Comparing Views of Primary School Mathematics Teachers and Prospective Mathematics Teachers about Instructional Technologies

Directory of Open Access Journals (Sweden)

Adnan Baki

2009-11-01

them were mathematics teachers chosen from 3 different schools of different social stratification among primary schools in Artvin city center in the spring term of 2008-2009 educational year, another 3 of them were mathematics teachers from 3 different schools of different social stratification among primary schools in Trabzon city. Prospective mathematics teachers at their last year were randomly chosen from the elementary mathematics teacher training program of Fatih Faculty of Education in Karadeniz Technical University.The chosen 6 teachers and 6 candidate teachers were interviewed with 9-item semi-structured interviews in duration of 25 to 40 minutes. The opinions of the teachers and candidate teachers were compared and interpreted in a multidimensional point of view by the researchers. Concerning the research inquiries, the obtained data were classified under the titles as; definition of the instructional technology concept, instructional technologies used by the participants, benefits of this usage, competences related to usage of these technologies, suggestions for using these technologies. Based on the data these results were drawn; while the teachers take the instructional technologies concept as technological tool specifically, the candidate teachers, on the other hand, perceive the concept from a broader point of view. The teachers are more acquainted with mainstream technological products like computer and internet however the candidate teachers are also aware of books, magazines and concrete materials. Complying with some previous studies (Baki, 2000; YeĢilyurt, 2006; Lin, Hsiech and Pierson, 2004; Ayvacı et al., 2007, both teachers and candidate teachers agree on that using instructional technologies matters in a positive way. However, since the teachers are actively in-service, they mentioned on application problems, on the contrary the candidate teachers are unaware of the prospective problems. The reason of this situation may be the problems faced

LEARNING AND THOUGHT PROCESSES IN REALISTIC MATHEMATICS INSTRUCTION

NARCIS (Netherlands)

Nelissen, J.; Tomic, W.

2008-01-01

This article deals with the various different approaches to mathematics and the influence that these approaches have had on the teaching of this subject. In addition to the three generally known schools of mathematics instruction - the mechanistic, the structuralistic and the empirical - the article

The influence of instructional materials on mathematics achievement ...

African Journals Online (AJOL)

The influence of instructional materials on mathematics achievement of senior secondary students in Akamkpa Local Government Area of Cross River State, ... the ten public secondary schools in Akamkpa Local Government Area by stratified random technique, and two (2) Mathematics teachers per school for the study.

Understanding and responding the students in learning mathematics through the differentiated instruction

Science.gov (United States)

Hapsari, T.; Darhim; Dahlan, J. A.

2018-05-01

This research discusses the differentiated instruction, a mathematic learning which is as expected by the students in connection with the differentiated instruction itself, its implementation, and the students’ responses. This research employs a survey method which involves 62 students as the research respondents. The mathematics learning types required by the students and their responses to the differentiated instruction are examined through questionnaire and interview. The mathematics learning types in orderly required by the students, from the highest frequency cover the easily understood instructions, slowly/not rushing teaching, fun, not complicated, interspersed with humour, various question practices, not too serious, and conducive class atmosphere for the instructions. Implementing the differentiated instruction is not easy. The teacher should be able to constantly assess the students, s/he should have good knowledge of relevant materials and instructions, and properly prepare the instructions, although it is time-consuming. The differentiated instruction is implemented on the instructions of numerical pattern materials. The strategies implemented are flexible grouping, tiered assignment, and compacting. The students positively respond the differentiated learning instruction that they become more motivated and involved in the instruction.

Local Instruction Theories as Means of Support for teachers in Reform Mathematics Education

NARCIS (Netherlands)

Gravemeijer, K.P.E.

2004-01-01

This article focuses on a form of instructional design that is deemed fitting for reform mathematics education. Reform mathematics education requires instruction that helps students in developing their current ways of reasoning into more sophisticated ways of mathematical reasoning. This implies

Secondary School Mathematics Teachers' and Students' Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica Example

Science.gov (United States)

Ardiç, Mehmet Alper; Isleyen, Tevfik

2017-01-01

This study aimed at determining the secondary school mathematics teachers' and students' views on computer-assisted mathematics instruction (CAMI) conducted via Mathematica. Accordingly, three mathematics teachers in Adiyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers in the…

Effects of mathematical game and instructional analogy as advance ...

African Journals Online (AJOL)

The study investigated the effects of mathematical game and instructional analogy on students' achievement in junior secondary school mathematics. A total of 246 Junior Secondary Two (JS2) Mathematics students were involved in the study. A 3×2 factorial design was adopted in the research. From the findings, it was ...

An Analysis of Mathematics Interventions: Increased Time-on-Task Compared with Computer-Assisted Mathematics Instruction

Science.gov (United States)

Calhoun, James M., Jr.

2011-01-01

Student achievement is not progressing on mathematics as measured by state, national, and international assessments. Much of the research points to mathematics curriculum and instruction as the root cause of student failure to achieve at levels comparable to other nations. Since mathematics is regarded as a gate keeper to many educational…

Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education

OpenAIRE

Smith, Kevin

2018-01-01

Adaptivelearning programs are frequently used in the K-8 mathematics classroom. Theseprograms provide instruction to students at the appropriate level of difficultyby presenting content, providing feedback, and allowing students to masterskills before progressing. The purpose of the study was to seek to interprethow preservice teachers’ experiences influence their perceptions and plans tointegrate adaptive learning programs in their future K-8 mathematics classroom.This was a qualitative stud...

Examining instruction, achievement, and equity with NAEP mathematics data.

Directory of Open Access Journals (Sweden)

Sarah Theule Lubienski

2006-06-01

Full Text Available The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, White and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some differences, such as Black and Hispanic students being assessed with multiple-choice tests significantly more often than were White students. Using hierarchical linear modeling, this study identified several significant positive—and no negative—relationships between reform-oriented practices and 4th-grade student achievement. Specifically, teacher emphasis on non-number mathematics strands, collaborative problem solving, and teacher knowledge of the NCTM Standards were positive predictors of achievement. An analysis of interaction effects indicated that the relationships between various instructional practices and achievement were roughly similar for White, Black and Hispanic students. The second purpose of this article is to make comparisons with another study that used the same NAEP data, but drew very different conclusions about the potential for particular instructional practices to alleviate inequities. A study published in EPAA by Wenglinsky (2004 concluded that school personnel can eliminate race-related gaps within their schools by changing their instructional practices. Similarities and differences between these two studies are discussed to illuminate how a researcher's framing, methods, and interpretations can heavily influence a study's conclusions. Ultimately, this article argues that the primary conclusion of Wenglinsky's study is unwarranted. Keywords: equity, hierarchical linear modeling; mathematics achievement; mathematics instruction; NAEP.

An investigation of mathematics and science instruction in English and Spanish for English language learners

Science.gov (United States)

Rodriguez-Esquivel, Marina

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

Secondary School Mathematics Teachers’ and Students’ Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica Example

Directory of Open Access Journals (Sweden)

Mehmet Alper Ardıç

2017-01-01

Full Text Available This study aimed at determining the secondary school mathematics teachers’ and students’ views on computer-assisted mathematics instruction (CAMI conducted via Mathematica. Accordingly, three mathematics teachers in Adıyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers in the Mathematica program, a computer algebra system (CAS and CAMI. Then, they provided a suitable environment for teachers to practice CAMI with their students to teach quadratic functions (parabola. Case study, a qualitative research design, was utilized in the study. Semi-structured interview forms were used as data collection tools. The interview data were analyzed using descriptive and content analysis, and the codes and themes related to the topic were obtained. The findings revealed that all the teachers found CAMI implementations interesting as supported by students’ views. While all mathematics teachers wanted to benefit from CAMI in mathematics and geometry courses, most of the students asked that CAMI be used in different courses. It was found that students did not have any problems with the Mathematica used with CAMI activities. However, it was also revealed by one student and one teacher that involving CAMI constantly in the courses would hinder preparations for the university entrance exam.

Mathematical Problem Solving Ability of Junior High School Students through Ang’s Framework for Mathematical Modelling Instruction

Science.gov (United States)

Fasni, N.; Turmudi, T.; Kusnandi, K.

2017-09-01

This research background of this research is the importance of student problem solving abilities. The purpose of this study is to find out whether there are differences in the ability to solve mathematical problems between students who have learned mathematics using Ang’s Framework for Mathematical Modelling Instruction (AFFMMI) and students who have learned using scientific approach (SA). The method used in this research is a quasi-experimental method with pretest-postest control group design. Data analysis of mathematical problem solving ability using Indepent Sample Test. The results showed that there was a difference in the ability to solve mathematical problems between students who received learning with Ang’s Framework for Mathematical Modelling Instruction and students who received learning with a scientific approach. AFFMMI focuses on mathematical modeling. This modeling allows students to solve problems. The use of AFFMMI is able to improve the solving ability.

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

Science.gov (United States)

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

PENGEMBANGAN MODEL COMPREHENSIVE MATHEMATICS INSTRUCTION (CMI DALAM MEMBANGUN KEMAMPUAN MATHEMATICAL THINKING SISWA

Directory of Open Access Journals (Sweden)

Nita Delima

2017-03-01

Full Text Available Kesetaraan dalam pendidikan merupakan elemen penting dari beberapa standar visi NCTM dalam pendidikan matematika. Kesetaraan yang dimaksud, tidak berarti bahwa setiap siswa harus menerima pembelajaran yang identik dari guru; sebaliknya, menuntut sebuah pembelajaran yang mengakomodasi sebuah akses dalam mencapai kemampuan setiap siswa. Selain itu, NCTM juga mengemukakan bahwa dalam pembelajaran matematika terdapat lima standar proses yang harus terpenuhi, yakni problem solving, reasoning and proof, connections, communication, dan representation. Sementara itu, kemampuan problem solving yang dimiliki oleh seseorang akan mempengaruhi pada fleksibilitas proses berpikir mereka. Proses berpikir yang dimaksud dapat berupa proses dinamik yang memuat kompleksitas ide–ide matematik yang dimiliki serta dapat mengekspansi pemahaman tentang matematika yang disebut sebagai mathematical thinking. Dengan demikian, diperlukan sebuah model pembelajaran yang dapat berfungsi sebagai alat pedagogis guru, baik sebelum, selama dan setelah pembelajaran, terutama dalam membangun mathematical thinking siswa. Kerangka Comprehensive Mathematics Instruction (CMI merupakan sebuah kerangka prinsip – prinsip praktek pembelajaran yang bertujuan untuk menciptakan pengalaman matematika yang seimbang, sehingga siswa dapat memiliki pemikiran dan pemahaman matematika secara mendalam, kerangka CMI memiliki semua kriteria sebuah model pembelajaran. Adapun syntax untuk model CMI terdiri dari develop, solidify dan practice. Dalam penerapannya, setiap syntax tersebut meliputi tiga tahapan, yakni tujuan (purpose, peran guru (teacher role dan peran siswa (student role. Berdasarkan hasil analisis eksploratif yang telah dilakukan, dapat disimpulkan bahwa model pembelajaran CMI ini dapat menjadi sebuah alat pedagogis yang baru bagi guru yang dapat digunakan, baik sebelum, selama dan setelah pembelajaran dalam membangun kemampuan mathematical thinking siswa.    Kata Kunci: Comprehensive

Secondary School Students' Attitudes towards Mathematics Computer--Assisted Instruction Environment in Kenya

Science.gov (United States)

Mwei, Philip K.; Wando, Dave; Too, Jackson K.

2012-01-01

This paper reports the results of research conducted in six classes (Form IV) with 205 students with a sample of 94 respondents. Data represent students' statements that describe (a) the role of Mathematics teachers in a computer-assisted instruction (CAI) environment and (b) effectiveness of CAI in Mathematics instruction. The results indicated…

Computer-Based Mathematics Instructions for Engineering Students

Science.gov (United States)

Khan, Mustaq A.; Wall, Curtiss E.

1996-01-01

Almost every engineering course involves mathematics in one form or another. The analytical process of developing mathematical models is very important for engineering students. However, the computational process involved in the solution of some mathematical problems may be very tedious and time consuming. There is a significant amount of mathematical software such as Mathematica, Mathcad, and Maple designed to aid in the solution of these instructional problems. The use of these packages in classroom teaching can greatly enhance understanding, and save time. Integration of computer technology in mathematics classes, without de-emphasizing the traditional analytical aspects of teaching, has proven very successful and is becoming almost essential. Sample computer laboratory modules are developed for presentation in the classroom setting. This is accomplished through the use of overhead projectors linked to graphing calculators and computers. Model problems are carefully selected from different areas.

Setting Instructional Expectations: Patterns of Principal Leadership for Middle School Mathematics

Science.gov (United States)

Katterfeld, Karin

2013-01-01

Principal instructional leadership has been found to support improved instruction. However, the methods through which principal leadership influences classroom instruction are less clear. This study investigates how principals' leadership may predict the expectations that mathematics teachers perceive for classroom practice. Results from a…

The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

Science.gov (United States)

Stultz, Sherry L.

2013-01-01

Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

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)

Applying Piaget's Theory of Cognitive Development to Mathematics Instruction

Science.gov (United States)

Ojose, Bobby

2008-01-01

This paper is based on a presentation given at National Council of Teachers of Mathematics (NCTM) in 2005 in Anaheim, California. It explicates the developmental stages of the child as posited by Piaget. The author then ties each of the stages to developmentally appropriate mathematics instruction. The implications in terms of not imposing…

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

Science.gov (United States)

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…

Silent method for mathematics instruction: An overview of teaching subsets

Science.gov (United States)

Sugiman, Apino, Ezi

2017-05-01

Generally, teachers use oral communication for teaching mathematics. Taking an opposite perspective, this paper describes how instructional practices for mathematics can be carried out namely a silent method. Silent method uses body language, written, and oral communication for classroom interaction. This research uses a design research approach consisting of four phases: preliminary, prototyping and developing the instruction, and assessment. There are four stages of silent method. The first stage is conditioning stage in which the teacher introduces the method and makes agreement about the `rule of the game'. It is followed by the second one, elaborating stage, where students guess and explore alternative answers. The third stage is developing mathematical thinking by structuring and symbolizing. Finally, the method is ended by reinforcing stage which aims at strengthening and reflecting student's understanding. In this paper, every stage is described on the basis of practical experiences in a real mathematics classroom setting.

Mathematics Instructional Model Based on Realistic Mathematics Education to Promote Problem Solving Ability at Junior High School Padang

OpenAIRE

Edwin Musdi

2016-01-01

This research aims to develop a mathematics instructional model based realistic mathematics education (RME) to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase.  At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characterist...

Mathematics Instruction for Students with Emotional and Behavioral Disorders: A Best-Evidence Synthesis

Science.gov (United States)

Ralston, Nicole C.; Benner, Gregory J.; Tsai, Shu-Fei; Riccomini, Paul J.; Nelson, J. Ron

2014-01-01

The authors report findings of a best-evidence synthesis of the effects of mathematics instruction on the mathematics skills of students with emotional and behavioral disorders. The goal of the synthesis was to extend previous research by (a) detailing independent variables, instructional components, and outcome measures for each study; (b)…

Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education

Science.gov (United States)

Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena

2017-05-01

Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.

An Evaluation of the Instructional System in Mathematics: 1977-1978.

Science.gov (United States)

Frechtling, Joy A.; And Others

The results of an evaluation of various aspects of the Instructional System in Mathematics (ISM) are presented. ISM is an objectives-based, computer-supported, management system which builds upon a previously developed mathematics curriculum. Questionnaires to school-based personnel and students, in-school observations, and interviews, were used…

Good Questions: Great Ways to Differentiate Mathematics Instruction. Second Edition

Science.gov (United States)

Small, Marian

2012-01-01

Expanded to include connections to Common Core State Standards, as well as National Council of Teachers of Mathematics (NCTM) standards, this critically acclaimed book will help every teacher and coach to meet the challenges of differentiating mathematics instruction in the K-8 classroom. In this bestseller, math education expert Marian Small…

Integrating Mathematics, Science, and Language Arts Instruction Using the World Wide Web.

Science.gov (United States)

Clark, Kenneth; Hosticka, Alice; Kent, Judi; Browne, Ron

1998-01-01

Addresses issues of access to World Wide Web sites, mathematics and science content-resources available on the Web, and methods for integrating mathematics, science, and language arts instruction. (Author/ASK)

Digital fabrication as an instructional technology for supporting upper elementary and middle school science and mathematics education

Science.gov (United States)

Tillman, Daniel

The purpose of this three-paper manuscript dissertation was to study digital fabrication as an instructional technology for supporting elementary and middle school science and mathematics education. Article one analyzed the effects of digital fabrication activities that were designed to contextualize mathematics education at a summer mathematics enrichment program for upper elementary and middle school students. The primary dependent variables studied were the participants' knowledge of mathematics and science content, attitudes towards STEM (science, technology, engineering, and mathematics) and STEM-related careers. Based upon the data collected, three results were presented as having justifiable supporting empirical evidence: (1) The digital fabrication activities, combined with the other mathematics activities at the enrichment program, resulted in non-significant overall gains in students' mathematics test scores and attitudes towards STEM. (2) The digital fabrication activities, combined with the other mathematics activities at the enrichment program, resulted in noteworthy gains on the "Probability & Statistics" questions. (3) Some students who did poorly on the scored paper test on mathematics and science content were nonetheless nominated by their teachers as demonstrating meritorious distinction during the digital fabrication activities (termed "Great Thinkers" by the 5th-grade teachers). Article two focused on how an instructional technology course featuring digital fabrication activities impacted (1) preservice elementary teachers' efficacy beliefs about teaching science, and (2) their attitudes and understanding of how to include instructional technology and digital fabrication activities into teaching science. The research design compared two sections of a teaching with technology course featuring digital fabrication activities to another section of the same course that utilized a media cycle framework (Bull & Bell, 2005) that did not feature digital

Helping Students Acquire Thinking Skills through Mathematics Instruction.

Science.gov (United States)

Van Devender, Evelyn M.

1992-01-01

Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

Construction and reconstruction concept in mathematics instruction

Science.gov (United States)

Mumu, Jeinne; Charitas Indra Prahmana, Rully; Tanujaya, Benidiktus

2017-12-01

The purpose of this paper is to describe two learning activities undertaken by lecturers, so that students can understand a mathematical concept. The mathematical concept studied in this research is the Vector Space in Linear Algebra instruction. Classroom Action Research used as a research method with pre-service mathematics teacher at University of Papua as the research subject. Student participants are divided into two parallel classes, 24 students in regular class, and remedial class consist of 18 students. Both approaches, construct and reconstruction concept, are implemented on both classes. The result shows that concept construction can only be done in regular class while in remedial class, learning with concept construction approach is not able to increase students' understanding on the concept taught. Understanding the concept of a student in a remedial class can only be carried out using the concept reconstruction approach.

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…

How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition

Science.gov (United States)

Weber, Keith; Inglis, Matthew; Mejia-Ramos, Juan Pablo

2014-01-01

The received view of mathematical practice is that mathematicians gain certainty in mathematical assertions by deductive evidence rather than empirical or authoritarian evidence. This assumption has influenced mathematics instruction where students are expected to justify assertions with deductive arguments rather than by checking the assertion…

Using Principles of Programmed Instruction

Science.gov (United States)

Huffman, Harry

1971-01-01

Although programmed instruction in accounting is available, it is limited in scope and in acceptance. Teachers, however, may apply principles of programming to the individualizing of instruction. (Author)

Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students

Science.gov (United States)

Apino, E.; Retnawati, H.

2017-02-01

This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.

Blending Online and Traditional Instruction in the Mathematics Classroom.

Science.gov (United States)

Abrams, Gene; Haefner, Jeremy

2002-01-01

Describes the MathOnline system at the University of Colorado (Colorado Springs), a learning delivery method that, in addition to blending synchronous and asynchronous learning, combines traditional mathematics instruction with distance learning. Student surveys indicate the system greatly enhances traditional learners' educational experiences…

A Framework for Describing Mathematics Discourse in Instruction and Interpreting Differences in Teaching

Science.gov (United States)

Adler, Jill; Ronda, Erlina

2015-01-01

We describe and use an analytical framework to document mathematics discourse in instruction (MDI), and interpret differences in mathematics teaching. MDI is characterised by four interacting components in the teaching of a mathematics lesson: exemplification (occurring through a sequence of examples and related tasks), explanatory talk (talk that…

Programmed Instruction Revisited.

Science.gov (United States)

Skinner, B. F.

1986-01-01

Discusses the history and development of teaching machines, invented to restore the important features of personalized instruction as public school class size increased. Examines teaching and learning problems over the past 50 years, including motivation, attention, appreciation, discovery, and creativity in relation to programmed instruction.…

Mathematics beliefs and instructional strategies in achievement of elementary-school students in Japan: results from the TIMSS 2003 assessment.

Science.gov (United States)

House, J Daniel

2007-04-01

Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.

Accessible mathematics ten instructional shifts that raise student achievement

CERN Document Server

Leinwand, Steven

2009-01-01

Accessible Mathematics is Steven Leinwand's latest important book for math teachers. He focuses on the crucial issue of classroom instruction. He scours the research and visits highly effective classrooms for practical examples of small adjustments to teaching that lead to deeper student learning in math. Some of his 10 classroom-tested teaching shifts may surprise you and others will validate your thinking. But all will improve students' performance. Read Accessible Mathematics, try its 10 suggestions, and discover how minor shifts in teaching can put learning into high gear.

The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

Science.gov (United States)

Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

2018-01-01

This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

Science.gov (United States)

Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

2011-01-01

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

Latent Cluster Analysis of Instructional Practices Reported by High- and Low-performing Mathematics Teachers in Four Countries

OpenAIRE

Cheng, Qiang; Hsu, Hsien-Yuan

2017-01-01

Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practic...

BASIC Instructional Program: System Documentation.

Science.gov (United States)

Dageforde, Mary L.

This report documents the BASIC Instructional Program (BIP), a "hands-on laboratory" that teaches elementary programming in the BASIC language, as implemented in the MAINSAIL language, a machine-independent revision of SAIL which should facilitate implementation of BIP on other computing systems. Eight instructional modules which make up…

Science and mathematics teachers of the future

DEFF Research Database (Denmark)

Michelsen, Claus; Nielsen, Jan Alexis; Petersen, Morten Rask

2008-01-01

This paper presents the project Science and Mathematics Teachers of the Future. The aim of the project is to develop and implement a graduate level equivalent degree program in mathematics and science instruction for in-service teachers of lower secondary education. This aim is achieved...... in the programme through involving the teachers in design, implementation and evaluation of innovative instructional sequences, which deals with a wide range of aspects of mathematics and science, e.g. modern science and the importance of science in society. In the program contemporary science and mathematics...... education research serves as a basis for the design and development of warranted practices with which the teachers may experiment in their classroom. We will focus on the outcomes of offering a program which is intimately tied to (i) contemporary science and mathematics education research, (ii) modern...

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

Learning Mathematics through Programming

DEFF Research Database (Denmark)

Misfeldt, Morten; Ejsing-Duun, Stine

2015-01-01

In this paper we explore the potentials for learning mathematics through programming by a combination of theoretically derived potentials and cases of practical pedagogical work. We propose a model with three interdependent learning potentials as programming which can: (1) help reframe the students...... to mathematics is paramount. Analyzing two cases, we suggest a number of ways in which didactical attention to epistemic mediation can support learning mathematics....

Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics.

Science.gov (United States)

Artzt, Alice F.; Armour-Thomas, Eleanor

1998-01-01

Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of…

Co-operative learning and adaptive instruction in a mathematics curriculum

NARCIS (Netherlands)

Terwel, J.; Herfs, P.G.P.; Mertens, E.H.M.; Perrenet, J.Chr.

1994-01-01

The AGO 12 to 16 Project (the acronym AGO stands for the Dutch equivalent of 'Adaptive Instruction and Co-operative Learning') seeks to develop and evaluate a mathematics curriculum which is suitable for mixed-ability groups in secondary education. The research questions we will address here are,

Using Errors to Improve the Quality of Instructional Programs.

Science.gov (United States)

Anderson, Lorin W.; And Others

Clinchy and Rosenthal's error classification scheme was applied to test results to determine its ability to differentiate the effectiveness of instruction in two elementary schools. Mathematics retention tests matching the instructional objectives of both schools were constructed to measure the understanding of arithmetic concepts and the ability…

Program to enrich science and mathematics experiences of high school students through interactive museum internships

Energy Technology Data Exchange (ETDEWEB)

Reif, R.J. [State Univ. of New York, New Paltz, NY (United States); Lock, C.R. [Univ. of North Carolina, Charlotte, NC (United States)

1998-11-01

This project addressed the problem of female and minority representation in science and mathematics education and in related fields. It was designed to recruit high school students from under-represented groups into a program that provided significant, meaningful experiences to encourage those young people to pursue careers in science and science teaching. It provided role models for those students. It provided experiences outside of the normal school environment, experiences that put the participants in the position to serve as role models themselves for disadvantaged young people. It also provided encouragement to pursue careers in science and mathematics teaching and related careers. In these respects, it complemented other successful programs to encourage participation in science. And, it differed in that it provided incentives at a crucial time, when career decisions are being made during the high school years. Further, it encouraged the pursuit of careers in science teaching. The objectives of this project were to: (1) provide enrichment instruction in basic concepts in the life, earth, space, physical sciences and mathematics to selected high school students participating in the program; (2) provide instruction in teaching methods or processes, including verbal communication skills and the use of questioning; (3) provide opportunities for participants, as paid student interns, to transfer knowledge to other peers and adults; (4) encourage minority and female students with high academic potential to pursue careers in science teaching.

An Investigation of the Relative Effectiveness of the Basic Mathematics Review Program at Essex Community College.

Science.gov (United States)

Bloomberg, Jerome

Basic Mathematics Review (BMR) is a remedial non-credit course at Essex Community College (Maryland) being taught on an individualized basis. Following diagnostic testing and placement, instruction utilizes programmed materials, tutors, and self-tests. Evaluation of the new individualized BMR and comparison with the traditional remedial course…

Mathematics Instructional Model Based on Realistic Mathematics Education to Promote Problem Solving Ability at Junior High School Padang

Directory of Open Access Journals (Sweden)

Edwin Musdi

2016-02-01

Full Text Available This research aims to develop a mathematics instructional model based realistic mathematics education (RME to promote students' problem-solving abilities. The design research used Plomp models, which consists of preliminary phase, development or proto-typing phase and assessment phase.  At this study, only the first two phases conducted. The first phase, a preliminary investigation, carried out with a literature study to examine the theory-based instructional learning RME model, characteristics of learners, learning management descriptions by junior high school mathematics teacher and relevant research. The development phase is done by developing a draft model (an early prototype model that consists of the syntax, the social system, the principle of reaction, support systems, and the impact and effects of instructional support. Early prototype model contain a draft model, lesson plans, worksheets, and assessments. Tesssmer formative evaluation model used to revise the model. In this study only phase of one to one evaluation conducted. In the ppreliminary phase has produced a theory-based learning RME model, a description of the characteristics of learners in grade VIII Junior High School Padang and the description of teacher teaching in the classroom. The result showed that most students were still not be able to solve the non-routine problem. Teachers did not optimally facilitate students to develop problem-solving skills of students. It was recommended that the model can be applied in the classroom.

