Primary school mathematics teachers' ideas, beliefs, and practices ...

African Journals Online (AJOL)

kofi.mereku

African Journal of Educational Studies in Mathematics and Sciences Vol. 12, 2016. 45 ... The study explored Ghanaian primary school mathematics teachers' ideas, beliefs and ...... Journal of science and technology, 24(2), 106 -115. Palmer ...

The language policy practice in mathematics education in the upper ...

African Journals Online (AJOL)

The study showed that teachers teach between 30-46% of their 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 language and the lack of materials in the native language.

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.

New roles for mathematics in multi-disciplinary,upper secondary school projects

DEFF Research Database (Denmark)

Lindenskov, Lena; Andresen, Mette

2009-01-01

A new concept, compulsory multi-disciplinary courses, was introduced in upper secondary school curriculum as a central part of a recent reform. This paper reports from a case study of such a triple/four-disciplinary project in mathematics, physics, chemistry and ‘general study preparation...

Fostering Students' Preparation and Achievement in Upper Level Mathematics Courses

Science.gov (United States)

Celik, Mehmet; Shaqlaih, Ali

2017-01-01

This study describes an intervention to address both motivation, student engagement and preparation in upper-level mathematics courses. The effect of the intervention regarding students' achievements is investigated via students' opinions and data analysis from students' assessments. The results of this study show the featured intervention…

Open Primary Education School Students' Opinions about Mathematics Television Programmes

Science.gov (United States)

Yenilmez, Kursat

2008-01-01

The purpose of this study was to determine open primary education school students' opinions about mathematics television programmes. This study indicated that to determine differences among open primary education school students' opinions about mathematics television programmes point of view students' characteristics like gender, age, grade,…

Post-Primary Students' Images of Mathematics: Findings from a Survey of Irish Ordinary Level Mathematics Students

Science.gov (United States)

Lane, Ciara; Stynes, Martin; O'Donoghue, John

2016-01-01

A questionnaire survey was carried out as part of a PhD research study to investigate the image of mathematics held by post-primary students in Ireland. The study focused on students in fifth year of post-primary education studying ordinary level mathematics for the Irish Leaving Certificate examination--the final examination for students in…

Mathematical Investigations for Supporting Pre-Service Primary Teachers Repeating a Mathematics Education Course

Science.gov (United States)

Bailey, Judy

2014-01-01

Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics…

The Image of Mathematics Held by Irish Post-Primary Students

Science.gov (United States)

Lane, Ciara; Stynes, Martin; O'Donoghue, John

2014-01-01

The image of mathematics held by Irish post-primary students was examined and a model for the image found was constructed. Initially, a definition for "image of mathematics" was adopted with image of mathematics hypothesized as comprising attitudes, beliefs, self-concept, motivation, emotions and past experiences of mathematics. Research…

Investigating Upper Secondary School Teachers' Conceptions: Is Mathematical Reasoning Considered Gendered?

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Sumpter, Lovisa

2016-01-01

This study examines Swedish upper secondary school teachers' gendered conceptions about students' mathematical reasoning: whether reasoning was considered gendered and, if so, which type of reasoning was attributed to girls and boys. The sample consisted of 62 teachers from six different schools from four different locations in Sweden. The results…

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

Science.gov (United States)

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

2013-01-01

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

Prospective Turkish Primary Teachers' Views about the Use of Computers in Mathematics Education

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Dogan, Mustafa

2012-01-01

The use of computers and technology in mathematics education affects students' learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers' views about the use of computers in mathematics education. The sample comprised of 129 fourth-year prospective primary mathematics teachers from two…

Didactital design of mathematics teaching in primary school

Science.gov (United States)

Nur’aeni, E.; Muharram, M. R. W.

2018-05-01

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

Incentivizing Advanced Mathematics Study at Upper Secondary Level: The Case of Bonus Points in Ireland

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Treacy, Páraic Thomas

2018-01-01

Secondary level mathematics education in Ireland has recently experienced a period of significant change with the introduction of new curricula and the addition of an incentive to study upper secondary mathematics at the most advanced level (Higher Level). This incentive, typically referred to as 'bonus points', appears to have aided a significant…

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.

Teaching Discrete Mathematics Entirely from Primary Historical Sources

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Barnett, Janet Heine; Bezhanishvili, Guram; Lodder, Jerry; Pengelley, David

2016-01-01

We describe teaching an introductory discrete mathematics course entirely from student projects based on primary historical sources. We present case studies of four projects that cover the content of a one-semester course, and mention various other courses that we have taught with primary source projects.

Study orientation and knowledge of basic vocabulary in Mathematics in the primary school

Directory of Open Access Journals (Sweden)

Marthie van der Walt

2009-09-01

Full Text Available Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the first national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The finding that so many primary school learners today are not numerate or literate has a direct influence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the influence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufficient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in

Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics

Directory of Open Access Journals (Sweden)

Adedeji TELLA

2008-10-01

Full Text Available This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification, experience and pupils’ academic achievement in primary school mathematics. The participants of the study comprises of 254 primary school teachers and 120 primary school pupils. Data collected on the study were analysed using a stepwise multiple regression analysis. The results reveals that teacher self – efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacy being the best predictor of pupils’ academic achievement in mathematics was followed by teacher’s interest. Attitude, qualification and experience were not significant correlation with pupil’s achievement in mathematics. The study recommended that it is high time for primary school mathematics teachers to have a change of attitude towards the teaching of the subject so that the achievement of universal basic education will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.

Teaching Primary School Mathematics and Statistics: Evidence-Based Practice

Science.gov (United States)

Averill, Robin; Harvey, Roger

2010-01-01

Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences,…

A Qualitative Study on Primary School Mathematics Lesson Evaluation

Science.gov (United States)

Zhao, Dongchen; Ma, Yunpeng

2009-01-01

Through the qualitative interviews of five implementers of primary school mathematics curriculum, this study addresses the ways in which mathematics lessons are evaluated. Results show that each evaluator recognizes different aspects of a "good lesson," however, among all criteria, the design of the lesson plan, realization of the lesson…

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

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

2012-01-01

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

Teaching and Learning Mathematics from Primary Historical Sources

Science.gov (United States)

Barnett, Janet Heine; Lodder, Jerry; Pengelley, David

2016-01-01

Why would anyone think of teaching and learning mathematics directly from primary historical sources? We aim to answer this question while sharing our own experiences, and those of our students across several decades. We will first describe the evolution of our motivation for teaching with primary sources, and our current view of the advantages…

Developing a study orientation questionnaire in Mathematics for primary school students

OpenAIRE

Van Der Walt, Martha

2009-01-01

The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age = 12.61; SD = 1.53; 555 girls: M age = 11.98; SD = 1.35; 10 missing values) were assessed...

Games in the mathematics curriculum: Some conceptions and ...

African Journals Online (AJOL)

Games in the mathematics curriculum: Some conceptions and experiences of teachers in the Upper West Region of Ghana. ... The study investigated primary school teachers' experiences with games as ... AJOL African Journals Online.

Using the Fennema-Sherman Mathematics Attitude Scales with lower-primary teachers

Science.gov (United States)

Ren, Lixin; Green, Jennifer L.; Smith, Wendy M.

2016-06-01

The Fennema-Sherman Mathematics Attitude Scales (FSMAS) are among the most popular instruments used in studies of attitudes toward mathematics. However, the FSMAS has been mainly used among student populations and rarely used with teachers. In the present study, three scales from the FSMAS— Confidence, Effectance Motivation, and Anxiety—were revised and used with lower-primary (kindergarten to third grade) teachers. This study includes three parts: (1) a pilot study to ensure the modifications made to the FSMAS were appropriate to use with teachers, (2) confirmatory factor analyses to assess the factor structure of the revised FSMAS with 225 lower-primary teachers, and (3) measurement invariance analyses using data from a similar sample of 171 lower-primary teachers to examine whether the revised FSMAS measures each construct in the same way as in the previous sample. The final three-factor model, after removing three problematic items, achieves acceptable model fit, with each construct meeting all conditions for strict measurement invariance. Additionally, repeated measures analyses were performed on data collected from 39 in-service lower-primary teachers who participated in an elementary mathematics specialist program to examine the use of the revised FSMAS in program evaluation. Overall results suggest that researchers and program evaluators may use the revised FSMAS to reliably measure lower-primary teachers' mathematical attitudes, and it can be a valuable tool for evaluating the effectiveness of professional development programs.

