process is to be more effective and the…

Practical mathematical optimization basic optimization theory and gradient-based algorithms

CERN Document Server

Snyman, Jan A

2018-01-01

This textbook presents a wide range of tools for a course in mathematical optimization for upper undergraduate and graduate students in mathematics, engineering, computer science, and other applied sciences. Basic optimization principles are presented with emphasis on gradient-based numerical optimization strategies and algorithms for solving both smooth and noisy discontinuous optimization problems. Attention is also paid to the difficulties of expense of function evaluations and the existence of multiple minima that often unnecessarily inhibit the use of gradient-based methods. This second edition addresses further advancements of gradient-only optimization strategies to handle discontinuities in objective functions. New chapters discuss the construction of surrogate models as well as new gradient-only solution strategies and numerical optimization using Python. A special Python module is electronically available (via springerlink) that makes the new algorithms featured in the text easily accessible and dir...

Energy taxation difficulties

International Nuclear Information System (INIS)

Landsberg, H.H.

1993-01-01

This paper assesses what may be the underlying reasons for the Clinton administration's recent failure to pass the Btu Tax on energy sources and the current difficulties that this Administration is experiencing in acquiring nation wide consensus on a gasoline tax proposal. Two difficulties stand out - regional differences in climate and thus winter heating requirements, and the differences from state to state in transportation system preferences. The paper cites the positive aspects of energy taxation by noting the petroleum industry's efforts to develop a new less polluting reformulated gasoline

Linking Preservice Teachers' Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

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Bates, Alan B.; Latham, Nancy; Kim, Jin-ah

2011-01-01

This study examined preservice teachers' mathematics self-efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self-Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs…

Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

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Henry Nsubuga Kiwanuka

2015-08-01

Full Text Available This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.

Contrasts in Mathematical Challenges in A-Level Mathematics and Further Mathematics, and Undergraduate Mathematics Examinations

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Darlington, Ellie

2014-01-01

This article describes part of a study which investigated the role of questions in students' approaches to learning mathematics at the secondary-tertiary interface, focussing on the enculturation of students at the University of Oxford. Use of the Mathematical Assessment Task Hierarchy taxonomy revealed A-level Mathematics and Further Mathematics…

Contributions of executive function and spatial skills to preschool mathematics achievement.

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Verdine, Brian N; Irwin, Casey M; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathryn

2014-10-01

Early mathematics achievement is highly predictive of later mathematics performance. Here we investigated the influence of executive function (EF) and spatial skills, two generalizable skills often overlooked in mathematics curricula, on mathematics performance in preschoolers. Children (N=44) of varying socioeconomic status (SES) levels were assessed at 3 years of age on a new assessment of spatial skill (Test of Spatial Assembly, TOSA) and a vocabulary measure (Peabody Picture Vocabulary Test, PPVT). The same children were tested at 4 years of age on the Beery Test of Visual-Motor Integration (VMI) as well as on measures of EF and mathematics. The TOSA was created specifically as an assessment for 3-year-olds, allowing the investigation of links among spatial, EF, and mathematical skills earlier than previously possible. Results of a hierarchical regression indicate that EF and spatial skills predict 70% of the variance in mathematics performance without an explicit math test, EF is an important predictor of math performance as prior research suggested, and spatial skills uniquely predict 27% of the variance in mathematics skills. Additional research is needed to understand whether EF is truly malleable and whether EF and spatial skills may be leveraged to support early mathematics skills, especially for lower SES children who are already falling behind in these skill areas by 3 and 4 years of age. These findings indicate that both skills are part of an important foundation for mathematics performance and may represent pathways for improving school readiness for mathematics. Copyright © 2014 Elsevier Inc. All rights reserved.

Dyscalculia ≠ maths difficulties. An analysis of conflicting positions at a time that calls for inclusive practices

DEFF Research Database (Denmark)

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 presented here: the diagnostic, the structural, the interventionist and the complementary. The literature examined includes academic articles on math pedagogy and scholarly journals for maths teachers from the period 1995–2014. A total of 103 articles were analysed...

Mathematical models and illustrative results for the RINGBEARER II monopole/dipole beam-propagation code

International Nuclear Information System (INIS)

Chambers, F.W.; Masamitsu, J.A.; Lee, E.P.

1982-01-01

RINGBEARER II is a linearized monopole/dipole particle simulation code for studying intense relativistic electron beam propagation in gas. In this report the mathematical models utilized for beam particle dynamics and pinch field computation are delineated. Difficulties encountered in code operations and some remedies are discussed. Sample output is presented detailing the diagnostics and the methods of display and analysis utilized

Trajectories of older adults' hearing difficulties: examining the influence of health behaviors and social activity over 10 years.

Science.gov (United States)

Heine, Chyrisse; Browning, Colette; Cowlishaw, Sean; Kendig, Hal

2013-10-01

The aims of the present study were to describe the trajectories of self-reported hearing difficulties over time, and evaluate the impacts of age, sex, lifestyle factors and social activity, in explaining individual differences in patterns of change over time. As part of the Melbourne Longitudinal Studies on Healthy Aging (MELSHA) Program, the hearing status of 947 adults aged 65 years and older, across five measurement periods (over 10 years), were analyzed using Latent Growth Curve Modeling analysis. A multidimensional survey was also administered, which included questions relating to sociodemographic variables, self-reported hearing difficulties, nutrition, smoking habits and level of social activity. Although there was a general increase in hearing difficulties over time, older age, poor nutrition, a lifetime of smoking and increased social activity predicted more rapid increases in hearing difficulty over time. Findings support the importance of lifestyle factors in reducing the rate of perceived hearing difficulties in older people, and provide further evidence of the links between lifestyle and sensory loss in older people. Poor nutrition and smoking are areas that both clinicians and public health professionals should address in their work with older people. © 2013 Japan Geriatrics Society.

Value of supervised learning events in predicting doctors in difficulty.

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Patel, Mumtaz; Agius, Steven; Wilkinson, Jack; Patel, Leena; Baker, Paul

2016-07-01

In the UK, supervised learning events (SLE) replaced traditional workplace-based assessments for foundation-year trainees in 2012. A key element of SLEs was to incorporate trainee reflection and assessor feedback in order to drive learning and identify training issues early. Few studies, however, have investigated the value of SLEs in predicting doctors in difficulty. This study aimed to identify principles that would inform understanding about how and why SLEs work or not in identifying doctors in difficulty (DiD). A retrospective case-control study of North West Foundation School trainees' electronic portfolios was conducted. Cases comprised all known DiD. Controls were randomly selected from the same cohort. Free-text supervisor comments from each SLE were assessed for the four domains defined in the General Medical Council's Good Medical Practice Guidelines and each scored blindly for level of concern using a three-point ordinal scale. Cumulative scores for each SLE were then analysed quantitatively for their predictive value of actual DiD. A qualitative thematic analysis was also conducted. The prevalence of DiD in this sample was 6.5%. Receiver operator characteristic curve analysis showed that Team Assessment of Behaviour (TAB) was the only SLE strongly predictive of actual DiD status. The Educational Supervisor Report (ESR) was also strongly predictive of DiD status. Fisher's test showed significant associations of TAB and ESR for both predicted and actual DiD status and also the health and performance subtypes. None of the other SLEs showed significant associations. Qualitative data analysis revealed inadequate completion and lack of constructive, particularly negative, feedback. This indicated that SLEs were not used to their full potential. TAB and the ESR are strongly predictive of DiD. However, SLEs are not being used to their full potential, and the quality of completion of reports on SLEs and feedback needs to be improved in order to better identify

Measurement of functional task difficulty during motor learning: What level of difficulty corresponds to the optimal challenge point?