21st Century Mathematics

Science.gov (United States)

Seeley, Cathy

2004-01-01

This article addresses some important issues in mathematics instruction at the middle and secondary levels, including the structuring of a district's mathematics program; the choice of textbooks and use of calculators in the classroom; the need for more rigorous lesson planning practices; and the dangers of teaching to standardized tests rather…

National Center for Mathematics and Science - teacher resources

Science.gov (United States)

Mathematics and Science (NCISLA) HOME | PROGRAM OVERVIEW | RESEARCH AND PROFESSIONAL DEVELOPMENT support and improve student understanding of mathematics and science. The instructional resources listed Resources (CD)Powerful Practices in Mathematics and Science A multimedia product for educators, professional

Fostering Gender Equality and Achievement in Natural Science and Mathematics Instruction in Higher Education

Science.gov (United States)

Pearson, K.; Liddicoat, J.

2012-04-01

Traditionally in the United States, males have been drawn to careers in the natural sciences and mathematics for a variety of social and economic reasons, but in recent decades females have demonstrated a similar aptitude in these fields when provided with equal opportunities. Because the percentage of women attending colleges and universities in the developing and developed countries often surpasses the percentage of males, and as non-traditional students who might be older woman are returning to college and universities for training to make themselves competitive in the workforce, it is important that instruction in the natural sciences and mathematics be relevant to student needs. We will present the results of a recent campus-initiated discussion about improving the instruction of women in the natural sciences and mathematics as it applies to our institution in the fashion industries.

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

Science.gov (United States)

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-03-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

Contrasting two models of academic self-efficacy--domain-specific versus cross-domain--in children receiving and not receiving special instruction in mathematics.

Science.gov (United States)

Jungert, Tomas; Hesser, Hugo; Träff, Ulf

2014-10-01

In social cognitive theory, self-efficacy is domain-specific. An alternative model, the cross-domain influence model, would predict that self-efficacy beliefs in one domain might influence performance in other domains. Research has also found that children who receive special instruction are not good at estimating their performance. The aim was to test two models of how self-efficacy beliefs influence achievement, and to contrast children receiving special instruction in mathematics with normally-achieving children. The participants were 73 fifth-grade children who receive special instruction and 70 children who do not receive any special instruction. In year four and five, the children's skills in mathematics and reading were assessed by national curriculum tests, and in their fifth year, self-efficacy in mathematics and reading were measured. Structural equation modeling showed that in domains where children do not receive special instruction in mathematics, self-efficacy is a mediating variable between earlier and later achievement in the same domain. Achievement in mathematics was not mediated by self-efficacy in mathematics for children who receive special instruction. For normal achieving children, earlier achievement in the language domain had an influence on later self-efficacy in the mathematics domain, and self-efficacy beliefs in different domains were correlated. Self-efficacy is mostly domain specific, but may play a different role in academic performance depending on whether children receive special instruction. The results of the present study provided some support of the Cross-Domain Influence Model for normal achieving children. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

[Comparative analysis of the efficacy of a playful-narrative program to teach mathematics at pre-school level].

Science.gov (United States)

Gil Llario, M D; Vicent Catalá, Consuelo

2009-02-01

Comparative analysis of the efficacy of a playful-narrative program to teach mathematics at pre-school level. In this paper, the effectiveness of a programme comprising several components that are meant to consolidate mathematical concepts and abilities at the pre-school level is analyzed. The instructional methodology of this programme is compared to other methodologies. One-hundred 5-6 year-old children made up the sample that was distributed in the following conditions: (1) traditional methodology; (2) methodology with perceptual and manipulative components, and (3) methodology with language and playful components. Mathematical competence was assessed with the Mathematical Criterial Pre-school Test and the subtest of quantitative-numeric concepts of BADyG. Participants were evaluated before and after the academic course during which they followed one of these methodologies. The results show that the programme with language and playful components is more effective than the traditional methodology (p<.000) and also more effective than the perceptual and manipulative methodology (p<.000). Implications of the results for instructional practices are analyzed.

Generating and executing programs for a floating point single instruction multiple data instruction set architecture

Science.gov (United States)

Gschwind, Michael K

2013-04-16

Mechanisms for generating and executing programs for a floating point (FP) only single instruction multiple data (SIMD) instruction set architecture (ISA) are provided. A computer program product comprising a computer recordable medium having a computer readable program recorded thereon is provided. The computer readable program, when executed on a computing device, causes the computing device to receive one or more instructions and execute the one or more instructions using logic in an execution unit of the computing device. The logic implements a floating point (FP) only single instruction multiple data (SIMD) instruction set architecture (ISA), based on data stored in a vector register file of the computing device. The vector register file is configured to store both scalar and floating point values as vectors having a plurality of vector elements.

Exploring Kuwaiti mathematics: student-teachers' beliefs toward using Logo and mathematics education

OpenAIRE

Sulaiman, NAJ

2011-01-01

The main objective of this study is to explore the effect of one taught course, a Logo module, on Kuwaiti elementary mathematics student-teachers’ beliefs about Information and Communication Technology (ICT) and Logo. The Logo module incorporated ICT, in particular the Logo programming language, as a cognitive tool, that supports the constructivist perspective for mathematics instruction. The Logo module comprised of 24-sessions (deducted from the hours of the Methods of Teaching Mathematics ...

Interesting Instruction of Programming for Beginners

OpenAIRE

横井, 仁史; Hitoshi, YOKOI; 聖徳学園女子短期大学; Shotoku Gakuen Women's Junior Collge

1994-01-01

Programming needs logoical thinking as mathematics. But I have an experience that I insturucted Programming for beginners as mathematics, then most of students did not like Prgramming. Interesting Insturuction for example to make pictures and games in computer fits for beginners. So I show Interesting Insturuction of programming for beginners in SHOTOKU Juior College.

Millennial Instructional Preferences in Post-Secondary Business Programs

Science.gov (United States)

West, Cynthia Elaine

2017-01-01

The purpose of this mixed method study was to examine the instructional preferences of millennial learners and how their instructional preferences affect their choice in post-secondary business programs. The instructional preferences of millennial learners are an important question for post-secondary business programs enrolling learners from…

Detecting Students' Experiences of Discontinuities between Middle School and High School Mathematics Programs: Learning during Boundary Crossing

Science.gov (United States)

Jansen, Amanda; Herbel-Eisenmann, Beth; Smith, John P., III

2012-01-01

Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated,…

Effect of Personalisation of Instruction on Students’ Motivation to learn Mathematics Word Problems in Nigeria

OpenAIRE

Adeneye Olarewaju Awofala

2016-01-01

This study investigated the effect of personalisation of instruction on the motivation to learn mathematics word problems of 450 senior secondary students in Nigeria within the blueprint of quasi-experimental research of Solomon Four non-equivalent control group design. It also examined the influence of gender on motivation to learn mathematics word problems and personalisation was accomplished by incorporating selected information with students’ personal preferences into their mathematics wo...

Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools

Directory of Open Access Journals (Sweden)

Jablan Branka

2010-01-01

Full Text Available The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.

Computer-Assisted Mathematics Instruction for Students with Specific Learning Disability: A Review of the Literature

Science.gov (United States)

Stultz, Sherry L.

2017-01-01

This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific…

The Effects of Chess Instruction on the Mathematics Achievement of Southern, Rural, Black Secondary Students.

Science.gov (United States)

Smith, James P.; Cage. Bob N.

2000-01-01

Studied the effects of 120 hours of chess instruction on the mathematics achievement of southern, rural, black secondary students. Analysis of covariance results show the treatment group (11 females, 9 males) scored significantly higher than the control group (10 females, 10 males) in mathematics achievement. Discusses results in terms of altering…

Pre-service teachers’ TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course

NARCIS (Netherlands)

Agyei, D.D.; Voogt, J.M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training

The Influences of Middle School Mathematics Teachers' Practical Rationality on Instructional Decision Making Regarding the Common Core State Standards for Mathematical Practices

Science.gov (United States)

Sobolewski-McMahon, Lauren M.

2017-01-01

The purpose of this study was to examine the influences of various facets of middle school mathematics teachers' practical rationality on their instructional decision making as they plan to enact the Common Core State Standards for Mathematical Practice, CCSS-MP1 (perseverance in problem solving) and CCSS-MP3 (communicating and critiquing). The…

Softball: Special Olympics Sports Skills Instructional Program.

Science.gov (United States)

Special Olympics, Inc., Washington, DC.

One of seven instructional units on Special Olympics Sports Skills Instructional Programs, this guide presents suggestions for coaching softball for mentally retarded persons. An overview section provides information on teaching suggestions, followed by a list of program goals, objectives, and benefits. Sports skill assessments measure athletes'…

The use of notebooks in mathematics instruction. What is manageable? What should be avoided? A field report after 10 years of CAS-application

OpenAIRE

Hofbauer, Peter

2012-01-01

Computer Algebra Systems (CAS) have been changing the mathematics instruction requirements for many years. Since the tendency of using CAS in mathematics instruction has been rising for decades and reports have often been positive, the implementation of notebook classes seems to be the consequent next step of mathematics instruction supported by computers. Experiences that have been made with the use of CAS in PC-rooms can be transformed directly into the classroom. Hence the use of CAS is no...

Quality Mathematics Instructional Practices Contributing to Student Achievements in Five High-Achieving Asian Education Systems: An Analysis Using TIMSS 2011 Data

Science.gov (United States)

Cheng, Qiang

2014-01-01

Although teaching quality is seen as crucial in affecting students' performance, what types of instructional practices constitute quality teaching remains a question. With the theoretical assumptions of conceptual and procedural mathematics teaching as a guide, this study examined the types of quality mathematics instructional practices that…

Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders

Science.gov (United States)

Peltier, Corey; Vannest, Kimberly J.

2016-01-01

The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics…

Teachers Perspective of Using English as a Medium of Instruction in Mathematics and Science Subjects

Science.gov (United States)

Mansor, Norudin; Badarudin, Mohamed Ishak; Mat, Azman Che

2011-01-01

The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation…

Explicit Instruction Elements in Core Reading Programs

Science.gov (United States)

Child, Angela R.

2012-01-01

Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

Programed Instruction in Health Education and Physical Education.

Science.gov (United States)

Mayshark, Cyrus; Evaul, Thomas W.

This book contains eight chapters by several different authors, most of them professors of health or physical education. Focus is on applications and implications of programed instruction for professionals in the health and physical education fields. "Overview of Programed Instruction" defines programing, its development and implications for…

The impact of high-stakes, state-mandated student performance assessment on 10th grade English, mathematics, and science teachers' instructional practices

Science.gov (United States)

Vogler, Kenneth E.

The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-question survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred and fifty-seven (257) teachers, or 62% of the total sample, completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and true-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores," Finally, mathematics teachers and teachers with 13--19 years of experience report making significantly more changes than did others. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed

Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

Science.gov (United States)

Agyei, Douglas D.; Voogt, Joke M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics…

High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

Science.gov (United States)

Steele, Marcee M.

2010-01-01

This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.

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…

The Effect of Cluster-Based Instruction on Mathematic Achievement in Inclusive Schools

Science.gov (United States)

Gunarhadi, Sunardi; Anwar, Mohammad; Andayani, Tri Rejeki; Shaari, Abdull Sukor

2016-01-01

The research aimed to investigate the effect of Cluster-Based Instruction (CBI) on the academic achievement of Mathematics in inclusive schools. The sample was 68 students in two intact classes, including those with learning disabilities, selected using a cluster random technique among 17 inclusive schools in the regency of Surakarta. The two…

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.

Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

Science.gov (United States)

Stotsky, Sandra

2009-01-01

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

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.

Algorithmic Principles of Mathematical Programming

NARCIS (Netherlands)

Faigle, Ulrich; Kern, Walter; Still, Georg

2002-01-01

Algorithmic Principles of Mathematical Programming investigates the mathematical structures and principles underlying the design of efficient algorithms for optimization problems. Recent advances in algorithmic theory have shown that the traditionally separate areas of discrete optimization, linear

Mathematical thinking styles of undergraduate students and their achievement in mathematics

Science.gov (United States)

Risnanosanti

2017-08-01

The main purpose of this study is to analyze the role of mathematical thinking styles in students' achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students' mathematical thinking styles during problem solving, the second to asses students' achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students' achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.

LATENT CLUSTER ANALYSIS OF INSTRUCTIONAL PRACTICES REPORTED BY HIGH- AND LOW-PERFORMING MATHEMATICS TEACHERS IN FOUR COUNTRIES

Directory of Open Access Journals (Sweden)

Qiang Cheng

2017-06-01

Full Text Available Using Trends in International Mathematics and Science Study (TIMSS 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practices across the four education systems. It was found that all mathematics teachers in the high- and low-performing groups used procedurally as well as conceptually oriented practices in their teaching. However, one group of high-performing mathematics teachers from the U.S. sample and all the high-performing teachers from Finland, Korea, and Russia showed more frequent use of conceptually oriented practices than their corresponding low-performing teachers. Another group of U.S. high-performing mathematics teachers showed a distinctive procedurally oriented pattern, which presented a rather different picture. Such results provide useful suggestions for practitioners and policy makers in their effort to improve mathematics teaching and learning in the US and in other countries as well.DOI: http://dx.doi.org/10.22342/jme.8.2.4066.115-132

Balancing Considerations of Equity, Content Quality, and Technical Excellence in Designing, Validating and Implementing Performance Assessments in the Context of Mathematics Instructional Reform: The Experience of the QUASAR Project.

Science.gov (United States)

Silver, Edward A.; Lane, Suzanne

Issues of educational equity and quality are explored in the context of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) project, a national educational reform project aimed at fostering and studying the development and implementation of enhanced mathematics instructional programs for students attending middle…

Discrete mathematics in deaf education: a survey of teachers' knowledge and use.

Science.gov (United States)

Pagliaro, Claudia M; Kritzer, Karen L

The study documents what deaf education teachers know about discrete mathematics topics and determines if these topics are present in the mathematics curriculum. Survey data were collected from 290 mathematics teachers at center and public school programs serving a minimum of 120 students with hearing loss, grades K-8 or K-12, in the United States. Findings indicate that deaf education teachers are familiar with many discrete mathematics topics but do not include them in instruction because they consider the concepts too complicated for their students. Also, regardless of familiarity level, deaf education teachers are not familiar with discrete mathematics terminology; nor is their mathematics teaching structured to provide opportunities to apply the real-world-oriented activities used in discrete mathematics instruction. Findings emphasize the need for higher expectations of students with hearing loss, and for reform in mathematics curriculum and instruction within deaf education.

Systematic Instruction for Retarded Children: The Illinois Program - Experimental Edition. Part IV: Motor Performance and Recreation Instruction.

Science.gov (United States)

Linford, Anthony G.; Jeanrenaud, Claudine Y.

The manual of programed instruction for motor skills and recreational activities for trainable mentally handicapped children includes guidelines on basic recreation movements, rhythm in music, handicrafts, and miscellaneous activities. The guidelines employ principles of behavior change and direct instruction. Detailed programed instruction lists…

Web-Delivered Supplemental Instruction: Dynamic Customizing of Search Algorithms to Enhance Independent Learning for Developmental Mathematics Students

Science.gov (United States)

Taksa, Isak; Goldberg, Robert

2004-01-01

Traditional peer-to-peer Supplemental Instruction (SI) was introduced into higher education over a quarter of a century ago and promptly became an integral part of the developmental mathematics curricula in many senior and community colleges. Later, some colleges introduced Video-based Supplemental Instruction (VSI) and, in recent years,…

Computer programming in the UK undergraduate mathematics curriculum

Science.gov (United States)

Sangwin, Christopher J.; O'Toole, Claire

2017-11-01

This paper reports a study which investigated the extent to which undergraduate mathematics students in the United Kingdom are currently taught to programme a computer as a core part of their mathematics degree programme. We undertook an online survey, with significant follow-up correspondence, to gather data on current curricula and received replies from 46 (63%) of the departments who teach a BSc mathematics degree. We found that 78% of BSc degree courses in mathematics included computer programming in a compulsory module but 11% of mathematics degree programmes do not teach programming to all their undergraduate mathematics students. In 2016, programming is most commonly taught to undergraduate mathematics students through imperative languages, notably MATLAB, using numerical analysis as the underlying (or parallel) mathematical subject matter. Statistics is a very popular choice in optional courses, using the package R. Computer algebra systems appear to be significantly less popular for compulsory first-year courses than a decade ago, and there was no mention of logic programming, functional programming or automatic theorem proving software. The modal form of assessment of computing modules is entirely by coursework (i.e. no examination).

Latent Cluster Analysis of Instructional Practices Reported by High- and Low-Performing Mathematics Teachers in Four Countries

Science.gov (United States)

Cheng, Qiang; Hsu, Hsien-Yuan

2017-01-01

Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the…

Keystone Method: A Learning Paradigm in Mathematics

Science.gov (United States)

Siadat, M. Vali; Musial, Paul M.; Sagher, Yoram

2008-01-01

This study reports the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention. The subject of the study was a large group of students in remedial mathematics classes at the college, willing to learn but lacking basic educational…

Development and validation of science, technology, engineering and mathematics (STEM) based instructional material

Science.gov (United States)

Gustiani, Ineu; Widodo, Ari; Suwarma, Irma Rahma

2017-05-01

This study is intended to examine the development and validation of simple machines instructional material that developed based on Science, Technology, Engineering and Mathematics (STEM) framework that provides guidance to help students learn and practice for real life and enable individuals to use knowledge and skills they need to be an informed citizen. Sample of this study consist of one class of 8th grader at a junior secondary school in Bandung, Indonesia. To measure student learning, a pre-test and post-test were given before and after implementation of the STEM based instructional material. In addition, a questionnaire of readability was given to examine the clarity and difficulty level of each page of instructional material. A questionnaire of students' response towards instructional material given to students and teachers at the end of instructional material reading session to measure layout aspects, content aspects and utility aspects of instructional material for being used in the junior secondary school classroom setting. The results show that readability aspect and students' response towards STEM based instructional material of STEM based instructional material is categorized as very high. Pretest and posttest responses revealed that students retained significant amounts information upon completion of the STEM instructional material. Student overall learning gain is 0.67 which is categorized as moderate. In summary, STEM based instructional material that was developed is valid enough to be used as educational materials necessary for conducting effective STEM education.

The Use of Concrete Experiences in Early Childhood Mathematics Instruction.

Science.gov (United States)

Baroody, Arthur J

2017-01-01

Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational experience. Such experiences are worthwhile if they target and further learning (e.g., help children extend their informal knowledge or use their informal knowledge to understand and learn formal knowledge). A crucial guideline for the effective use of concrete experience is Dewey's principle of interaction-external factors (e.g., instructional activities) need to mesh with internal factors (readiness, interest). Cognitive views of concrete materials, such as the cognitive alignment perspective and dual-representation hypothesis, provide useful guidance about external factors but do not adequately take into account internal factors and their interaction with external factors. Research on the effectiveness of concrete experience is inconclusive because it frequently overlooks internal factors. © 2017 Elsevier Inc. All rights reserved.

Mathematical Modeling: Challenging the Figured Worlds of Elementary Mathematics

Science.gov (United States)

Wickstrom, Megan H.

2017-01-01

This article is a report on a teacher study group that focused on three elementary teachers' perceptions of mathematical modeling in contrast to typical mathematics instruction. Through the theoretical lens of figured worlds, I discuss how mathematics instruction was conceptualized across the classrooms in terms of artifacts, discourse, and…

ICT- The Educational Programs in Teaching Mathematics

Directory of Open Access Journals (Sweden)

Dance Sivakova

2017-08-01

Full Text Available The range of information and communication technology in teaching mathematics is unlimited. Despite numerous researches about the opportunities and application of the ICT in teaching mathematics and in the world, however, many aspects remain unexplored. This research comes to knowledge that will be applicable to the educational practice. The findings will serve as motivation for more frequent use of the ICT in teaching mathematics from first to fifth grade as a mean for improving of the educational process. Through application of the ICT in the educational programs in teaching mathematics the technological improved practice is investigated and discussed and it helps overcoming of the challenges that arise when trying to integrate the ICT in the educational curricula in mathematics. The biggest challenge are the findings about the possibilities of the application of the ICT in the educational programs in math from first to fifth grade as well as their dissemination, all aimed to improving of teaching mathematics from the first to the fifth grade. The application of the most ICT in the educational programs of mathematics affects the training of the students for easier adoption of the mathematical concepts and the mathematical procedures and in the easier identification and resolving problem situations.

Mathematics Beliefs, Instructional Strategies, and Algebra Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

Science.gov (United States)

House, J. Daniel

2006-01-01

An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics…

The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students with Emotional and Behavioral Disorders

Science.gov (United States)

Peltier, Corey; Vannest, Kimberly J.

2018-01-01

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using…

Characterization of Mathematics Instructional Practises for Prospective Elementary Teachers with Varying Levels of Self-Efficacy in Classroom Management and Mathematics Teaching

Science.gov (United States)

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-01-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of…

Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report.

Science.gov (United States)

Lynch, Joanne

Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in…

Engine Fundamentals: Automotive Mechanics Instructional Program. Block 2.

Science.gov (United States)

O'Brien, Ralph D.

The second of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in engine fundamentals at the secondary and postsecondary level. The material, as organized, is a suggested sequence of instruction within each block. Each lesson…

Classroom observation data and instruction in primary mathematics education: improving design and rigour

Science.gov (United States)

Thompson, Carla J.; Davis, Sandra B.

2014-06-01

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009-2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers' decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction

Science.gov (United States)

Foster, Matthew E.; Anthony, Jason L.; Clements, Doug H.; Sarama, Julie; Williams, Jeffrey M.

2016-01-01

This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted…

What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education

Directory of Open Access Journals (Sweden)

Elida V. Laski

2015-06-01

Full Text Available Manipulatives are ubiquitous in early childhood classrooms; yet, findings regarding their efficacy for learning mathematics concepts are inconsistent. In this article, we present four general principles that have emerged from cognitive science about ways to ensure that manipulatives promote learning when used with young children. We also describe how Montessori instruction offers a concrete example of the application of these principles in practice, which may, in turn, explain the high levels of mathematics achievement among children who attend Montessori programs during early childhood. The general principles and concrete examples presented in this article should help early childhood programs maximize the benefits of using manipulatives for developmentally appropriate mathematics instruction.

Tune Up: Automotive Mechanics Instructional Program. Block 5.

Science.gov (United States)

O'Brien, Ralph D.

The fifth of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive tune-ups at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each lesson…

Fuel System: Automotive Mechanics Instructional Program. Block 4.

Science.gov (United States)

O'Brien, Ralph D.

The fourth of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in automotive fuel systems at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

Cooling System: Automotive Mechanics Instructional Program. Block 6.

Science.gov (United States)

O'Brien, Ralph D.

The last of six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in the automotive cooling system at the secondary and post secondary level. The material, as organized, is a suggested sequence of instruction within each block. Each…

Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction.

Science.gov (United States)

Liu, Yingyi

2017-09-08

Prior studies on fraction magnitude understanding focused mainly on students with relatively sufficient formal instruction on fractions whose fraction magnitude understanding is relatively mature. This study fills a research gap by investigating fraction magnitude understanding in the early stages of fraction instruction. It extends previous findings to children with limited and primary formal fraction instruction. Thirty-five fourth graders with limited fraction instruction and forty fourth graders with primary fraction instruction were recruited from a Chinese primary school. Children's fraction magnitude understanding was assessed with a fraction number line estimation task. Approximate number system (ANS) acuity was assessed with a dot discrimination task. Whole number knowledge was assessed with a whole number line estimation task. General reading and mathematics achievements were collected concurrently and 1 year later. In children with limited fraction instruction, fraction representation was linear and fraction magnitude understanding was concurrently related to both ANS and whole number knowledge. In children with primary fraction instruction, fraction magnitude understanding appeared to (marginally) significantly predict general mathematics achievement 1 year later. Fraction magnitude understanding emerged early during formal instruction of fractions. ANS and whole number knowledge were related to fraction magnitude understanding when children first began to learn about fractions in school. The predictive value of fraction magnitude understanding is likely constrained by its sophistication level. © 2017 The British Psychological Society.

Investigating the Effects of Computer-Assisted Instruction on Achievement and Attitudes towards Mathematics among Seventh-Grade Students in Kuwait

Science.gov (United States)

Soliman, Mamdouh M.; Hilal, Ahmed J.

2016-01-01

This study evaluates the effectiveness of Computer-Assisted Instruction (CAI) compared with traditional classroom instruction of mathematics of seventh graders in Kuwait's public schools. We aimed to compare students learning outcomes between two groups: the control group, taught traditionally without the use of computers, and the experimental…

Teaching Machines, Programming, Computers, and Instructional Technology: The Roots of Performance Technology.

Science.gov (United States)

Deutsch, William

1992-01-01

Reviews the history of the development of the field of performance technology. Highlights include early teaching machines, instructional technology, learning theory, programed instruction, the systems approach, needs assessment, branching versus linear program formats, programing languages, and computer-assisted instruction. (LRW)

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

Science.gov (United States)

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.

Integrating Universal Design and Response to Intervention in Methods Courses for General Education Mathematics Teachers

Science.gov (United States)

Buchheister, Kelley; Jackson, Christa; Taylor, Cynthia E.

2014-01-01

Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that…

ICMI 1966-2016: A Double Insiders' View of the Latest Hal Century of the International Commission on Mathematical Instruction

DEFF Research Database (Denmark)

Hodgson, Bernard; Niss, Mogens Allan

2018-01-01

This paper concentrates on the latest five decades of the International Commission on Mathematical Instruction. We had the privilege of occupying leading positions within ICMI for roughly half the period under consideration, which has provided us with a unique standpoint for identifying and refle......This paper concentrates on the latest five decades of the International Commission on Mathematical Instruction. We had the privilege of occupying leading positions within ICMI for roughly half the period under consideration, which has provided us with a unique standpoint for identifying...... and reflecting on main trends and developments of the relationship between ICMI and mathematics education. The years 1966–2016 have seen marked trends and developments in mathematics teaching and learning around the world, at the same time as mathematics education as a scientific discipline came of age...... and matured. ICMI as an organisation has not only observed these developments but has also been a key player in charting and analysing them, as well as in fostering and facilitating (some of) them. We offer, here, observations, analyses and reflections on key issues in mathematics education as perceived by us...

Exact penalty results for mathematical programs with vanishing constraints

Czech Academy of Sciences Publication Activity Database

Hoheisel, T.; Kanzow, Ch.; Outrata, Jiří

2010-01-01

Roč. 72, č. 5 (2010), s. 2514-2526 ISSN 0362-546X R&D Projects: GA AV ČR IAA100750802 Institutional research plan: CEZ:AV0Z10750506 Keywords : Mathematical programs with vanishing constraints * Mathematical programs with equilibrium constraints * Exact penalization * Calmness * Subdifferential calculus * Limiting normal cone Subject RIV: BA - General Mathematics Impact factor: 1.279, year: 2010 http://library.utia.cas.cz/separaty/2010/MTR/outrata-exact penalty results for mathematical programs with vanishing constraints.pdf

Benchmarking to the world's best in mathematics. Quality control in curriculum and instruction among the top performers in the TIMSS.

Science.gov (United States)

Phelps, R P

2001-08-01

This article describes the education quality control systems (for mathematics) used by those countries that performed best on the Third International Mathematics and Science Study (TIMSS). Enforced quality control measures are defined as "decision points"--where adherence to the curriculum and instruction system can be reinforced. Most decision points involve stakes for the student, teacher, or school. They involve potential consequences for failure to adhere to the system and to follow the program at a reasonable pace. Generally, countries with more decision points perform better on the TIMSS. When the number of decision points and TIMSS test scores are adjusted for country wealth, the relationship between the degree of (enforced) quality control and student achievement appears to be positive and exponential. The more (enforced) quality control measures employed in an education system, the greater is students' academic achievement.