Professional Learning in Mathematical Reasoning: Reflections of a Primary Teacher

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Herbert, Sandra; Widjaja, Wanty; Bragg, Leicha A.; Loong, Esther; Vale, Colleen

2016-01-01

Reasoning is an important aspect in the understanding and learning of mathematics. This paper reports on a case study presenting one Australian primary teacher's reflections regarding the role played by a professional learning program in her developing understanding of mathematical reasoning. Examination of the transcripts of two interviews…

Investigating Primary School Mathematics Teachers’ Deductive Reasoning Ability through Varignon’s Theorem

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Jupri, A.

2017-09-01

The responsibility to promote the growth of deductive reasoning ability of school students through learning mathematics is in the hand of mathematics teachers and particularly primary school mathematics teachers. However, how we can make sure whether teachers are able to do so. To investigate this issue, we conducted a three-step of an exploratory survey study. First, we designed tasks from the Varignon’s theorem. Second, we administered an individual written test involving twenty master students of primary education program, in which they are prospective of and primary school mathematics teachers. Finally, we address the results in the light of Van Hiele theory. The results showed that participated students lack of deductive reasoning ability in the context of geometry. For further research, we wonder whether the designed tasks are also applicable to assess student deductive reasoning ability if the students have acquired appropriate teaching.

More than Numbers: Teaching ELLs Mathematical Language in Primary Grades

Science.gov (United States)

Sistla, Michelle; Feng, Jay

2014-01-01

Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students' math achievement in primary grades. It shows that when mathematical language…

Exploring the Impact of Reform Mathematics on Entry-Level Pre-Service Primary Teachers Attitudes towards Mathematics

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Leavy, Aisling; Hourigan, Mairead; Carroll, Claire

2017-01-01

This study reports entry-level mathematics attitudes of pre-service primary teachers entering an initial teacher education (ITE) program one decade apart. Attitudes of 360 pre-service primary teachers were compared to 419 pre-service teachers entering the same college of education almost one decade later. The latter experienced reform school…

Using collective argumentation to engage students in a primary mathematics classroom

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Brown, Raymond

2017-02-01

This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints of using CA to enrich student engagement with mathematics. The design of the research was based on a teaching experiment that sought to capture the influence of social and cultural processes on learning and development. Participants included primary and secondary school teachers and their mathematics classes. This article focuses on the practice of one female primary school teacher. Data sources included interview transcripts, report writings, journal entries and observational records. Data were analysed using a participation framework. Findings suggest that aspects of CA such as students explaining and justifying ideas and presenting ideas to the whole class can be used by teachers to promote student engagement with mathematics.

Classroom assessment in Chinese primary school mathematics education

NARCIS (Netherlands)

Zhao, X.

2018-01-01

In mainland China, where there exists a deeply-rooted examination culture, an assessment reform promoting the use of assessment to support teaching and learning has been carried out since 2001. After a decade, however, only a few studies have been done that focus on primary school mathematics

Contextual Teaching and Learning Approach of Mathematics in Primary Schools

Science.gov (United States)

Selvianiresa, D.; Prabawanto, S.

2017-09-01

The Contextual Teaching and Learning (CTL) approach is an approach involving active students in the learning process to discover the concepts learned through to knowledge and experience of the students. Similar to Piaget’s opinion that learning gives students an actives trying to do new things by relating their experiences and building their own minds. When students to connecting mathematics with real life, then students can looking between a conceptual to be learned with a concept that has been studied. So that, students can developing of mathematical connection ability. This research is quasi experiment with a primary school in the city of Kuningan. The result showed that CTL learning can be successful, when learning used a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Therefore, CTL learning can be applied by techer to mathematics learning in primary schools.

Gender Equity in Mathematics Achievement in East African Primary Schools: Context Counts

OpenAIRE

Tia L. Zuze; Valerie E. Lee

2007-01-01

Although primary school enrollment is gradually on the increase in the developing world, differences in mathematics achievement between girls and boys persist. A complex combination of factors that is related to issues of the home environment, the school context, and national policy influences the performance of female students when compared to their male peers. We focus on three countries in East Africa with a female disadvantage in mathematics achievement and use data from 8,795 primary sch...

The Benefits of Fine Art Integration into Mathematics in Primary School

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Brezovnik, Anja

2015-01-01

The main purpose of the article is to research the effects of the integration of fine art content into mathematics on students at the primary school level. The theoretical part consists of the definition of arts integration into education, a discussion of the developmental process of creative mathematical thinking, an explanation of the position…

Applying Realistic Mathematics Education (RME) in teaching geometry in Indonesian primary schools

NARCIS (Netherlands)

Fauzan, Ahmad

2002-01-01

Similar to other countries (see for example Niss, 1996; NCTM, 2000), the mathematics curriculum for primary schools in Indonesia pays much attention to several important aspects such as developing pupils' reasoning, activity, creativity and attitude, and providing pupils with mathematics skills so

"Boys Press All the Buttons and Hope It Will Help": Upper Secondary School Teachers' Gendered Conceptions about Students' Mathematical Reasoning

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Sumpter, Lovisa

2016-01-01

Previous results show that Swedish upper secondary school teachers attribute gender to cases describing different types of mathematical reasoning. The purpose of this study was to investigate how these teachers gender stereotype aspects of students' mathematical reasoning by studying the symbols that were attributed to boys and girls,…

Comparison of mathematical problem solving strategies of primary school pupils

OpenAIRE

Wasilewská, Eliška

2016-01-01

The aim of this dissertation is to describe the role of educational strategy especially in field of the teaching of mathematics and to compare the mathematical problem solving strategies of primary school pupils which are taught by using different educational strategies. In the theoretical part, the main focus is on divergent educational strategies and their characteristics, next on factors affected teaching/learning process and finally on solving the problems. The empirical part of the disse...

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 ...

Developing classroom formative assessment in dutch primary mathematics education

NARCIS (Netherlands)

van den Berg, M.; Harskamp, E.G.; Suhre, C.J.M.

2016-01-01

In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students’ understanding of learning goals and provide timely feedback. To improve the teachers’ formative

An Investigation into the Perceptions of Mathematics and Information Literacy Self-Efficacy Levels of Pre-Service Primary Mathematics Teachers

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Dinçer, Bahar; Yilmaz, Süha

2016-01-01

The purpose of this study is to examine the relationship between perceptions of the self-efficacy levels for both mathematics literacy and information literacy in pre-service primary mathematics teachers and the factors on which the relationship depends (variables include gender, class level, hours spent reading books and computer-access…

The dynamics of giftedness in the upper primary grades

NARCIS (Netherlands)

Gubbels, J.C.G.

2016-01-01

Titel: The dynamics of giftedness in the upper primary grades Auteur: Joyce C.G. Gubbels Engelse samenvatting: Giftedness is often defined as an IQ-score of 130 or higher, that indicates strong analytical abilities. The research by Joyce Gubbels shows that in addition to analytically gifted

A Professional Experience Model for Primary Pre-Service Teachers Specialising in Mathematics

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McMaster, Heather; Cavanagh, Michael

2016-01-01

Many primary pre-service teachers (PSTs) who are enthused by tertiary courses that espouse and model a socio-constructivist approach to teaching mathematics, revert to a traditional approach when they encounter mathematics teaching during professional experience. An intervention was designed to translate the initial pedagogical intent of four…

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

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Serin, Mehmet Koray; Incikabi, Semahat

2017-01-01

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

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

Engaging Primary School Students in Mathematics: Can iPads Make a Difference?

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Hilton, Annette

2018-01-01

Research on the impact of the integration of technologies such as iPads on primary students' attitudes and engagement in mathematics is limited. Further, there have been claims that teachers' pedagogical choices can strongly influence the effectiveness of iPads for engaging students in mathematics. This paper presents an investigation of the…

An epistemic framing analysis of upper level physics students' use of mathematics

Science.gov (United States)

Bing, Thomas Joseph

Mathematics is central to a professional physicist's work and, by extension, to a physics student's studies. It provides a language for abstraction, definition, computation, and connection to physical reality. This power of mathematics in physics is also the source of many of the difficulties it presents students. Simply put, many different activities could all be described as "using math in physics". Expertise entails a complicated coordination of these various activities. This work examines the many different kinds of thinking that are all facets of the use of mathematics in physics. It uses an epistemological lens, one that looks at the type of explanation a student presently sees as appropriate, to analyze the mathematical thinking of upper level physics undergraduates. Sometimes a student will turn to a detailed calculation to produce or justify an answer. Other times a physical argument is explicitly connected to the mathematics at hand. Still other times quoting a definition is seen as sufficient, and so on. Local coherencies evolve in students' thought around these various types of mathematical justifications. We use the cognitive process of framing to model students' navigation of these various facets of math use in physics. We first demonstrate several common framings observed in our students' mathematical thought and give several examples of each. Armed with this analysis tool, we then give several examples of how this framing analysis can be used to address a research question. We consider what effects, if any, a powerful symbolic calculator has on students' thinking. We also consider how to characterize growing expertise among physics students. Framing offers a lens for analysis that is a natural fit for these sample research questions. To active physics education researchers, the framing analysis presented in this dissertation can provide a useful tool for addressing other research questions. To physics teachers, we present this analysis so that it