Science.gov (United States)

Akizuki, Kazunori; Ohashi, Yukari

2015-10-01

The relationship between task difficulty and learning benefit was examined, as was the measurability of task difficulty. Participants were required to learn a postural control task on an unstable surface at one of four different task difficulty levels. Results from the retention test showed an inverted-U relationship between task difficulty during acquisition and motor learning. The second-highest level of task difficulty was the most effective for motor learning, while learning was delayed at the most and least difficult levels. Additionally, the results indicate that salivary α-amylase and the performance dimension of the National Aeronautics and Space Administration-Task Load Index (NASA-TLX) are useful indices of task difficulty. Our findings suggested that instructors may be able to adjust task difficulty based on salivary α-amylase and the performance dimension of the NASA-TLX to enhance learning. Copyright © 2015 Elsevier B.V. All rights reserved.

Using Mathematics Literature with Prospective Secondary Mathematics Teachers

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Jett, Christopher C.

2014-01-01

Literature in mathematics has been found to foster positive improvements in mathematics learning. This manuscript reports on a mathematics teacher educator's use of literature via literature circles with 11 prospective secondary mathematics teachers in a mathematics content course. Using survey and reflection data, the author found that…

Study on model of onset of nucleate boiling in natural circulation with subcooled boiling using unascertained mathematics

Energy Technology Data Exchange (ETDEWEB)

Zhou Tao [Department of Thermal Engineering, Tsinghua University, Beijing 100084 (China)]. E-mail: zhoutao@mail.tsinghua.edu.cn; Wang Zenghui [Department of Engineering Mechanics, Tsinghua University, Beijing 100084 (China); Yang Ruichang [Department of Thermal Engineering, Tsinghua University, Beijing 100084 (China)

2005-10-01

Experiment data got from onset of nucleate boiling (ONB) in natural circulation is analyzed using unascertained mathematics. Unitary mathematics model of the relation between the temperature and onset of nucleate boiling is built up to analysis ONB. Multiple unascertained mathematics models are also built up with the onset of natural circulation boiling equation based on the experiment. Unascertained mathematics makes that affirmative results are a range of numbers that reflect the fluctuation of experiment data more truly. The fluctuating value with the distribution function F(x) is the feature of unascertained mathematics model and can express fluctuating experimental data. Real status can be actually described through using unascertained mathematics. Thus, for calculation of ONB point, the description of unascertained mathematics model is more precise than common mathematics model. Based on the unascertained mathematics, a new ONB model is developed, which is important for advanced reactor safety analysis. It is conceivable that the unascertained mathematics could be applied to many other two-phase measurements as well.

Study on model of onset of nucleate boiling in natural circulation with subcooled boiling using unascertained mathematics

International Nuclear Information System (INIS)

Zhou Tao; Wang Zenghui; Yang Ruichang

2005-01-01

Experiment data got from onset of nucleate boiling (ONB) in natural circulation is analyzed using unascertained mathematics. Unitary mathematics model of the relation between the temperature and onset of nucleate boiling is built up to analysis ONB. Multiple unascertained mathematics models are also built up with the onset of natural circulation boiling equation based on the experiment. Unascertained mathematics makes that affirmative results are a range of numbers that reflect the fluctuation of experiment data more truly. The fluctuating value with the distribution function F(x) is the feature of unascertained mathematics model and can express fluctuating experimental data. Real status can be actually described through using unascertained mathematics. Thus, for calculation of ONB point, the description of unascertained mathematics model is more precise than common mathematics model. Based on the unascertained mathematics, a new ONB model is developed, which is important for advanced reactor safety analysis. It is conceivable that the unascertained mathematics could be applied to many other two-phase measurements as well

Advances in Reactor physics, mathematics and computation. Volume 3

Energy Technology Data Exchange (ETDEWEB)

1987-01-01

These proceedings of the international topical meeting on advances in reactor physics, mathematics and computation, volume 3, are divided into sessions bearing on: - poster sessions on benchmark and codes: 35 conferences - review of status of assembly spectrum codes: 9 conferences - Numerical methods in fluid mechanics and thermal hydraulics: 16 conferences - stochastic transport and methods: 7 conferences.

Doing Mathematics with Purpose: Mathematical Text Types

Science.gov (United States)

Dostal, Hannah M.; Robinson, Richard

2018-01-01

Mathematical literacy includes learning to read and write different types of mathematical texts as part of purposeful mathematical meaning making. Thus in this article, we describe how learning to read and write mathematical texts (proof text, algorithmic text, algebraic/symbolic text, and visual text) supports the development of students'…

Annual Perspectives in Mathematics Education 2016: Mathematical Modeling and Modeling Mathematics

Science.gov (United States)

Hirsch, Christian R., Ed.; McDuffie, Amy Roth, Ed.

2016-01-01

Mathematical modeling plays an increasingly important role both in real-life applications--in engineering, business, the social sciences, climate study, advanced design, and more--and within mathematics education itself. This 2016 volume of "Annual Perspectives in Mathematics Education" ("APME") focuses on this key topic from a…

Neurally and mathematically motivated architecture for language and thought.

Science.gov (United States)

Perlovsky, L I; Ilin, R

2010-01-01

Neural structures of interaction between thinking and language are unknown. This paper suggests a possible architecture motivated by neural and mathematical considerations. A mathematical requirement of computability imposes significant constraints on possible architectures consistent with brain neural structure and with a wealth of psychological knowledge. How language interacts with cognition. Do we think with words, or is thinking independent from language with words being just labels for decisions? Why is language learned by the age of 5 or 7, but acquisition of knowledge represented by learning to use this language knowledge takes a lifetime? This paper discusses hierarchical aspects of language and thought and argues that high level abstract thinking is impossible without language. We discuss a mathematical technique that can model the joint language-thought architecture, while overcoming previously encountered difficulties of computability. This architecture explains a contradiction between human ability for rational thoughtful decisions and irrationality of human thinking revealed by Tversky and Kahneman; a crucial role in this contradiction might be played by language. The proposed model resolves long-standing issues: how the brain learns correct words-object associations; why animals do not talk and think like people. We propose the role played by language emotionality in its interaction with thought. We relate the mathematical model to Humboldt's "firmness" of languages; and discuss possible influence of language grammar on its emotionality. Psychological and brain imaging experiments related to the proposed model are discussed. Future theoretical and experimental research is outlined.

Assessment of contemporary mathematical methods for magnetic fusion research

International Nuclear Information System (INIS)

Treve, Y.M.

1978-03-01

The mathematical techniques reviewed have been selected on the basis of their relevance to at least four outstanding theoretical problems of magnetic fusion research, namely: (a) ion heating; (b) particle-wave interactions; (c) stability of magnetic surfaces in real tokamaks; and (d) strong plasma turbulence. These problems have a common feature: they all involve chaotic motions in spite of the perfectly deterministic nature of the mathematical models used for their description. In the first section devoted to Hamiltonian systems we briefly review the essentials of the Hamilton-Jacobi theory and discuss the Kolmogorov-Arnold-Moser theorem and its implications. In section 2 we review the difficulties of the problem of turbulence and present the Ruelle-Takens picture. An example of a dynamical system with a strange attractor is constructed and the Hopf bifurcation theory is discussed. Finally we review the properties of the Lorenz model for the convective instability of an atmospheric layer which is known to have a strange attractor for sufficiently high Rayleigh numbers

Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

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Andri Suherman

2011-12-01

Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

Workplace bullying and sleep difficulties

DEFF Research Database (Denmark)

Hansen, Åse Marie; Hogh, Annie; Garde, Anne Helene

2014-01-01

PURPOSE: The aims of the present study were to investigate whether being subjected to bullying and witnessing bullying at the workplace was associated with concurrent sleep difficulties, whether frequently bullied/witnesses have more sleep difficulties than occasionally bullied....../witnesses, and whether there were associations between being subjected to bullying or witnessing bullying at the workplace and subsequent sleep difficulties. METHODS: A total of 3,382 respondents (67 % women and 33 % men) completed a baseline questionnaire about their psychosocial work environment and health....... The overall response rate was 46 %. At follow-up 2 years later, 1671 of those responded to a second questionnaire (49 % of the 3,382 respondents at baseline). Sleep difficulties were measured in terms of disturbed sleep, awakening problems, and poor quality of sleep. RESULTS: Bullied persons and witnesses...