Orientation: Automotive Mechanics Instructional Program. Block 1.

Science.gov (United States)

O'Brien, Ralph D.

The first six instructional blocks in automotive mechanics, the lessons and supportive information in the document provide a guide for teachers in planning an instructional program in the basic theory and practice of a beginning course at the secondary and post-secondary level. The material, as organized, is a suggested sequence of instruction…

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)

The application of brain-based learning principles aided by GeoGebra to improve mathematical representation ability

Science.gov (United States)

Priatna, Nanang

2017-08-01

The use of Information and Communication Technology (ICT) in mathematics instruction will help students in building conceptual understanding. One of the software products used in mathematics instruction is GeoGebra. The program enables simple visualization of complex geometric concepts and helps improve students' understanding of geometric concepts. Instruction applying brain-based learning principles is one oriented at the efforts of naturally empowering the brain potentials which enable students to build their own knowledge. One of the goals of mathematics instruction in school is to develop mathematical communication ability. Mathematical representation is regarded as a part of mathematical communication. It is a description, expression, symbolization, or modeling of mathematical ideas/concepts as an attempt of clarifying meanings or seeking for solutions to the problems encountered by students. The research aims to develop a learning model and teaching materials by applying the principles of brain-based learning aided by GeoGebra to improve junior high school students' mathematical representation ability. It adopted a quasi-experimental method with the non-randomized control group pretest-posttest design and the 2x3 factorial model. Based on analysis of the data, it is found that the increase in the mathematical representation ability of students who were treated with mathematics instruction applying the brain-based learning principles aided by GeoGebra was greater than the increase of the students given conventional instruction, both as a whole and based on the categories of students' initial mathematical ability.

Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya

Science.gov (United States)

Wanjala, Martin M. S.; Aurah, Catherine M.; Symon, Koros C.

2015-01-01

The paper reports findings of a study which sought to examine the pedagogical factors that affect the integration of computers in mathematics instruction as perceived by teachers in secondary schools in Kenya. This study was based on the Technology Acceptance Model (TAM). A descriptive survey design was used for this study. Stratified and simple…

Academic Mathematicians' Dispositions toward Software Use in Mathematics Instruction: What Are the Underlying Reasons?

Science.gov (United States)

Khoshaim, Heba Bakr

2012-01-01

Academic mathematicians' opinions are divided regarding software use in undergraduate mathematics instruction. This study explored these opinions through interviews and a subsequent survey of mathematicians at PhD-granting institutions in the United States regarding their dispositions and the underlying attitudes. Most prior related work had…

Instructional characteristics in mathematics classrooms: relationships to achievement goal orientation and student engagement

Science.gov (United States)

Lazarides, Rebecca; Rubach, Charlott

2017-02-01

This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students' mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.

Can Instructional Reform in Urban Middle Schools Help Students Narrow the Mathematics Performance Gap? Some Evidence from the QUASAR Project.

Science.gov (United States)

Silver, Edward A.; Lane, Suzanne

1995-01-01

Compared mathematical performance of middle school students in low-income communities involved in the QUASAR project to those of a demographically similar school and of a nationally representative sample. QUASAR mathematics instruction emphasizes reasoning, problem-solving, and understanding. Quasar students outperformed NAEP's disadvantaged urban…

Instructional design in mathematics for undergraduate students based on learning by mistakes approach utilizing scilab assistance

Science.gov (United States)

Kartika, H.

2018-03-01

The issue related to making mistake while learning such as negative emotion is found while students learn mathematics with the aid of a computer. When the computer output showed a mistake message, the students considered it as a computer software malfunction. Based on this issue, the writer designs an instructional model based on learning by mistake approach and which is Scilab assisted. The method used in this research is research design involving undergraduate students in matrix algebra courses. The data collected throught survey with questionnaire to gain feedback about the approach implemented. The data analyzed using quantitative descriptive. The instructional design proposed is the student act as a mistake corrector while the teacher acts as a mistake maker. Teacher deliberately makes mistakes with the help of Scilab software. On the other hand, students correct, analyze and explain errors resulting from Scilab software. The result of this research is an ICT based instructional design which is expected to be applicable as an alternative learning in directing students to think positively about mistakes in learning. Furthermore, students are also expected to improve their ability in understanding and thinking critically while solving problems and improving themselves in learning mathematics.

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

Science.gov (United States)

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.

Effects of flipped instruction on the performance and attitude of high school students in mathematics

Directory of Open Access Journals (Sweden)

Remalyn Q. Casem

2017-03-01

Full Text Available This study aimed to determine the effects of flipped instruction on the performance and attitude of high school students in Mathematics. The study made use of the true experimental design, specifically the pretest-posttest control group design. There were two instruments used to gather data, the pretest-posttest which was subjected to validity and reliability tests and the Modified Fennema-Sherman Attitudes Scale. It was found out that the experimental and control groups were comparable in the pretest and posttest. Comparison on their gain scores revealed significant difference with performance of the experimental group higher than the control group. There was no significant difference on the level of attitude of the participants in the experimental group before and after the study in terms of confidence in learning mathematics, attitude toward success in mathematics, mathematics anxiety and perception of teacher's attitudes. A very weak positive relationship existed between performance and attitudes toward mathematics.

Problem-Based Instructional Strategy and Numerical Ability as Determinants of Senior Secondary Achievement in Mathematics

Science.gov (United States)

Badru, Ademola K.

2016-01-01

The study investigated Problem-based Instructional Strategy and Numerical ability as determinants of Senior Secondary Achievement in Mathematics. This study used 4 x 2 x 2 non-randomised control group Pretest-Posttest Quasi-experimental Factorial design. It consisted of two independent variables (treatment and Numerical ability) and one moderating…

The enhancement of students’ mathematical representation in junior high school using cognitive apprenticeship instruction (CAI)

Science.gov (United States)

Yusepa, B. G. P.; Kusumah, Y. S.; Kartasasmita, B. G.

2018-03-01

This study aims to get an in-depth understanding of the enhancement of students’ mathematical representation. This study is experimental research with pretest-posttest control group design. The subject of this study is the students’ of the eighth grade from junior high schools in Bandung: high-level and middle-level. In each school, two parallel groups were chosen as a control group and an experimental group. The experimental group was given cognitive apprenticeship instruction (CAI) treatment while the control group was given conventional learning. The results show that the enhancement of students’ mathematical representation who obtained CAI treatment was better than the conventional one, viewed which can be observed from the overall, mathematical prior knowledge (MPK), and school level. It can be concluded that CAI can be used as a good alternative learning model to enhance students’ mathematical representation.

The Quality of Instruction in Urban High Schools: Comparing Mathematics and Science to English and Social Studies Classes in Chicago

Science.gov (United States)

Lee, Valerie E.; Robinson, Shanta R.; Sebastian, James

2012-01-01

Is the quality of instruction systematically better in one subject than another? Teachers and students in the same Chicago high schools reported on one core-curriculum class (English, mathematics, science, or social studies) in 2007 surveys. Teachers commented on instructional demands and student participation. Students described engagement,…

The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

Directory of Open Access Journals (Sweden)

Kevin R. Clark

2015-01-01

Full Text Available In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants’ perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.

Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students' mathematical literacy

Directory of Open Access Journals (Sweden)

Sunisa Sumirattana

2017-09-01

This study was based on research and development design. The main purposes of this study were to develop an instructional process for enhancing mathematical literacy among students in secondary school and to study the effects of the developed instructional process on mathematical literacy. The instructional process was developed by analyzing and synthesizing realistic mathematics education and the DAPIC problem-solving process. The developed instructional process was verified by experts and was trialed. The designated pre-test/post-test control method was used to study the effectiveness of the developed instructional process on mathematical literacy. The sample consisted of 104 ninth grade students from a secondary school in Bangkok, Thailand. The developed instructional process consisted of five steps, namely (1 posing real life problems, (2 solving problems individually or in a group, (3 presenting and discussing, (4 developing formal mathematics, and (5 applying knowledge. The mathematical literacy of the experimental group was significantly higher after being taught through the instructional process. The same results were obtained when comparing the results of the experimental group with the control group.

Mathematics and Science Learning Opportunities in Preschool Classrooms

Science.gov (United States)

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

Turkish Mathematics and Science Teachers' Technology Use in Their Classroom Instruction: Findings from TIMSS 2011

Science.gov (United States)

Tas, Yasemin; Balgalmis, Esra

2016-01-01

The goal of this study was to describe Turkish mathematics and science teachers' use of computer in their classroom instruction by utilizing TIMSS 2011 data. Analyses results revealed that teachers most frequently used computers for preparation purpose and least frequently used computers for administration. There was no difference in teachers'…

Using e-Learning Platforms for Mastery Learning in Developmental Mathematics Courses

Science.gov (United States)

Boggs, Stacey; Shore, Mark; Shore, JoAnna

2004-01-01

Many colleges and universities have adopted e-learning platforms to utilize computers as an instructional tool in developmental (i.e., beginning and intermediate algebra) mathematics courses. An e-learning platform is a computer program used to enhance course instruction via computers and the Internet. Allegany College of Maryland is currently…

Managing Your Mathematics Program: A Total System. A Guide to the U-SAIL Basic Mathematics System.

Science.gov (United States)

Hales, Carma M.; Jones, Maurine E.

The Utah System Approach to Individual Learning (U-SAIL) Mathematics System was developed to make it possible for teachers to provide excellence in arithmetic instruction. It is based on the premise that in order to teach arithmetic well, teachers must accurately assess, teach directly, provide students with focused practice, corrective feedback,…

Group Use and Other Aspects of Programmed Instruction. Final Report.

Science.gov (United States)

Crist, Robert L.

The use of group approval as a social reinforcer and related methods in group presentation of programed instruction were investigated in a series of studies. The efficacy of programed instructional materials is frequently limited by their inability to command and maintain adequate attention and motivation. To consider social reinforcement effects…

Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report. Updated

Science.gov (United States)

What Works Clearinghouse, 2013

2013-01-01

"Scott Foresman-Addison Wesley Elementary Mathematics" is a core mathematics curriculum for students in prekindergarten through grade 6. The program aims to improve students' understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing. The curriculum…

Teaching Machines and Programmed Instruction; an Introduction.

Science.gov (United States)

Fry, Edward B.

Teaching machines and programed instruction represent new methods in education, but they are based on teaching principles established before the development of media technology. Today programed learning materials based on the new technology enjoy increasing popularity for several reasons: they apply sound psychological theories; the materials can…

On the implicit programming approach in a class of mathematical programs with equilibrium constraints

Czech Academy of Sciences Publication Activity Database

Outrata, Jiří; Červinka, Michal

2009-01-01

Roč. 38, 4B (2009), s. 1557-1574 ISSN 0324-8569 R&D Projects: GA ČR GA201/09/1957 Institutional research plan: CEZ:AV0Z10750506 Keywords : mathematical problem with equilibrium constraint * state constraints * implicit programming * calmness * exact penalization Subject RIV: BA - General Mathematics Impact factor: 0.378, year: 2009 http://library.utia.cas.cz/separaty/2010/MTR/outrata-on the implicit programming approach in a class of mathematical programs with equilibrium constraints.pdf

Systematic Instruction for Retarded Children: The Illinois Program. Part III: Self-Help Instruction.

Science.gov (United States)

Linford, Maxine D.; And Others

The manual for programed instruction of self care skills for trainable mentally handicapped children consists of dressing, dining, grooming, and toilet training. Teaching methods used include behavioral analysis and management, task analysis, and errorless learning. The lesson plans in each section are programed to maximize the child's success at…

Reform-Based-Instructional Method and Learning Styles on Students' Achievement and Retention in Mathematics: Administrative Implications

Science.gov (United States)

Modebelu, M. N.; Ogbonna, C. C.

2014-01-01

This study aimed at determining the effect of reform-based-instructional method learning styles on students' achievement and retention in mathematics. A sample size of 119 students was randomly selected. The quasiexperimental design comprising pre-test, post-test, and randomized control group were employed. The Collin Rose learning styles…

Inquiry-Oriented Instruction: A Conceptualization of the Instructional Principles

Science.gov (United States)

Kuster, George; Johnson, Estrella; Keene, Karen; Andrews-Larson, Christine

2018-01-01

Research has highlighted that inquiry-based learning (IBL) instruction leads to many positive student outcomes in undergraduate mathematics. Although this research points to the value of IBL instruction, the practices of IBL instructors are not well-understood. Here, we offer a characterization of a particular form of IBL instruction:…

Mathematical methods for physicists and engineers

CERN Document Server

Collins, Royal Eugene

2011-01-01

This practical, highly readable text provides physics and engineering students with the essential mathematical tools for thorough comprehension of their disciplines. Featuring all the necessary topics in applied mathematics in the form of programmed instruction, the text can be understood by advanced undergraduates and beginning graduate students without any assistance from the instructor. Topics include elementary vector calculus, matrix algebra, and linear vector operations; the many and varied methods of solving linear boundary value problems, including the more common special functions o

Improving English Instruction through Neuro-Linguistic Programming

Science.gov (United States)

Helm, David Jay

2009-01-01

This study examines the background information and numerous applications of neuro-linguistic programming as it applies to improving English instruction. In addition, the N.L.P. modalities of eye movement, the use of predicates, and posturing are discussed. Neuro-linguistic programming presents all students of English an opportunity to reach their…

Machine Learning via Mathematical Programming

National Research Council Canada - National Science Library

Mamgasarian, Olivi

1999-01-01

Mathematical programming approaches were applied to a variety of problems in machine learning in order to gain deeper understanding of the problems and to come up with new and more efficient computational algorithms...

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

Science.gov (United States)

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…

Assessment of pathology instruction in U.S. Dental hygiene educational programs.

Science.gov (United States)

Jacobs, Barbara B; Lazar, Ann A; Rowe, Dorothy J

2015-04-01

To assess the instruction of pathology content in entry-level and advanced practitioner dental hygiene educational programs and the program directors' perceptions whether their graduates are adequately prepared to meet the increasingly complex medical and oral health needs of the public. A 28-question survey of instructional content and perceptions was developed and distributed using Qualtrics® software to the 340 directors of entry-level and advanced practitioner dental hygiene programs in the US. Respondents rated their level of agreement to a series of statements regarding their perceptions of graduates' preparation to perform particular dental hygiene services associated with pathology. Descriptive statistics for all 28 categorical survey questions were calculated and presented as the frequency (percentage). Of the 340 directors surveyed, 130 (38%) responded. Most entry-level respondents (53%) agreed or strongly agreed (29%) that their graduates were adequately prepared to meet the complex medical and oral health needs of the public, while all respondents of advanced practitioner programs strongly agreed. More respondents strongly agreed to statements related to clinical instruction than to didactic courses. While 64% of respondents agreed that their graduates were prepared to practice unsupervised, if it were legally allowed, 21% were ambivalent. The extent of pathology instruction in entry-level programs varied, but most used traditional formats of instruction, educational resources and assessments of educational outcomes. Advanced practitioner programs emphasized histological and clinical examination of oral lesions and patient case studies. Strengthening pathology instruction would ensure that future generations of dental hygienists would be adequately prepared to treat medically compromised patients. Copyright © 2015 The American Dental Hygienists’ Association.

Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math

Science.gov (United States)

Ginsburg, Lynda

2016-01-01

Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they…

Development of an Instrument to Measure Higher Order Thinking Skills in Senior High School Mathematics Instruction

Science.gov (United States)

Tanujaya, Benidiktus

2016-01-01

The purpose of this research was to develop an instrument that can be used to measure higher-order thinking skills (HOTS) in mathematics instruction of high school students. This research was conducted using a standard procedure of instrument development, from the development of conceptual definitions, development of operational definitions,…

Managing Mathematics: How Does Classroom Management Affect the Maintenance of High Cognitive Demand Tasks during Lessons with Standards-Based Instructional Materials?

Science.gov (United States)

Barriteau Phaire, Candace

2013-01-01

The teaching and learning of mathematics has been the subject of debate for over 30 years and the most recent reform efforts are in response to concerns regarding the mathematical competence of students in the United States (Ball, Hill, & Bass, 2005; Battista, 1994; Cavanagh, 2008). Standards-based Instructional Materials (SBIM) allows…

Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

Science.gov (United States)

Cook, Nicole D.

This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

Oceanic Circulation. A Programmed Unit of Instruction.

Science.gov (United States)

Marine Maritime Academy, Castine.

This booklet contains a programmed lesson on oceanic circulation. It is designed to allow students to progress through the subject at their own speed. Since it is written in linear format, it is suggested that students proceed through the program from "frame" to succeeding "frame." Instructions for students on how to use the booklet are included.…

Project Physics Programmed Instruction, Waves 2.

Science.gov (United States)

Harvard Univ., Cambridge, MA. Harvard Project Physics.

This is the second of two programmed instruction booklets on the topic of waves, developed by Harvard Project Physics. It covers the relationships among the frequency, period, wavelength, and speed of a periodic wave. For the first booklet in this series, see SE 015 552. (DT)

Instructional Experiences That Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus

Science.gov (United States)

Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra

2017-01-01

Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for…

Boxing Injuries from an Instructional Program.

Science.gov (United States)

Welch, Michael J.; And Others

1986-01-01

This paper describes the safeguards as well as the injury pattern of the boxing program at the US Military Academy at West Point from 1983 to 1985. About 2,100 cadets received boxing instruction during this period with an injury rate of less than four percent. (Author/MT)

The Effects of a Computer-Assisted Teaching Material, Designed According to the ASSURE Instructional Design and the ARCS Model of Motivation, on Students' Achievement Levels in a Mathematics Lesson and Their Resulting Attitudes

Science.gov (United States)

Karakis, Hilal; Karamete, Aysen; Okçu, Aydin

2016-01-01

This study examined the effects that computer-assisted instruction had on students' attitudes toward a mathematics lesson and toward learning mathematics with computer-assisted instruction. The computer software we used was based on the ASSURE Instructional Systems Design and the ARCS Model of Motivation, and the software was designed to teach…

Improving preschoolers' mathematics achievement with tablets: a randomized controlled trial

Science.gov (United States)

Schacter, John; Jo, Booil

2017-09-01

With a randomized field experiment of 433 preschoolers, we tested a tablet mathematics program designed to increase young children's mathematics learning. Intervention students played Math Shelf, a comprehensive iPad preschool and year 1 mathematics app, while comparison children received research-based hands-on mathematics instruction delivered by their classroom teachers. After 22 weeks, there was a large and statistically significant effect on mathematics achievement for Math Shelf students (Cohen's d = .94). Moderator analyses demonstrated an even larger effect for low achieving children (Cohen's d = 1.27). These results suggest that early education teachers can improve their students' mathematics outcomes by integrating experimentally proven tablet software into their daily routines.

Motivational Qualities of Instructional Strategies and Computer Use for Mathematics Teaching in Japan and the United States: Results from the Timss 1999 Assessment.

Science.gov (United States)

House, J. Daniel

2005-01-01

Recent mathematics assessments have indicated that students in several Asian countries have tended to score above international averages. Research findings indicate that there are cultural differences in expectations for student achievement in mathematics and in classroom practices and instructional strategies. The importance of the motivational…

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

Science.gov (United States)

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

2014-01-01

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

Effects of Framing and Team Assisted Individualised Instructional Strategies on Senior Secondary School Students' Attitudes toward Mathematics

Science.gov (United States)

Awofala, Adeneye O. A.; Arigbabu, Abayomi A.; Awofala, Awoyemi A.

2013-01-01

The study investigated the relative effectiveness of framing and team assisted individualised (TAI) instructional strategies on the attitudes toward mathematics of 350 senior secondary school year two Nigerian students. The moderating effects of gender and style of categorisation were also examined. The study adopted pre-test and post-test control…

The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance

Science.gov (United States)

Welcome, Simone E.

2017-01-01

The purpose for this cross-sectional, non-experimental explanatory quantitative research study was to explain the amount of variance in the High School Proficiency Assessment-11 Language Arts and Mathematics scores accounted for by the amount of instructional minutes at high schools in New Jersey. A proportional, stratified random sample which…

Bingo! Select Games for Mathematical Thinking

Science.gov (United States)

Jackson, Christa; Taylor, Cynthia; Buchheister, Kelley

2013-01-01

Games can both generate excitement among students and motivate them to participate in mathematics. Although games have been used primarily to "review" mathematical concepts at the middle school level, games should, and often do, have other instructional purposes. When teachers use mathematical games as an instructional strategy, they are…

"We Don't Understand English That Is Why We Prefer English": Primary School Students' Preference for the Language of Instruction in Mathematics

Science.gov (United States)

Davis, Ernest Kofi; Bishop, Alan J.; Seah, Wee Tiong

2015-01-01

This paper reports on a study which sought to investigate how social and political influences affect students' preference for language of instruction in mathematics in Ghana, where the language of instruction from grade 4 onwards in school is not the students' main language. 4 focus group interviews were carried out with 16 primary school…

HOW TO USE PROGRAMMED INSTRUCTION IN THE CLASSROOM.

Science.gov (United States)

SILVERMAN, ROBERT E.

THIS BOOKLET DESCRIBES FOR TEACHERS THE BASIC FACETS OF PROGRAMED INSTRUCTION, GIVES EXAMPLES OF PROGRAM FRAMES, AND SUMMARIZES 10 CASE STUDIES. ITS PRICE IS $1 (DISCOUNTS ON QUANTITY PURCHASES), AND IT IS AVAILABLE FROM HONOR PRODUCTS CO., A DIVISION OF BOLT BERANEK AND NEWMAN INC., CAMBRIDGE, MASS. (LH)

Impact of Maple(TM) on the design, instruction and performance in an undergraduate physics mathematical methods course

Science.gov (United States)

Runge, Alan Paul

1997-10-01

A traditional undergraduate physics course on mathematical methods has been redesigned to incorporate the use of Maplesp{sc {TM}}, a computer algebra program, during all aspects of the course. Topics covered were: complex number theory; series approximations; matrix theory; partial differentiation; vector algebra; and vector calculus. Five undergraduate students were enrolled, from sophomore to senior in academic class standing. A qualitative case study methodology was used to describe the changes in the course design resulting from the incorporation of Maplesp{sc {TM}} and their impact on the instruction of the course, and to determine the effects on the students' learning and development of problem solving skills in physics using Maplesp{sc {TM}} as a problem solving tool. The impact of using Maplesp{sc {TM}} on the number and types of interactions is presented. The entire semester long course was included in this study. Each class session is described in detail. Examples of the Maplesp{sc {TM}} materials used are given. The use of the Maplesp{sc {TM}} program was allowed on all homework and exams with each student having their own computer during class. Constraints were made so that the assessment emphasis remained on the mathematics and the conceptual understanding of the problem solving methods. All of the students demonstrated some level of proficiency in using Maplesp{TM} to solve the assigned problems. Strategies for effectively using Maplesp{TM} were presented and were individualized by the students. The students reported positive and negative impacts of using Maplesp{sc {TM}}. All of the students satisfactorily completed the course requirements, receiving final course grades from B to A+. All of them continued to voluntarily use Maplesp{sc {TM}} during the following semester. Instructional methods used included various lecture techniques without Maplesp{sc {TM}} assistance, lectures and demonstrations using only Maplesp{sc {TM}}, and student tasks

GeoGebra 3D from the perspectives of elementary pre-service mathematics teachers who are familiar with a number of software programs

Directory of Open Access Journals (Sweden)

Serdal Baltaci

2015-01-01

Full Text Available Each new version of the GeoGebra dynamic mathematics software goes through updates and innovations. One of these innovations is the GeoGebra 5.0 version. This version aims to facilitate 3D instruction by offering opportunities for students to analyze 3D objects. While scanning the previous studies of GeoGebra 3D, it is seen that they mainly focus on the visualization of a problem in daily life and the dimensions of the evaluation of the process of problem solving with various variables. Therefore, this research problem was determined to reveal the opinions of pre-service elementary mathematics teachers who can use multiple software programs very well, about the usability of GeoGebra 3D. Compared to other studies conducted in this field, this study is thought to add a new dimension to the literature on GeoGebra 3D because the participants in the study had received training in using the Derive, Cabri, Cabri 3D, GeoGebra and GeoGebra 3D programs and had developed activities throughout their undergraduate programs and in some cases they were held responsible for those programs in their exams. In this research, we used the method of case study. The participants consisted of five elementary pre-service mathematics teachers who were enrolled in fourth year courses. We employed semi-structured interviews to collect data. It is concluded that pre-service elementary mathematics teachers expressed a great deal of opinions about the positive contribution of the GeoGebra 3D dynamic mathematics software.

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

Science.gov (United States)

Pilonieta, Paola

2010-01-01

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

The Instructional Network: Using Facebook to Enhance Undergraduate Mathematics Instruction

Science.gov (United States)

Gregory, Peter; Gregory, Karen; Eddy, Erik

2014-01-01

Facebook is a website with over one billion users worldwide that is synonymous with social-networking. However, in this study, Facebook is used as an "instructional network". Two sections of an undergraduate calculus course were used to study the effects of participating in a Facebook group devoted solely to instruction. One section was…

Optimization and mathematical modeling in computer architecture

CERN Document Server

Sankaralingam, Karu; Nowatzki, Tony

2013-01-01

In this book we give an overview of modeling techniques used to describe computer systems to mathematical optimization tools. We give a brief introduction to various classes of mathematical optimization frameworks with special focus on mixed integer linear programming which provides a good balance between solver time and expressiveness. We present four detailed case studies -- instruction set customization, data center resource management, spatial architecture scheduling, and resource allocation in tiled architectures -- showing how MILP can be used and quantifying by how much it outperforms t

The Effects of a Computer-Assisted Teaching Material, Designed According to the ASSURE Instructional Design and the ARCS Model of Motivation, on Students’ Achievement Levels in a Mathematics Lesson and Their Resulting Attitudes

OpenAIRE

Hilal Karakış; Ayşen Karamete; Aydın Okçu

2016-01-01

This study examined the effects that computer-assisted instruction had on students’ attitudes toward a mathematics lesson and toward learning mathematics with computer-assisted instruction. The computer software we used was based on the ASSURE Instructional Systems Design and the ARCS Model of Motivation, and the software was designed to teach fractions to fourth-grade students. The skill levels of these students were gauged before and after receiving the computer-assisted instruction. We str...

Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students' Interest in Mathematics Learning

Science.gov (United States)

Frederick-Jonah, Toinpere Mercy; Igbojinwaekwu, Patrick Chukwuemeka

2015-01-01

This study investigated the effects of game and poem-enhanced instructional strategies on students' interest in mathematics. The moderating effects of verbal ability were also examined on the dependent variable. A quasi-experimental design was adopted. Three hundred and forty four students in the sixth year of their primary education (primary 6…

Latina/o Pre-Service Teachers' Use of Language and Culture while Assisting Children in Mathematics

Science.gov (United States)

Vomvoridi-Ivanovic, Eugenia

2009-01-01

Guided by symbolic interactionism and cultural historical activity theory this study investigated how four bilingual Latina/o pre-service teachers use language (Spanish and English) and culture, defined as social practices, as instructional resources in mathematics. The setting of the study was an after-school bilingual mathematics program, namely…

Mathematics Audit of the DoDEA Schools: 2014-2015

Science.gov (United States)

2016-01-01

39 The Role of the Mathematics Instructional Support Specialist ... mathematics Instructional Support Specialists (ISSs) and school principals. We also interviewed administrative staff at DoDEA headquarters (HQ) and at the...Resources for High-Quality Professional Development for Mathematics Instructional Support Specialists , Principals, and Teachers DoDEA understands

Linear programming mathematics, theory and algorithms

CERN Document Server

1996-01-01

Linear Programming provides an in-depth look at simplex based as well as the more recent interior point techniques for solving linear programming problems. Starting with a review of the mathematical underpinnings of these approaches, the text provides details of the primal and dual simplex methods with the primal-dual, composite, and steepest edge simplex algorithms. This then is followed by a discussion of interior point techniques, including projective and affine potential reduction, primal and dual affine scaling, and path following algorithms. Also covered is the theory and solution of the linear complementarity problem using both the complementary pivot algorithm and interior point routines. A feature of the book is its early and extensive development and use of duality theory. Audience: The book is written for students in the areas of mathematics, economics, engineering and management science, and professionals who need a sound foundation in the important and dynamic discipline of linear programming.

TEACHERS PERSPECTIVE OF USING ENGLISH AS A MEDIUM OF INSTRUCTION IN MATHEMATICS AND SCIENCE SUBJECTS

Directory of Open Access Journals (Sweden)

Norudin Mansor

2011-07-01

Full Text Available The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation seeks to find out the achievement of students in mathematic and science subjects after considering the impact of prominent independent variables such as, the school, class and home environment, the teaching methodology and the teachers’ attitude. Analysis of the development in the state of Terengganu has been carried out by the distribution of questionnaires to teachers involved. Result of the correlation and multiple regressions indicated that all the three factors are significantly associated towards students’ achievement. However, the teaching methodology indicated a low level of moderate correlation which is believed to be the immediate issue that needed to be addressed in the new system.

A Design Study of a Multimedia Instructional Grammar Program with Embedded Tracking

Science.gov (United States)

Koehler, Natalya A.; Thompson, Ann D.; Phye, Gary D.

2011-01-01

This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the teaching of English as a Second Language (ESL) was developed and evaluated. The program design was…

Does the Computer-Assisted Remedial Mathematics Program at Kearny High School Lead to Improved Scores on the N.J. Early Warning Test?

Science.gov (United States)

Schalago-Schirm, Cynthia

Eighth-grade students in New Jersey take the Early Warning Test (EWT), which involves reading, writing, and mathematics. Students with EWT scores below the state level of competency take a remedial mathematics course that provides students with computer-assisted instruction (2 days per week) as well as regular classroom instruction (3 days per…

The Key to Enhancing Students' Mathematical Vocabulary Knowledge

Science.gov (United States)

Riccomini, Paul J.; Sanders, Sharon; Jones, Julie

2008-01-01

The importance of learning mathematical vocabulary is vital for the development of proficiency in mathematics. In an effort to improve students' mathematical performance, educators must use research-validated instructional methods to teach important mathematical vocabulary. Mnemonic instruction is a set of evidenced-based strategies used to…

Mathematical programming in multiperson cooperative games

Energy Technology Data Exchange (ETDEWEB)

Lucas, W.

1994-12-31

Many fundamental solution notions in mathematical economics relate to mathematical programming. This includes various types of equilibrium points for the noncooperative (strategic) competitions, as well as the core for the cooperative (coalitional) models. This talk concerns alternate cooperative solution concepts such as various nucleoli points and other proposed fairness outcomes. These concepts become of particular interest for those cases when the core is an empty set. Recent results on these alternate solutions for classes of assignment games will be presented.

Using the Concrete Representational Abstract (CRA) Instructional Framework for Mathematics with Students with Emotional and Behavioral Disorders

Science.gov (United States)

Peltier, Corey; Vannest, Kimberly J.

2018-01-01

Mr. Buxton is a perplexed elementary mathematics teacher. He co-teaches a second-grade classroom, with Ms. Snyder. In their classroom they have 25 students; five are identified as academically at risk, and three receive special education services. In the past Mr. Buxton successfully used an instructional approach consisting of (a) modeling, (b)…

The Instructional Guide for Abbott Skills Enhancement Classes. Revised Edition.

Science.gov (United States)

Ballinger, Ronda; Gee, Mary Kay

This guide, which integrates adult basic education (ABE) curriculum, job skills for Abbott Laboratories, and work-related foundation skills, is designed for an instructional program in the skill areas of reading, writing, oral communications, mathematics, and problem solving. In addition to creating a uniform process and product to promote…

Impact of Instructional Resources on Mathematics Performance of Learners with Dyscalculia in Integrated Primary Schools, Arusha City, Tanzania

Science.gov (United States)

Yusta, Nyudule; Karugu, Geoffrey; Muthee, Jessica; Tekle, Tesfu

2016-01-01

Learners with dyscalculia in the integrated primary schools in Arusha have been performing poorly in the Primary School Leaving Examination (PSLE). Thus, the journal sought to investigate the impact of instructional resources on mathematics performance of learners with dyscalculia in integrated primary schools found in Arusha city, Tanzania. The…

A Pre-Service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-Service Teachers

Science.gov (United States)

Slagter van Tryon, Patricia J.; Schwartz, Catherine Stein

2012-01-01

This paper describes a peer coaching collaboration between graduate students in a Master's program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students…

The Relationship Among Principal Preparation Programs, Professional Development, and Instructional Leadership Efficacy  

OpenAIRE

Thomas III, Harry R.

2015-01-01

This study presents a qualitative analysis of principals' perceptions of the relationship among principal preparation programs, professional development and instructional leadership confidence in one urban school division in Virginia. Levine (2005) argued that the principal has a salient effect on the instructional programs within schools, and the preparation and professional development of the principal affects the degree to which they maintain and improve instruction. To examine principal p...

ENDF/B-V utility programs: description and operating instructions

International Nuclear Information System (INIS)

McLaughlin, K.

1984-03-01

A description and operating instructions are supplied for the following ENDF/B-V Processing Programs: CHECKER, CRECT, STNDRD, FIZCON, PSYCHE, RESEND, INTER, INTEND, SUMRIZ, PLOTEF, LSTFCV, RIGEL. These programs can be obtained on magnetic tape, free of charge, from the IAEA Nuclear Data Section. (author)

Mathematical programming and game theory for decision making

CERN Document Server

Bapat, R B; Das, A K; Parthasarathy, T

2008-01-01

This edited book presents recent developments and state-of-the-art review in various areas of mathematical programming and game theory. It is a peer-reviewed research monograph under the ISI Platinum Jubilee Series on Statistical Science and Interdisciplinary Research. This volume provides a panoramic view of theory and the applications of the methods of mathematical programming to problems in statistics, finance, games and electrical networks. It also provides an important as well as timely overview of research trends and focuses on the exciting areas like support vector machines, bilevel pro

Improving the Graduate School Experience for Women in Mathematics: the Edge Program

Science.gov (United States)

Bozeman, Sylvia T.; Hughes, Rhonda J.

For over a decade, Spelman College and Bryn Mawr College have collaborated on initiatives designed to increase the presence of women, with a special focus on women of color, in the upper ranks of mathematical science. The most recent initiative is the EDGE Program (Enhancing Diversity in Graduate Education), which addresses this challenge by attempting to decrease the loss of talent from U.S. graduate programs. To this end, the program provides structures that help women make successful transitions from undergraduate into graduate mathematics programs, redirect or refocus their ambitions when programs are inappropriate or unsuitable, and, ultimately, enable them to "accumulate advantages" that will empower them and foster success in their careers. A broader goal of this program is to diversify the mathematics community by creating models for mathematics programs that allow people from all backgrounds and cultures to thrive, advance, and contribute to the profession.

A pilot study of the effects of RightStart instruction on early numeracy skills of children with specific language impairment.

Science.gov (United States)

Mononen, Riikka; Aunio, Pirjo; Koponen, Tuire

2014-05-01

This pilot study investigated the effects of an early numeracy program, RightStart Mathematics (RS), on Finnish kindergartners with specific language impairment (SLI). The study applied a pre-test-instruction-post-test design. The children with SLI (n=9, Mage=82.11 months) received RS instruction two to three times a week for 40 min over seven months, which replaced their business-as-usual mathematics instruction. Mathematical skill development among children with SLI was examined at the individual and group levels, and compared to the performance of normal language-achieving age peers (n=32, Mage=74.16 months) who received business-as-usual kindergarten mathematics instruction. The children with SLI began kindergarten with significantly weaker early numeracy skills compared to their peers. Immediately after the instruction phase, there was no significant difference between the groups in counting skills. In Grade 1, the children with SLI performed similarly to their peers in addition and subtraction skills (accuracy) and multi-digit number comparison, but showed weaker skills in arithmetical reasoning and in matching spoken and printed multi-digit numbers. Our pilot study showed encouraging signs that the early numeracy skills of children with SLI can be improved successfully in a kindergarten small-classroom setting with systematic instruction emphasizing visualization. Copyright © 2014 Elsevier Ltd. All rights reserved.

Perspectives on instructor modeling in mathematics teacher education

OpenAIRE

Brown, Cassondra

2009-01-01

Teachers' instructional practices are greatly shaped by their own learning experiences as students in K-12 and college classrooms, which for most teachers was traditional, teacher-centered instruction. One of the challenges facing mathematics education reform is that, traditional teaching is in contrast to reform student- centered instruction. If teachers learn from their experiences as mathematics students, mathematics teacher educators are encouraged to model practices they would like teach...

PROGRAMMING FUNDAMENTALS TEACHING TO THE STUDENTS OF PHYSICO-MATHEMATICAL PROFILE

Directory of Open Access Journals (Sweden)

Vdovychyn Tatiana

2017-05-01

Full Text Available The article provides methodical recommendations on studying of the discipline "Informatics" for the specialists preparation of the first (Bachelor level of higher education of the field of knowledge 01 "Education" of the specialty 014.04 "Secondary education (mathematics", 014.08 "Secondary education (physics". This discipline plays a particularly important role in the higher education establishments physical and mathematical field specialists training, since it combines both the fundamental concepts and principles of various mathematical and informatics disciplines, as well as applied models and algorithms for their application. The methodological aspects of the discipline "Informatics" study include the pedagogical feasibility of the forms, methods and means of training for students who are qualified as a teacher of mathematics and a physics teacher respectively. The discipline program includes issues on informatics theoretical foundations, applied software, and the basics of programming. Students are encouraged to consider the basics of programming in the C ++ environment. Basic C ++ language designs have a convenient, professional programming toolkit. Integrated C ++ environment is characterized by speed, convenience in debugging and compiling of the program. Therefore, the article focuses on the practical skills formation in the C ++ environment for the students of the physical and mathematical profile and highlights the methodological aspects of the C ++ programming language use in the course of the discipline "Informatics" teaching. The formation of practical skills takes place during the performance of laboratory works, namely: the original problem setting, the construction of an algorithm for its solution, analysis of the received results.

Numerical methods of mathematical optimization with Algol and Fortran programs

CERN Document Server

Künzi, Hans P; Zehnder, C A; Rheinboldt, Werner

1971-01-01

Numerical Methods of Mathematical Optimization: With ALGOL and FORTRAN Programs reviews the theory and the practical application of the numerical methods of mathematical optimization. An ALGOL and a FORTRAN program was developed for each one of the algorithms described in the theoretical section. This should result in easy access to the application of the different optimization methods.Comprised of four chapters, this volume begins with a discussion on the theory of linear and nonlinear optimization, with the main stress on an easily understood, mathematically precise presentation. In addition

Data Driven Program Planning for GIS Instruction

Science.gov (United States)

Scarletto, Edith

2013-01-01

This study used both focus groups (qualitative) and survey data (quantitative) to develop and expand an instruction program for GIS services. It examined the needs and preferences faculty and graduate students have for learning about GIS applications for teaching and research. While faculty preferred in person workshops and graduate students…

The Use of Computers in Mathematics Education: A Paradigm Shift from "Computer Assisted Instruction" towards "Student Programming"

Science.gov (United States)

Aydin, Emin

2005-01-01

The purpose of this study is to review the changes that computers have on mathematics itself and on mathematics curriculum. The study aims at investigating different applications of computers in education in general, and mathematics education in particular and their applications on mathematics curriculum and on teaching and learning of…

25 CFR 39.132 - Can a school integrate Language Development programs into its regular instructional program?

Science.gov (United States)

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Can a school integrate Language Development programs into... Language Development Programs § 39.132 Can a school integrate Language Development programs into its regular instructional program? A school may offer Language Development programs to students as part of its...

Programmed Instruction in Secondary Education: A Meta-Analysis of the Impact of Class Size on Its Effectiveness.

Science.gov (United States)

Boden, Andrea; Archwamety, Teara; McFarland, Max

This review used meta-analytic techniques to integrate findings from 30 independent studies that compared programmed instruction to conventional methods of instruction at the secondary level. The meta-analysis demonstrated that programmed instruction resulted in higher achievement when compared to conventional methods of instruction (average…

Mathematics Programming on the Apple II and IBM PC.

Science.gov (United States)

Myers, Roy E.; Schneider, David I.

1987-01-01

Details the features of BASIC used in mathematics programming and provides the information needed to translate between the Apple II and IBM PC computers. Discusses inputing a user-defined function, setting scroll windows, displaying subscripts and exponents, variable names, mathematical characters and special symbols. (TW)

Directory of Instructional Programs in Supervision and Management Training.

Science.gov (United States)

Civil Service Commission, Washington, DC. Training Assistance Div.

This directory, which is designed for the use of training officers in the Washington, D.C. area in prescribing learning programs to meet employee training needs, describes available group and self instructional programs used for the training of supervisors and managers. Each of the 21 courses listed contains the pertinent information necessary to…

Conceptualizing "Homework" in Flipped Mathematics Classes

Science.gov (United States)

de Araujo, Zandra; Otten, Samuel; Birisci, Salih

2017-01-01

Flipped instruction is becoming more common in the United States, particularly in mathematics classes. One of the defining characteristics of this increasingly popular instructional format is the homework teachers assign. In contrast to traditional mathematics classes in which homework consists of problem sets, homework in flipped classes often…

Learning Kriging by an instructive program.

Science.gov (United States)

Cuador, José

2016-04-01

There are three types of problem classification: the deterministic, the approximated and the stochastic problems. First, in the deterministic problems the law of the phenomenon and the data are known in the entire domain and for each instant of time. In the approximated problems, the law of the phenomenon behavior is unknown but the data can be known in the entire domain and for each instant of time. In the stochastic problems much of the law and the data are unknown in the domain, so in this case the spatial behavior of the data can only be explained with probabilistic laws. This is the most important reason why the students of geo-sciences careers and others related careers need to take courses in advance estimation methods. A good example of this situation is the estimation grades in ore mineral deposit for which the Geostatistics was formalized by G. Matheron in 1962 [6]. Geostatistics is defined as the application of the theory of Random Function to the recognition and estimation of natural phenomenon [4]. Nowadays, Geostatistics is widely used in several fields of earth sciences, for example: Mining, Oil exploration, Environment, Agricultural, Forest and others [3]. It provides a wide variety of tools for spatial data analysis and allows analysing models which are subjected to degrees of uncertainty with the rigor of mathematics and formal statistical analysis [9]. Adequate models for the Kriging interpolator has been developed according to the data behavior; however there are two key steps in applying this interpolator properly: the semivariogram determination and the Kriging neighborhood selection. The main objective of this paper is to present these two elements using an instructive program.

Mathematics Learning by Programming in a Game Engine

DEFF Research Database (Denmark)

Triantafyllou, Evangelia; Timcenko, Olga; Misfeldt, Morten

2017-01-01

This paper emerges from our research focusing on mathematics education in trans-disciplinary engineering programs and presents a case study in such an engineering discipline, namely the Media Technology program at Aalborg University Copenhagen, Denmark. In this case study, we substituted traditio...

Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention.

Science.gov (United States)

Clarke, Ben; Doabler, Christian T; Smolkowski, Keith; Baker, Scott K; Fien, Hank; Strand Cary, Mari

2016-01-01

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed. © Hammill Institute on Disabilities 2014.

A Mathematics Software Database Update.

Science.gov (United States)

Cunningham, R. S.; Smith, David A.

1987-01-01

Contains an update of an earlier listing of software for mathematics instruction at the college level. Topics are: advanced mathematics, algebra, calculus, differential equations, discrete mathematics, equation solving, general mathematics, geometry, linear and matrix algebra, logic, statistics and probability, and trigonometry. (PK)

Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group.

Science.gov (United States)

Sala, Giovanni; Gobet, Fernand

2017-12-01

It has been proposed that playing chess enables children to improve their ability in mathematics. These claims have been recently evaluated in a meta-analysis (Sala & Gobet, 2016, Educational Research Review, 18, 46-57), which indicated a significant effect in favor of the groups playing chess. However, the meta-analysis also showed that most of the reviewed studies used a poor experimental design (in particular, they lacked an active control group). We ran two experiments that used a three-group design including both an active and a passive control group, with a focus on mathematical ability. In the first experiment (N = 233), a group of third and fourth graders was taught chess for 25 hours and tested on mathematical problem-solving tasks. Participants also filled in a questionnaire assessing their meta-cognitive ability for mathematics problems. The group playing chess was compared to an active control group (playing checkers) and a passive control group. The three groups showed no statistically significant difference in mathematical problem-solving or metacognitive abilities in the posttest. The second experiment (N = 52) broadly used the same design, but the Oriental game of Go replaced checkers in the active control group. While the chess-treated group and the passive control group slightly outperformed the active control group with mathematical problem solving, the differences were not statistically significant. No differences were found with respect to metacognitive ability. These results suggest that the effects (if any) of chess instruction, when rigorously tested, are modest and that such interventions should not replace the traditional curriculum in mathematics.

Total Immersion Language Program: A New Approach to Foreign Language Instruction. Technical Report.

Science.gov (United States)

Morel, Stefano

A three-year experimental program established in 1966 in Spanish language instruction at the secondary level is reported in this study. Students at Commack High School North, New York, participated in a total immersion language program in Spanish, taking two to four classes of instruction in the target language per day. Classes included regular…

XIV International Conference on Mathematical Programming

CERN Document Server

Pardalos, Panos; Rapcsák, Tamás

2001-01-01

This volume contains refereed papers based on the lectures presented at the XIV International Conference on Mathematical Programming held at Matrahaza, Hungary, between 27-31 March 1999. This conference was organized by the Laboratory of Operations Research and Deci­ sion Systems at the Computer and Automation Institute, Hungarian Academy of Sciences. The editors hope this volume will contribute to the theory and applications of mathematical programming. As a tradition of these events, the main purpose of the confer­ ence was to review and discuss recent advances and promising research trends concerning theory, algorithms and applications in different fields of Optimization Theory and related areas such as Convex Analysis, Complementarity Systems and Variational Inequalities. The conference is traditionally held in the Matra Mountains, and housed by the resort house of the Hungarian Academy of Sciences. This was the 14th event of the long lasting series of conferences started in 1973. The organizers wish to...

Factors Influencing Teacher Instructional Practice in Mathematics When Participating in Professional Development

Science.gov (United States)

Walker, William S., III

2016-01-01

In this research, I investigated teachers' interpretations of the goals of professional development and factors that contributed to enacted instructional practices. A multiple-case study design was used to examine the interpretations of four high school teachers participating in a year-long professional development program with a standards-based…

Moving toward Positive Mathematics Beliefs and Developing Socio-Mathematical Authority: Urban Preservice Teachers in Mathematics Methods Courses

Science.gov (United States)

Saran, Rupam; Gujarati, Joan

2013-01-01

This article explores how preservice elementary teachers change their negative beliefs toward mathematics into positive ones after taking a mathematics methods course that follows the Concrete-Pictorial-Abstract (CPA) instructional method. Also explored is the relationship between those beliefs and sociomathematical authority. By administering…

Developing a pedagogical problem solving view for mathematics teachers with two reflection programs

Directory of Open Access Journals (Sweden)

Bracha KRAMARSKI

2009-10-01

Full Text Available The study investigated the effects of two reflection support programs on elementary school mathematics teachers’ pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q training and thirty two teachers were assigned to the reflection discourse (R_D training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D. No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view.

Computer programs in BASIC language for atomic absorption flame spectroscopy. Part 1. Operating instructions

International Nuclear Information System (INIS)

Boyle, W.G. Jr.

1977-01-01

These instructions describe how to use three BASIC language programs to process data from atomic absorption spectrophotometers operated in the flame mode. These programs will also control an automatic sampler if desired. The instructions cover loading the programs, responding to computer prompts, choosing among various options for processing the data, operating the automatic sampler, and producing reports. How the programs differ is also explained. Examples of computer/operator dialogue are presented for typical cases

S.M.P. SEQUENTIAL MATHEMATICS PROGRAM.

Science.gov (United States)

CICIARELLI, V; LEONARD, JOSEPH

A SEQUENTIAL MATHEMATICS PROGRAM BEGINNING WITH THE BASIC FUNDAMENTALS ON THE FOURTH GRADE LEVEL IS PRESENTED. INCLUDED ARE AN UNDERSTANDING OF OUR NUMBER SYSTEM, AND THE BASIC OPERATIONS OF WORKING WITH WHOLE NUMBERS--ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION. COMMON FRACTIONS ARE TAUGHT IN THE FIFTH, SIXTH, AND SEVENTH GRADES. A…

There Is More Variation "within" than "across" Domains: An Interview with Paul A. Kirschner about Applying Cognitive Psychology-Based Instructional Design Principles in Mathematics Teaching and Learning

Science.gov (United States)

Kirschner, Paul A.; Verschaffel, Lieven; Star, Jon; Van Dooren, Wim

2017-01-01

In this interview we asked Paul A. Kirschner about his comments and reflections regarding the idea to apply cognitive psychology-based instructional design principles to mathematics education and some related issues. With a main focus on cognitive psychology, educational psychology, educational technology and instructional design, this…

Ice Skating: Special Olympics Sports Skills Instructional Program.

Science.gov (United States)

Special Olympics, Inc., Washington, DC.

One of seven booklets on Special Olympics Sports Skills Instructional Programs, this guide presents teaching suggestions for ice skating coaches working with mentally retarded persons. An overview section introduces the sport and considers ideas for effective teaching. Goals, objectives, and benefits are considered along with information on…

Program MASTERCALC: an interactive computer program for radioanalytical computations. Description and operating instructions

International Nuclear Information System (INIS)

Goode, W.

1980-10-01

MASTERCALC is a computer program written to support radioanalytical computations in the Los Alamos Scientific Laboratory (LASL) Environmental Surveillance Group. Included in the program are routines for gross alpha and beta, 3 H, gross gamma, 90 Sr and alpha spectroscopic determinations. A description of MASTERCALC is presented and its source listing is included. Operating instructions and example computing sessions are given for each type of analysis

Mathematical design of a novel input/instruction device using a moving acoustic emitter

Science.gov (United States)

Wang, Xianchao; Guo, Yukun; Li, Jingzhi; Liu, Hongyu

2017-10-01

This paper is concerned with the mathematical design of a novel input/instruction device using a moving emitter. The emitter acts as a point source and can be installed on a digital pen or worn on the finger of the human being who desires to interact/communicate with the computer. The input/instruction can be recognized by identifying the moving trajectory of the emitter performed by the human being from the collected wave field data. The identification process is modelled as an inverse source problem where one intends to identify the trajectory of a moving point source. There are several salient features of our study which distinguish our result from the existing ones in the literature. First, the point source is moving in an inhomogeneous background medium, which models the human body. Second, the dynamical wave field data are collected in a limited aperture. Third, the reconstruction method is independent of the background medium, and it is totally direct without any matrix inversion. Hence, it is efficient and robust with respect to the measurement noise. Both theoretical justifications and computational experiments are presented to verify our novel findings.

Generic Mathematical Programming Formulation and Solution for Computer-Aided Molecular Design

DEFF Research Database (Denmark)

Zhang, Lei; Cignitti, Stefano; Gani, Rafiqul

2015-01-01

This short communication presents a generic mathematical programming formulation for Computer-Aided Molecular Design (CAMD). A given CAMD problem, based on target properties, is formulated as a Mixed Integer Linear/Non-Linear Program (MILP/MINLP). The mathematical programming model presented here......, which is formulated as an MILP/MINLP problem, considers first-order and second-order molecular groups for molecular structure representation and property estimation. It is shown that various CAMD problems can be formulated and solved through this model....

The Theory and Practice of Programmed Instruction; A Guide for Teachers.

Science.gov (United States)

Pocztar, Jerry

A historical sketch which traces behavioral theory from Pavlov to Skinner and explains the application of Skinner's theory to teaching begins this introduction to programed instruction. Next, three models of programed courses, Skinner's, Crowder's, and skip-branching, are described. The third section, techniques for elaborating programed courses,…

Mathematical logic

CERN Document Server

Kleene, Stephen Cole

1967-01-01

Undergraduate students with no prior instruction in mathematical logic will benefit from this multi-part text. Part I offers an elementary but thorough overview of mathematical logic of 1st order. Part II introduces some of the newer ideas and the more profound results of logical research in the 20th century. 1967 edition.

Documenting Instructional Practices in a Literacy-infused Arts Program: Respecting Pedagogues from the Community

Science.gov (United States)

Brooks, Wanda; Smith, Michael W.

2013-01-01

This study examines the instructional practices around literacy that characterized the work of a community based arts program designed for urban adolescents. Two primary sources of data were collected: field notes on approximately 35 hours of instruction spread across seven months and interviews with the program's staff and students. Four…

Elementary Mathematics Leaders

Science.gov (United States)

Fennell, Francis; Kobett, Beth McCord; Wray, Jonathan A.

2013-01-01

Elementary school mathematics leaders often come to the realization that their position, however titled and determined, although dedicated to addressing needs in math teaching and learning, also entails and directly involves leadership. Elementary school math specialists/instructional leaders (referenced here as elementary mathematics leaders, or…

Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation

Science.gov (United States)

Finau, Teukava; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

2018-01-01

This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students' achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King's College and implemented worldwide with the aim of improving students' thinking skills, mathematics…

Crafting by concepts fiber arts and mathematics

CERN Document Server

Belcastro, Sarah-Marie

2016-01-01

From the editors of the popular Making Mathematics with Needlework, this book presents projects that highlight the relationship between types of needlework and mathematics. Chapters start with accessible overviews presenting the interplay between mathematical concepts and craft expressions. Following sections explain the mathematics in more detail, and provide suggestions for classroom activities. Each chapter ends with specific crafting instructions. Types of needlework included are knitting, crochet, needlepoint, cross-stitch, quilting, temari balls, beading, tatting, and string art. Instructions are written as ordinary patterns, so the formatting and language will be familiar to crafters.

Motivational Factors for Participating in Basic Instruction Programs

Science.gov (United States)

Hardin, Robin; Andrew, Damon P. S.; Koo, Gi-Yong; Bemiller, Jim

2009-01-01

Enrollment trends in Basic Instruction Programs (BIPs) have shown a gradual decrease during the past four decades. This trend is significant because of the numerous studies that have declared Americans as unfit, inactive and leading unhealthy lifestyles. College and university BIPs are a means in which adults can be introduced to healthy…

Mathematization in introductory physics

Science.gov (United States)

Brahmia, Suzanne M.

Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors in part so that students develop expert-like mathematization. This dissertation describes coordinated research and curriculum development for strengthening mathematization in introductory physics; it blends scholarship in physics and mathematics education in the form of three papers. The first paper explores mathematization in the context of physics, and makes an original contribution to the measurement of physics students' struggle to mathematize. Instructors naturally assume students have a conceptual mastery of algebra before embarking on a college physics course because these students are enrolled in math courses beyond algebra. This paper provides evidence that refutes the validity of this assumption and categorizes some of the barriers students commonly encounter with quantification and representing ideas symbolically. The second paper develops a model of instruction that can help students progress from their starting points to their instructor's desired endpoints. Instructors recognize that the introductory physics course introduces new ideas at an astonishing rate. More than most physicists realize, however, the way that mathematics is used in the course is foreign to a large portion of class. This paper puts forth an instructional model that can move all students toward better quantitative and physical reasoning, despite the substantial variability of those students' initial states. The third paper describes the design and testing of curricular materials that foster mathematical creativity to prepare students to better understand physics reasoning. Few students enter introductory physics with experience generating equations in response to specific challenges involving unfamiliar quantities and units, yet this generative use of mathematics is typical of the thinking involved in

Evaluating the Effectiveness of the 2002-2003 NASA SCIence Files(TM) Program

Science.gov (United States)

Pinelli, Thomas E.; Lambert, Matthew A.; Williams, Amy C.

2004-01-01

NASA SCIence Files (tm) is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 60-minute instructional distance learning (television and web-based) programs for students in grades 3-5. Respondents who evaluated the programs in the 2002-2003 NASA SCIence Files (tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.

Science.gov (United States)

Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth

1997-01-01

Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…

Single Sex Mathematics Classes: A Critical Analysis of the Impact at a Secondary School

OpenAIRE

Seifert, Angelique; Pugalee, David K.

2012-01-01

Single sex classes have recently been emphasized as an effective way to promote mathematics learning. Despite their popularity, the research on the effectiveness of such programs is mixed underscoring the need for additional research and discussion. This research is set in one of the twenty-five largest public school systems in the United States, where schools have recently been allowed to begin instructional initiatives with same sex classes in mathematics. Preliminary data on the effecti...

Process-Driven Math: An Auditory Method of Mathematics Instruction and Assessment for Students Who Are Blind or Have Low Vision

Science.gov (United States)

Gulley, Ann P.; Smith, Luke A.; Price, Jordan A.; Prickett, Logan C.; Ragland, Matthew F.

2017-01-01

Process-Driven Math is a fully audio method of mathematics instruction and assessment that was created at Auburn University at Montgomery, Alabama, to meet the needs of one particular student, Logan. He was blind, mobility impaired, and he could not speak above a whisper. Logan was not able to use traditional low vision tools like braille and…

Inspiring Instructional Change in Elementary School Science: The Relationship Between Enhanced Self-efficacy and Teacher Practices

Science.gov (United States)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2014-10-01

This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers' beliefs and science instruction. Results showed significant increases in teachers' overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers' direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction.

CANGEO program description and user's instruction

International Nuclear Information System (INIS)

Park, Joo Hwan; Jun, J. S.; Suk, H. C.; Hwang, D. H.; Yoo, Y. J.

1997-10-01

This is a report for the description and user's instruction of CANGEO (CANdu GEOmetry) program. CANGEO program is able to generate the geometry input for thermalhydraulic subchannel analysis of CANDU fuel channel. It is developed for the calculation of subchannel analysis of CANDU fuel channel. It is developed for the calculation of subchannel data for a complicated geometry such as a CANDU fuel channel. And this code can be applicable to a bundle eccentricity from pressure tube center to bundle center, pressure tube creep, rod ballooning, and any symmetric subchannel geometry required by thermalhydraulic subchannel analysis code. The report also describes the basic calculation method of subchannel geometry, including user's manual, input and output for a CANDU fuel channel loaded with 37-element fuel bundle. (author). 35 refs., 6 figs

Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms

Science.gov (United States)

Kofa, Linda

2017-01-01

Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in…

Inverse truss design as a conic mathematical program with equilibrium constraints

Czech Academy of Sciences Publication Activity Database

Kočvara, Michal; Outrata, Jiří

2017-01-01

Roč. 10, č. 6 (2017), s. 1329-1350 ISSN 1937-1632 R&D Projects: GA ČR GA15-00735S Institutional support: RVO:67985556 Keywords : conic optimization * truss topology optimization * mathematical programs with equilibrium constraints Subject RIV: BA - General Mathematics OBOR OECD: Applied mathematics Impact factor: 0.781, year: 2016 http://library.utia.cas.cz/separaty/2017/MTR/kocvara-0477818.pdf

A Comprehensive Mathematical Programming Model for Minimizing Costs in A Multiple-Item Reverse Supply Chain with Sensitivity Analysis

Directory of Open Access Journals (Sweden)

Mahmoudi Hoda

2014-09-01

Full Text Available These instructions give you guidelines for preparing papers for IFAC conferences. A reverse supply chain is configured by a sequence of elements forming a continuous process to treat return-products until they are properly recovered or disposed. The activities in a reverse supply chain include collection, cleaning, disassembly, test and sorting, storage, transport, and recovery operations. This paper presents a mathematical programming model with the objective of minimizing the total costs of reverse supply chain including transportation, fixed opening, operation, maintenance and remanufacturing costs of centers. The proposed model considers the design of a multi-layer, multi-product reverse supply chain that consists of returning, disassembly, processing, recycling, remanufacturing, materials and distribution centers. This integer linear programming model is solved by using Lingo 9 software and the results are reported. Finally, a sensitivity analysis of the proposed model is also presented.

Guida Didattica per l'Insegnamento della Matematica. Livelli G, H = Mathematics Curriculum Guide for Italian-Speaking Students, Levels G and H. Working Draft.

Science.gov (United States)

Chicago Board of Education, IL. Dept. of Curriculum.

The curriculum guide is for levels G and H of the mathematics segment of Chicago's bilingual education program for limited-English-speaking native Italian-speaking students. It includes specific instructional objectives and worksheets for teaching the mathematical concepts of place value, whole numbers, rational numbers, measurement, geometry, and…

QUASAR - an interactive program for spectrum analysis in personal computers

International Nuclear Information System (INIS)

Auler, L.T.; Nobrega, J.A.W. da.

1991-11-01

The QUASAR software for the interactive analysis and report of energy (pulse-height) and time (multichannel scaling) spectra is described. The operating instructions as well as the mathematical methods and algorithms used by the program are presented in detail. This program is an extension to the PULSAR program. (author)

A cutting- plane approach for semi- infinite mathematical programming

African Journals Online (AJOL)

Many situations ranging from industrial to social via economic and environmental problems may be cast into a Semi-infinite mathematical program. In this paper, the cutting-plane approach which lends itself better for standard non-linear programs is exploited with good reasons for grappling with linear, convex and ...

Modeling Clinic for Industrial Mathematics: A Collaborative Project Under Erasmus+ Program

DEFF Research Database (Denmark)

Jurlewicz, Agnieszka; Nunes, Claudia; Russo, Giovanni

2018-01-01

Modeling Clinic for Industrial Mathematics (MODCLIM) is a Strategic Partnership for the Development of Training Workshops and Modeling Clinic for Industrial Mathematics, funded through the European Commission under the Erasmus Plus Program, Key Action 2: Cooperation for innovation and the exchang...

30 CFR 75.1713-4 - First-aid training program; availability of instruction to all miners.

Science.gov (United States)

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false First-aid training program; availability of... Miscellaneous § 75.1713-4 First-aid training program; availability of instruction to all miners. On or before... the mine a course of instruction in first-aid conducted by the operator or under the auspices of the...

Micronesian Mathematics Program, Level 1, Children's Workbook.

Science.gov (United States)

Gring, Carolyn

This workbook for children was prepared especially to accompany the level 1 Micronesian Mathematics Program Teacher's Guide. It is to be used to check whether children have learned concepts taught by activities and activity cards. Work is provided for such concepts as color recognition, categorizing, counting, ordering, numeration, contrasting,…

Mathematics Curriculum Guide for Spanish-Speaking Students, Levels E, F. Field Test. Working Draft = Guia didactica de matematicas, Niveles E, F. Edicion Experimental.

Science.gov (United States)

Chicago Board of Education, IL. Dept. of Curriculum.

The curriculum guide for mathematics instruction in the bilingual education program of the Chicago public schools is designed to assist teachers in the instruction of limited-English-speaking students in their native language. The guide outlines, for each of two levels, lessons on absolute and relative values of numbers, whole number operations,…

An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics

Directory of Open Access Journals (Sweden)

Rebecca McMahon Giles

2016-12-01

Full Text Available Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers’ self-efficacy beliefs related to teaching mathematics. Forty-one participants from a single university responded to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI after completing a constructivist-based elementary mathematics methods course prior to student teaching. The MTEBI is 21-item survey using a 5-point, forced choice Likert-like scale to provide an individual's perceptions of mathematics teaching efficacy beliefs on two subscales—Personal Mathematics Teaching Efficacy Belief (PMTE and Mathematics Teaching Outcome Expectancy (MTOE. Responses on the PMTE subscale (Mean = 51.08, SD=5.171 indicate that the respondents’ personal mathematics teach efficacy is positive. Participants’ responses (Mean = 29.32, SD = 3.29 on the MTOE subscale indicate positive expectations of students' mathematics learning. Attending to preservice teacher efficacy is worthy of examination. Teacher preparation programs must identify opportunities to positively impact mathematics teaching efficacy of preservice teachers.

Quality of secondary preservice mathematics teacher education programs

OpenAIRE

Gómez, Pedro

2005-01-01

Characterizing the quality of teacher education programs and courses Supported by the Ministry of Science and Technology Working for three years Three universities working on secondary mathematics pre- service teacher education Almeria, Cantabria and Granada With a common model

Status of Instructional Physical Education Programs in Ohio Senior High Schools.

Science.gov (United States)

Schraibman, Carl

High school level instructional physical education programs in the state of Ohio are examined to determine the quality of their organizational structure and curricula offerings. Data collected from a 74.3 percent questionnaire response from 70 Ohio school systems describes the functional arrangement of the school programs based on the sex of the…

Defining culturally responsive teaching: The case of mathematics

Directory of Open Access Journals (Sweden)

Jenni L. Harding-DeKam

2014-12-01

Full Text Available Elementary classroom teachers in eight school districts across Colorado, United States, share the knowledge of their students’ home and community life, define culturally responsive mathematics based on the children they instruct, and give examples of how students learn math through culture in their classrooms. Findings from two interviews, classroom observations, and student artifacts reveal that teachers have an intimate cultural knowledge of the students in their classrooms, define culturally responsive mathematical practices consistent with research, use culturally responsive mathematics teaching for authentic learning, and express a need for additional professional development and curriculum support for culturally responsive mathematics instruction. Culturally responsive mathematics is important in elementary classrooms because it allows students to make personal connections to mathematics content.

Impact of Practice-Based Instruction on Graduate Programs in the Pharmaceutical Sciences--A Response.

Science.gov (United States)

Gourley, Dick R.

1979-01-01

Issues concerning graduate programs in the pharmaceutical sciences are discussed, including: recent trends, recruitment, clinical instruction, doctoral programs, graduate faculty, master's programs, competition, supply and demand, and professional education of professionals. (SF)

Special Educators and Mathematics Phobia: An Initial Qualitative Investigation

Science.gov (United States)

Humphrey, Michael; Hourcade, Jack J.

2010-01-01

Special educators are uniquely challenged to be content experts in all curricular areas, including mathematics, because students in their caseloads may require academic instruction in any area. However, special educators with math phobia may be limited in their ability to provide effective instruction to their students with mathematical deficits…

Instruction in teaching and teaching opportunities for residents in US dermatology programs: Results of a national survey.

Science.gov (United States)

Burgin, Susan; Homayounfar, Gelareh; Newman, Lori R; Sullivan, Amy

2017-04-01

Dermatology residents routinely teach junior co-residents and medical students. Despite the importance of teaching skills for a successful academic career, no formal teaching instruction programs for dermatology residents have been described to our knowledge, and the extent of teaching opportunities for dermatology residents is unknown. We sought to describe the range of teaching opportunities and instruction available to dermatology residents and to assess the need for additional teaching training from the perspective of dermatology residency program directors nationwide. A questionnaire was administered to 113 US dermatology residency program directors or their designees. Descriptive statistics were used to analyze questionnaire item responses. The response rate was 55% (62/113). All program directors reported that their residents teach; 59% (33/56) reported offering trainees teaching instruction; 11% (7/62) of programs offered a short-term series of formal sessions on teaching; and 7% (4/62) offered ongoing, longitudinal training. Most program directors (74%, 40/54) believed that their residents would benefit from more teaching instruction. Response rate and responder bias are potential limitations. Dermatology residents teach in a broad range of settings, over half receive some teaching instruction, and most dermatology residency program directors perceive a need for additional training for residents as teachers. Copyright © 2016 American Academy of Dermatology, Inc. Published by Elsevier Inc. All rights reserved.

Mathematical Modeling in the High School Curriculum

Science.gov (United States)

Hernández, Maria L.; Levy, Rachel; Felton-Koestler, Mathew D.; Zbiek, Rose Mary

2016-01-01

In 2015, mathematics leaders and instructors from the Society for Industrial and Applied Mathematics (SIAM) and the Consortium for Mathematics and Its Applications (COMAP), with input from NCTM, came together to write the "Guidelines for Assessment and Instruction in Mathematical Modeling Education" (GAIMME) report as a resource for…

The EMERGE Summer Program: Supporting Incoming Freshmen's Success in Mathematics Developmental Coursework

Science.gov (United States)

Bird, Katherine; Oppland-Cordell, Sarah; Hibdon, Joseph

2016-01-01

This paper describes the development, results, and future directions of the mathematics component of the EMERGE Summer Program at Northeastern Illinois University. Initiated summer 2014, EMERGE offered English and mathematics sessions for incoming freshmen. The mathematics session aimed to strengthen participants' mathematical foundations,…

Critical analysis of the policy practice of mathematics education in ...

African Journals Online (AJOL)

Ensuring a smooth mathematics education programme requires the formulation and implementation of appropriate instructional policies. This study is a survey of some practices of the instructional policies and their influence on mathematics education. Completed Basic School Annual Census (CBSAC) forms and ...

Underprepared Students' Performance on Algebra in a Double-Period High School Mathematics Program

Science.gov (United States)

Martinez, Mara V.; Bragelman, John; Stoelinga, Timothy

2016-01-01

The primary goal of the Intensified Algebra I (IA) program is to enable mathematically underprepared students to successfully complete Algebra I in 9th grade and stay on track to meet increasingly rigorous high school mathematics graduation requirements. The program was designed to bring a range of both cognitive and non-cognitive supports to bear…

Foundations in Science and Mathematics Program for Middle School and High School Students

Science.gov (United States)

Desai, Karna Mahadev; Yang, Jing; Hemann, Jason

2016-01-01

The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .

Rehabilitation Counseling Information: Programmed Instruction for the Practitioner. Final Report.

Science.gov (United States)

Phelps, William R.

This programmed instruction rehabilitation counseling information test attempts to cover six areas as follows: testing, psychological information, medical information, counseling concepts, history of rehabilitation, and counselor-agency functioning. The information may be utilized for research purposes and/or replicated by others. (Author)

Mathematics education and students with learning disabilities: introduction to the special series.

Science.gov (United States)

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

Supporting Mathematics Instruction through Community

Science.gov (United States)

Amidon, Joel C.; Trevathan, Morgan L.

2016-01-01

Raising expectations is nothing new. Every iteration of standards elevates the expectations for what students should know and be able to do. The Common Core State Standards for Mathematics (CCSSM) is no exception, with standards for content and practice that move beyond memorization of traditional algorithms to "make sense of problems and…

Mathematical-programming approaches to test item pool design

NARCIS (Netherlands)

Veldkamp, Bernard P.; van der Linden, Willem J.; Ariel, A.

2002-01-01

This paper presents an approach to item pool design that has the potential to improve on the quality of current item pools in educational and psychological testing andhence to increase both measurement precision and validity. The approach consists of the application of mathematical programming

An Evaluation of the Instruction of Generalization in Elementary School Social Studies Program

Directory of Open Access Journals (Sweden)

Mükerrem AKBULUT TAŞ

2011-11-01

Full Text Available Generalizations are important content materials that should be instructed in the Social Studies program. The instruction of generalizations and the causal relationships emphasized in generalizations are important for students to have meaningful learning experiences and to gain causal reasoning and critical thinking skills. Social Studies program emphasizes the acquisition of creating scientific generalization skill as a fundamental skill to be instructed directly, and the importance of generalization instruction is highlighted. Therefore, this study is important in that it draws attention to the importance of teaching generalization and creates basis for the future research in the field. In this regard, it aims at evaluating the instruction of the generalizations in the “Our Country and the World” unit in Social Studies program for 6th grades in Primary School. In line with this general purpose, the instruction of the generalizations in the unit was analyzed qualitatively. The study was conducted with three social studies teachers working in three different schools located in Seyhan, Adana. The data were collected through the observation technique with a view to obtaining in depth data about the instruction of generalization in social studies lesson. Semi-structured observation form, prepared in the light of the generalization content elements, was used as the data collection tool. These content elements consisted of four aspects: generalization statement, concepts related to generalization, cause-effect relationships between concepts, and facts about generalization. In addition to observation, document analysis was conducted with a view to supporting results and strengthening the implications. The documentary analysis was performed based on the generalizations and previously identified elements about the generalizations in the scope of the six topics in the “Our Country and the World” unit. The data collected from the observations were

Student-Centered Instruction in a Theoretical Statistics Course

Science.gov (United States)

Bates Prins, Samantha C.

2009-01-01

This paper provides an example of how student-centered instruction can be used in a theoretical statistics class. The author taught a two-semester undergraduate probability and mathematical statistics sequence using primarily teacher-centered instruction in the first semester and primarily student-centered instruction in the second semester. A…

Transposing reform pedagogy into new contexts: complex instruction in remote Australia

Science.gov (United States)

Sullivan, Peter; Jorgensen, Robyn; Boaler, Jo; Lerman, Steve

2013-03-01

This article draws on the outcomes of a 4-year project where complex instruction was used as the basis for a reform in mathematics teaching in remote Aboriginal communities in Australia. The article describes the overall project in terms of the goals and aspirations for learning mathematics among remote Indigenous Australians. Knowing that the approach had been successful in a diverse setting in California, the project team sought to implement and evaluate the possibilities of such reform in a context in which the need for a culturally responsive pedagogy was critical. Elements of complex instruction offered considerable possibilities in aligning with the cultures of the remote communities, but with recognition of the possibility that some elements may not be workable in these contexts. Complex instruction also valued deep knowledge of mathematics rather than a tokenistic, impoverished mathematics. The strategies within complex instruction allowed for mathematical and cultural scaffolding to promote deep learning in mathematics. Such an approach was in line with current reforms in Indigenous education in Australia where there are high expectations of learners in order to break away from the deficit thinking that has permeated much education in remote Australia. The overall intent is to demonstrate what pedagogies are possible within the constraints of the remote context.

Mathematics Teaching as a Narrative Art

Science.gov (United States)

George, Michael

2014-01-01

Many students read for pleasure, but how many, stranded in an expansive library, would willingly reach for a mathematics textbook? One reason this scenario is so inconceivable is that mathematics textbooks are organized less as exercises in storytelling and more as how-to manuals. Unfortunately many mathematics teachers instruct accordingly. This…

Computer-Aided Authoring of Programmed Instruction for Teaching Symbol Recognition. Final Report.

Science.gov (United States)

Braby, Richard; And Others

This description of AUTHOR, a computer program for the automated authoring of programmed texts designed to teach symbol recognition, includes discussions of the learning strategies incorporated in the design of the instructional materials, hardware description and the algorithm for the software, and current and future developments. Appendices…

MIPS to the "4", Mathematics Improves Promotes Students. A Program of Mathematics for the Elementary Math Laboratory. Limited Edition.

Science.gov (United States)

Wichita Unified School District 259, KS.

This book is a guide for the reinforcement of the elementary mathematics laboratory program. It uses a hands-on and activity approach with maximum involvement of the students. Reinforcement strategies for the first three phases (concrete, semiconcrete, and semiabstract) of each mathematics concept are suggested. Also included are specific job…

An Examination of Pre-Service Mathematics Teachers' Integration of Technology into Instructional Activities Using a Cognitive Demand Perspective and Levels of Technology Implementation

Science.gov (United States)

Akcay, Ahmet Oguz

2016-01-01

Technology has changed every aspect of our lives such as communication, shopping, games, business, and education. Technology has been used for decades in the teaching and learning environment in K-12 education and higher education, especially in mathematics education where the use of instructional technology has great potential. Today's students…

User's guide to the Sandia Mathematical Program Library at Livermore

Energy Technology Data Exchange (ETDEWEB)

Huddleston, R.E.; Jefferson, T.H.

1976-03-01

The Sandia Mathematical Program Library is a collection of general-purpose mathematical subroutines which are maintained within Sandia on a quick service basis. This document is intended to be a reference guide for using the library at Sandia Laboratories, Livermore. (auth)

COYOTE: a finite element computer program for nonlinear heat conduction problems

International Nuclear Information System (INIS)

Gartling, D.K.

1978-06-01

COYOTE is a finite element computer program designed for the solution of two-dimensional, nonlinear heat conduction problems. The theoretical and mathematical basis used to develop the code is described. Program capabilities and complete user instructions are presented. Several example problems are described in detail to demonstrate the use of the program

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.

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

Directory of Open Access Journals (Sweden)

Jason H. Sharp

2017-08-01

Full Text Available Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus

Frontiers in economic research on petroleum allocation using mathematical programming methods

International Nuclear Information System (INIS)

Rowse, J.

1991-01-01

This paper presents a state of the art of operations research techniques applied in petroleum allocation, namely mathematical programming methods, with principal attention directed toward linear programming and nonlinear programming (including quadratic programming). Contributions to the economics of petroleum allocation are discussed for international trade, industrial organization, regional/macro economics, public finance and natural resource/environmental economics

A Mathematical Sciences Program at an Upper-Division Campus.

Science.gov (United States)

Swetz, Frank J.

1978-01-01

The conception, objectives, contents, and limitations of a degree program in the mathematical sciences at Pennsylvania State University, Capitol Campus, are discussed. Career goals that may be pursued include: managerial, science, education, actuarial, and computer. (MP)

Fellowship Program in the Design and Development of Instructional Materials. Final Report.

Science.gov (United States)

Fleming, Malcolm; Pett, Dennis

A two-year graduate program leading to a specialists's degree was administered to train individuals in the design of instructional materials for elementary, secondary, vocational and special education curricula. The program sought to achieve a multiplier effect by placing its graduates in positions in which they could help other educators to…

Flipping Preservice Elementary Teachers' Mathematics Anxieties

Science.gov (United States)

Dove, Anthony; Dove, Emily

2017-01-01

In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with teacher-created videos, flipped classroom with Khan Academy videos) compared in improving students'…

Understanding Factors Leading to Participation in Supplemental Instruction Programs in Introductory Accounting Courses

Science.gov (United States)

Goldstein, James; Sauer, Paul; O'Donnell, Joseph

2014-01-01

Although studies have shown that supplemental instruction (SI) programs can have positive effects in introductory accounting courses, these programs experience low participation rates. Thus, our study is the first to examine the factors leading to student participation in SI programs. We do this through a survey instrument based on the Theory of…

Trickle down Mathematics: Adult Pre-Service Elementary Teachers Gain Confidence in Mathematics--Enough to Pass It Along?

Science.gov (United States)

Ashun, Mary Apea; Reinink, John

2009-01-01

Much research (Ma, 1999; Cohen & Leung, 2004; English, 2003) has been done on mathematics education and pre-service teachers with special emphasis on how the mathematics is taught and the psychology of the pre-service teachers. While there is concern among North American mathematicians that mathematics instruction in K-12 grades needs to be…

Achievement of Eighth-Grade Students in Korea on the TIMSS 2011 Assessment: Effects of Confidence in Mathematics and Engagement in Mathematics Lessons

Science.gov (United States)

House, J. Daniel; Telese, James A.

2016-01-01

Research studies have identified several factors related to mathematics achievement of students in Korea. Further, results from the Trends in International Mathematics and Science Study (TIMSS) assessments have shown that instructional practices and beliefs about mathematics were significantly associated with mathematics achievement of students in…

Instruction to Help Young Children Develop Language and Literacy Skills: The Roles of Program Design and Instructional Guidance

Science.gov (United States)

Gunn, Barbara; Vadasy, Patricia; Smolkowski, Keith

2011-01-01

This article discusses the kinds of instructional activities that young children need to develop basic language and literacy skills based on recent research and program evaluations. This includes approaches to develop alphabetic understanding, phonological awareness, vocabulary, and oral language. Activities and materials from the Pre-kindergarten…

A Comparison of Functional and Imperative Programming Techniques for Mathematical Software Development

Directory of Open Access Journals (Sweden)

Scott Frame

2014-04-01

Full Text Available Functional programming has traditionally been considered elegant and powerful, but also somewhat impractical for ordinary computing. Proponents of functional programming claim that the evolution of functional languages makes their use feasible in many domains. In this work, a popular imperative language (C++ and the leading functional language (Haskell are compared in a math-intensive, real-world application using a variety of criteria: ease of implementation, efficiency, and readability. The programming tasks that were used as benchmarks involved mathematical transformations between local and global coordinate systems. Details regarding the application area and how language features of both languages were used to solve critical problems are described. The paper closes with some conclusions regarding applicability of functional programming for mathematical applications.

Initiating and Strengthening College and University Instructional Physical Activity Programs

Science.gov (United States)

Sweeney, Michelle M.

2011-01-01

The National Association for Sport and Physical Education supports the offering of strong college and university instructional physical activity programs (C/UIPAPs). With a rapid decline in physical activity levels, high stress levels, and unhealthy weight-loss practices among college-age students, it is apparent that C/UIPAPs embedded in the…

A Developmental Mapping Program Integrating Geography and Mathematics.

Science.gov (United States)

Muir, Sharon Pray; Cheek, Helen Neely

Presented and discussed is a model which can be used by educators who want to develop an interdisciplinary map skills program in geography and mathematics. The model assumes that most children in elementary schools perform cognitively at Piaget's concrete operational stage, that readiness for map skills can be assessed with Piagetian or…

Paradoxes in mathematics

CERN Document Server

Farlow, Stanley J

2014-01-01

Students and puzzle enthusiasts will get plenty of enjoyment plus some painless mathematical instruction from 28 conundrums, including The Curve That Shook the World, Space Travel in a Wineglass, and Through Cantor's Looking Glass.

What's Working: Program Factors Influencing California Community College Basic Skills Mathematics Students' Advancement to Transfer Level

Science.gov (United States)

Fiero, Diane M.

2013-01-01

Purpose: The purpose of this study was to determine which basic skills program factors were exhibited by successful basic skills programs that helped students advance to transfer-level mathematics. This study specifically examined California community college basic skills programs that assist students who place in mathematics courses 2 levels…

Magical mathematics the mathematical ideas that animate great magic tricks

CERN Document Server

Diaconis, Persi

2012-01-01

Magical Mathematics reveals the secrets of amazing, fun-to-perform card tricks--and the profound mathematical ideas behind them--that will astound even the most accomplished magician. Persi Diaconis and Ron Graham provide easy, step-by-step instructions for each trick, explaining how to set up the effect and offering tips on what to say and do while performing it. Each card trick introduces a new mathematical idea, and varying the tricks in turn takes readers to the very threshold of today's mathematical knowledge. For example, the Gilbreath Principle--a fantastic effect where the cards remain in control despite being shuffled--is found to share an intimate connection with the Mandelbrot set. Other card tricks link to the mathematical secrets of combinatorics, graph theory, number theory, topology, the Riemann hypothesis, and even Fermat's last theorem.