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…

Predictive factors of user acceptance on the primary educational mathematics aids product

Science.gov (United States)

Hidayah, I.; Margunani; Dwijanto

2018-03-01

Mathematics learning in primary schools requires instructional media. According to Piaget's theory, students are still in the concrete operational stage. For this reason, the development of the primary level mathematics aids is needed to support the development of successful mathematics learning. The stages of this research are the stages of commercialization with preparatory, marketing, and measurement analysis procedures. Promotion as part of marketing is done by doing a demonstration to the teacher. Measurements were performed to explore the predictive factors of user feasibility in adopting the product. Measurements were conducted using the concept of Technology Acceptance Model (TAM). Measurement variables include external variables, perceived usefulness, perceived ease of use, attitude, intention to use, and actual use. The result of this research shows that the contribution of predictive factors of mathematics teachers on the teaching aids product as follows: the external variable and perceived ease of use at 74%, perceived usefulness at 72%, intention to use (behavioral) at 58%, attitude at 52%, and the consequence factor (actual use) at 42%.

"My favourite subject is maths. For some reason no-one really agrees with me": student perspectives of mathematics teaching and learning in the upper primary classroom

Science.gov (United States)

Attard, Catherine

2011-09-01

The levels of engagement in mathematics experienced by students during the middle years of schooling (Years 5 to 8 in New South Wales) has been of concern in Australia for some years. Lowered engagement in school has been attributed to factors such as inappropriate teaching strategies, curricula that is unchallenging and irrelevant, and cultural and technological conditions that continue to evolve (Sullivan et al. Australian Journal of Education 53(2):176-191, 2009). There is currently a gap in this field of research in terms of a lack of longitudinal studies conducted in an Australian context that feature students' voices and their perceptions of mathematics teaching and learning during the middle years. As part of a qualitative longitudinal case study spanning 3 school years, 20 students in their final year of primary school (aged between 11 and 12 years) were asked to provide their views on mathematics teaching and learning. The aim of the study was to explore the students' perspectives of mathematics teaching and learning to discover pedagogies that engage the students. During focus group discussions and individual interviews the students discussed qualities of a "good" mathematics teacher and aspects of "good" lessons. These were found to resonate well with current Australian quality teaching frameworks. The findings of this study indicate that students in the middle years are critically aware of pedagogies that lead to engagement in mathematics, and existing standards and frameworks should be used as a starting point for quality teaching of mathematics.

Scientific Reasoning and Its Relationship with Problem Solving: The Case of Upper Primary Science Teachers

Science.gov (United States)

Alshamali, Mahmoud A.; Daher, Wajeeh M.

2016-01-01

This study aimed at identifying the levels of scientific reasoning of upper primary stage (grades 4-7) science teachers based on their use of a problem-solving strategy. The study sample (N = 138; 32 % male and 68 % female) was randomly selected using stratified sampling from an original population of 437 upper primary school teachers. The…

Primary teachers notice the impact of language on children's mathematical reasoning

Science.gov (United States)

Bragg, Leicha A.; Herbert, Sandra; Loong, Esther Yoon-Kin; Vale, Colleen; Widjaja, Wanty

2016-12-01

Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but this necessitates changes to teaching practice and hence a need for professional learning. The development of children's mathematical reasoning requires appropriate encouragement and feedback from their teacher who can only do this if they recognise mathematical reasoning in children's actions and words. As part of a larger study, we explored whether observation of educators conducting mathematics lessons can develop teachers' sensitivity in noticing children's reasoning and consideration of how to support reasoning. In the Mathematical Reasoning Professional Learning Research Program, demonstration lessons were conducted in Australian and Canadian primary classrooms. Data sources included post-lesson group discussions. Observation of demonstration lessons and engagement in post-lesson discussions proved to be effective vehicles for developing a professional eye for noticing children's individual and whole-class reasoning. In particular, the teachers noticed that children struggled to employ mathematical language to communicate their reasoning and viewed limitations in language as a major barrier to increasing the use of mathematical reasoning in their classrooms. Given the focus of teachers' noticing of the limitations in some types of mathematical language, it seems that targeted support is required for teachers to facilitate classroom discourse for reasoning.

The impact of computer use in the development of Mathematics teaching in primary education

OpenAIRE

Alawadhi, Nabil

2011-01-01

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University. The educational system in Kuwait is intended to provide primary and secondary students with required skills in order to operate in the technical careers commonly undertaken. However, mathematics education lags significantly behind other countries in Kuwait. In the 1997 and 2008 TIMMS international studies of primary and secondary mathematics achievement, Kuwait ranked near the bottom on almos...

The comprehension of mathematic problems in primary school

Directory of Open Access Journals (Sweden)

Karel Pérez Ariza

2015-05-01

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

West Nile Virus: Using Adapted Primary Literature in Mathematical Biology to Teach Scientific and Mathematical Reasoning in High School

Science.gov (United States)

Norris, Stephen P.; Macnab, John S.; Wonham, Marjorie; de Vries, Gerda

2009-01-01

This paper promotes the use of adapted primary literature as a curriculum and instruction innovation for use in high school. Adapted primary literature is useful for promoting an understanding of scientific and mathematical reasoning and argument and for introducing modern science into the schools. We describe a prototype adapted from a published…

Interventions for Primary School Children With Difficulties in Mathematics.

Science.gov (United States)

Dowker, Ann

2017-01-01

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

Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum

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Bailey, Judy

2013-01-01

Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…

Using multimedia cases for educating the primary school mathematics teacher educator: a design study

NARCIS (Netherlands)

Dolk, M.L.A.M.; Hertog, den J.B.; Gravemeijer, K.P.E.

2002-01-01

The overarching goal of this chapter is to better understand how multimedia video case studies can support the professionalization of primary-school-mathematics teacher educators. We investigate the use of multimedia cases to support teacher educators in learning to mathematize and didactize and to

The Measurement of Students' Achievement in Teaching Primary School Fifth Year Mathematics Classes

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Doganay, Ahmet; Bal, Ayten Pinar

2010-01-01

The aim of this study was to investigate students' and teachers' point of views about preparing measurement tools used in mathematics classes, the level of learning that these tools are intended to measure, how often they are used and how they are scored in terms of assessing 5th grade primary school mathematic courses. The population of the study…

The Benefits of Fine Art Integration into Mathematics in Primary School

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Anja Brezovnik

2015-09-01

Full Text Available The main purpose of the article is to research the effects of the integration of fine art content into mathematics on students at the primary school level. The theoretical part consists of the definition of arts integration into education, a discussion of the developmental process of creative mathematical thinking, an explanation of the position of art and mathematics in education today, and a summary of the benefits of arts integration and its positive effects on students. The empirical part reports on the findings of a pedagogical experiment involving two different ways of teaching fifth-grade students: the control group was taught mathematics in a traditional way, while the experimental group was taught with the integration of fine art content into the mathematics lessons. At the end of the teaching periods, four mathematics tests were administered in order to determine the difference in knowledge between the control group and the experimental group. The results of our study confirmed the hypotheses, as we found positive effects of fine art integration into mathematics, with the experimental group achieving higher marks in the mathematics tests than the control group. Our results are consistent with the findings of previous research and studies, which have demonstrated and confirmed that long-term participation in fine art activities offers advantages related to mathematical reasoning, such as intrinsic motivation, visual imagination and reflection on how to generate creative ideas.

A Voyage of Mathematical and Cultural Awareness for Students of Upper Secondary School

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Panagiotou, Evangelos N.

2014-01-01

Many papers have emphasized the need for and importance of particular examples and the underlying rationale for introducing a historical dimension in mathematics education. This article presents the development and implementation of a project, based on original sources, in a situation where the existing curriculum does not include history. The subject was conic sections and the motivating problems and original work which eventually found resolution in modern concepts. The project was carried out during the school year 2006-2007 with 18 students of a Greek experimental high school 2nd class (11th degree). It was devised as a series of worksheets, separate readings and oral presentations and written essays so that students might appreciate that mathematics evolves under the influence of factors intrinsic and extrinsic to it. Both epistemological and disciplinary issues are taken into account. Even though this work is just one case study, we have found that exposing students directly to primary sources in mathematics contributes greatly to motivation and understanding, and illustrates the nature of mathematics as a discipline and as a human endeavour.