Player Modeling for Intelligent Difficulty Adjustment

Science.gov (United States)

Missura, Olana; Gärtner, Thomas

In this paper we aim at automatically adjusting the difficulty of computer games by clustering players into different types and supervised prediction of the type from short traces of gameplay. An important ingredient of video games is to challenge players by providing them with tasks of appropriate and increasing difficulty. How this difficulty should be chosen and increase over time strongly depends on the ability, experience, perception and learning curve of each individual player. It is a subjective parameter that is very difficult to set. Wrong choices can easily lead to players stopping to play the game as they get bored (if underburdened) or frustrated (if overburdened). An ideal game should be able to adjust its difficulty dynamically governed by the player’s performance. Modern video games utilise a game-testing process to investigate among other factors the perceived difficulty for a multitude of players. In this paper, we investigate how machine learning techniques can be used for automatic difficulty adjustment. Our experiments confirm the potential of machine learning in this application.

The body and playfulness: promising tools for teaching and learning mathematics

Directory of Open Access Journals (Sweden)

Yolanda Rodríguez Manosalva

2017-06-01

Full Text Available This paper will analyze the importance of playfulness as an instrument for learning mathematics, taking into account that the body allows to develop not only motor skills but also intellectual faculties involving high levels of abstraction, such as mathematical operations like addition, subtraction, multiplication and division. The methodology used was action research, through interviews to students, parents and teachers, as well as the systematization of experiences in the classroom by means of a field diary. It was found that traditional –tedious- teaching does not allow students to realize the importance of learning mathematics. It is concluded that it is necessary for the teachers to implement strategies that link playfulness and the body, in order to improve teaching-learning processes, which allows that mathematics do not be considered as something far from reality, but that be granted the status of a knowledge that improves the processes of understanding and reflection, facilitating the solution of practical problems.

Leadership Training in Science, Technology, Engineering and Mathematics Education in Bulgaria

Science.gov (United States)

Bairaktarova, Diana; Cox, Monica F.; Evangelou, Demetra

2011-01-01

This synthesis paper explores current leadership training in science, technology, engineering and mathematics (STEM) education in Bulgaria. The analysis begins with discussion of global factors influencing the implementation of leadership training in STEM education in general and then presents information about the current status of leadership…

Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

Science.gov (United States)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning

A mathematical medley fifty easy pieces on mathematics

CERN Document Server

Szpiro, George G

2010-01-01

Szpiro's book provides a delightful, well-written, eclectic selection of mathematical tidbits that makes excellent airplane reading for anyone with an interest in mathematics, regardless of their mathematical background. Excellent gift material. -Keith Devlin, Stanford University, author of The Unfinished Game and The Language of Mathematics It is great to have collected in one volume the many varied, insightful and often surprising mathematical stories that George Szpiro has written in his mathematical columns for the newspapers through the years. -Marcus du Sautoy, Oxford University, author

The Relationship among Elementary Teachers’ Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement

OpenAIRE

Hadley, Kristin M.; Dorward, Jim

2011-01-01

Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found betwee...

A Componential View of Children’s Difficulties in Learning Fractions

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Florence Claude Gabriel

2013-10-01

Full Text Available Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganisation with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of procedures. In order to encompass the major aspects of knowledge about fractions, we propose to distinguish between conceptual and procedural knowledge. We designed a test aimed at assessing the main components of fraction knowledge. The test was carried out by fourth-, fifth- and sixth-graders from the French Community of Belgium. The results showed large differences between categories. Pupils seemed to master the part-whole concept, whereas numbers and operations posed problems. Moreover, pupils seemed to apply procedures they do not fully understand. Our results offer further directions to explain why fractions are amongst the most difficult mathematical topics in primary education. This study offers a number of recommendations on how to teach fractions.

Blink activity and task difficulty.

Science.gov (United States)

Tanaka, Y; Yamaoka, K

1993-08-01

This study investigated the relationship between task difficulty and blink activity, which includes blink rate, blink amplitude, and blink duration. Two kinds of tasks established two levels of difficulty. In Exp. 1, a mental arithmetic task was used to examine the relationship. Analysis showed that blink rate for a difficult task was significantly higher than that for an easier one. In Exp. 2, a letter-search task (hiragana Japanese alphabet) was used while the other conditions were the same as those in Exp. 1; however, the results of this experiment were not influenced by the difficulty of the task. As results indicate that blink rate is related to not only difficulty but also the nature of the task, the nature of the task is probably dependent on a mechanism in information processing. The results for blink amplitude and blink duration showed no systematic change during either experiment.

The language of mathematics telling mathematical tales

CERN Document Server

Barton, Bill

2008-01-01

Everyday mathematical ideas are expressed differently in different languages. This book probes those differences and explores their implications for mathematics education, arguing for alternatives to how we teach and learn mathematics.

Obtaining learning independence and academic success through self-assessment and referral to a Mathematics Learning Centre

Directory of Open Access Journals (Sweden)

Nadine Adams

2012-08-01

Full Text Available Globally, universities are striving to increase enrolment rates, especially for low socioeconomic status and mature-aged students. In order to meet these targets, universities are accepting a broader range of students, often resulting in a widening mathematical knowledge gap between secondary school and university (Hoyles, Newman & Noss, 2001. Therefore, even amid the growing trend of scaling back services, there exists a need for extra learning support in mathematics. Mathematics support services are recognised as vital in assisting students to both bridge the knowledge gap and become independent learners. Through a survey of students using the Mathematics Learning Centre at Central Queensland University Australia, it was found that the implementation of scaffolding, adult learning principles and the embedding of mathematics support provides students with not only fundamental mathematical knowledge but also the skills required to become self-directed learners. 

Perception of difficulty and glucose control: Effects on academic performance in youth with type I diabetes.

Science.gov (United States)

Potts, Tiffany M; Nguyen, Jacqueline L; Ghai, Kanika; Li, Kathy; Perlmuter, Lawrence

2015-04-15

To investigate whether perceptions of task difficulty on neuropsychological tests predicted academic achievement after controlling for glucose levels and depression. Participants were type 1 diabetic adolescents, with a mean age = 12.5 years (23 females and 16 males), seen at a northwest suburban Chicago hospital. The sample population was free of co-morbid clinical health conditions. Subjects completed a three-part neuropsychological battery including the Digit Symbol Task, Trail Making Test, and Controlled Oral Word Association test. Following each task, individuals rated task difficulty and then completed a depression inventory. Performance on these three tests is reflective of neuropsychological status in relation to glucose control. Blood glucose levels were measured immediately prior to and after completing the neuropsychological battery using a glucose meter. HbA1c levels were obtained from medical records. Academic performance was based on self-reported grades in Math, Science, and English. Data was analyzed using multiple regression models to evaluate the associations between academic performance, perception of task difficulty, and glucose control. Perceptions of difficulty on a neuropsychological battery significantly predicted academic performance after accounting for glucose control and depression. Perceptions of difficulty on the neuropsychological tests were inversely correlated with academic performance (r = -0.48), while acute (blood glucose) and long-term glucose levels increased along with perceptions of task difficulty (r = 0.47). Additionally, higher depression scores were associated with poorer academic performance (r = -0.43). With the first regression analysis, perception of difficulty on the neuropsychological tasks contributed to 8% of the variance in academic performance after controlling for peripheral blood glucose and depression. In the second regression analysis, perception of difficulty accounted for 11% of the variance after

Effects of reading picture books on kindergartners’ mathematics performance

Science.gov (United States)

van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander

2016-01-01

This article describes a field experiment with a pretest–posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners’ mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys. PMID:26855457

Online supplementary mathematics tuition in a first-year childhood teacher education programme

Directory of Open Access Journals (Sweden)

Kathleen Fonseca

2016-02-01

Full Text Available This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers’ perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro’s evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers’ common content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted their disturbingly limited knowledge of mathematics content knowledge and pointed to the responsibility of teacher education departments at universities to implement sufficient maths content courses that will address the status quo of poor mathematics teaching in South African primary schools. The authors conclude that the students need to spend much more time on ‘catching up’ before they become teachers.