Mathematical programs with complementarity constraints in traffic and telecommunications networks.

Science.gov (United States)

Ralph, Daniel

2008-06-13

Given a suitably parametrized family of equilibrium models and a higher level criterion by which to measure an equilibrium state, mathematical programs with equilibrium constraints (MPECs) provide a framework for improving or optimizing the equilibrium state. An example is toll design in traffic networks, which attempts to reduce total travel time by choosing which arcs to toll and what toll levels to impose. Here, a Wardrop equilibrium describes the traffic response to each toll design. Communication networks also have a deep literature on equilibrium flows that suggest some MPECs. We focus on mathematical programs with complementarity constraints (MPCCs), a subclass of MPECs for which the lower level equilibrium system can be formulated as a complementarity problem and therefore, importantly, as a nonlinear program (NLP). Although MPECs and MPCCs are typically non-convex, which is a consequence of the upper level objective clashing with the users' objectives in the lower level equilibrium program, the last decade of research has paved the way for finding local solutions of MPCCs via standard NLP techniques.

Strengthening programs in science, engineering and mathematics. Third annual progress report

Energy Technology Data Exchange (ETDEWEB)

Sandhu, S.S.

1997-09-30

The Division of Natural Sciences and Mathematics at Claflin College consists of the Departments of Biology, Chemistry, Computer Science, Physics, Engineering and Mathematics. It offers a variety of major and minor academic programs designed to meet the mission and objectives of the college. The division`s pursuit to achieve excellence in science education is adversely impacted by the poor academic preparation of entering students and the lack of equipment, facilities and research participation, required to impart adequate academic training and laboratory skills to the students. Funds were received from the US Department of Energy to improve the divisional facilities and laboratory equipment and establish mechanism at pre-college and college levels to increase (1) the pool of high school students who will enroll in Science and Mathematics courses (2) the pool of well qualified college freshmen who will seek careers in Science, Engineering and Mathematics (3) the graduation rate in Science,engineering and Mathematics at the undergraduate level and (4) the pool of well-qualified students who can successfully compete to enter the graduate schools of their choice in the fields of science, engineering, and mathematics. The strategies that were used to achieve the mentioned objectives include: (1) Improved Mentoring and Advisement, (2) Summer Science Camp for 7th and 8th graders, (3) Summer Research Internships for Claflin SEM Seniors, (4) Summer Internships for Rising High School Seniors, (5) Development of Mathematical Skills at Pre-college/Post-secondary Levels, (6) Expansion of Undergraduate Seminars, (7) Exposure of Undergraduates to Guest Speakers/Roll Models, (8) Visitations by Undergraduate Students to Graduate Schools, and (9) Expanded Academic Program in Environmental Chemistry.

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

Science.gov (United States)

Lee, Ahlam

2011-12-01

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

The Mathematical Development Beliefs Survey: Validity and Reliability of a Measure of Preschool Teachers' Beliefs about the Learning and Teaching of Early Mathematics

Science.gov (United States)

Platas, Linda M.

2015-01-01

The Mathematical Development Beliefs Survey was developed to measure early childhood teachers' beliefs about mathematics teaching and learning in the preschool classroom. This instrument was designed to measure beliefs concerning (a) age-appropriateness of mathematics instruction, (b) classroom locus of generation of mathematical knowledge…

Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

Science.gov (United States)

Rattanavich, Saowalak

2013-01-01

This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

Computer programs in BASIC language for graphite furnace atomic absorption using the method of additions. Part 1. Operating instructions

International Nuclear Information System (INIS)

Boyle, W.G. Jr.; Ryan, D.P.

1979-01-01

These instructions describe how to use BASIC language programs to process data from atomic absorption spectrophotometers using the graphite furnace and the method of additions calibration technique. The instructions cover loading the programs, responding to computer prompts, choosing among various options for processing the data, performing operations with an automatic sampler, and producing reports. How the programs interact with each other is also explained. Examples of computer/operator dialogue are presented for typical cases. In addition, a concise set of operating instructions is included as an appendix

Description of mathematical models and computer programs

International Nuclear Information System (INIS)

1977-01-01

The paper gives a description of mathematical models and computer programs for analysing possible strategies for spent fuel management, with emphasis on economic analysis. The computer programs developed, describe the material flows, facility construction schedules, capital investment schedules and operating costs for the facilities used in managing the spent fuel. The computer programs use a combination of simulation and optimization procedures for the economic analyses. Many of the fuel cycle steps (such as spent fuel discharges, storage at the reactor, and transport to the RFCC) are described in physical and economic terms through simulation modeling, while others (such as reprocessing plant size and commissioning schedules, interim storage facility commissioning schedules etc.) are subjected to economic optimization procedures to determine the approximate lowest-cost plans from among the available feasible alternatives

Effectiveness of a Self-Instruction Program for Microcounseling Skills Training

Science.gov (United States)

Schonrock-Adema, Johanna; Van der Molen, Henk T.; van der Zee, Karen I.

2009-01-01

This article describes the effects of self-instruction training (SIT) in microcounseling skills compared to those of a traditional trainer-guided program (TT) in a pretest-posttest comparison group design. A sample of 193 undergraduate psychology students participated in this study: 97 students followed SIT and 96 students followed TT. We used…

Using the virtual-abstract instructional sequence to teach addition of fractions.

Science.gov (United States)

Bouck, Emily C; Park, Jiyoon; Sprick, Jessica; Shurr, Jordan; Bassette, Laura; Whorley, Abbie

2017-11-01

Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging. Copyright © 2017 Elsevier Ltd. All rights reserved.

Multiple Representation Instruction First versus Traditional Algorithmic Instruction First: Impact in Middle School Mathematics Classrooms

Science.gov (United States)

Flores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara

2015-01-01

This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching…

Promoting middle school students’ abstract-thinking ability through cognitive apprenticeship instruction in mathematics learning

Science.gov (United States)

Yusepa, B. G. P.; Kusumah, Y. S.; Kartasasmita, B. G.

2018-01-01

The aim of this study is to get an in-depth understanding of students’ abstract-thinking ability in mathematics learning. This study was an experimental research with pre-test and post-test control group design. The subject of this study was eighth-grade students from two junior high schools in Bandung. In each schools, two parallel groups were selected and assigned into control and experimental groups. The experimental group was exposed to Cognitive Apprenticeship Instruction (CAI) treatment, whereas the control group was exposed to conventional learning. The results showed that abstract-thinking ability of students in experimental group was better than that of those in control group in which it could be observed from the overall and school level. It could be concluded that CAI could be a good alternative learning model to enhance students’ abstract-thinking ability.

Music-Themed Mathematics Education as a Strategy for Improving Elementary Preservice Teachers' Mathematics Pedagogy and Teaching Self-Efficacy

Science.gov (United States)

An, Song A.; Tillman, Daniel A.; Paez, Carlos R.

2015-01-01

This study investigated the effects upon elementary preservice teachers' mathematics teaching self-efficacy and interdisciplinary lesson design strategies, which resulted from an educational intervention that emphasized integrated music-mathematics instruction. The participating elementary preservice teachers (n = 152) were recruited for this…

The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

Science.gov (United States)

Hernandez, Cecilia M.

2011-12-01

Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content

There is more variation within than across domains: an interview with Paul A. Kirschner about applying cognitive psychology based instructional design principles in mathematics teaching and learning

NARCIS (Netherlands)

Kirschner, Paul A.; Verschaffel, Lieven; Star, Jon; Van Dooren, Wim

2018-01-01

In this interview we asked Paul A. Kirschner about his comments and reflections regarding the idea to apply cognitive psychology-based instructional design principles to mathematics education and some related issues. With a main focus on cognitive psychology, educational psychology, educational

A Comparison of Student Academic Performance with Traditional, Online, and Flipped Instructional Approaches in a C# Programming Course

Science.gov (United States)

Sharp, Jason H.; Sharp, Laurie A.

2017-01-01

Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…

A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts

Science.gov (United States)

Willis, Jerry W.

1993-01-01

be the most effective or most desirable way to use computer technology in literacy programs. This project is developing a series of instructional packages that are based on a different instructional model - authentic instruction. The instructional development model used to create these packages is also different. Instead of using the traditional five stage linear, sequential model based on behavioral learning theory, the project uses the recursive, reflective design and development model (R2D2) that is based on cognitive learning theory, particularly the social constructivism of Vygotsky, and an epistemology based on critical theory. Using alternative instructional and instructional development theories, the result of the summer faculty fellowship is LiteraCity, a multimedia adult literacy instructional package that is a simulation of finding and applying for a job. The program, which is about 120 megabytes, is distributed on CD-ROM.

Techtalk: Mobile Apps and College Mathematics

Science.gov (United States)

Hoang, Theresa V.; Caverly, David C.

2013-01-01

In this column, the authors discuss apps useful in developing mathematical reasoning. They place these into a theoretical framework, suggesting how they could be used in an instructional model such as the Algorithmic Instructional Technique (AIT) developed by Vasquez (2003). This model includes four stages: modeling, practice, transition, and…

AUTOMATION PROGRAM FOR RECOGNITION OF ALGORITHM SOLUTION OF MATHEMATIC TASK

Directory of Open Access Journals (Sweden)

Denis N. Butorin

2014-01-01

Full Text Available In the article are been describing technology for manage of testing task in computer program. It was found for recognition of algorithm solution of mathematic task. There are been justifi ed the using hierarchical structure for a special set of testing questions. Also, there has been presented the release of the described tasks in the computer program openSEE. 

AUTOMATION PROGRAM FOR RECOGNITION OF ALGORITHM SOLUTION OF MATHEMATIC TASK

OpenAIRE

Denis N. Butorin

2014-01-01

In the article are been describing technology for manage of testing task in computer program. It was found for recognition of algorithm solution of mathematic task. There are been justifi ed the using hierarchical structure for a special set of testing questions. Also, there has been presented the release of the described tasks in the computer program openSEE. 

Climate of mathematics through English instruction (CLIL method

Directory of Open Access Journals (Sweden)

Helena Binterová

2012-03-01

Full Text Available The paper presents a case study focusing on the climate of the teaching of mathematics in a concrete school. The quantitative characteristics of the climate are based on questionnaires and interviews. The study presents research results conducted in connection with implementation of the teaching of mathematics in a foreign language. After analyzing interviews with teachers and pupils together with the analysis of the questionnaires, the paper describes changes of the climate of the mathematics teaching in a diff erent language than the mother tongue from the teachers' as well as the pupils' point of view. At the same time, the paper identifies possible causes of the changes and describes in detail teaching methods and characteristics of the teaching and learning environment.

Computer-Assisted, Programmed Text, and Lecture Modes of Instruction in Three Medical Training Courses: Comparative Evaluation. Final Report.

Science.gov (United States)

Deignan, Gerard M.; And Others

This report contains a comparative analysis of the differential effectiveness of computer-assisted instruction (CAI), programmed instructional text (PIT), and lecture methods of instruction in three medical courses--Medical Laboratory, Radiology, and Dental. The summative evaluation includes (1) multiple regression analyses conducted to predict…

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.,…

Development of a Multidisciplinary Middle School Mathematics Infusion Model

Science.gov (United States)

Russo, Maria; Hecht, Deborah; Burghardt, M. David; Hacker, Michael; Saxman, Laura

2011-01-01

The National Science Foundation (NSF) funded project "Mathematics, Science, and Technology Partnership" (MSTP) developed a multidisciplinary instructional model for connecting mathematics to science, technology and engineering content areas at the middle school level. Specifically, the model infused mathematics into middle school curriculum…

Programmed Instruction for Teaching Java: Consideration of Learn Unit Frequency and Rule-Test Performance

Science.gov (United States)

Emurian, Henry H.

2007-01-01

At the beginning of a Java computer programming course, nine students in an undergraduate class and nine students in a graduate class completed a web-based programmed instruction tutoring system that taught a simple computer program. All students exited the tutor with an identical level of skill, at least as determined by the tutor's required…

Improved Outcomes with Computer-Assisted Instruction in Mathematics and English Language Skills for Hispanic Students in Need of Remedial Education at Miami Dade College, Florida

Science.gov (United States)

Vassiliou, John

2011-01-01

In this study, 180 first-time-in-college (FTIC) students at Miami Dade College, Florida in need of remedial instruction in basic mathematics, reading, and sentence skills utilized the A[superscript +]dvancer[R] College Readiness Online software. Significant results were found with increased ACCUPLACER[R] scores; number of students who avoided at…

NCTM Principles and Standards for Mathematically Talented Students

Science.gov (United States)

Deal, Linda J.; Wismer, Michael G.

2010-01-01

The "Principles and Standards for School Mathematics" published in 2000 by the National Council of Teachers of Mathematics (NCTM) created a vision of mathematical concepts and processes to establish core educational guidelines for instruction from grades K to 12. The overall plan does emphasize higher level thinking, problem solving, and…

Assessment of Primary 5 Students' Mathematical Modelling Competencies

Science.gov (United States)

Chan, Chun Ming Eric; Ng, Kit Ee Dawn; Widjaja, Wanty; Seto, Cynthia

2012-01-01

Mathematical modelling is increasingly becoming part of an instructional approach deemed to develop students with competencies to function as 21st century learners and problem solvers. As mathematical modelling is a relatively new domain in the Singapore primary school mathematics curriculum, many teachers may not be aware of the learning outcomes…

Students Build Mathematical Theory: Semantic Warrants in Argumentation

Science.gov (United States)

Walter, Janet G.; Barros, Tara

2011-01-01

In this paper, we explore the development of two grounded theories. One theory is mathematical and grounded in the work of university calculus students' collaborative development of mathematical methods for finding the volume of a solid of revolution, in response to mathematical necessity in problem solving, without prior instruction on solution…

MIDWEST PROGRAM ON AIRBORNE TELEVISION INSTRUCTION -- A REGIONAL EXPLORATION IN EDUCATION.

Science.gov (United States)

IVEY, JOHN E.; AND OTHERS

STARTING IN FEBRUARY 1961, THE MIDWEST PROGRAM ON AIRBORNE TELEVISION INSTRUCTION (MPATI) TRANSMITTED COURSES IN FOREIGN LANGUAGES, SCIENCE, ARITHMETIC, ART, THE HUMANITIES, MUSIC, SOCIAL STUDIES, AND INTERNATIONAL RELATIONS TO 18 SCHOOLS IN THE MIDWEST. THE AIRBORNE TELECAST OPERATED OVER NORTH CENTRAL INDIANA AND TRANSMITTED COURSES OVER AN AREA…

The Application of Programmed Instruction in Fulfilling the Physiology Course Requirements

Science.gov (United States)

Stanisavljevic, Jelena; Djuric, Dragan

2013-01-01

The aim of this study is to compare the effectiveness of models of programmed instruction and conventional (informative-illustrative) expository teaching in terms of fulfilling the aims of the course "Human anatomy and physiology" which is included in the physiology programme and designed for undergraduate students majoring in biology…

Vocational Education Program/Course Inventory Form PCI. Explanation and Instructional Manual.

Science.gov (United States)

California Occupational Information Coordinating Committee, Sacramento.

This manual for teachers, administrators, and counselors both explains the Program/Course Inventory (PCI), a data collection instrument, and provides instructions for completing the PCI form. The first section describes the PCI developed by the Ventura County Superintendent of Schools staff to collect data that define vocational education…

Characteristic of critical and creative thinking of students of mathematics education study program

Science.gov (United States)

Rochmad; Agoestanto, A.; Kharis, M.

2018-03-01

Critical and creative thinking give important role in learning matematics for mathematics education students. This research to explored the characteristic of critical and creative thinking of students of mathematics study program in mathematics department. Critical thinking and creative thinking can be illustrated as two sides of a coin, which one is associated to the other. In elementary linear algebra courses, however, critical thinking can be seen as a foundation to build students’ creative thinking.

An evaluation of the California Instructional School Garden Program.

Science.gov (United States)

Hazzard, Eric L; Moreno, Elizabeth; Beall, Deborah L; Zidenberg-Cherr, Sheri

2012-02-01

California Assembly Bill 1535 awarded $US 15 million to California public schools to promote, develop and sustain instructional school gardens through the California Instructional School Garden Program (CISGP). The present study was designed to assess the effectiveness of the CISGP at assisting schools in implementing, maintaining and sustaining an academic school garden programme, determine how schools utilized the funding they received and assess the impact of the California state budget crisis on the CISGP. A mid-term evaluation was used to assess the degree to which schools achieved their instructional garden-related goals. California. Only schools that applied for the CIGSP grant as part of a school district and also provided a contact email and had a unique contact person were included in the study (n 3103, 80·6 %). In general, many schools reported not achieving their predicted goals with regard to the CISGP grant. Only 39·4 % of schools reported accomplishing all of their garden-related goals. Over one-third (37·8 %) of schools reported that their school gardens were negatively affected by the California budget deficit. The difference between predicted and actual utilization of the CISGP grants may be due to a combination of the effects of budget shortfall and insufficiency of the grant award amount.

Input data instructions - simplified documentation of the computer program ANSYS. Report for 10 June 1976--31 March 1978

International Nuclear Information System (INIS)

Chang, P.Y.

1978-02-01

A simplified version of the input instructions for the computer program 'ANSYS' is presented for the non-linear elastoplastic analysis of a ship collision protection barrier structure. All essential information necessary for the grillage model are summarized while eliminating the instructions for other types of the problems. A benchmark example is given for checking the computer program

Mathematics Teachers' Use of Information and Communication Technologies: An International Comparison

Science.gov (United States)

Kiru, Elisheba W.

2018-01-01

There is an urgent need to understand how often teachers use information and communication technologies (ICT) in mathematics instruction. This information can provide vital links that can help stakeholders make connections about ICT use in mathematics instruction and student learning experiences with ICT. Scholars in the field have reported on the…

The Teachers Academy for Mathematics and Science. Executive summary and program activities update

Energy Technology Data Exchange (ETDEWEB)

1992-09-01

In his State of the Union address on January 31, 1990, President Bush set a goal for US students to be number one in the world in mathematics and science achievement by the year 2000. The Teachers Academy for Mathematics and Science in Chicago is an experiment of unprecedented boldness and scale that can provide a means to the President`s goal, both for the Chicago area and as a national model. This document covers organization and governance, program activities, future training goals, and evaluation programs.

Essentials of Mathematica With Applications to Mathematics and Physics

CERN Document Server

Boccara, Nino

2007-01-01

Essentials of Mathematica: With Applications to Mathematics and Physics, based on the lecture notes of a course taught at the University of Illinois at Chicago to advanced undergraduate and graduate students, teaches how to use Mathematica to solve a wide variety problems in mathematics and physics. The text assumes no previous exposure to Mathematica. It is illustrated with many detailed examples that require the student to construct meticulous, step-by-step, easy-to-read Mathematica programs. It includes many detailed graphics, with instructions to students on how to achieve similar results. The aim of Essentials of Mathematica is to provide the reader with Mathematica proficiency quickly and efficiently. The first part, in which the reader learns how to use a variety of Mathematica commands, avoids long discussions and overly sophisticated techniques. The second part covers a broad range of applications in physics and applied mathematics, including negative and complex bases, the double pendulum, fractals,...

Teaching about teaching and instruction on instruction: a challenge for health sciences library education.

Science.gov (United States)

Detlefsen, Ellen Gay

2012-10-01

This is a review of the master's-level curricula of the fifty-eight America Library Association-accredited library and information science programs and iSchools for evidence of coursework and content related to library instruction. Special emphasis is placed on the schools and programs that also offer coursework in medical or health sciences librarianship. Fifty-eight school and program websites were reviewed. Course titles and course descriptions for seventy-three separate classes were analyzed. Twenty-three syllabi were examined. All North American library education programs offer at least one course in the general area of library instruction; some programs offer multiple courses. No courses on instruction, however, are focused directly on the specialized area of health sciences librarianship. Master's degree students can take appropriate classes on library instruction, but the medical library profession needs to offer continuing education opportunities for practitioners who want to have specific instruction for the specialized world of the health sciences.

THE WORLD OF TEACHING MACHINES, PROGRAMED LEARNING AND SELF-INSTRUCTIONAL DEVICES.

Science.gov (United States)

FOLTZ, CHARLES I.

TEACHING MACHINES HAVE SEVERAL ADVANTAGES--TIME IS SAVED, CORRECT RESPONSE IS REINFORCED IMMEDIATELY, AND STUDENTS ARE NOT PUBLICLY CONFRONTED WITH FAILURE. THERE ARE TWO APPROACHES TO THE PROGRAMED INSTRUCTION INTRINSIC TO THEIR USE--ONE (THE SKINNER METHOD) IS BASED ON FILLING IN BLANK SPACES, THE OTHER (THE CROWDER METHOD) EMPLOYS…

Sheltered Instruction Observation Protocol (SIOP). WWC Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2009

2009-01-01

The Sheltered Instruction Observation Protocol (SIOP) is a framework for planning and delivering instruction in content areas such as science, history, and mathematics to limited-English proficient students. The goal of SIOP is to help teachers integrate academic language development into their lessons, allowing students to learn and practice…

Cognitive science and mathematics education

CERN Document Server

Schoenfeld, Alan H

1987-01-01

This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.

Differentiated instruction in a data-based decision-making context

NARCIS (Netherlands)

Faber, Janke M.; Glas, Cees A.W.; Visscher, Adrie J.

2018-01-01

In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers’ differentiated instruction practices and to predict the mathematical achievement of

Programming-Languages as a Conceptual Framework for Teaching Mathematics

Science.gov (United States)

Feurzeig, Wallace; Papert, Seymour A.

2011-01-01

Formal mathematical methods remain, for most high school students, mysterious, artificial and not a part of their regular intuitive thinking. The authors develop some themes that could lead to a radically new approach. According to this thesis, the teaching of programming languages as a regular part of academic progress can contribute effectively…

DESIGN OF EDUCATIONAL PROBLEMS ON LINEAR PROGRAMMING USING SYSTEMS OF COMPUTER MATHEMATICS

Directory of Open Access Journals (Sweden)

Volodymyr M. Mykhalevych

2013-11-01

Full Text Available From a perspective of the theory of educational problems a problem of substitution in the conditions of ICT use of one discipline by an educational problem of another discipline is represented. Through the example of mathematical problems of linear programming it is showed that a student’s method of operation in the course of an educational problem solving is determinant in the identification of an educational problem in relation to a specific discipline: linear programming, informatics, mathematical modeling, methods of optimization, automatic control theory, calculus etc. It is substantiated the necessity of linear programming educational problems renovation with the purpose of making students free of bulky similar arithmetic calculations and notes which often becomes a barrier to a deeper understanding of key ideas taken as a basis of algorithms used by them.

Using Manipulatives to Teach Elementary Mathematics

Science.gov (United States)

Boggan, Matthew; Harper, Sallie; Whitmire, Anna

2010-01-01

The purpose of this paper is to explain the importance and benefits of math manipulatives. For decades, the National Council of Teachers of Mathematics has encouraged school districts nationwide to use manipulatives in mathematical instruction. The value of manipulatives has been recognized for many years, but some teachers are reluctant to use…

Uncovering changes in university teachers' professional networks during an instructional development program

NARCIS (Netherlands)

Van Waes, Sara; Van den Bossche, Piet; Moolenaar, Nienke M.|info:eu-repo/dai/nl/304352802; Stes, Ann; Van Petegem, Peter

2015-01-01

This study examined (1) the extent to which university teachers' networks changed while they participated in an instructional development program, (2) which mechanisms supported or constrained network change, and (3) the extent to which value was created through networks. Longitudinal social network

Your move: The effect of chess on mathematics test scores.

Science.gov (United States)

Rosholm, Michael; Mikkelsen, Mai Bjørnskov; Gumede, Kamilla

2017-01-01

We analyse the effect of substituting a weekly mathematics lesson in primary school grades 1-3 with a lesson in mathematics based on chess instruction. We use data from the City of Aarhus in Denmark, combining test score data with a comprehensive data set obtained from administrative registers. We use two different methodological approaches to identify and estimate treatment effects and we tend to find positive effects, indicating that knowledge acquired through chess play can be transferred to the domain of mathematics. We also find larger impacts for unhappy children and children who are bored in school, perhaps because chess instruction facilitates learning by providing an alternative approach to mathematics for these children. The results are encouraging and suggest that chess may be an important and effective tool for improving mathematical capacity in young students.

The Analysis of the Graduate Theses Related to Programming Instruction

OpenAIRE

Benzer, Ali İhsan; Erümit, Ali Kürşat

2018-01-01

Theaim of this study is to examine graduate theses including theexperimental study on programming instruction in the subject of“education and training” in Turkey by using content analysismethod. Theresearch problem of this study is "how are the tendencies ofgraduate theses including experimental study on programminginstruction?"In this context, it focuses on the following sub-problems:Regardingthe graduate theses with experimental study on programminginstruction in Turkey;Whatis the...

Designing Reading Instruction for Cultural Minorities: The Case of the Kamehameha Early Education Program.

Science.gov (United States)

Calfee, Robert C.; And Others

This is a report on the Kamehameha Early Education Program (KEEP), a research and development project designed to find ways of improving the school performance of educationally disadvantaged Hawaiian children. The project, implemented in a laboratory school setting and continuously monitored, is described as a reading instruction program for…

The initial response of secondary mathematics teachers to a one-to-one laptop program

Science.gov (United States)

Zuber, Edward Nordin; Anderson, Judy

2013-06-01

Studies of one-to-one programs consistently report lower use of laptops in mathematics classrooms compared to other subjects but do not elaborate reasons for these observations. This mixed-method study investigated the experiences and beliefs of 28 mathematics teachers at five secondary schools during the second year of the New South Wales Digital Education Revolution laptop program. While some mathematics teachers planned for students to use their laptops up to once a week, most reported less frequent use in the classroom. Teachers were grouped into categories "Non Adopters," "Cautious Adopters," and "Early Adopters" according to reported classroom use of laptops, then analysed for differences in confidence, knowledge, and beliefs relating to technology for teaching and learning mathematics. A prevalent belief limiting laptop use is that students authentically learn mathematics only using pen and paper. Cautious Adopters and Non Adopters expressed beliefs that laptops exacerbate classroom management problems, especially for lower-achieving students. In the context of ability-streamed classes these beliefs effectively ruled out use of laptops for entire classrooms.

Effects of Direct and Indirect Instructional Strategies on Students ...

African Journals Online (AJOL)

First Lady

2012-10-27

Oct 27, 2012 ... Counseling, University of Port Harcourt, Rivers State. Phone: +234(0) ... Mathematics using Direct Instructional strategy, while Group B students were taught using ... strategy; significant difference existed between direct and indirect instruction ..... is to ensure individual student's mastery of the subject matter.

Pre-service teachers' experiences teaching secondary mathematics in English-medium schools in Tanzania

Science.gov (United States)

Kasmer, Lisa

2013-09-01

In order to promote mathematical understanding among English Language Learners (ELLs), it is necessary to modify instructional strategies to effectively communicate mathematical content. This paper discusses the instructional strategies used by four pre-service teachers to teach mathematics to secondary students in English-medium schools in Arusha, Tanzania as a result of the tensions they faced and reflections on their teaching. Strategies such as code switching, attending to sentence structure, non-linguistic representations, and placing the content within a familiar context proved to be beneficial strategies for conveying mathematical ideas.