Stories from the Classroom: The Developing Beliefs and Practices of Beginning Primary Mathematics Teachers

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Brady, Kathy

2012-01-01

This study examines the developing beliefs and practices of six beginning primary teachers. Their accounts reveal practices indicative of contemporary approaches to teaching and learning in mathematics. Additionally, a consistency appears to exist between the beliefs and practices of the beginning teachers, and the ideals for mathematics teaching…

Are Parents' Academic Gender Stereotypes and Changes in Them Related to Their Perceptions of Their Child's Mathematical Competence?

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Raty, Hannu; Karkkainen, Riitta

2011-01-01

In the course of their child's school years, a group of parents were asked to assess their child's mathematical competence and indicate whether they endorsed the gender stereotype pertaining to it. Once the child had entered upper primary school, the consistent stereotypic parents tended to rate their boys' mathematical competence higher than the…

Investigation of water content in primary upper shield of high temperature engineering test reactor (HTTR)

International Nuclear Information System (INIS)

Sumita, Junya; Sawa, Kazuhiro; Mogi, Haruyoshi; Itahashi, Shuuji; Kitami, Toshiyuki; Akutu, Youichi; Fuchita, Yasuhiro; Kawaguchi, Toru; Moriya, Masahiro

1999-09-01

A primary upper shield of the High Temperature Engineering Test Reactor (HTTR) is composed of concrete (grout) which is packed into iron frames. The main function of the primary upper shield is to attenuate neutron and gamma ray from the core, that leads to satisfy dose equivalent rate limit of operating floor and stand-pipe room. Water content in the concrete is one of the most important things because it strongly affects neutron-shielding ability. Then, we carried out out-of-pile experiments to investigate relationship between temperature and water content in the concrete. Based on the experimental results, a hydrolysis-diffusion model was developed to investigate water release behavior from the concrete. The model showed that water content used for shielding design in the primary upper shield of the HTTR will be maintained if temperature during operating life is under 110degC. (author)

The role of students' activities in Indonesian realistic mathematics education in primary schools of Aceh

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Zubainur, Cut Morina; Veloo, Arsaythamby; Khalid, Rozalina

2015-05-01

This study aims to explore the implementation of the Indonesian Realistic Mathematics Education (PMRI) in Aceh primary schools, Indonesia. This study investigates the students' mathematics activities involved in the implementation of PMRI and for this purpose; students' mathematics activities in the classroom were observed. Students were observed three times within five weeks during mathematics class, based on PMRI. A total of 25 year five students from a public school participated in this study. Observation check list was used in this study based on ten items. The observation conducted was based on two different time periods which were 105 minutes for group A and 70 minutes for group B. The observation was conducted every 5 minutes. The results show that PMRI is being practised in Aceh, but not completely. This study shows that mathematics activities for those who were taught using PMRI are higher than for those using the traditional approach. Overall, the findings showed that the number of student activities undertaken in PMRI achieved 90.56%. The higher percentage of activities suggests that the Aceh Education Office expands the implementation of PMRI in all primary schools so that learning of mathematics is more effective. This indirectly increases the mathematics achievement of students in Aceh to a higher level on par with Indonesia's national achievement.

Clinical findings confirm national guidelines regarding primary gastroscopy for upper gastrointestinal symptoms

DEFF Research Database (Denmark)

Rolff, Hans Christian; Simonsen, Louise Rolighed; Rosenberg, Jacob

2011-01-01

This study describes unsedated transnasal oesophagogastroduodenoscopy (UT-OGD) in the office setting. Evaluation of national guidelines regarding primary endoscopy for the investigation of upper gastrointestinal (GI) symptoms was also a focus of this study....

Association of personal hygiene with common morbidities among upper primary school children in rural Odisha.

Science.gov (United States)

Paul, Kalyan Kumar; Panigrahi, Sandeep Kumar; Soodi Reddy, Arun Kiran; Sahu, Trilochan

2017-01-01

In India, children of upper primary school receive less attention from health-care providers. The majority of their health problems are preventable through hygienic practices. The aim of this study was to find out the association of personal hygiene with common morbidities among upper primary school children. A cross-sectional study conducted in a rural upper primary school of Odisha. A semi-structured schedule based on the Global School Health Survey Questionnaire and necessary instruments for clinical examination were used. Data were entered in Microsoft Excel 2007 and analyzed by SPSS version 20 software. Of 90 participants, 58 (64.4%) were girls. The mean age was 11.8 (±1.01) years. The mean body mass index of females was significantly higher than males (16.95 vs. 14.72; P = 0.001). More than 90% of children maintained good personal hygiene such as clean tongue, clean hair, handwashing, and using footwear. The most common morbidities found were dental caries (38.9%), history of worms in stool and lethargy (20%). A mean score of 6.14 ± 0.11 (out of 8) was seen for personal hygiene and not associated with any particular morbidity or gender. Brushing daily was significantly associated with reduced dental caries (χ 2 = 8.7; P personal hygiene. School health services should also focus on upper primary school children for improvement of personal hygiene.

An analysis of primary school students’ representational ability in mathematics based on gender perspective

Science.gov (United States)

Kowiyah; Mulyawati, I.

2018-01-01

Mathematic representation is one of the basic mathematic skills that allows students to communicate their mathematic ideas through visual realities such as pictures, tables, mathematic expressions and mathematic equities. The present research aims at: 1) analysing students’ mathematic representation ability in solving mathematic problems and 2) examining the difference of students’ mathematic ability based on their gender. A total of sixty primary school students participated in this study comprising of thirty males and thirty females. Data required in this study were collected through mathematic representation tests, interviews and test evaluation rubric. Findings of this study showed that students’ mathematic representation of visual realities (image and tables) was reported higher at 62.3% than at in the form of description (or statement) at 8.6%. From gender perspective, male students performed better than the females at action planning stage. The percentage of males was reported at 68% (the highest), 33% (medium) and 21.3% (the lowest) while the females were at 36% (the highest), 37.7% (medium) and 32.6% (the lowest).

The Influence of Mathematics Professional Development, School-Level, and Teacher-Level Variables on Primary Students' Mathematics Achievement

Science.gov (United States)

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

2018-01-01

This study examined the influence of a professional development project about an internet-based mathematics formative assessment tool and related pedagogies on primary teachers' instruction and student achievement. Teachers participated in 72 h of professional development during the year. Descriptive statistics and multivariate analyses of…

Student perceptions of drill-and-practice mathematics software in primary education

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Kuiper, Els; de Pater-Sneep, Martie

2014-06-01

Drill-and-practice mathematics software offers teachers a relatively simple way to use technology in the classroom. One of the reasons to use the software may be that it motivates children, working on the computer being more "fun" than doing regular school work. However, students' own perceptions of such software are seldom studied. This article reports on a study on the opinions of Grade 5 and 6 students regarding two mathematics drill-and-practice software packages. In total, 329 students from ten Dutch primary schools took part in the study. The results show that a majority of the students preferred to work in their exercise book, for various reasons. Especially the rigid structure of the software is mentioned as a negative aspect by students. The elaborate arguments students used illustrate the importance of taking their opinions into account already at the primary level. Students' perceptions also show that the idea of ICT as naturally motivating for students may need modification.

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

Science.gov (United States)

Fokides, Emmanuel

2018-01-01

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

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

OpenAIRE

Alabdulaziz, M.; Higgins, S.

2017-01-01

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

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.