Mathematical Modelling Approach in Mathematics Education

Science.gov (United States)

Arseven, Ayla

2015-01-01

The topic of models and modeling has come to be important for science and mathematics education in recent years. The topic of "Modeling" topic is especially important for examinations such as PISA which is conducted at an international level and measures a student's success in mathematics. Mathematical modeling can be defined as using…

Mathematics Underground

Science.gov (United States)

Luther, Kenneth H.

2012-01-01

Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

Fear of moving outdoors and development of outdoor walking difficulty in older people.

Science.gov (United States)

Rantakokko, Merja; Mänty, Minna; Iwarsson, Susanne; Törmäkangas, Timo; Leinonen, Raija; Heikkinen, Eino; Rantanen, Taina

2009-04-01

To study which individual characteristics and environmental factors correlate with fear of moving outdoors and whether fear of moving outdoors predicts development of mobility limitation. Observational prospective cohort study and cross-sectional analyses. Community and research center. Seven hundred twenty-seven community-living people aged 75 to 81 were interviewed at baseline, of whom 314 took part in a 3.5-year follow-up. Fear of moving outdoors and its potential individual and environmental correlates were assessed at baseline. Perceived difficulties in walking 0.5 km and 2 km were assessed twice a year over a 3.5-year period. At baseline, 65% of the women and 29% of the men reported fear of moving outdoors. Poor socioeconomic status; musculoskeletal diseases; slow walking speed; and the presence of poor street conditions, hills in the nearby environment, and noisy traffic correlated with fear of moving outdoors. At the first 6-month follow-up, participants with fear of moving outdoors had more than four times the adjusted risk (odds ratio (OR)=4.6, 95% confidence interval (CI)=1.92-11.00) of developing difficulties in walking 0.5 km and a three times greater adjusted risk (OR=3.10, 95% CI=1.49-6.46) for developing difficulty in walking 2 km compared with those without fear. The difference in the prevalence of walking difficulties remained statistically significant over the 3.5-year follow-up (P=.02 and P=.009, respectively). Fear of moving outdoors is common in older adults and increases the risk of developing self-reported difficulties in walking 0.5 km and 2 km. Knowledge about individual and environmental factors underlying fear of moving outdoors and finding ways to alleviate fear of moving outdoors are important for community planning and prevention of disability.

Mathematical bridges

CERN Document Server

Andreescu, Titu; Tetiva, Marian

2017-01-01

Building bridges between classical results and contemporary nonstandard problems, Mathematical Bridges embraces important topics in analysis and algebra from a problem-solving perspective. Blending old and new techniques, tactics and strategies used in solving challenging mathematical problems, readers will discover numerous genuine mathematical gems throughout that will heighten their appreciation of the inherent beauty of mathematics. Most of the problems are original to the authors and are intertwined in a well-motivated exposition driven by representative examples. The book is structured to assist the reader in formulating and proving conjectures, as well as devising solutions to important mathematical problems by making connections between various concepts and ideas from different areas of mathematics. Instructors and educators teaching problem-solving courses or organizing mathematics clubs, as well as motivated mathematics students from high school juniors to college seniors, will find Mathematical Bri...

Exploring mathematics anxiety and attitude: Mathematics students' experiences

Science.gov (United States)

Sahri, Nurul Ashikin; Kamaruzaman, Wan Nur Farahdalila Wan; Jamil, Jastini Mohd.; Shaharanee, Izwan Nizal Mohd.

2017-11-01

A quantitative and correlational, survey methods were used to investigate the relationships among mathematical anxiety and attitude toward student's mathematics performance. Participants were 100 students volunteer to enroll in undergraduate Industrial Statistics, Decision Sciences and Business Mathematics at one of northern university in Malaysia. Survey data consisted of demographic items and Likert scale items. The collected data was analyzed by using the idea of correlation and regression analysis. The results indicated that there was a significant positive relationship between students' attitude and mathematics anxiety. Results also indicated that a substantial positive effect of students' attitude and mathematics anxiety in students' achievement. Further study can be conducted on how mathematical anxiety and attitude toward mathematics affects can be used to predict the students' performance in the class.

A Capstone Mathematics Course for Prospective Secondary Mathematics Teachers

Science.gov (United States)

Artzt, Alice F.; Sultan, Alan; Curcio, Frances R.; Gurl, Theresa

2012-01-01

This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered…

On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers

Science.gov (United States)

Cai, Jinfa; Ding, Meixia

2017-01-01

Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…

Hands-On Mathematics: Two Cases from Ancient Chinese Mathematics

Science.gov (United States)

Wang, Youjun

2009-01-01

In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving, hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development of ancient Chinese mathematics, we find that the history of mathematics in…

Teaching mathematical word problem solving: the quality of evidence for strategy instruction priming the problem structure.

Science.gov (United States)

Jitendra, Asha K; Petersen-Brown, Shawna; Lein, Amy E; Zaslofsky, Anne F; Kunkel, Amy K; Jung, Pyung-Gang; Egan, Andrea M

2015-01-01

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed. © Hammill Institute on Disabilities 2013.

Mastoidectomy: anatomical parameters x surgical difficulty

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Pereira Júnior, Anastácio Rodrigues

2012-01-01

Full Text Available Introduction: The lowered temporal meninges and/ or anterior sigmoid sinus are contiditions that can determine surgical difficulties in performing mastoidectomy. Objective: To correlate in the tomography the extent of the prolapse of the sigmoid sinus and of temporal meninges with the surgical difficulty in the mastoidectomy. Method: The tomographic measurements of prolapse sigmoid and of temporal meninges were correlated with the presence or non-presence of the surgical difficulty observed during the mastoidectomy procedure in patients with ostomatoiditis chronic (n=30. Form of study: Contemporary cohort transverse. Results: In 10 patients were observed surgical difficulty distributed as: due to prolapse of the sigmoid sinus (n = 2 or temporal meninges prolapse (n = 7 or both (n = 1. In patients in which the surgical difficulty was due to sigmoid sinus prolapse, the tomography distance of the anterior border of the sigmoid sinus to posterior wall of external auditory canal was lower than 9 mm. In patients in which surgical difficulty was due to temporal meninges prolapse, the tomographic distance to the upper plane of the petrous bone was 7 mm. Conclusion: The computerized tomography distance between the temporal meninges and the upper plane of the petrous bone 7 mm and the distance of the anterior border of the sigmoid sinus to posterior wall of external auditory canal was lower than 9 mm are predictive to the surgical difficulties to perform mastoidectomy.

Mathematical calculation skills required for drug administration in undergraduate nursing students to ensure patient safety: A descriptive study: Drug calculation skills in nursing students.

Science.gov (United States)

Bagnasco, Annamaria; Galaverna, Lucia; Aleo, Giuseppe; Grugnetti, Anna Maria; Rosa, Francesca; Sasso, Loredana

2016-01-01

In the literature we found many studies that confirmed our concerns about nursing students' poor maths skills that directly impact on their ability to correctly calculate drug dosages with very serious consequences for patient safety. The aim of our study was to explore where students had most difficulty and identify appropriate educational interventions to bridge their mathematical knowledge gaps. This was a quali-quantitative descriptive study that included a sample of 726 undergraduate nursing students. We identified exactly where students had most difficulty and identified appropriate educational interventions to bridge their mathematical knowledge gaps. We found that the undergraduate nursing students mainly had difficulty with basic maths principles. Specific learning interventions are needed to improve their basic maths skills and their dosage calculation skills. For this purpose, we identified safeMedicate and eDose (Authentic World Ltd.), only that they are only available in English. In the near future we hope to set up a partnership to work together on the Italian version of these tools. Copyright © 2015 Elsevier Ltd. All rights reserved.

The contribution of spatial ability to mathematics achievement in middle childhood.