Encendiendo una Llama. Bilingual Gifted and Talented Program: Overview, Identification of Students, and Instructional Approaches.

Science.gov (United States)

Hartford Public Schools, CT.

Three pamphlets describe facets of "Encendiendo Una Llama," a Hartford (Connecticut) demonstration program for bilingual gifted and talented students. An overview pamphlet summarizes key aspects of the model program: identification procedures, instructional services, teacher training, parent involvement, evidence of effectiveness, implementation…

Research in collegiate mathematics education VII

CERN Document Server

Hitt, Fernando; Thompson, Patrick W

2010-01-01

The present volume of Research in Collegiate Mathematics Education, like previous volumes in this series, reflects the importance of research in mathematics education at the collegiate level. The editors in this series encourage communication between mathematicians and mathematics educators, and as pointed out by the International Commission of Mathematics Instruction (ICMI), much more work is needed in concert with these two groups. Indeed, editors of RCME are aware of this need and the articles published in this series are in line with that goal. Nine papers constitute this volume. The first

Personalized Computer-Assisted Mathematics Problem-Solving Program and Its Impact on Taiwanese Students

Science.gov (United States)

Chen, Chiu-Jung; Liu, Pei-Lin

2007-01-01

This study evaluated the effects of a personalized computer-assisted mathematics problem-solving program on the performance and attitude of Taiwanese fourth grade students. The purpose of this study was to determine whether the personalized computer-assisted program improved student performance and attitude over the nonpersonalized program.…

The Talent Development Middle School. An Elective Replacement Approach to Providing Extra Help in Math--The CATAMA Program (Computer- and Team-Assisted Mathematics Acceleration). Report No. 21.

Science.gov (United States)

Mac Iver, Douglas J.; Balfanz, Robert; Plank, Stephen B.

In Talent Development Middle Schools, students needing extra help in mathematics participate in the Computer- and Team-Assisted Mathematics Acceleration (CATAMA) course. CATAMA is an innovative combination of computer-assisted instruction and structured cooperative learning that students receive in addition to their regular math course for about…

The Language Policy Practice in Mathematics Education in the ...

African Journals Online (AJOL)

kofimereku

mathematics lesson periods in English at the lower primary level. Efforts to use the native language for meaningful mathematics instructions are constrained by teachers' inability to speak the ..... Cambridge: Cambridge Univ. Press, 9-33.

Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction

Science.gov (United States)

Wasserman, Nicholas H.

2016-01-01

This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics--and their progression across elementary, middle, and secondary mathematics--where teaching may be transformed by…

Explicating Mathematical Thinking in Differential Equations Using a Computer Algebra System

Science.gov (United States)

Zeynivandnezhad, Fereshteh; Bates, Rachel

2018-01-01

The importance of developing students' mathematical thinking is frequently highlighted in literature regarding the teaching and learning of mathematics. Despite this importance, most curricula and instructional activities for undergraduate mathematics fail to bring the learner beyond the mathematics. The purpose of this study was to enhance…

Format of Basic Instruction Program Resistance Training Classes: Effect on Fitness Change in College Students

Science.gov (United States)

Barfield, J. P.; Channell, Brian; Pugh, Chip; Tuck, Matt; Pendel, Dustin

2012-01-01

New resistance training programs such as CrossFit are gaining favor among college-aged students. CrossFit and related commercial resistance training programs may provide a valuable elective option within basic instruction program (BIP) curricula, but the fitness benefits of this course have not been compared with those of existing BIP resistance…

Considerations for The Instruction Of Research Methodologies In Graduate-Level Distance Education Degree Programs

Directory of Open Access Journals (Sweden)

M. Cleveland-INNERS

2004-04-01

Full Text Available Considerations for The Instruction Of Research Methodologies In Graduate-Level Distance Education Degree Programs Tom JONES, Ph.D. Associate Professor Centre for Distance Education Athabasca University, CANADA M. Cleveland-INNERS, Ph.D. Assistant Professor Centre for Distance Education Athabasca University, CANADA ABSTRACT The growth of basic and applied research activity in distance education requires redirection on several fronts, including the instruction of research methods in the education of graduate students. The majority of graduate students in distance education are practitioners whose goals range from carrying out original research to acquiring the concepts and skills necessary to become a practitioner. We argue that the best foundation for achieving both of those goals in distance education is developed by means of an understanding and internalization of sound research design methodologies, primarily acquired by formal instruction, and that an emphasis on research in graduate programs in distance education will encourage theory development. This paper presents the rationale for a general curricular model that attempts to address the sets of research competencies for graduate students in graduate-level distance education programs while at the same time moving students toward an appreciation and understanding of the epistemological foundations for social science research.

High profile students’ growth of mathematical understanding in solving linier programing problems

Science.gov (United States)

Utomo; Kusmayadi, TA; Pramudya, I.

2018-04-01

Linear program has an important role in human’s life. This linear program is learned in senior high school and college levels. This material is applied in economy, transportation, military and others. Therefore, mastering linear program is useful for provision of life. This research describes a growth of mathematical understanding in solving linear programming problems based on the growth of understanding by the Piere-Kieren model. Thus, this research used qualitative approach. The subjects were students of grade XI in Salatiga city. The subjects of this study were two students who had high profiles. The researcher generally chose the subjects based on the growth of understanding from a test result in the classroom; the mark from the prerequisite material was ≥ 75. Both of the subjects were interviewed by the researcher to know the students’ growth of mathematical understanding in solving linear programming problems. The finding of this research showed that the subjects often folding back to the primitive knowing level to go forward to the next level. It happened because the subjects’ primitive understanding was not comprehensive.

Girls in Engineering, Mathematics and Science, GEMS: A Science Outreach Program for Middle-School Female Students

Science.gov (United States)

Dubetz, Terry A.; Wilson, Jo Ann

2013-01-01

Girls in Engineering, Mathematics and Science (GEMS) is a science and math outreach program for middle-school female students. The program was developed to encourage interest in math and science in female students at an early age. Increased scientific familiarity may encourage girls to consider careers in science and mathematics and will also help…

30 CFR 77.1704 - First aid training program; availability of instruction to all miners.

Science.gov (United States)

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false First aid training program; availability of... WORK AREAS OF UNDERGROUND COAL MINES Miscellaneous § 77.1704 First aid training program; availability... shall make available to all miners employed in the mine a course of instruction in first aid conducted...

Critical sets in one-parametric mathematical programs with complementarity constraints

NARCIS (Netherlands)

Bouza Allende, G.; Guddat, J.; Still, Georg J.

2008-01-01

One-parametric mathematical programs with complementarity constraints are considered. The structure of the set of generalized critical points is analysed for the generic case. It is shown how this analysis can locally be reduced to the study of appropriate standard one-parametric finite problems. By

Effects of Video Game-Based Instruction on Writing Achievement and Motivation in Postsecondary Accelerated Degree Programs

Science.gov (United States)

Lee, Michael C.

2017-01-01

The purpose of this quantitative experimental posttest-only control group research study was to determine the degree to which differences exist in outcomes between students using a video game-based instruction and students using a traditional non-video game-based instruction in accelerated degree program courses at a 4-year university in Illinois…

Elementary General and Special Education Teachers' Mathematics Skills and Efficacy

Science.gov (United States)

Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita

2014-01-01

The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…

Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students' Proportional Reasoning: A Randomized Experiment

Science.gov (United States)

Jitendra, Asha K.; Star, Jon R.; Dupuis, Danielle N.; Rodriguez, Michael C.

2013-01-01

This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a…

Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction

Science.gov (United States)

Turner, Erin E.; Foote, Mary Q.; Stoehr, Kathleen Jablon; McDuffie, Amy Roth; Aguirre, Julia Maria; Bartell, Tonya Gau; Drake, Corey

2016-01-01

In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he…

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

Science.gov (United States)

Wendt, Staci; Rice, John; Nakamoto, Jonathan

2014-01-01

The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level…

Your move: The effect of chess on mathematics test scores

DEFF Research Database (Denmark)

Rosholm, Michael; Mikkelsen, Mai Bjørnskov; Gumede, Kamilla Trille

2017-01-01

We analyse the effect of substituting a weekly mathematics lesson in primary school grades 1–3 with a lesson in mathematics based on chess instruction. We use data from the City of Aarhus in Denmark, combining test score data with a comprehensive data set obtained from administrative registers. We...... use two different methodological approaches to identify and estimate treatment effects and we tend to find positive effects, indicating that knowledge acquired through chess play can be transferred to the domain of mathematics. We also find larger impacts for unhappy children and children who...... are bored in school, perhaps because chess instruction facilitates learning by providing an alternative approach to mathematics for these children. The results are encouraging and suggest that chess may be an important and effective tool for improving mathematical capacity in young students....

Your move: The effect of chess on mathematics test scores.

Directory of Open Access Journals (Sweden)

Michael Rosholm

Full Text Available We analyse the effect of substituting a weekly mathematics lesson in primary school grades 1-3 with a lesson in mathematics based on chess instruction. We use data from the City of Aarhus in Denmark, combining test score data with a comprehensive data set obtained from administrative registers. We use two different methodological approaches to identify and estimate treatment effects and we tend to find positive effects, indicating that knowledge acquired through chess play can be transferred to the domain of mathematics. We also find larger impacts for unhappy children and children who are bored in school, perhaps because chess instruction facilitates learning by providing an alternative approach to mathematics for these children. The results are encouraging and suggest that chess may be an important and effective tool for improving mathematical capacity in young students.

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…

Measuring Instructional Differentiation in a Large-Scale Experiment

Science.gov (United States)

Williams, Ryan T.; Swanlund, Andrew; Miller, Shazia; Konstantopoulos, Spyros; Eno, Jared; van der Ploeg, Arie; Meyers, Coby

2014-01-01

This study operationalizes four measures of instructional differentiation: one for Grade 2 English language arts (ELA), one for Grade 2 mathematics, one for Grade 5 ELA, and one for Grade 5 mathematics. Our study evaluates their measurement properties of each measure in a large field experiment: the Indiana Diagnostic Assessment Tools Study, which…

The effect of video supplemental instruction on the academic ...

African Journals Online (AJOL)

This article examines the effect of Video-based Supplemental Instruction on the performance in Mathematics of students whose matric marks did not enable them to be directly admitted to the Science Faculty at the University of Port Elizabeth. Fifteen students who received Video-based Supplemental Instruction in ...

The Use of GBL to Teach Mathematics in Higher Education

Science.gov (United States)

Naik, Nitin

2017-01-01

Innovation in learning and teaching is an everyday requirement in contemporary higher education (HE), especially in challenging subjects such as mathematics. Teaching mathematics to students with limited experience of formal mathematical instruction is a good example of a demanding pedagogical undertaking where innovatory practice can help HE…

A comparative analysis of quadratics in mathematics textbooks from Turkey, Singapore, and the international baccalaureate diploma programme

OpenAIRE

Sağlam, Reyhan

2012-01-01

Ankara : The Program of Curriculum and Instruction, Bilkent University, 2012. Thesis (Master's) -- Bilkent University, 2012. Includes bibliographical references leaves 110-118. The purpose of this study was to analyze and compare the chapters on quadratics in three mathematics textbooks selected from Turkey, Singapore, and the International Baccalaureate Diploma Programme (IBDP) in terms of content, organization, and presentation style through content analysis. The analys...

Collaboration between Mathematics Facilitators and Preschool Teachers Using the Innovative "Senso-Math" Preschool Program

Science.gov (United States)

Hassidov, Dina; Ilany, Bat-Sheva

2018-01-01

This article presents a mixed-method study of the innovative "Senso-Math" preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children…

Learning biology through connecting mathematics to scientific mechanisms: Student outcomes and teacher supports

Science.gov (United States)

Schuchardt, Anita

Integrating mathematics into science classrooms has been part of the conversation in science education for a long time. However, studies on student learning after incorporating mathematics in to the science classroom have shown mixed results. Understanding the mixed effects of including mathematics in science has been hindered by a historical focus on characteristics of integration tangential to student learning (e.g., shared elements, extent of integration). A new framework is presented emphasizing the epistemic role of mathematics in science. An epistemic role of mathematics missing from the current literature is identified: use of mathematics to represent scientific mechanisms, Mechanism Connected Mathematics (MCM). Building on prior theoretical work, it is proposed that having students develop mathematical equations that represent scientific mechanisms could elevate their conceptual understanding and quantitative problem solving. Following design and implementation of an MCM unit in inheritance, a large-scale quantitative analysis of pre and post implementation test results showed MCM students, compared to traditionally instructed students) had significantly greater gains in conceptual understanding of mathematically modeled scientific mechanisms, and their ability to solve complex quantitative problems. To gain insight into the mechanism behind the gain in quantitative problem solving, a small-scale qualitative study was conducted of two contrasting groups: 1) within-MCM instruction: competent versus struggling problem solvers, and 2) within-competent problem solvers: MCM instructed versus traditionally instructed. Competent MCM students tended to connect their mathematical inscriptions to the scientific phenomenon and to switch between mathematical and scientifically productive approaches during problem solving in potentially productive ways. The other two groups did not. To address concerns about teacher capacity presenting barriers to scalability of MCM

Connecting Research to Teaching: The "MOST" Productive Student Mathematical Thinking

Science.gov (United States)

Stockero, Shari L.; Peterson, Blake E.; Leatham, Keith R.; Van Zoest, Laura R.

2014-01-01

Instruction that meaningfully incorporates students' mathematical thinking is widely valued within the mathematics education community (NCTM 2000; Sherin, Louis, and Mendez 2000; Stein et al. 2008). Although being responsive to student thinking is important, not all student thinking has the same potential to support mathematical learning.…

Scientific Approach to Improve Mathematical Problem Solving Skills Students of Grade V

Science.gov (United States)

Roheni; Herman, T.; Jupri, A.

2017-09-01

This study investigates the skills of elementary school students’ in problem solving through the Scientific Approach. The purpose of this study is to determine mathematical problem solving skills of students by using Scientific Approach is better than mathematical problem solving skills of students by using Direct Instruction. This study is using quasi-experimental method. Subject of this study is students in grade V in one of state elementary school in Cirebon Regency. Instrument that used in this study is mathematical problem solving skills. The result of this study showed that mathematical problem solving skills of students who learn by using Scientific Approach is more significant than using Direct Instruction. Base on result and analysis, the conclusion is that Scientific Approach can improve students’ mathematical problem solving skills.

Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning

Science.gov (United States)

Hidayat, W.; Wahyudin; Prabawanto, S.

2018-01-01

This study aimed to investigate the role factors of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) instruction in improving mathematical creative reasoning ability from students’ who is a candidate for a math teacher. The study was designed in the form of experiments with a pretest-posttest control group design that aims to examine the role of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) learning on improving students’ mathematical creative reasoning abilities. The population in this research was the student of mathematics teacher candidate in Cimahi City, while the sample of this research was 90 students of the candidate of the teacher of mathematics specified purposively then determined randomly which belong to experiment class and control class. Based on the results and discussion, it was concluded that: (1) Improvement the ability of mathematical creative reasoning of students’ who was a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole; (2) There was no different improvement the ability of mathematical creative reasoning of students’ who is a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction and direct instruction was reviewed based on the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); (3) Learning factors and type of Adversity Quotient (AQ) affected the improvement of students’ mathematical creative reasoning ability. In addition, there was no interaction effect between learning and AQ together in developing of students’ mathematical creative reasoning ability; (4) mathematical creative reasoning ability of students’ who is a candidate for math teacher had not been achieved optimally on the indicators novelty.

English learners in the mathematics classroom

CERN Document Server

Coggins, Debra S (Susan)

2014-01-01

Research-based strategies to reach English learners - now aligned with the Common Core!Enable your English learners to build higher-level math skills and gain greater fluency in their new language-all while achieving the goals of the Common Core. Now in its second edition, this trusted resource includes:  Mathematics lesson scenarios in every chapter, directly connected to Common Core Standards and the Standards for Mathematical Practice Instructional approaches that promote participation, hands-on learning, and true comprehension of mathematics concepts that benefit ALL students Sample lessons, visuals, and essential vocabulary that connect mathematical concepts with language development.

Opportunity to learn English and mathematics in Ghanaian primary ...

African Journals Online (AJOL)

Opportunity to learn English and mathematics in Ghanaian primary schools: implications for teacher education programmes. ... teachers' instructional practices and management of instructional time, and • teachers' preparedness to implement the content standards. These inefficiencies could be attributed to the fact that the ...

Mathematical models and algorithms for the computer program 'WOLF'

International Nuclear Information System (INIS)

Halbach, K.

1975-12-01

The computer program FLOW finds the nonrelativistic self- consistent set of two-dimensional ion trajectories and electric fields (including space charges from ions and electrons) for a given set of initial and boundary conditions for the particles and fields. The combination of FLOW with the optimization code PISA gives the program WOLF, which finds the shape of the emitter which is consistent with the plasma forming it, and in addition varies physical characteristics such as electrode position, shapes, and potentials so that some performance characteristics are optimized. The motivation for developing these programs was the desire to design optimum ion source extractor/accelerator systems in a systematic fashion. The purpose of this report is to explain and derive the mathematical models and algorithms which approximate the real physical processes. It serves primarily to document the computer programs. 10 figures

STEM and ICT Instructional Worlds: The 3D Experience, The impact on today’s students

Directory of Open Access Journals (Sweden)

William Edward Roberts

2013-02-01

Full Text Available In our project, 3D immersive virtual worlds have been implemented in middle schools for instruction in science, technology, engineering, and mathematics (STEM.  The learning and playing, as a curricular tool, has enormous potential for engaging children of all ages in deep learning (Lim, Nonis, &  Hedberg 2006. STEM and ICT Instructional Worlds: The 3D Experience (STEM-ICT 3D is funded by the National Science Foundation Innovative Technology Experiences for Students and Teachers (ITEST program. The project is intended to inspire middle school students to pursue studies and careers in science, technology, engineering, and mathematics – particularly information and communication technology (ICT fields - as well as prepare students with the skills necessary to succeed in STEM education and careers. The project, based on research suggesting student gains in engagement, efficacy, and achievement (Barab, et al, 2005; Educause, 2006; Ketelhut, et al, 2006 proposes to translate the success of an earlier pilot toward a model that can be replicated in other middle schools over time.

The Impacts of Theme-Based Language Instruction: A Case Study of an Advanced Chinese Intensive Program

Directory of Open Access Journals (Sweden)

Song Jiang

2017-06-01

Full Text Available Theme-based language teaching under Content-Based Instruction (CBI is a pedagogical approach that emphasizes learning professional content along with language skills. This paper reports a case study on the impacts of a theme-based advanced Chinese intensive program in a university setting. It begins with a review of CBI and its theme-based approach and then discusses the program design, curriculum development, and instructional practice of the program. The impacts of the theme-based approach are examined based on the pre- and post-proficiency test results, learners’ self-reported surveys on the themes and topics, and the reading strategies covered in the program. Qualitative analysis of learners’ self-reflections and program evaluations is also presented. Based on the evidence collected, this paper argues that the theme-based model has positive impacts on improving language proficiency, preparing for academic and professional language use, cultivating strategic language learners, and revitalizing Chinese teaching at the superior level.

Reconstruction of tomographic images from projections of a small number of views by means of mathematical programming

International Nuclear Information System (INIS)

Kobayashi, Fujio; Yamaguchi, Shoichiro

1985-01-01

Fundamental studies have been made on the application of mathematical programming to the reconstruction of tomographic images from projections of a small number of views without requiring any circular symmetry nor periodicity. Linear programming and quadratic programming were applied to minimize the quadratic sum of the residue and to finally obtain optimized reconstruction images. The mathematical algorithms were verified by the method of computer simulation, and the relationship between the number of picture elements and the number of iterations necessary for convergence was also investigated. The methods of linear programming and quadratic programming require fairly simple mathematical procedures, and strict solutions can be obtained within a finite number of iterations. Their only draw back is the requirement of a large quantity of computer memory. But this problem will be desolved by the advent of large fast memory devices in the near future. (Aoki, K.)

[Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers].

Science.gov (United States)

Park, Shin Jeong; Park, Wan Ju

2017-06-01

The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, pteacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class. © 2017 Korean Society of Nursing Science

Solving a bi-objective mathematical programming model for bloodmobiles location routing problem

Directory of Open Access Journals (Sweden)

Masoud Rabbani

2017-01-01

Full Text Available Perishability of platelets, uncertainty of donors’ arrival and conflicting views in platelet supply chain have made platelet supply chain planning a problematic issue. In this paper, mobile blood collection system for platelet production is investigated. Two mathematical models are presented to cover the bloodmobile collection planning problem. The first model is a multi-objective fuzzy mathematical programming in which the bloodmobiles locations are considered with the aim of maximizing potential amount of blood collection and minimizing the operational cost. The second model is a vehicle routing problem with time windows which studies the shuttles routing problem. To tackle the first model, it is reformulated as a crisp multi objective linear programming model and then solved through a fuzzy multi objective programming approach. Several sensitivity analysis are conducted on important parameters to demonstrate the applicability of the proposed model. The proposed model is then solved by using a tailored Simulated Annealing (SA algorithm. The numerical results demonstrate promising efficiency of the proposed solution method.

Defining, Developing, and Measuring "Proclivities for Teaching Mathematics"

Science.gov (United States)

Lewis, Jennifer M.; Fischman, Davida; Riggs, Matt

2015-01-01

This article presents a form of teacher reasoning that we call "proclivities for teaching mathematics." We define proclivities for teaching mathematics as the beliefs, knowledge, and dispositions that are actionable in the flow of instruction, and we argue that growth in this area contributes to positive change in mathematics…

A mathematical method for boiling water reactor control rod programming

International Nuclear Information System (INIS)

Tokumasu, S.; Hiranuma, H.; Ozawa, M.; Yokomi, M.

1985-01-01

A new mathematical programming method has been developed and utilized in OPROD, an existing computer code for automatic generation of control rod programs as an alternative inner-loop routine for the method of approximate programming. The new routine is constructed of a dual feasible direction algorithm, and consists essentially of two stages of iterative optimization procedures Optimization Procedures I and II. Both follow almost the same algorithm; Optimization Procedure I searches for feasible solutions and Optimization Procedure II optimizes the objective function. Optimization theory and computer simulations have demonstrated that the new routine could find optimum solutions, even if deteriorated initial control rod patterns were given

Pengembangan Model dan Media Pembelajaran Matematika Ekonomi dan Bisnis dengan Aplikasi Microsoft Mathematics

Directory of Open Access Journals (Sweden)

Mohammad Arief

2015-09-01

Full Text Available The purpose of this research was to produce: 1 Computer-assisted learning model (Computer Assisted Instruction/CAI using Microsoft Mathematics Application for task completion in the Economic Mathematic and Business course; 2 the development (production interactive multimedia for learning in Economic Mathematic and Business course; 3 Dissemination of results model development and learning media CAI into learning of the Economic Mathematic and Business course in the department of management Economics Faculty UM. The research method that used in this study is qualitative method with Class Action Research (CAR. To collecting data observation that are; 1 observation; 2 questionnaire; 3 photo documentation; 4 application. Research subject was student Management S-1 of academic years 2011/2012 on the odd semester of 2011/2012 who are taking Economic Mathematic and Business courses that are 43 students. The result of development model activities and learning media of Economic Mathematic and Business shown that even though they are beginner using this software, however its ease to use and better outcome expectation with the appropriate learning model, it’s very helpful to achieve learning objective of Economic Mathematic and Business course. Important suggestion is the time in mid semester examination or final semester examination in task completion should be use conventional way, because mastery concept of mathematic which associated and economic phenomena and business not all them can be explained through application program. Abstrak: Tujuan penelitian ini adalah untuk menghasilkan: 1 Model pembelajaran berbantuan komputer ( Computer Assisted Instruction / CAI dengan memanfaatkan Aplikasi Microsoft Mathematics untuk penyelesaian soal dalam mata kuliah Matematika Ekonomi dan Bisnis; 2 Pengembangan multimedia interaktif untuk pembelajaran mata kuliah Matematika Ekonomi dan Bisnis; 3 Diseminasi hasil pengembangan model dan media pembelajaran CAI ke

A Mathematical Program to Develop the Skills of Thinking of Children

Directory of Open Access Journals (Sweden)

Magda M. Saleh

2009-10-01

Full Text Available The importance of this study emerges from the importance of the points it discusses as it attempts to study the effectiveness of the suggested program of mathematics that develop the thinking skill of the children in preschool age. Accordingly, it comes from the attempt to teach the children the skill of thinking as one of the important and required skills for the children to accommodate with the surrounded environment and to help them develop and grow completely and to accommodate with themselves and their society. The purpose of this study is, thus, summarized in the answering of the following questions: 1- How can we create a program that uses mathematical activities and that contribute in the development of thinking skill of the preschool child? 2- To what extent is that program effective to develop the skills of thinking of the preschool child? The research sample is composed of 35 children for the experimental group and the same number for the controller group from the KJ2 children. The results of the research showed the effectiveness of the suggested program and its obvious contribution in the development of the thinking skills for the preschool children in a more effective way than the traditional methods used.

Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones

Science.gov (United States)

Jacobi-Vessels, Jill L.; Brown, E. Todd; Molfese, Victoria J.; Do, Ahn

2016-01-01

Attention to early childhood mathematics instructional strategies has sharpened due to the relatively poor mathematics performance of U.S. students in comparison to students from other countries and research evidence that early mathematics skills impact later achievement. Early Childhood counting skills form the foundation for subsequent…

The Effect of an Instructional Model Utilizing Hands-on Learning and Manipulatives on Math Achievement of Middle School Students in Georgia

Science.gov (United States)

White, Kara Morgan

2012-01-01

The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school…

uSIMPK. An Excel for Windows-based simulation program for instruction of basic pharmacokinetics principles to pharmacy students.

Science.gov (United States)

Brocks, Dion R

2015-07-01

Pharmacokinetics can be a challenging topic to teach due to the complex relationships inherent between physiological parameters, mathematical descriptors and equations, and their combined impact on shaping the blood fluid concentration vs. time curves of drugs. A computer program was developed within Microsoft Excel for Windows, designed to assist in the instruction of basic pharmacokinetics within an entry-to-practice pharmacy class environment. The program is composed of a series of spreadsheets (modules) linked by Visual Basic for Applications, intended to illustrate the relationships between pharmacokinetic and in some cases physiological parameters, doses and dose rates and the drug blood fluid concentration vs. time curves. Each module is accompanied by a simulation user's guide, prompting the user to change specific independent parameters and then observe the impact of the change(s) on the drug concentration vs. time curve and on other dependent parameters. "Slider" (or "scroll") bars can be selected to readily see the effects of repeated changes on the dependencies. Topics covered include one compartment single dose administration (iv bolus, oral, short infusion), intravenous infusion, repeated doses, renal and hepatic clearance, nonlinear elimination, two compartment model, plasma protein binding and the relationship between pharmacokinetics and drug effect. The program has been used in various forms in the classroom over a number of years, with positive ratings generally being received from students for its use in the classroom. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Antecedents of Teachers' Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools

Science.gov (United States)

Corkin, Danya M.; Ekmekci, Adem; Papakonstantinou, Anne

2015-01-01

This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by…

BIBLIOGRAPHY ON INDIVIDUALIZED INSTRUCTION.