Improving Student Motivation and Engagement in Mathematics through One-to-One Interactions

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Way, Jennifer; Reece, Amelia; Bobis, Janette; Anderson, Judy; Martin, Andrew

2015-01-01

The phenomenon of the "middle-years dip" in mathematics engagement and achievement has been a cause of concern for over a decade. This paper presents an example of one upper-primary classroom identified as having higher than average levels of student engagement, with the purpose of documenting specific teaching strategies that align with…

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

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Savas Basturk; Tastepe, Mehtap

2015-01-01

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

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.)…

Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

Science.gov (United States)

Ulu, Mustafa

2017-01-01

The purpose of this study is to identify primary school students' thinking processes within the mathematical modeling process and the challenges they encounter, if any. This is a basic qualitative research study conducted in a primary school in the city of Kütahya in the academic year of 2015-2016. The study group of the research was composed of…

Did the Vikings Really Have Helmets with Horns? Sources and Narrative Content in Swedish Upper Primary School History Teaching

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Stolare, Martin

2017-01-01

The topic of this article is history education in upper primary school. Traditionally, the history subject has had a narrative orientation at this school level in Sweden, but it is also pattern that is discernible internationally. The recent Swedish upper primary school syllabus places more emphasis on the procedural aspects of the subject. In…

Investigating Middle School Math and Primary Teachers' Judgments of the Characteristics of Mathematically Gifted Students

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Şule Güçyeter

2015-06-01

Full Text Available The purpose of this study was to investigate teachers’ judgments of mathematically gifted students’ characteristics with respect to various variables. Data were collected from primary school teachers and middle school math teachers (N=161 by using a survey instrument. According to research findings most of the teachers tended to think that mathematical giftedness is being observed more frequently within boys than girls. There was a statistically significant relationship between teachers’ responses about whether mathematical giftedness could be developed or not who have mathematically gifted students and those who have not. But there was no statistically significant relationship among teachers’ branch, teaching experience and their answers about the development of mathematical giftedness. Results showed that there was a statistically significant relationship between teachers’ selfperception of being mathematically gifted and their experience with mathematically gifted students. Total scores of more popular and most popular characteristics that were determined by teachers had a positive correlation with teachers’ experience. Key Words:

Depictions of females and males in Mozambican and Victorian (Australia primary mathematics textbooks

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Adelino Evaristo Murimo

2007-10-01

Full Text Available The depiction of females and males in Mozambican Primary Mathematics textbooks for grades 6 and 7 were examined, and comparisons made with Victorian  (Australia textbooks for years 5 and 6. It was found that mathematics learning was portrayed as a  male domain in the Mozambican textbooks, reflecting what used to be the case with Australian texts of the 1970s, although there are some differences between the two countries that may be culturally based. The Victorian textbooks depicted mathematics learning as a domain for all children, and in the majority of categories examined, females and males were distributed fairly evenly. Compared to earlier reported findings, there was a general improvement in the portrayal of females in Victorian textbooks.

Longitudinal Data on the Effectiveness of Mathematics Mini-Games in Primary Education

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Bakker, Marjoke; Van den Heuvel-Panhuizen, Marja; Robitzsch, Alexander

2015-01-01

This paper describes a dataset consisting of longitudinal data gathered in the BRXXX project. The aim of the project was to investigate the effectiveness of online mathematics mini-games in enhancing primary school students' multiplicative reasoning ability (multiplication and division). The dataset includes data of 719 students from 35 primary…

Using an Empowerment Professional Development Model to Support Beginning Primary Mathematics Teachers

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Sparrow, Len; Frid, Sandra

2003-01-01

This is a case study report from a larger study that focused on how an empowerment professional development model influenced the mathematics pedagogical practices and beliefs of Australian primary school teachers during their first year of teaching. The research used an interpretive approach for analysis of data from interviews, observations,…

The Building of Pre-Service Primary Teachers' Knowledge of Mathematics Teaching: Interaction and Online Video Case Studies

Science.gov (United States)

Llinares, Salvador; Valls, Julia

2009-01-01

This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different modes of participation in the online discussions and different levels of knowledge-building. The…

The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

Science.gov (United States)

Huseyin, Aksu Hasan

2015-01-01

The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…

Parental Influences on Primary School Children's Mathematics Achievement: Insights from the Longitudinal Study of Australian Children

Science.gov (United States)

Carmichael, Colin; MacDonald, Amy

2016-01-01

Results from international mathematics tests are focussing the attention of national leaders on the learning of mathematics in the primary years. With this attention, comes the need to explore the factors that contribute to and impede this learning. Though much of this focus is on classroom practices, it is timely to examine the important…

Association of personal hygiene with common morbidities among upper primary school children in rural Odisha

Directory of Open Access Journals (Sweden)

Kalyan Kumar Paul

2017-01-01

Full Text Available Context: In India, children of upper primary school receive less attention from health-care providers. The majority of their health problems are preventable through hygienic practices. Aims: The aim of this study was to find out the association of personal hygiene with common morbidities among upper primary school children. Settings and Design: A cross-sectional study conducted in a rural upper primary school of Odisha. Subjects and Methods: A semi-structured schedule based on the Global School Health Survey Questionnaire and necessary instruments for clinical examination were used. Statistical Analysis Used: Data were entered in Microsoft Excel 2007 and analyzed by SPSS version 20 software. Results: Of 90 participants, 58 (64.4% were girls. The mean age was 11.8 (±1.01 years. The mean body mass index of females was significantly higher than males (16.95 vs. 14.72; P = 0.001. More than 90% of children maintained good personal hygiene such as clean tongue, clean hair, handwashing, and using footwear. The most common morbidities found were dental caries (38.9%, history of worms in stool and lethargy (20%. A mean score of 6.14 ± 0.11 (out of 8 was seen for personal hygiene and not associated with any particular morbidity or gender. Brushing daily was significantly associated with reduced dental caries (χ2 = 8.7; P < 0.005 and foul-smelling breath (χ2 = 4.93; P < 0.05. Fungal infections were significantly less in children who bathed daily (χ2 = 28.7; <0.005 and wore clean clothes (χ2 = 5.06; P < 0.05. Conclusion: Dental caries, foul-smelling breath, and fungal infections were significantly associated with poor personal hygiene. School health services should also focus on upper primary school children for improvement of personal hygiene.

Effects of playing mathematics computer games on primary school students' multiplicative reasoning ability

NARCIS (Netherlands)

Bakker, Marjoke; Van den Heuvel-Panhuizen, M.; Robitzsch, Alexander

2015-01-01

This study used a large-scale cluster randomized longitudinal experiment (N=719; 35schools) to investigate the effects of online mathematics mini-games on primary school students' multiplicative reasoning ability. The experiment included four conditions: playing at school, integrated in a lesson

Multiple primary malignant tumors of upper gastrointestinal tract:A novel role of ~(18)F-FDG PET/CT

Institute of Scientific and Technical Information of China (English)

无

2010-01-01

AIM: To evaluate the capacity of 18F-fluorodeoxyglucose positron emission tomography/computed tomography (18F-FDG PET/CT) for detecting multiple primary cancer of upper gastrointestinal (UGI) tract. METHODS: Fifteen patients (12 without cancer histories and 3 with histories of upper GI tract cancer) were investigated due to the suspicion of primary cancer of UGI tract on X-ray barium meal and CT scan. Subsequent whole body 18F-FDG PET/CT scan was carried out for initial staging or restaging. All the patient...

Mathematical modelling

DEFF Research Database (Denmark)

Blomhøj, Morten

2004-01-01

Developing competences for setting up, analysing and criticising mathematical models are normally seen as relevant only from and above upper secondary level. The general belief among teachers is that modelling activities presuppose conceptual understanding of the mathematics involved. Mathematical...... roots for the construction of important mathematical concepts. In addition competences for setting up, analysing and criticising modelling processes and the possible use of models is a formative aim in this own right for mathematics teaching in general education. The paper presents a theoretical...... modelling, however, can be seen as a practice of teaching that place the relation between real life and mathematics into the centre of teaching and learning mathematics, and this is relevant at all levels. Modelling activities may motivate the learning process and help the learner to establish cognitive...

Teachers' use of classroom assessment in primary school mathematics education in the Netherlands

NARCIS (Netherlands)

Veldhuis, M.; van den Heuvel-Panhuizen, M.; Vermeulen, Jorine; Eggen, Theodorus Johannes Hendrikus Maria

2013-01-01

This paper reports on a survey of the classroom assessment practices of Dutch primary school teachers in mathematics education. We investigated, using an online questionnaire, how teachers collect information on their studentś progress and how teacherś assessment methods, purposes, and beliefs about

Primary School Text Comprehension Predicts Mathematical Word Problem-Solving Skills in Secondary School

Science.gov (United States)

Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2016-01-01

This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…

Turkish Primary School Students' Strategies in Solving a Non-Routine Mathematical Problem and Some Implications for the Curriculum Design and Implementation

Science.gov (United States)

Erdogan, Abdulkadir

2015-01-01

Turkish primary mathematics curriculum emphasizes the role of problem solving for teaching mathematics and pays particular attention to problem solving strategies. Patterns as a subject and the use of patterns as a non-routine problem solving strategy are also emphasized in the curriculum. The primary purpose of this study was to determine how…

Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M-M)

Science.gov (United States)

Tatto, Maria Teresa; Peck, Ray; Schwille, John; Bankov, Kiril; Senk, Sharon L.; Rodriguez, Michael; Ingvarson, Lawrence; Reckase, Mark; Rowley, Glenn

2012-01-01

The Teacher Education Study in Mathematics (TEDS-M) 2008 is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers acquire during their mathematics teacher education. It is also the first major study to examine variations in the nature and influence of teacher education programs…

Problem solving in the borderland between mathematics and physics

DEFF Research Database (Denmark)

Jensen, Jens Højgaard; Niss, Martin; Jankvist, Uffe Thomas

2017-01-01

The article addresses the problématique of where mathematization is taught in the educational system, and who teaches it. Mathematization is usually not a part of mathematics programs at the upper secondary level, but we argue that physics teaching has something to offer in this respect, if it fo......The article addresses the problématique of where mathematization is taught in the educational system, and who teaches it. Mathematization is usually not a part of mathematics programs at the upper secondary level, but we argue that physics teaching has something to offer in this respect...