Science.gov (United States)

Gilligan, Katie A; Flouri, Eirini; Farran, Emily K

2017-11-01

Strong spatial skills are associated with success in science, technology, engineering, and mathematics (STEM) domains. Although there is convincing evidence that spatial skills are a reliable predictor of mathematical achievement in preschool children and in university students, there is a lack of research exploring associations between spatial and mathematics achievement during the primary school years. To address this question, this study explored associations between mathematics and spatial skills in children aged 5 and 7years. The study sample included 12,099 children who participated in both Wave 3 (mean age=5; 02 [years; months]) and Wave 4 (mean age=7; 03) of the Millennium Cohort Study. Measures included a standardised assessment of mathematics and the Pattern Construction subscale of the British Ability Scales II to assess intrinsic-dynamic spatial skills. Spatial skills at 5 and 7years of age explained a significant 8.8% of the variation in mathematics achievement at 7years, above that explained by other predictors of mathematics, including gender, socioeconomic status, ethnicity, and language skills. This percentage increased to 22.6% without adjustment for language skills. This study expands previous findings by using a large-scale longitudinal sample of primary school children, a population that has been largely omitted from previous research exploring associations between spatial ability and mathematics achievement. The finding that early and concurrent spatial skills contribute to mathematics achievement at 7years of age highlights the potential of spatial skills as a novel target in the design of mathematics interventions for children in this age range. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

On the learning difficulty of visual and auditory modal concepts: Evidence for a single processing system.

Science.gov (United States)

Vigo, Ronaldo; Doan, Karina-Mikayla C; Doan, Charles A; Pinegar, Shannon

2018-02-01

The logic operators (e.g., "and," "or," "if, then") play a fundamental role in concept formation, syntactic construction, semantic expression, and deductive reasoning. In spite of this very general and basic role, there are relatively few studies in the literature that focus on their conceptual nature. In the current investigation, we examine, for the first time, the learning difficulty experienced by observers in classifying members belonging to these primitive "modal concepts" instantiated with sets of acoustic and visual stimuli. We report results from two categorization experiments that suggest the acquisition of acoustic and visual modal concepts is achieved by the same general cognitive mechanism. Additionally, we attempt to account for these results with two models of concept learning difficulty: the generalized invariance structure theory model (Vigo in Cognition 129(1):138-162, 2013, Mathematical principles of human conceptual behavior, Routledge, New York, 2014) and the generalized context model (Nosofsky in J Exp Psychol Learn Mem Cogn 10(1):104-114, 1984, J Exp Psychol 115(1):39-57, 1986).

Theoretical Mathematics

Science.gov (United States)

Stöltzner, Michael

Answering to the double-faced influence of string theory on mathematical practice and rigour, the mathematical physicists Arthur Jaffe and Frank Quinn have contemplated the idea that there exists a `theoretical' mathematics (alongside `theoretical' physics) whose basic structures and results still require independent corroboration by mathematical proof. In this paper, I shall take the Jaffe-Quinn debate mainly as a problem of mathematical ontology and analyse it against the backdrop of two philosophical views that are appreciative towards informal mathematical development and conjectural results: Lakatos's methodology of proofs and refutations and John von Neumann's opportunistic reading of Hilbert's axiomatic method. The comparison of both approaches shows that mitigating Lakatos's falsificationism makes his insights about mathematical quasi-ontology more relevant to 20th century mathematics in which new structures are introduced by axiomatisation and not necessarily motivated by informal ancestors. The final section discusses the consequences of string theorists' claim to finality for the theory's mathematical make-up. I argue that ontological reductionism as advocated by particle physicists and the quest for mathematically deeper axioms do not necessarily lead to identical results.

Exploring Differential Effects of Mathematics Courses on Mathematics Achievement

Science.gov (United States)

Ma, Xin; McIntyre, Laureen J.

2005-01-01

Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after…

Mathematics Curriculum, the Philosophy of Mathematics and its ...

African Journals Online (AJOL)

It is my observation that the current school mathematics curriculum in Ethiopia is not producing competent mathematics students. Many mathematicians in Ethiopia and other part of the world have often expressed grief that the majority of students do not understand mathematical concepts, or do not see why mathematical ...

Mathematics, the Computer, and the Impact on Mathematics Education.

Science.gov (United States)

Tooke, D. James

2001-01-01

Discusses the connection between mathematics and the computer; mathematics curriculum; mathematics instruction, including teachers learning to use computers; and the impact of the computer on learning mathematics. (LRW)

Finite Mathematics and Discrete Mathematics: Is There a Difference?

Science.gov (United States)

Johnson, Marvin L.

Discrete mathematics and finite mathematics differ in a number of ways. First, finite mathematics has a longer history and is therefore more stable in terms of course content. Finite mathematics courses emphasize certain particular mathematical tools which are useful in solving the problems of business and the social sciences. Discrete mathematics…

Mathematical Intelligence and Mathematical Creativity: A Causal Relationship

Science.gov (United States)

Tyagi, Tarun Kumar

2017-01-01

This study investigated the causal relationship between mathematical creativity and mathematical intelligence. Four hundred thirty-nine 8th-grade students, age ranged from 11 to 14 years, were included in the sample of this study by random cluster technique on which mathematical creativity and Hindi adaptation of mathematical intelligence test…

Application of pattern recognition methods for evaluating the immune status in patients

International Nuclear Information System (INIS)

Stavitsky, R.B.; Guslistyj, I.V.; Miroshnichenko, I.V.; Karklinskaya, O.N.; Ryabinina, I.D.; Kosova, I.P.; Stolpnikova, V.N.; Malaeva, N.S.; Latypova, I.I.; Lebedev, L.A.

2001-01-01

The effectiveness of mathematical tools for pattern recognition as applied to numerical assessments of the immune status of patients exposed to ecological hazards is evaluated by experimentation. The immune status is estimated according to a two-class scheme (norm/abnormality) based on blood indicators of immunity for the patients examined. The task of categorizing patients by immunological parameters of blood is shown to be resolved with high effectiveness for determining the immune status [ru

The effect of problem posing and problem solving with realistic mathematics education approach to the conceptual understanding and adaptive reasoning

Science.gov (United States)

Mahendra, Rengga; Slamet, Isnandar; Budiyono

2017-12-01

One of the difficulties of students in learning mathematics is on the subject of geometry that requires students to understand abstract things. The aim of this research is to determine the effect of learning model Problem Posing and Problem Solving with Realistic Mathematics Education Approach to conceptual understanding and students' adaptive reasoning in learning mathematics. This research uses a kind of quasi experimental research. The population of this research is all seventh grade students of Junior High School 1 Jaten, Indonesia. The sample was taken using stratified cluster random sampling technique. The test of the research hypothesis was analyzed by using t-test. The results of this study indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students' conceptual understanding significantly in mathematics learning. In addition tu, the results also showed that the model of Problem Solving learning with Realistic Mathematics Education Approach can improve students' adaptive reasoning significantly in learning mathematics. Therefore, the model of Problem Posing and Problem Solving learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on the subject of geometry so as to improve conceptual understanding and students' adaptive reasoning. Furthermore, the impact can improve student achievement.

Determinants of footwear difficulties in people with plantar heel pain.

Science.gov (United States)

Sullivan, Justin; Pappas, Evangelos; Adams, Roger; Crosbie, Jack; Burns, Joshua

2015-01-01

Plantar heel pain is a common foot disorder aggravated by weight-bearing activity. Despite considerable focus on therapeutic interventions such as orthoses, there has been limited investigation of footwear-related issues in people with plantar heel pain. The aim of this study was to investigate whether people with plantar heel pain experience footwear-related difficulties compared to asymptomatic individuals, as well as identifying factors associated with footwear comfort, fit and choice. The footwear domain of the Foot Health Status Questionnaire (FHSQ) was assessed in 192 people with plantar heel pain and 69 asymptomatic controls. The plantar heel pain group was also assessed on a variety of measures including: foot posture, foot strength and flexibility, pedobarography and pain level. A univariate analysis of covariance, with age as the covariate, was used to compare the heel pain and control groups on the FHSQ footwear domain score. A multiple regression model was then constructed to investigate factors associated with footwear scores among participants with plantar heel pain. When compared to asymptomatic participants, people with plantar heel pain reported lower FHSQ footwear domain scores (mean difference -24.4; p footwear scores were associated with maximum force beneath the postero-lateral heel during barefoot walking, toe flexor strength and gender. People with plantar heel pain experience difficulty with footwear comfort, fit and choice. Reduced heel loading during barefoot walking, toe flexor weakness and female gender are all independently associated with reports of footwear difficulties in people with heel pain. Increased focus, in both clinical and research settings, is needed to address footwear-related issues in people with plantar heel pain.