Science.gov (United States)

Harvard Univ., Cambridge, MA. Graduate School of Education.

THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF INDIVIDUALIZED INSTRUCTION. APPROXIMATELY 85 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE PROGRAMED INSTRUCTION, TEACHING MACHINES, RESPONSE MODE, SELF-INSTRUCTION, AND COMPUTER-ASSISTED…

Influences on Mathematical Preparation of Secondary School Teachers of Mathematics.

Science.gov (United States)

Johnson, Carl S.; Byars, Jackson A.

The results of a survey related to the impact of various recommendations on preservice content programs for teachers of mathematics are reported. The content of current programs is compared to the recommendations of the Committee on Undergraduate Programs in Mathematics (CUPM). The acceptance of CUPM and the Cambridge Conference on School…

Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

Science.gov (United States)

Lin, Cheng-Yao

2010-01-01

This study determines whether web-based instruction (WBI) represents an improved method for helping preservice teachers learn procedural and conceptual knowledge of fractions.. The purpose was to compare the effectiveness of web-based instruction (WBI) with the traditional lecture in mathematics content and methods for the elementary school…

The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students' Attitudes toward Mathematics at a Two-Year College

Science.gov (United States)

Bishop, Amy Renee

2010-01-01

The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the…

New verifiable stationarity concepts for a class of mathematical programs with disjunctive constraints.

Science.gov (United States)

Benko, Matúš; Gfrerer, Helmut

2018-01-01

In this paper, we consider a sufficiently broad class of non-linear mathematical programs with disjunctive constraints, which, e.g. include mathematical programs with complemetarity/vanishing constraints. We present an extension of the concept of [Formula: see text]-stationarity which can be easily combined with the well-known notion of M-stationarity to obtain the stronger property of so-called [Formula: see text]-stationarity. We show how the property of [Formula: see text]-stationarity (and thus also of M-stationarity) can be efficiently verified for the considered problem class by computing [Formula: see text]-stationary solutions of a certain quadratic program. We consider further the situation that the point which is to be tested for [Formula: see text]-stationarity, is not known exactly, but is approximated by some convergent sequence, as it is usually the case when applying some numerical method.

Making the Learning of Mathematics More Meaningful

Science.gov (United States)

Ward, Robin A.

1998-01-01

In the early 1980's, the National Commission on Excellence in Education responded to the call for reform in the teaching and learning of mathematics. In particular, the Commission developed a document addressing the consensus that all students need to learn more, and often different, mathematics and that instruction in mathematics must be significantly revised. In a response to these calls for mathematics education reform, the National Council of Teachers of Mathematics (NCTM) developed its Curriculum and Evaluation Standards (1989) with a two-fold purpose: 1) to create a coherent vision of what it means to be mathematically literate in a world that relies on calculators and computers, and 2) to create a set of standards to guide the revisions of school mathematics curriculum.

Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

Science.gov (United States)

Wilhelm, Anne Garrison; Kim, Sungyeun

2015-01-01

One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

Examining the Benefits and Barriers of Instructional Gardening Programs to Increase Fruit and Vegetable Intake among Preschool-Age Children

Directory of Open Access Journals (Sweden)

Kristen L. Davis

2017-01-01

Full Text Available Research exists on using instructional gardening programs with school age children as a means of improving dietary quality and for obesity prevention. This article examines the potential use of instructional gardens in childcare settings to improving fruit and vegetable intake in young children. A qualitative study was conducted with childcare providers. Participants (n=20 were recruited via e-mails, letters, and follow-up phone calls. Interviews were recorded, transcribed, and coded to identify themes within two areas (1 childcare providers perceptions of children’s fruit and vegetable consumption and (2 components necessary to initiate or improve instructional gardening programs. Themes associated with provider’s perceptions of child fruit and vegetable consumption included benefits of consumption, willingness to try fruits and vegetables, meeting recommendations, and influence of the home and childcare environments on child eating. Benefits, barriers, and resources needed were identified as themes related to starting or improving instructional gardening programs. Benefits to gardening with preschoolers are consistent with those found in school-age populations. While several barriers exist, resources are available to childcare providers to address these barriers. Increased knowledge and awareness of resources are necessary to improve the success of gardening programs in the childcare setting with the goal of improving child diet quality.

Examining the Benefits and Barriers of Instructional Gardening Programs to Increase Fruit and Vegetable Intake among Preschool-Age Children.

Science.gov (United States)

Davis, Kristen L; Brann, Lynn S

2017-01-01

Research exists on using instructional gardening programs with school age children as a means of improving dietary quality and for obesity prevention. This article examines the potential use of instructional gardens in childcare settings to improving fruit and vegetable intake in young children. A qualitative study was conducted with childcare providers. Participants ( n = 20) were recruited via e-mails, letters, and follow-up phone calls. Interviews were recorded, transcribed, and coded to identify themes within two areas (1) childcare providers perceptions of children's fruit and vegetable consumption and (2) components necessary to initiate or improve instructional gardening programs. Themes associated with provider's perceptions of child fruit and vegetable consumption included benefits of consumption, willingness to try fruits and vegetables, meeting recommendations, and influence of the home and childcare environments on child eating. Benefits, barriers, and resources needed were identified as themes related to starting or improving instructional gardening programs. Benefits to gardening with preschoolers are consistent with those found in school-age populations. While several barriers exist, resources are available to childcare providers to address these barriers. Increased knowledge and awareness of resources are necessary to improve the success of gardening programs in the childcare setting with the goal of improving child diet quality.

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 ...

30 CFR 77.1708 - Safety program; instruction of persons employed at the mine.

Science.gov (United States)

2010-07-01

... at the mine. 77.1708 Section 77.1708 Mineral Resources MINE SAFETY AND HEALTH ADMINISTRATION, DEPARTMENT OF LABOR COAL MINE SAFETY AND HEALTH MANDATORY SAFETY STANDARDS, SURFACE COAL MINES AND SURFACE WORK AREAS OF UNDERGROUND COAL MINES Miscellaneous § 77.1708 Safety program; instruction of persons...

Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan

Science.gov (United States)

Chen, Jing-Hua; Chen, Yi-Chou

2018-01-01

Objectives: To explore differentiated instruction within a calculus curriculum. For college students to learn concentration, motivation and the impact of academic achievement; explore the attitudes and ideas of students on differentiated instruction within a calculus curriculum; build up the diversity of mathematics education within varied…

Evaluating the Instructional Sensitivity of Four States' Student Achievement Tests

Science.gov (United States)

Polikoff, Morgan S.

2016-01-01

As state tests of student achievement are used for an increasingly wide array of high- and low-stakes purposes, evaluating their instructional sensitivity is essential. This article uses data from the Bill and Melinda Gates Foundation's Measures of Effective Project to examine the instructional sensitivity of 4 states' mathematics and English…

Assessment without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability

Science.gov (United States)

Mitchell, Alison; Baron, Lauren; Macaruso, Paul

2018-01-01

Screening and monitoring student reading progress can be costly and time consuming. Assessment embedded within the context of online instructional programs can capture ongoing student performance data while limiting testing time outside of instruction. This paper presents two studies that examined the validity of using performance measures from a…

KEEP Reading Research and Instruction: Results of the 1973-74 Program. Technical Report No. 26.

Science.gov (United States)

Au, Kathryn H.; Speidel, Gisela E.

This report summarizes research related to the use of a conventional basal reading program with students in the Kamehameha Early Education Program (KEEP). Results of instruction were measured by the number of objectives gained each quarter, the total number of objectives gained, the number of lessons taken for each objective, and scores on the…

Developing a learning environment on realistic mathematics education for Indonesian student teachers

NARCIS (Netherlands)

Zulkardi, Z.

2002-01-01

The CASCADE-IMEI study was started to explore the role of a learning environment (LE) in assisting mathematics student teachers learning Realistic Mathematics Education (RME) as a new instructional approach in mathematics education in Indonesia. The LE for this study has been developed and evaluated

Goals, data use, and instruction : the effect of a teacher professional development program on reading achievement

NARCIS (Netherlands)

van Kuijk, Mechteld F.; Deunk, Marjolein I.; Bosker, Roel J.; Ritzema, Evelien S.

In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a

Evaluation of NSF's Program of Grants and Vertical Integration of Research and Education in the Mathematical Sciences (VIGRE)

Science.gov (United States)

National Academies Press, 2009

2009-01-01

In 1998, the National Science Foundation (NSF) launched a program of Grants for Vertical Integration of Research and Education in the Mathematical Sciences (VIGRE). These grants were designed for institutions with PhD-granting departments in the mathematical sciences, for the purpose of developing high-quality education programs, at all levels,…

Development of a Mathematics, Science, and Technology Education Integrated Program for a Maglev

Science.gov (United States)

Park, Hyoung Seo

2006-01-01

The purpose of the study was to develop an MST Integrated Program for making a Maglev hands-on activity for higher elementary school students in Korea. In this MST Integrated Program, students will apply Mathematics, Science, and Technology principles and concepts to the design, construction, and evaluation of a magnetically levitated vehicle. The…

The Native Language in Teaching Kindergarten Mathematics

Science.gov (United States)

Espada, Janet P.

2012-01-01

The use of the native language as a medium of instruction is believed to be the fastest and most natural route towards developing a strong foundation in mathematics literacy (Mimaropa, In D.O.No. 74, s.2009). This study examined the effect of using the native language in the teaching of kindergarten mathematics. A total of 34 five to six year old…

Concepts of modern mathematics

CERN Document Server

Stewart, Ian

1995-01-01

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

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

Science.gov (United States)

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.

Algunos aspectos sicolinguisticos de la Instruccion Programada en el laboratorio de idiomas (Some Psycholinguistic Aspects of Programed Instruction in the Language Laboratory).

Science.gov (United States)

Monteverde G., Luisa

1971-01-01

This paper presents ideas on using programed instruction in the language laboratory for second language learning. Linear programing is more suited to language instruction than is branching, because the former more easily allows comparison between the students' and teachers' solutions and is technically less complicated and less expensive to…

Instructional skills evaluation in nuclear industry training

International Nuclear Information System (INIS)

Mazour, T.J.; Ball, F.M.

1985-11-01

This report provides information to nuclear power plant training managers and their staffs concerning the job performance requirements of instructional personnel to implement prformance-based training programs (also referred to as the Systems Approach Training). The information presented in this report is a compilation of information and lessons learned in the nuclear power industry and in other industries using performance-based training programs. The job performance requirements in this report are presented as instructional skills objectives. The process used to develop the instructional skills objectives is described. Each objective includes an Instructional Skills Statement describing the behavior that is expected and an Instructional Skills Standard describing the skills/knowledge that the individual should possess in order to have achieved mastery. The instructional skills objectives are organized according to the essential elements of the Systems Approach to Training and are cross-referenced to three categories of instructional personnel: developers of instruction, instructors, and instructional managers/supervisors. Use of the instructional skills objectives is demonstrated for reviewing instructional staff training and qualification programs, developing criterion-tests, and reviewing the performance and work products of individual staff members. 22 refs

[Development and effect analysis of web-based instruction program to prevent elementary school students from safety accidents].

Science.gov (United States)

Chung, Eun-Soon; Jeong, Ihn-Sook; Song, Mi-Gyoung

2004-06-01

This study was aimed to develop a WBI(Web Based Instruction) program on safety for 3rd grade elementary school students and to test the effects of it. The WBI program was developed using Macromedia flash MX, Adobe Illustrator 10.0 and Adobe Photoshop 7.0. The web site was http://www.safeschool.co.kr. The effect of it was tested from Mar 24, to Apr 30, 2003. The subjects were 144 students enrolled in the 3rd grade of an elementary school in Gyungju. The experimental group received the WBI program lessons while each control group received textbook-based lessons with visual presenters and maps, 3 times. Data was analyzed with descriptive statistics, and chi2 test, t-test, and repeated measure ANOVA. First, the WBI group reported a longer effect on knowledge and practice of accident prevention than the textbook-based lessons, indicating that the WBI is more effective. Second, the WBI group was better motivated to learn the accident prevention lessons, showing that the WBI is effective. As a result, the WBI group had total longer effects on knowledge, practice and motivation of accident prevention than the textbook-based instruction. We recommend that this WBI program be used in each class to provide more effective safety instruction in elementary schools.

Total Quality Management in the Classroom: Applications to University-Level Mathematics.

Science.gov (United States)

Williams, Frank

1995-01-01

Describes a Total Quality Management-based system of instruction that is used in a variety of undergraduate mathematics courses. The courses that incorporate this approach include mathematics appreciation, introductory calculus, and advanced applied linear algebra. (DDR)

Improving pedagogic competence using an e-learning approach for pre-service mathematics teachers

Science.gov (United States)

Retnowati, E.; Murdiyani, N. M.; Marsigit; Sugiman; Mahmudi, A.

2018-03-01

This article reported a classroom action research that was aimed to improve student’s pedagogic competence during a course namely Methods of Mathematics Instruction. An asynchronous e-learning approach was provided as supplementary material to the main lecture. This e-learning consisted of selected references and educational website addresses and also facilitated online discussions about various methods of mathematics instructions. The subject was twenty-six pre-service teachers in the Department of Mathematics Education, Yogyakarta State University, Indonesia, conducted by the researchers. The research completed three cycles, where each cycle consisted of plan-action-reflection. Through observation, documentation, and interview, it was concluded that asynchronous e-learning might be used to improve pedagogic competence when direct instruction is also applied in the classroom. Direct instruction in this study provided review, explanation, scheme, and examples which could be used by students to select relevant resources in the e-learning portal. Moreover, the pedagogic competence improved after students accomplished assignments to identify aspects of pedagogic instruction either from analyzing videos in e-learning course or simulating in the classroom with direct commentaries. Supporting factors were enthusiasm, discipline, and interactions among students and lecturer that were built throughout the lectures.

Multimedia Approach to Self-Paced Individualized Instruction in Automotive Mechanics and Other Vocational Programs. Final Report.

Science.gov (United States)

Ozarka Vocational Technical School, Melbourne, AR.

A project developed, field tested, implemented, and disseminated a management system, support materials, and references for a self-paced individualized instructional program in automotive mechanics and food services. During the program, the Planwriter component of the SAGE/Compute-a-Match Assessment System was used to develop a management system…

Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students

Science.gov (United States)

Sample McMeeking, Laura B.; Orsi, Rebecca; Cobb, R. Brian

2012-01-01

The effect of a 15- to 24-month in-service professional development (PD) program on state accountability mathematics test scores for middle school students was examined using a quasi-experimental design. Middle level mathematics teachers (n = 128) from 7 school districts and 64 middle schools volunteered for a PD sequence of content-oriented…

Is it Possible to Design a Math-Art Instructional Practice? Cases of Pre-service Teachers

Directory of Open Access Journals (Sweden)

Işıkhan UĞUREL

2013-10-01

Full Text Available To many people, establishing relationships between mathematics and art is difficult or surprising. However, these two disciplines are quite interrelated. Today, the literature of mathematics reveals that there has been an increasing interest in interaction between these two disciplines. As also observed in our country, the studies on relationships between mathematics and art have gained more popularity in mathematics education. There is a course entitled, “Mathematics and Art” offered as one of elective courses and taught for ten years to juniors of the Department of Secondary Mathematics Education, Dokuz Eylül University. The course covers a wide range of activities derived from relationships between mathematics and music to activities derived from those between mathematics and handicraft. In this study, cases of pre-service teachers attending this course were analysed. They were asked to do an instructional design integrating mathematics into art at secondary education level. Their designs were analyzed based on the use of art in which contexts and for what purposes. Furthermore, their designs were analyzed in terms of whether they enhance learning. This qualitative study had a case study design. The participants were 43 pre-service mathematics teachers voluntarily selected from students taking the course. Descriptive analysis was done to analyze the data. As a consequence of the analysis, math-art instructional practices developed by pre-service teachers were clustered under three primary categories (good, average and inadequate. The majority of math-art instructional practices were categorized under the average category. In the study, these categories were described and cases in each category were discussed.

Developing Mathematical Resilience of Prospective Math Teachers

Science.gov (United States)

Ariyanto, L.; Herman, T.; Sumarmo, U.; Suryadi, D.

2017-09-01

Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.

A note on stability of stationary points in mathematical programs with generalized complementarity constraints

Czech Academy of Sciences Publication Activity Database

Červinka, Michal

2016-01-01

Roč. 65, č. 5 (2016), s. 1049-1060 ISSN 0233-1934 R&D Projects: GA ČR GAP402/12/1309 Institutional support: RVO:67985556 Keywords : parameter-dependent mathematical programs with generalized equilibrium constraints * M-stationarity * C-stationarity * isolated calmness * Aubin property Subject RIV: BA - General Mathematics Impact factor: 0.943, year: 2016 http://library.utia.cas.cz/separaty/2016/MTR/cervinka-0461163.pdf

Teaching Economics in the Former Soviet Union: New Curriculum, Old Instruction?

Science.gov (United States)

Osipian, Ararat L.

2004-01-01

This article suggests that the reform of economic instruction in the Former Soviet Union should focus on both learning and action. The incorporation of mathematical methods into the new economic curriculum will occur based on close cooperation among mathematicians and economists. The new economic instruction will have an interdisciplinary…

Mathematical modelling in engineering: A proposal to introduce linear algebra concepts

Directory of Open Access Journals (Sweden)

Andrea Dorila Cárcamo

2016-03-01

Full Text Available The modern dynamic world requires that basic science courses for engineering, including linear algebra, emphasize the development of mathematical abilities primarily associated with modelling and interpreting, which aren´t limited only to calculus abilities. Considering this, an instructional design was elaborated based on mathematic modelling and emerging heuristic models for the construction of specific linear algebra concepts:  span and spanning set. This was applied to first year engineering students. Results suggest that this type of instructional design contributes to the construction of these mathematical concepts and can also favour first year engineering students understanding of key linear algebra concepts and potentiate the development of higher order skills.

Succeeding at teaching secondary mathematics your first year

CERN Document Server

Roddick, Cheryl D

2010-01-01

This practical resource helps beginning secondary mathematics teachers design a curriculum that is meaningful, differentiate instruction, engage students, meet standards, assess student understanding, and more.

Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

Science.gov (United States)

Dorfner, Tobias; Förtsch, Christian; Boone, William; Neuhaus, Birgit J.

2017-09-01

A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality features, researchers have created a model of three basic dimensions (classroom management, supportive climate, and cognitive activation) of instructional quality mainly through observing mathematics instruction. Considering this model as valid for all subjects and as usable for describing instruction, we used it in this study which aimed to analyze characteristics of instructional quality in biology lessons of high-achieving and low-achieving classes, independently of content. Therefore, we used the data of three different previous video studies of biology instruction conducted in Germany. From each video study, we selected three high-achieving and three low-achieving classes (N = 18 teachers; 35 videos) for our multiple-case study, in which conspicuous characteristics of instructional quality features were qualitatively identified and qualitatively analyzed. The amount of these characteristics was counted in a quantitative way in all the videos. The characteristics we found could be categorized using the model of three basic dimensions of instructional quality despite some subject-specific differences for biology instruction. Our results revealed that many more characteristics were observable in high-achieving classes than in low-achieving classes. Thus, we believe that this model could be used to describe biology instruction independently of the content. We also make the claims about the qualities for biology instruction—working with concentration in a content-structured environment, getting challenged in higher order thinking, and getting praised for performance—that could have positive influence on students' achievement.

Mathematics-Related Anxiety and Attitudes: Examining the Impact among Latina Preservice Teachers

Science.gov (United States)

Gautreau, Cynthia; Brye, Michelle VanderVeldt; Lunceford, Christina

2016-01-01

The purpose of this study was to investigate mathematics-related anxiety and attitudes among Latina preservice teachers. Three sections from the Inventory of Mathematics Attitudes, Experience, and Self Awareness were administered to preservice teachers enrolled in a curriculum and instruction mathematics course during the 1st semester of a…

Analyzing the Teaching of Advanced Mathematics Courses via the Enacted Example Space

Science.gov (United States)

Fukawa-Connelly, Timothy Patrick; Newton, Charlene

2014-01-01

Examples are believed to be very important in developing conceptual understanding of mathematical ideas, useful both in mathematics research and instruction (Bills & Watson in "Educational Studies in Mathematics" 69:77-79, 2008; Mason & Watson, 2008; Bills & Tall, 1998; Tall & Vinner, 1981). In this study, we draw on the…

Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software

Science.gov (United States)

Chan, Kan Kan

2015-01-01

Even though dynamic geometry software (DGS) is becoming an emergent instructional tool for mathematics teachers, many teachers are still in the process of consideration about whether to use it. In order to encourage teachers to use DGS, this study seeks to discover mathematics teachers' salient beliefs about the use of DGS in mathematics class.…

Parents and Children through the School Years: The Effects of the Home Instruction Program for Preschool Youngsters.

Science.gov (United States)

Baker, Amy J. L.; Piotrkowski, Chaya S.

The Home Instruction Program for Preschool Youngsters (HIPPY) is a free 2-year family oriented early childhood education and parent involvement program for parents with limited formal education to help them provide educational enrichment for their 4-year-old and 5-year-old children. As of 1996, HIPPY programs serve over 15,000 economically…

School Effectiveness and Teacher Effectiveness in Mathematics: Some Preliminary Findings from the Evaluation of the Mathematics Enhancement Program (Primary).

Science.gov (United States)

Muijs, Daniel; Reynolds, David

2000-01-01

Examines effects of teacher behaviors and classroom organization on 2,128 pupils' progress in mathematics in UK primary schools participating in a math intervention program. Using multilevel modeling techniques, finds that teacher behaviors could explain between 60 and 70 percent of pupils' progress on numeracy tests. (Contains 35 references.)…

Enhancing students’ mathematical representation and selfefficacy through situation-based learning assisted by geometer’s sketchpad program

Science.gov (United States)

Sowanto; Kusumah, Y. S.

2018-05-01

This research was conducted based on the problem of a lack of students’ mathematical representation ability as well as self-efficacy in accomplishing mathematical tasks. To overcome this problem, this research used situation-based learning (SBL) assisted by geometer’s sketchpad program (GSP). This research investigated students’ improvement of mathematical representation ability who were taught under situation-based learning (SBL) assisted by geometer’s sketchpad program (GSP) and regular method that viewed from the whole students’ prior knowledge (high, average, and low level). In addition, this research investigated the difference of students’ self-efficacy after learning was given. This research belongs to quasi experiment research using non-equivalent control group design with purposive sampling. The result of this research showed that students’ enhancement in their mathematical representation ability taught under SBL assisted by GSP was better than the regular method. Also, there was no interaction between learning methods and students prior knowledge in student’ enhancement of mathematical representation ability. There was significant difference of students’ enhancement of mathematical representation ability taught under SBL assisted by GSP viewed from students’ prior knowledge. Furthermore, there was no significant difference in terms of self-efficacy between those who were taught by SBL assisted by GSP with the regular method.

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

Science.gov (United States)

Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

2015-01-01

This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

Prospects of Cloud Computing as Safe Haven for Improving Mathematics Education in Nigeria Tertiary Institutions

OpenAIRE

Iji, Clement Onwu; Abah, Joshua Abah

2016-01-01

International audience; Historically, mathematics education has been bedeviled by the deployment of instructional strategies that seriously stunt the growth of students. Methodologies and approaches of instructional delivery in tertiary institutions have raised the need for technological augmentation for both students and mathematics educators. Cloud computing yield itself to this quest by strengthening individualized learning via unrestricted access to infrastructure, platforms, content, and...

Large-scale budget applications of mathematical programming in the Forest Service

Science.gov (United States)

Malcolm Kirby

1978-01-01

Mathematical programming applications in the Forest Service, U.S. Department of Agriculture, are growing. They are being used for widely varying problems: budgeting, lane use planning, timber transport, road maintenance and timber harvest planning. Large-scale applications are being mace in budgeting. The model that is described can be used by developing economies....

A Mathematical Private Eye

Science.gov (United States)

Lee, Ji-Eun; Kim, Kyoung-Tae

2007-01-01

This article proposes an instructional idea where students can figure out an individual's secret personal information using the power of mathematics, particularly the power of algebraic thinking. The proposed examples in this article start with a personalized context that other people do not know and end up with generalized patterns of solutions.…

Josai Mathematical Monographs Vol.7 Program

OpenAIRE

城西大学大学院理学研究科

2014-01-01

Mathematics and Computer Science : Proceedings of Annual Workshop on Mathematics and Computer Science, held at Josai University on March 25 in 2014 / edited by Masatoshi IIDA, Manabu INUMA, Kiyoko NISHIZAWA

Prepare 2 Learn: A mathematics intervention program for students at risk in Years 3 to 6 designed to help them reach expected level and become confident, responsible, independent mathematics learners

OpenAIRE

BERNADETTE MARY LONG

2017-01-01

This study reports on an intervention, Prepare 2 Learn, designed taking into account research literature and components of other successful mathematics programs. The research targeted students approximately 6 months behind the expected mathematics level for their year. The intervention consisted of four key components: building prerequisite knowledge of mathematical language, concepts, and skills to prepare students for their classroom mathematics; increasing fluency with mental computation; ...

What Will Happen if . . . A Programmed Instruction Course on Drugs and Their Effects.

Science.gov (United States)

Health Services and Mental Health Administration (DHEW), Bethesda, MD.

Developed by the National Institute of Mental Health, this booklet offers a programed instruction course on drugs and their effects. The purpose of the text is to learn about specific drugs which are currently being used and abused by a large group of people in our society. Narcotics, stimulants, depressants, hallucinogens, and marihuana are…

Evaluating Teachers' Support Requests When Just-in-Time Instructional Support is Provided to Introduce a Primary Level Web-Based Reading Program

Science.gov (United States)

Wood, Eileen; Anderson, Alissa; Piquette-Tomei, Noella; Savage, Robert; Mueller, Julie

2011-01-01

Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of…

The graphics calculator in mathematics education: A critical review of recent research

Science.gov (United States)

Penglase, Marina; Arnold, Stephen

1996-04-01

The graphics calculator, sometimes referred to as the "super calculator," has sparked great interest among mathematics educators. Considered by many to be a tool which has the potential to revolutionise mathematics education, a significant amount of research has been conducted into its effectiveness as a tool for instruction and learning within precalculus and calculus courses, specifically in the study of functions, graphing and modelling. Some results suggest that these devices (a) can facilitate the learning of functions and graphing concepts and the development of spatial visualisation skills; (b) promote mathematical investigation and exploration; and (c) encourage a shift in emphasis from algebraic manipulation and proof to graphical investigation and examination of the relationship between graphical, algebraic and geometric representations. Other studies, however, indicate that there is still a need for manipulative techniques in the learning of function and graphing concepts, that the use of graphics calculators may not facilitate the learning of particular precalculus topics, and that some "de-skilling" may occur, especially among males. It is the contention of this paper, however, that much of the research in this new and important field fails to provide clear guidance or even to inform debate in adequate ways regarding the role of graphics calculators in mathematics teaching and learning. By failing to distinguish the role of the tool from that of the instructional process, many studies reviewed could be more appropriately classified as "program evaluations" rather than as research on the graphics calculator per se. Further, claims regarding the effectiveness of the graphics calculator as a tool for learning frequently fail to recognise that judgments of effectiveness result directly from existing assumptions regarding both assessment practice and student "achievement."

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

Directory of Open Access Journals (Sweden)

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.