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…

Using Research-Based Video-Cases to Help Pre-Service Primary Teachers Conceptualize a Contemporary View of Mathematics Teaching

Science.gov (United States)

Lin, Pi-Jen

2005-01-01

The study inquired into the effect of research-based video-cases on pre-service teachers conceptualizing their understanding of contemporary mathematics teaching. The 43 participants enrolled in a Mathematics Method Course viewed and discussed 5 video-cases of primary teachers teaching. Journal entries, lesson plans, and microteaching observations…

Study and Research Paths at Upper Secondary Mathematics Education

DEFF Research Database (Denmark)

Jessen, Britta Eyrich

the scope of teaching at this level. With respect to mathematical modelling, links and gaps were identified between scholarly knowledge and knowledge to be taught in secondary school. It is suggested that SRP based teaching can bridge parts of the identified gaps. Finally, it is found that in order for SRP......In didactics of mathematics, researchers have for decades been interested in how to teach students to pose questions and solve problems. Several approaches rely on the idea, that students learn mathematics, when they are engaged in activities similar to research mathematicians. This PhD project...... touch upon these ideas from the perspective offered by the Anthropological Theory of Didactics (ATD ). Within ATD, teaching is proposed to be designed as Study and Research Paths (SRP). This thesis investigates how SRP's support the students' learning of mathematics in a bidisciplinary context involving...

The Pedagogy of Primary Historical Sources in Mathematics: Classroom Practice Meets Theoretical Frameworks

Science.gov (United States)

Barnett, Janet Heine; Lodder, Jerry; Pengelley, David

2014-01-01

We analyze our method of teaching with primary historical sources within the context of theoretical frameworks for the role of history in teaching mathematics developed by Barbin, Fried, Jahnke, Jankvist, and Kjeldsen and Blomhøj, and more generally from the perspective of Sfard's theory of learning as communication. We present case studies…

Endoscopic Findings of Upper Gastrointestinal Involvement in Primary Vasculitis.

Science.gov (United States)

Gong, Eun Jeong; Kim, Do Hoon; Chun, Joo Hyun; Ahn, Ji Yong; Choi, Kwi-Sook; Jung, Kee Wook; Lee, Jeong Hoon; Choi, Kee Don; Song, Ho June; Lee, Gin Hyug; Jung, Hwoon-Yong; Kim, Jin Ho; Song, In Hye; Kim, Yong-Gil

2016-07-15

Gastrointestinal involvement in vasculitis may result in life-threatening complications. However, its variable clinical presentations and endoscopic features, and the rarity of the disease, often result in delayed diagnosis. Clinical characteristics, endoscopic features, and histopathological findings were reviewed from medical records. Of 6,477 patients with vasculitis, 148 were diagnosed as primary vasculitis with upper gastrointestinal involvement. Of these, 21 cases (14.2%) were classified as large-vessel vasculitis, 17 cases (11.5%) as medium-vessel vasculitis, and 110 cases (74.3%) as small-vessel vasculitis. According to the specific diagnosis, IgA vasculitis (Henoch-Schönlein purpura) was the most common diagnosis (56.8%), followed by Takayasu arteritis (14.1%), microscopic polyangiitis (10.1%), and polyarteritis nodosa (6.8%). Gastrointestinal symptoms were present in 113 subjects (76.4%), with abdominal pain (78.8%) the most common symptom. Erosion and ulcers were striking endoscopic features, and the second portion of the duodenum was the most frequently involved site. Biopsy specimens were obtained from 124 patients, and only eight (5.4%) presented histopathological signs of vasculitis. Diagnosis of vasculitis involving the upper gastrointestinal tract is difficult. Because of the widespread use of endoscopy, combining clinical features with endoscopic findings may facilitate making appropriate diagnoses; however, the diagnostic yield of endoscopic biopsy is low.

The Perspectives of Primary Mathematics Teacher Candidates about Equal Sign: The EEG Case

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Ayvaz,Ülkü; Yaman, Hakan; Mersin, Nazan; Yilmaz, Yasemin; Durmus, Soner

2017-01-01

In this study, it was aimed to investigate the primary mathematics teacher candidates' perceptions about the equal sign within the scope of neuroscience studies. To reveal their perceptions about the equal sign, three types of addition operations were asked to the participants: a+b=[], []=a+b, a+b=[]+c. Their brain waves were recorded by EEG…

Changing the Way to Teach Maths: Preservice Primary Teachers' Reflections on Using Exploratory Talk in Teaching Mathematics

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Murphy, Carol

2016-01-01

This paper reports on the reflections of twenty-one primary preservice teachers following a microteaching experience that focused on the use of talk and collaborative group work, as part of a primary mathematics specialist education programme. Based on the didactic strategies of exploratory talk, the experience intended to develop knowledge for…

Higher engineering mathematics

CERN Document Server

John Bird

2014-01-01

A practical introduction to the core mathematics principles required at higher engineering levelJohn Bird's approach to mathematics, based on numerous worked examples and interactive problems, is ideal for vocational students that require an advanced textbook.Theory is kept to a minimum, with the emphasis firmly placed on problem-solving skills, making this a thoroughly practical introduction to the advanced mathematics engineering that students need to master. The extensive and thorough topic coverage makes this an ideal text for upper level vocational courses. Now in

Findings From the EASY Minds Cluster Randomized Controlled Trial: Evaluation of a Physical Activity Integration Program for Mathematics in Primary Schools.

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Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

2016-02-01

To evaluate the impact of a primary school-based physical activity (PA) integration program delivered by teachers on objectively measured PA and key educational outcomes. Ten classes from 8 Australian public schools were randomly allocated to treatment conditions. Teachers from the intervention group were taught to embed movement-based learning in their students' (n = 142) daily mathematics program in 3 lessons per week for 6 weeks. The control group (n = 98) continued its regular mathematics program. The primary outcome was accelerometer-determined PA across the school day. Linear mixed models were used to analyze treatment effects. Significant intervention effects were found for PA across the school day (adjusted mean difference 103 counts per minute [CPM], 95% confidence interval [CI], 36.5-169.7, P = .008). Intervention effects were also found for PA (168 CPM, 95% CI, 90.1-247.4, P = .008) and moderate-to-vigorous PA (2.6%, 95% CI, 0.9-4.4, P = .009) in mathematics lessons, sedentary time across the school day (-3.5%, 95% CI, -7.0 to -0.13, P = .044) and during mathematics (-8.2%, CI, -13.0 to -2.0, P = .010) and on-task behavior (13.8%, 95% CI, 4.0-23.6, P = .011)-but not for mathematics performance or attitude. Integrating movement across the primary mathematics syllabus is feasible and efficacious.

Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school.

Science.gov (United States)

Aunola, Kaisa; Leskinen, Esko; Nurmi, Jari-Erik

2006-03-01

It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task motivation. Moreover, the role that the classroom context plays in this development is largely unknown. The aim of the study was to investigate the developmental dynamics of maths-related motivation and mathematical performance during children's transition to primary school. The role of teachers' pedagogical goals and classroom characteristics on this development was also investigated. A total of 196 Finnish children were examined four times: (0) in October during their preschool year; (1) in October and (2) April during their first grade of primary school; and (3) in October during their second grade. Children's mathematical performance was tested at each measurement point. Task motivation was examined at measurement points 2, 3, and 4 using the Task-value scale for children. First-grade teachers were interviewed in November about their pedagogical goals and classroom characteristics. The results showed that children's mathematical performance and related task motivation formed a cumulative developmental cycle: a high level of maths performance at the beginning of the first grade increased subsequent task motivation towards mathematics, which further predicted a high level of maths performance at the beginning of the second grade. The level of maths-related task motivation increased in those classrooms where the teachers emphasized motivation or self-concept development as their most important pedagogical goal.