Mathematics for physicists and engineers fundamentals and interactive study guide

CERN Document Server

Weltner, Klaus; Weber, Wolfgang J; Schuster, Peter; Grosjean, Jean

2014-01-01

This textbook offers an accessible and highly approved approach which is characterized by the combination of the textbook with a detailed study guide available online at our repository extras.springer.com. This study guide divides the whole learning task into small units which the student is very likely to master successfully. Thus he or she is asked to read and study a limited section of the textbook and to return to the study guide afterwards. Working with the study guide his or her learning results are controlled, monitored and deepened by graded questions, exercises, repetitions and finally by problems and applications of the content studied. Since the degree of difficulties is slowly rising the students gain confidence and experience their own progress in mathematical competence thus fostering motivation. Furthermore in case of learning difficulties he or she is given supplementary explanations and in case of individual needs supplementary exercises and applications. So the sequence of the studies is ind...

Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity

Science.gov (United States)

Crisan, Cosette; Rodd, Melissa

2017-01-01

A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…

Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.

Science.gov (United States)

Geary, David C

2013-02-01

Children's quantitative competencies upon entry into school can have lifelong consequences. Children who start behind generally stay behind, and mathematical skills at school completion influence employment prospects and wages in adulthood. I review the current debate over whether early quantitative learning is supported by (a) an inherent system for representing approximate magnitudes, (b) an attentional-control system that enables explicit processing of quantitative symbols, such as Arabic numerals, or (c) the logical problem-solving abilities that facilitate learning of the relations among numerals. Studies of children with mathematical learning disabilities and difficulties have suggested that each of these competencies may be involved, but to different degrees and at different points in the learning process. Clarifying how and when these competencies facilitate early quantitative learning and developing interventions to address their impact on children have the potential to yield substantial benefits for individuals and for society.

Nutritional status and long-term mortality in hospitalised patients with chronic obstructive pulmonary disease (COPD)

DEFF Research Database (Denmark)

Hallin, Runa; Gudmundsson, Gunnar; Suppli Ulrik, Charlotte

2007-01-01

Patients with chronic obstructive pulmonary disease (COPD) often have difficulties with keeping their weight. The aim of this investigation was to study nutritional status in hospitalised Nordic COPD patients and to investigate the association between nutritional status and long-term mortality in...

Rent pricing decision support mathematical model for finance leases under effective risks

Directory of Open Access Journals (Sweden)

Rabbani Masoud

2015-01-01

Full Text Available Nowadays, leasing has become an increasingly important and popular method for equipment acquisition. But, because of the rent pricing difficulties and some risks that affect the lessor and lessee's decision making, there are many people that still tend to buy equipment instead of lease it. In this paper we explore how risk can affect the leasing issue support mathematical model. For this purpose, we consider three types of risk; Credit risk, Transaction risk and Risk based pricing. In particular, our focus was on how to make decision about rent pricing in a leasing problem with different customers, various quality levels and different pricing methods. Finally, the mathematical model has been solved by Genetic Algorithm that is a search heuristic to optimize the problem. This algorithm was coded in MATLAB® R2012a to provide the best set of results.

Crossroads in the History of Mathematics and Mathematics Education. The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education

Science.gov (United States)

Sriraman, Bharath, Ed.

2012-01-01

The interaction of the history of mathematics and mathematics education has long been construed as an esoteric area of inquiry. Much of the research done in this realm has been under the auspices of the history and pedagogy of mathematics group. However there is little systematization or consolidation of the existing literature aimed at…

Discrete Mathematics

DEFF Research Database (Denmark)

Sørensen, John Aasted

2011-01-01

The objectives of Discrete Mathematics (IDISM2) are: The introduction of the mathematics needed for analysis, design and verification of discrete systems, including the application within programming languages for computer systems. Having passed the IDISM2 course, the student will be able...... to accomplish the following: -Understand and apply formal representations in discrete mathematics. -Understand and apply formal representations in problems within discrete mathematics. -Understand methods for solving problems in discrete mathematics. -Apply methods for solving problems in discrete mathematics......; construct a finite state machine for a given application. Apply these concepts to new problems. The teaching in Discrete Mathematics is a combination of sessions with lectures and students solving problems, either manually or by using Matlab. Furthermore a selection of projects must be solved and handed...

Mathematical Literacy: A new literacy or a new mathematics?

Directory of Open Access Journals (Sweden)

Renuka Vithal

2006-10-01

Full Text Available Mathematical Literacy is a ‘hot’ topic at present in most countries, whether it is referred to by that name, or in some cases as Numeracy, or Quantitative Literacy, or Matheracy, or as some part of Ethnomathematics, or related to Mathematics in Society. Questions continue to be asked about what is meant by mathematics in any concept of Mathematical Literacy and the use of the very word ‘Literacy’ in its association with Mathematics has been challenged. Its importance, however, lies in changing our perspective on mathematics teaching, away from the elitism so often associated with much mathematics education, and towards a more equitable, accessible and genuinely educational ideal.

Cognitive predictors of children's development in mathematics achievement: A latent growth modeling approach.

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Xenidou-Dervou, Iro; Van Luit, Johannes E H; Kroesbergen, Evelyn H; Friso-van den Bos, Ilona; Jonkman, Lisa M; van der Schoot, Menno; van Lieshout, Ernest C D M

2018-04-24

Research has identified various domain-general and domain-specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the predictors of children's individual growth rates, namely between-person differences in within-person change in mathematics achievement is scarce. We assessed 334 children's domain-general and mathematics-specific early cognitive abilities and their general mathematics achievement longitudinally across four time-points within the first and second grades of primary school. As expected, a constellation of multiple cognitive abilities contributed to the children's starting level of mathematical success. Specifically, latent growth modeling revealed that WM abilities, IQ, counting skills, nonsymbolic and symbolic approximate arithmetic and comparison skills explained individual differences in the children's initial status on a curriculum-based general mathematics achievement test. Surprisingly, however, only one out of all the assessed cognitive abilities was a unique predictor of the children's individual growth rates in mathematics achievement: their performance in the symbolic approximate addition task. In this task, children were asked to estimate the sum of two large numbers and decide if this estimated sum was smaller or larger compared to a third number. Our findings demonstrate the importance of multiple domain-general and mathematics-specific cognitive skills for identifying children at risk of struggling with mathematics and highlight the significance of early approximate arithmetic skills for the development of one's mathematical success. We argue the need for more research focus on explaining children's individual growth rates in mathematics achievement. © 2018 John Wiley & Sons Ltd.

The Relationship of Mathematics Anxiety and Mathematical Knowledge to the Learning of Mathematical Pedagogy by Preservice Elementary Teachers.

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Battista, Michael T.

1986-01-01

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers

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Briley, Jason S.

2012-01-01

Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…

Making Visible and Acting on Issues of Racism and Racialization in School Mathematics

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Jhonel A. Morvan

2017-12-01

Full Text Available Schools, as social systems, may knowingly or unintentionally perpetuate inequities through unchallenged oppressive systems. This paper focuses on mathematics as a subject area in school practices in which inequities seem to be considered normal. Issues of racism and racialization in the discipline of mathematics are predominantly lived through the practice of streaming where students are enrolled in courses of different levels of difficulty. Such practice denies marginalized groups of students the full benefit of rich learning experiences. These issues should be of concern for activists, advocates, and allies as well as individuals and groups who are systematically and directly affected. The purpose of this paper is to make visible issues of racism and racialization in school mathematics to a range of stakeholders that include: school administrators, teachers, students, parents, education advocates, academics, educational researchers, and politicians. The ultimate goal is that the knowledge gained through this call to action will contribute toward eliminating social injustice in all school systems, particularly as it relates to skin colour, country of origin, culture, language, customs, and religion.

Using online handwriting and audio streams for mathematical expressions recognition: a bimodal approach

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Medjkoune, Sofiane; Mouchère, Harold; Petitrenaud, Simon; Viard-Gaudin, Christian

2013-01-01

The work reported in this paper concerns the problem of mathematical expressions recognition. This task is known to be a very hard one. We propose to alleviate the difficulties by taking into account two complementary modalities. The modalities referred to are handwriting and audio ones. To combine the signals coming from both modalities, various fusion methods are explored. Performances evaluated on the HAMEX dataset show a significant improvement compared to a single modality (handwriting) based system.

Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children's literature.

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Flevares, Lucia M; Schiff, Jamie R

2014-01-01

In the past 25 years an identifiable interest in using children's literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children's mathematics learning and interest have been documented (Hong, 1996; O'Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children's understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children's literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children's books in mathematics activities and for teacher training.

Mathematical modelling

DEFF Research Database (Denmark)

Blomhøj, Morten

2004-01-01

Developing competences for setting up, analysing and criticising mathematical models are normally seen as relevant only from and above upper secondary level. The general belief among teachers is that modelling activities presuppose conceptual understanding of the mathematics involved. Mathematical...... roots for the construction of important mathematical concepts. In addition competences for setting up, analysing and criticising modelling processes and the possible use of models is a formative aim in this own right for mathematics teaching in general education. The paper presents a theoretical...... modelling, however, can be seen as a practice of teaching that place the relation between real life and mathematics into the centre of teaching and learning mathematics, and this is relevant at all levels. Modelling activities may motivate the learning process and help the learner to establish cognitive...

Thermoregulation in premature infants: A mathematical model.

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Pereira, Carina Barbosa; Heimann, Konrad; Czaplik, Michael; Blazek, Vladimir; Venema, Boudewijn; Leonhardt, Steffen

2016-12-01

In 2010, approximately 14.9 million babies (11.1%) were born preterm. Because preterm infants suffer from an immature thermoregulatory system they have difficulty maintaining their core body temperature at a constant level. Therefore, it is essential to maintain their temperature at, ideally, around 37°C. For this, mathematical models can provide detailed insight into heat transfer processes and body-environment interactions for clinical applications. A new multi-node mathematical model of the thermoregulatory system of newborn infants is presented. It comprises seven compartments, one spherical and six cylindrical, which represent the head, thorax, abdomen, arms and legs, respectively. The model is customizable, i.e. it meets individual characteristics of the neonate (e.g. gestational age, postnatal age, weight and length) which play an important role in heat transfer mechanisms. The model was validated during thermal neutrality and in a transient thermal environment. During thermal neutrality the model accurately predicted skin and core temperatures. The difference in mean core temperature between measurements and simulations averaged 0.25±0.21°C and that of skin temperature averaged 0.36±0.36°C. During transient thermal conditions, our approach simulated the thermoregulatory dynamics/responses. Here, for all infants, the mean absolute error between core temperatures averaged 0.12±0.11°C and that of skin temperatures hovered around 0.30°C. The mathematical model appears able to predict core and skin temperatures during thermal neutrality and in case of a transient thermal conditions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mathematical modelling of plant transients in the PWR for simulator purposes

International Nuclear Information System (INIS)

Hartel, K.

1984-01-01

This chapter presents the results of the testing of anticipated and abnormal plant transients in pressurized water reactors (PWRs) of the type WWER 440 by means of the numerical simulation of 32 different, stationary and nonstationary, operational regimes. Topics considered include the formation of the PWR mathematical model, the physical approximation of the reactor core, the structure of the reactor core model, a mathematical approximation of the reactor model, the selection of numerical methods, and a computerized simulation system. The necessity of a PWR simulator in Czechoslovakia is justified by the present status and the outlook for the further development of the Czechoslovak nuclear power complex

Discrete Mathematics and the Secondary Mathematics Curriculum.

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Dossey, John

Discrete mathematics, the mathematics of decision making for finite settings, is a topic of great interest in mathematics education at all levels. Attention is being focused on resolving the diversity of opinion concerning the exact nature of the subject, what content the curriculum should contain, who should study that material, and how that…

University Students with Reading Difficulties: Do Perceived Supports and Comorbid Difficulties Predict Well-being and GPA?

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Stack-Cutler, Holly L.; Parrila, Rauno K.; Torppa, Minna

2016-01-01

We examined the impact of the number of comorbid difficulties, social support, and community support on life satisfaction and academic achievement among 120 university students or recent graduates with self-reported reading difficulties. Participants completed a questionnaire assessing perceived social support, perceived community support, the…

Subjective Word-Finding Difficulty Reduces Engagement in Social Leisure Activities in Alzheimer’s Disease

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Farrell, Meagan T.; Zahodne, Laura B.; Stern, Yaakov; Dorrejo, Jhedy; Yeung, Philip; Cosentino, Stephanie

2014-01-01

Objectives To assess the influence of subjective word-finding difficulty on Alzheimer’s disease (AD) patients’ likelihood of engaging in social leisure activities. Design Analysis of data collected from the second cohort of the Multicenter Study of Predictors of Disease Course in Alzheimer’s disease. Setting Four study sites in the U.S. and France. Participants Individuals diagnosed with mild to moderate AD (N = 236) Measurements On separate questionnaires, patients were asked to 1) report whether had trouble finding the right word when speaking (subjective word-finding difficulty), and 2) rate their frequency and enjoyment of both social and nonsocial leisure activities. Objective language measures included object naming and verbal fluency. Measures of dependence, depression, cognitive status, age, sex, and education were also included as covariates in regression analyses. Results Over half (52%) of the sample reported word-finding difficulty, and subjective complaints were correlated with poorer verbal fluency scores. Subjective word-finding difficulty was uniquely related to social activity measures. Endorsers of word-finding difficulty reported reduced frequency and enjoyment of social leisure activities, controlling for covariates. In contrast, engagement in nonsocial activities was associated with higher age and depression scores, but was not related to word-finding complaints. These results were corroborated by the caregivers’ reports, and occurred above and beyond the effect of objective word-finding ability. Conclusion AD patients who are aware of increasing word-finding failures are less likely to participate in and enjoy socially-oriented leisure activities. This finding may have significant implications for clinical and health outcomes in AD. A failure to evaluate subjective language complaints could result in social withdrawal symptoms, thereby threatening the patient’s quality of life as well as increasing caregiver burden. Importantly

Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms.

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Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.

Meeting in mathematics

DEFF Research Database (Denmark)

Mogensen, Arne; Georgiev, Vladimir; Ulovec, Andreas

To encourage many more young people to appreciate the real nature and spirit of mathematics and possibly to be enrolled in mathematics study it is important to involve them in doing mathematics (not just learning about mathematics). This goal could be achieved if mathematics teachers are prepared...... to identify and work with mathematically gifted students (without loosing the rest). The book offers chapters on gifted students, mathematical competences and other issues....

Who walks? Factors associated with walking behavior in disabled older women with and without self-reported walking difficulty.

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Simonsick, E M; Guralnik, J M; Fried, L P

1999-06-01

To determine how severity of walking difficulty and sociodemographic, psychosocial, and health-related factors influence walking behavior in disabled older women. Cross-sectional analyses of baseline data from the Women's Health and Aging Study (WHAS). An urban community encompassing 12 contiguous zip code areas in the eastern portion of Baltimore City and part of Baltimore County, Maryland. A total of 920 moderately to severely disabled community-resident women, aged 65 years and older, identified from an age-stratified random sample of Medicare beneficiaries. Walking behavior was defined as minutes walked for exercise and total blocks walked per week. Independent variables included self-reported walking difficulty, sociodemographic factors, psychological status (depression, mastery, anxiety, and cognition), and health-related factors (falls and fear of falling, fatigue, vision and balance problems, weight, smoking, and cane use). Walking at least 8 blocks per week was strongly negatively related to severity of walking difficulty. Independent of difficulty level, older age, black race, fatigue, obesity, and cane use were also negatively associated with walking; living alone and high mastery had a positive association with walking. Even among functionally limited women, sociocultural, psychological, and health-related factors were independently associated with walking behavior. Thus, programs aimed at improving walking ability need to address these factors in addition to walking difficulties to maximize participation and compliance.