"You Just Have to Take a Bit of a Risk Sometimes": Breaking the "Cycle of Tradition" in Primary Mathematics

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Frid, Sandra; Sparrow, Len

2009-01-01

The purpose of this study was to explore the mathematics teaching practices of graduates of a pre-service primary/early childhood education program designed to develop teachers' capacities to implement non-traditional mathematics curricula. As a complementary component of a large survey study of graduate teachers, graduates were interviewed to…

The Impact of Drama on Pupils' Language, Mathematics, and Attitude in Two Primary Schools

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Fleming, Mike; Merrell, Christine; Tymms, Peter

2004-01-01

This article reports on research which examined the impact of The National Theatre's Transformation drama project on young pupils' reading, mathematics, attitude, self-concept and creative writing in primary schools. Two of the schools taking part in Transformation were matched to two Control schools in the first two years of the project.…

Assessment for Learning in Norway and Portugal: The Case of Primary School Mathematics Teaching

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Nortvedt, Guri A.; Santos, Leonor; Pinto, Jorge

2016-01-01

In this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that…

Connecting Mathematics in Primary Science Inquiry Projects

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So, Winnie Wing-mui

2013-01-01

Science as inquiry and mathematics as problem solving are conjoined fraternal twins attached by their similarities but with distinct differences. Inquiry and problem solving are promoted in contemporary science and mathematics education reforms as a critical attribute of the nature of disciplines, teaching methods, and learning outcomes involving…

Freedom Quilts: Mathematics on the Underground Railroad

Science.gov (United States)

Neumann, Maureen D.

2005-01-01

A mathematics activity is presented which is a lesson frequently taught to upper elementary school students. It helps the students to see the connection of mathematics with a real-world activity, appreciate the mathematical knowledge required of quilt makers, reinforce their knowledge of the geometrical properties of different shapes and bring…

The Use of Mathematical Investigations in a Queensland Primary School and Implications for Professional Development

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Marshman, Margaret; Clark, Darren; Carey, Michael

2015-01-01

With the introduction of Ways of Working in 2008, Queensland teachers received professional development on using investigations to teach mathematics. This case study explores the extent to which teachers in one Queensland Primary School use this pedagogy. To determine teachers' beliefs and teaching approaches, a five point Likert scale…

Role of linguistic skills in fifth-grade mathematics.

Science.gov (United States)

Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo

2018-03-01

The current study investigated the direct and indirect relations between basic linguistic skills (i.e., phonological skills and grammatical ability) and advanced linguistic skills (i.e., academic vocabulary and verbal reasoning), on the one hand, and fifth-grade mathematics (i.e., arithmetic, geometry, and fractions), on the other, taking working memory and general intelligence into account and controlling for socioeconomic status, age, and gender. The results showed the basic linguistic representations of 167 fifth graders to be indirectly related to their geometric and fraction skills via arithmetic. Furthermore, advanced linguistic skills were found to be directly related to geometry and fractions after controlling for arithmetic. It can be concluded that linguistic skills directly and indirectly relate to mathematical ability in the upper grades of primary education, which highlights the importance of paying attention to such skills in the school curriculum. Copyright © 2017 Elsevier Inc. All rights reserved.

Spoon-Feeding to Tongue-Biting and Beyond: Factors That Contributed to Changes in Irish Primary School Teachers' Mathematics Practice

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Treacy, Mia

2017-01-01

Research that aimed to examine teachers' experiences whilst implementing a reform approach to mathematics teaching in an Irish primary school forms the basis of this paper. In particular, factors that contributed to changing mathematics practice in this case study school are outlined. The school engaged in professional development (PD) that…

Ego Depletion Effects on Mathematics Performance in Primary School Students: Why Take the Hard Road?

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Price, Deborah Ann; Yates, Gregory C. R.

2010-01-01

Reduction in performance level following on from brief periods of self-control is referred to as ego depletion. This study aimed to investigate if a brief ego depletion experience would impact upon primary school students working through an online mathematics exercise involving 40 computational trials. Seventy-two students participated in the…

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

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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

Mathematical modelling for magnetite (crude removal from primary heat transfer loop by ion-exchange resins

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Zeeshan Nawaz

2009-04-01

Full Text Available The present research focuses to develop mathematical model for the removal of iron (magnetite by ion-exchange resin from primary heat transfer loop of process industries. This mathematical model is based on operating capacities (that’s provide more effective design as compared to loading capacity from static laboratory tests. Results showed non-steady state distribution of external Fe2+ and limitations imposed on operating conditions, these conditions includes; loading and elution cycle time, flow rate, concentration of both loading and removal, volume of resin required. Number of generalized assumptions was made under shortcut modeling techniques to overcome the gap of theoretical and actual process design.

Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

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Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

2018-01-01

Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

Mathematical Reasoning Requirements in Swedish National Physics Tests

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Johansson, Helena

2016-01-01

This paper focuses on one aspect of mathematical competence, namely mathematical reasoning, and how this competency influences students' knowing of physics. This influence was studied by analysing the mathematical reasoning requirements upper secondary students meet when solving tasks in national physics tests. National tests are constructed to…

"Give Me a Lesson and I'll Deliver It": Teaching Assistants' Experiences of Leading Primary Mathematics Lessons in England

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Houssart, Jenny

2013-01-01

Teaching Assistants (TAs) in primary schools in England have a growing pedagogic role. For some, this sometimes includes responsibility for the whole class instead of the teacher. This article draws on 24 interview transcripts to examine the practice in the context of primary mathematics lessons and from TAs' viewpoints. Emergency cover is often…

Shifting Pre-Service Teachers' Beliefs about Mathematics Teaching: The Contextual Situation of a Mathematics Methods Course

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Jao, Limin

2017-01-01

For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4-10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods…

Primary Teachers' Written Unit Plans in Mathematics and Their Perceptions of Essential Elements of These

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Roche, Anne; Clarke, Doug M.; Clarke, David J.; Sullivan, Peter

2014-01-01

The content and purpose of written unit plans in mathematics is an under-researched area. In this article, we provide a brief overview of research on teachers' planning processes and the place of mental and written plans. We report on data from a questionnaire completed by 357 teachers from Victorian Catholic primary schools, where we focused on…

Primary school teachers' use of digital technology in mathematics: the complexities

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Loong, Esther Yook-Kin; Herbert, Sandra

2018-02-01

This paper seeks to theorise primary teachers' degree of integration of digital technology in the mathematics classroom. In an age where digital technology use is ubiquitous, the issues surrounding teachers' choice, and ultimately their uptake of digital technologies in the classroom, is an area that need to be further unpacked. Cross-case analysis of the two teachers' uptake of digital technologies in their classroom, their pedagogical approaches and the reason for their choices provide insight into teachers' technological, pedagogical and content knowledge (TPACK). Differences in the way the teachers use digital technology in their classroom seem to be connected to their TPACK developmental stage.

Logistics of Mathematical Modeling-Focused Projects

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Harwood, R. Corban

2018-01-01

This article addresses the logistics of implementing projects in an undergraduate mathematics class and is intended both for new instructors and for instructors who have had negative experiences implementing projects in the past. Project implementation is given for both lower- and upper-division mathematics courses with an emphasis on mathematical…

Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions

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Durksen, Tracy L.; Way, Jennifer; Bobis, Janette; Anderson, Judy; Skilling, Karen; Martin, Andrew J.

2017-02-01

We started with a classic research question (How do teachers motivate and engage middle year students in mathematics?) that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics—confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.

Teaching Mathematics with Technology. How to Win People and Influence Friends: Calculators in the Primary Grades.

Science.gov (United States)

Taylor, Lyn, Ed.; Thompson, Virginia, Comp.

1992-01-01

Postulated here is the notion that the exploration of number patterns with calculators is a valuable mathematical learning activity that should be commenced in the primary grades. Various activities are presented that make use of the constant function key, which is available on many of the inexpensive four-function calculators. (JJK)

Provision for Mathematically Able Children in Primary Schools: A Review of Practice Five Years after England Dropped the Gifted and Talented Initiative

Science.gov (United States)

Dimitriadis, Christos; Georgeson, Jan

2018-01-01

After the abandonment of the Gifted and Talented initiative and the recent developments in mathematics educational policy (i.e. the new national curriculum and the "mastery" initiative), this research project aimed to explore the current primary school situation regarding educating the "most able" children in mathematics, along…

Recent development in school mathematics' roles and relations

DEFF Research Database (Denmark)

Lindenskov, Lena; Andresen, Mette

2010-01-01

The article sketches a national profile of Danish educational policy and school practice by three perspectives: regulations and teachers' autonomy, educational aims and goals, and students' attitudes towards mathematics. We present the enrollment of mathematics in a new construct, multi...... disciplinarity, introduced recently into Danish upper secondary schools with academically oriented programs. The potentials of multi-disciplinary mathematics teaxching at all levels are analysed and discussed within Realistic Mathematics Education Theory and philosophical approach to mathematical reflections...