Mathematical methods for hydrodynamic limits

CERN Document Server

Masi, Anna

1991-01-01

Entropy inequalities, correlation functions, couplings between stochastic processes are powerful techniques which have been extensively used to give arigorous foundation to the theory of complex, many component systems and to its many applications in a variety of fields as physics, biology, population dynamics, economics, ... The purpose of the book is to make theseand other mathematical methods accessible to readers with a limited background in probability and physics by examining in detail a few models where the techniques emerge clearly, while extra difficulties arekept to a minimum. Lanford's method and its extension to the hierarchy of equations for the truncated correlation functions, the v-functions, are presented and applied to prove the validity of macroscopic equations forstochastic particle systems which are perturbations of the independent and of the symmetric simple exclusion processes. Entropy inequalities are discussed in the frame of the Guo-Papanicolaou-Varadhan technique and of theKipnis-Oll...

The Impact of Socioeconomic Status on Elementary Student Achievement in Rural South Texas Schools

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Martinez-Perez, Frances A.

2013-01-01

Educational inequalities that exist due to socioeconomic status impact the academic achievement of students and contribute to the achievement gap. This study attempted to examine how the predictors of grade level and socioeconomic status impact the passing of state standardized reading and mathematics exams. The 2012-2013 State of Texas Academic…

Burnout among Volunteers in the Social Services: The Impact of Gender and Employment Status

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Kulik, Liat

2006-01-01

This study examines whether gender and employment status affect burnout, motives for volunteering, and difficulties associated with volunteer activity in social and community services in Israel. The sample included 375 men and women aged 16 through 80. Participants were divided into four groups by employment status: high school students, employed…

Mathematics education and students with learning disabilities: introduction to the special series.

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Rivera, D P

1997-01-01

The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and

International note: Are Emirati parents' attitudes toward mathematics linked to their adolescent children's attitudes toward mathematics and mathematics achievement?

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Areepattamannil, Shaljan; Khine, Myint Swe; Melkonian, Michael; Welch, Anita G; Al Nuaimi, Samira Ahmed; Rashad, Fatimah F

2015-10-01

Drawing on data from the 2012 Program for International Student Assessment (PISA) and employing multilevel modeling as an analytic strategy, this study examined the relations of adolescent children's perceptions of their parents' attitudes towards mathematics to their own attitudes towards mathematics and mathematics achievement among a sample of 5116 adolescents from 384 schools in the United Arab Emirates. The results of this cross-sectional study revealed that adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children not only to study but also for their career tended to report higher levels of intrinsic and instrumental motivation to learn mathematics, mathematics self-concept and self-efficacy, and mathematics work ethic. Moreover, adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children's career tended to report positive intentions and behaviors toward mathematics. However, adolescents who perceived that their parents considered mathematics was important for their children's career tended to report higher levels of mathematics anxiety. Finally, adolescents who perceived that their parents considered mathematics was important for their children to study performed significantly better on the mathematics assessment than did their peers whose parents disregarded the importance of learning mathematics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Relationships among Pre-Service Mathematics Teachers' Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

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Yang, Xinrong; Leung, Frederick K. S.

2015-01-01

This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and…

Mathematical Learning Disabilities in Special Populations: Phenotypic Variation and Cross-Disorder Comparisons

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Dennis, Maureen; Berch, Daniel B.; Mazzocco, Michele M. M.

2009-01-01

What is mathematical learning disability (MLD)? The reviews in this special issue adopt different approaches to defining the construct of MLD. Collectively, they demonstrate the current status of efforts to establish a consensus definition and the challenges faced in this endeavor. In this commentary, we reflect upon the proposed pathways to…

Mathematics without boundaries surveys in pure mathematics

CERN Document Server

Pardalos, Panos

2014-01-01

The contributions in this volume have been written by eminent scientists from the international mathematical community and present significant advances in several theories, methods and problems of Mathematical Analysis, Discrete Mathematics, Geometry and their Applications. The chapters focus on both old and recent developments in Functional Analysis, Harmonic Analysis, Complex Analysis, Operator Theory, Combinatorics, Functional Equations, Differential Equations as well as a variety of Applications. The book also contains some review works, which could prove particularly useful for a broader audience of readers in Mathematical Sciences, and especially to graduate students looking for the  latest information.

Problem solving of student with visual impairment related to mathematical literacy problem

Science.gov (United States)

Pratama, A. R.; Saputro, D. R. S.; Riyadi

2018-04-01

The student with visual impairment, total blind category depends on the sense of touch and hearing in obtaining information. In fact, the two senses can receive information less than 20%. Thus, students with visual impairment of the total blind categories in the learning process must have difficulty, including learning mathematics. This study aims to describe the problem-solving process of the student with visual impairment, total blind category on mathematical literacy issues based on Polya phase. This research using test method similar problems mathematical literacy in PISA and in-depth interviews. The subject of this study was a student with visual impairment, total blind category. Based on the result of the research, problem-solving related to mathematical literacy based on Polya phase is quite good. In the phase of understanding the problem, the student read about twice by brushing the text and assisted with information through hearing three times. The student with visual impairment in problem-solving based on the Polya phase, devising a plan by summoning knowledge and experience gained previously. At the phase of carrying out the plan, students with visual impairment implement the plan in accordance with pre-made. In the looking back phase, students with visual impairment need to check the answers three times but have not been able to find a way.

The behaviour and self-esteem of children with specific speech and language difficulties.

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Lindsay, G; Dockrell, J

2000-12-01

Children with specific speech and language difficulties (SSLD) may have associated difficulties that impair their access to the curriculum, and their social relationships at home and in school. (i) To identify the range of additional problems experienced by children with SSLD in different educational contexts; (ii) to consider the relationship between these problems and the child's current language status and (iii) to consider the child's self-esteem and the extent to which self-esteem is associated with the primary language problem or other associated difficulties. Sixty-nine children (17 girls, 52 boys) aged 7-8 years (Year 3) who had been identified as having SSLD, 59 from two local education authorities and 10 from regional special schools for children with severe speech and language difficulties. The children were assessed on a range of cognitive, language and educational measures; children and teachers completed a measure of the children's self-esteem (Pictorial Scale of Perceived Competence and Social Acceptance); teachers and parents completed a behavioural questionnaire (Strengths and Difficulties Questionnaire (SDQ); teachers also completed a further rating scale which included a behaviour subscale (Junior Rating Scale: JRS). The children's behaviour was rated as significantly different from the norm on both the SDQ and JRS, with the parents more likely to rate the child as having problems, but also as having prosocial behaviour. Both teachers and parents tended to rate the boys as having more problems than girls on the SDQ, with significant differences for the parents' ratings occurring on the total score and the hyperactivity and conduct problems scales. The children had positive self perceptions, which were comparable to the standardisation sample, and generally significantly higher than those of the teachers. The language and educational attainment scores of the children in special and mainstream schools were generally not significantly different, but

Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy

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Zuya, Habila Elisha; Kwalat, Simon Kevin; Attah, Bala Galle

2016-01-01

Pre-service mathematics teachers' mathematics self-efficacy and mathematics teaching self-efficacy were investigated in this study. The purpose was to determine the confidence levels of their self-efficacy in mathematics and mathematics teaching. Also, the study was aimed at finding whether their mathematics self-efficacy and teaching…

Mathematics Teachers' Perceptions of Their Students' Mathematical Competence: Relations to Mathematics Achievement, Affect, and Engagement in Singapore and Australia

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