Mathematics Teaching Anxiety and Self-Efficacy Beliefs toward Mathematics Teaching: A Path Analysis

Science.gov (United States)

Peker, Murat

2016-01-01

The purpose of this study was to investigate the relationship between pre-service primary school teachers' mathematics teaching anxiety and their self-efficacy beliefs toward mathematics teaching through path analysis. There were a total of 250 pre-service primary school teachers involved in this study. Of the total, 202 were female and 48 were…

Primary control of upper gingiva and hard palate squamous cell carcinoma. A clinical evaluation

International Nuclear Information System (INIS)

Beppu, Takeshi; Mitani, Hiroki; Kawabata, Kazuyoshi

2005-01-01

The primary control of upper gingiva and hard palate squamous cell carcinoma was evaluated clinically. From 1985 to 1999, there were 51 cases that received definitive treatment in our hospital with a primary control rate of 70.6%. The primary control rates according to treatment modality were: 73.3% for surgery alone (69.2% for partial maxillectomy, 80% for total maxillectomy); 71.4% for definitive radiation therapy; and 68% for combined surgery and radiation therapy. The primary control rates according to the T stage were: 85.7% for T1; 60% for T2; 77.8% for T3; and 80% for T4. In general, primary control was better when the tumor was located anteriorly rather than posterolaterally in the oral cavity. Frequent recurrent sites following the operation were the infratemporal fossa and/or the pterygopalatine fossa, especially when the tumor had been located posterolaterally. In such cases, a salvage operation was often impossible, and the uncontrollable primary lesion progressed and caused death. Therefore, when the tumor is located posterolaterally, and especially if it has invaded deeply into the infratemporal fossa and the pterygopalatine fossa, it is vitally important to properly plan the surgical approach and to ensure a good visual operative field. (author)

Mathematical competencies and the role of mathematics in physics education: A trend analysis of TIMSS Advanced 1995 and 2008

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Trude Nilsen

2013-10-01

Full Text Available As students advance in their learning of physics over the course of their education, the requirement of mathematical applications in physics-related tasks increases, especially so in upper secondary school and in higher education. Yet there is little empirical work (particularly large-scale or longitudinal on the application of mathematics in physics education compared with the research related to the conceptual knowledge of physics. In order to clarify the nature of mathematics in physics education, we developed a theoretical framework for mathematical competencies pertinent to various physics tasks based on theoretical frameworks from mathematics and physics education. We used this synthesis of frameworks as a basis to create a model for physics competence. The framework also served as a tool for analyzing and categorizing trend items from the international large-scale survey, TIMSS Advanced 1995 and 2008. TIMSS Advanced assessed students in upper secondary school with special preparation in advanced physics and mathematics. We then investigated the changes in achievements on these categorized items across time for nations who participated in both surveys. The results from our analysis indicate that students whose overall physics achievement declined struggled the most with items requiring mathematics, especially items requiring them to handle symbols, such as manipulating equations. This finding suggests the importance of collaboration between mathematics and physics education as well as the importance of traditional algebra for physics education.

Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher’s Quality of Instruction

Science.gov (United States)

Saad, N. S.; Jemali, M.; Zakaria, Z. Hj; Yusof, Q.

2018-01-01

The paper aims at identifying the standards for teaching and learning of mathematics based on National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and Training and Development Agency for School (TDA, 2007). These known standards were used as a guide in identifying the constructs of the mathematics teacher’s instruction in the classroom. The survey method used in which a questionnaire instrument encompassed on the four identified constructs on the standards for teaching and learning of mathematics, namely professional practices, professional attributes, professional knowledge, and professional instructional processes. The instrument was tested during a pilot study and a Cronbach’s Alpha reliability index of greater than 0.85 was obtained. The actual research was carried out in Peninsular Malaysia involving 224 secondary schools with 1.120 mathematics teachers and 108 primary schools with 540 mathematics teachers. From the selected schools, only 820 secondary mathematics teachers (73.2%) and 361 primary teachers (66.9%) gave a response to the mailed questionnaires. The findings of the study revealed that the secondary and primary mathematics teachers strongly agreed on three constructs; professional practices, professional attributes and professional instructional processes.

Learning Environments in Mathematics

Science.gov (United States)

Turner, Vanshelle E.

2017-01-01

Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical…

Mathematical modeling for prediction and optimization of TIG welding pool geometry

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U. Esme

2009-04-01

Full Text Available In this work, nonlinear and multi-objective mathematical models were developed to determine the process parameters corresponding to optimum weld pool geometry. The objectives of the developed mathematical models are to maximize tensile load (TL, penetration (P, area of penetration (AP and/or minimize heat affected zone (HAZ, upper width (UW and upper height (UH depending upon the requirements.

Longitudinal development of number line estimation and mathematics performance in primary school children.

Science.gov (United States)

Friso-van den Bos, Ilona; Kroesbergen, Evelyn H; Van Luit, Johannes E H; Xenidou-Dervou, Iro; Jonkman, Lisa M; Van der Schoot, Menno; Van Lieshout, Ernest C D M

2015-06-01

Children's ability to relate number to a continuous quantity abstraction visualized as a number line is widely accepted to be predictive of mathematics achievement. However, a debate has emerged with respect to how children's placements are distributed on this number line across development. In the current study, different models were applied to children's longitudinal number placement data to get more insight into the development of number line representations in kindergarten and early primary school years. In addition, longitudinal developmental relations between number line placements and mathematical achievement, measured with a national test of mathematics, were investigated using cross-lagged panel modeling. A group of 442 children participated in a 3-year longitudinal study (ages 5-8 years) in which they completed a number-to-position task every 6 months. Individual number line placements were fitted to various models, of which a one-anchor power model provided the best fit for many of the placements at a younger age (5 or 6 years) and a two-anchor power model provided better fit for many of the children at an older age (7 or 8 years). The number of children who made linear placements also grew with age. Cross-lagged panel analyses indicated that the best fit was provided with a model in which number line acuity and mathematics performance were mutually predictive of each other rather than models in which one ability predicted the other in a non-reciprocal way. This indicates that number line acuity should not be seen as a predictor of math but that both skills influence each other during the developmental process. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

Bidirectional relations between text reading prosody and reading comprehension in the upper primary school grades: A longitudinal perspective

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Veenendaal, N.J.; Groen, M.A.; Verhoeven, L.T.W.

2016-01-01

The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and

Primary Trainee Teachers' Attitudes to and Use of Computer and Technology in Mathematics: The Case of Turkey

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Dogan, Mustafa

2010-01-01

This study explores Turkish primary mathematics trainee teachers' attitudes to computer and technology. A survey was conducted with a self constructed questionnaire. Piloting, factor and reliability ([alpha] = 0.94) analyses were performed. The final version of the questionnaire has three parts with a total of 48 questions including a Likert type…

A mathematical model of a lithium/thionyl chloride primary cell

Science.gov (United States)

Evans, T. I.; Nguyen, T. V.; White, R. E.

1987-08-01

A 1-D mathematical model for the lithium/thionyl chloride primary cell was developed to investigate methods of improving its performance and safety. The model includes many of the components of a typical lithium/thionyl chloride cell such as the porous lithium chloride film which forms on the lithium anode surface. The governing equations are formulated from fundamental conservation laws using porous electrode theory and concentrated solution theory. The model is used to predict 1-D, time dependent profiles of concentration, porosity, current, and potential as well as cell temperature and voltage. When a certain discharge rate is required, the model can be used to determine the design criteria and operating variables which yield high cell capacities. Model predictions can be used to establish operational and design limits within which the thermal runaway problem, inherent in these cells, can be avoided.

An introduction to mathematical modeling of infectious diseases

CERN Document Server

Li, Michael Y

2018-01-01

This text provides essential modeling skills and methodology for the study of infectious diseases through a one-semester modeling course or directed individual studies.  The book includes mathematical descriptions of epidemiological concepts, and uses classic epidemic models to introduce different mathematical methods in model analysis.  Matlab codes are also included for numerical implementations. It is primarily written for upper undergraduate and beginning graduate students in mathematical sciences who have an interest in mathematical modeling of infectious diseases.  Although written in a rigorous mathematical manner, the style is not unfriendly to non-mathematicians.

Teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms

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Trine Mathiesen Gilje

2014-10-01

Full Text Available This article is about a qualitative study of teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms. Teacher cognition, defined by Borg (2003, p.81 as ‘what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom’, is a relatively new field of research, with few studies focussing on its link to the teaching of EFL reading skills in state schools or in young language learner classrooms. The study therefore aimed to explore upper primary EFL teachers’ reading-related materials and practices, what knowledge, attitudes and beliefs formed the basis of their choices, and the role of teacher education in this context. The method was semi-structured interviews with eight randomly selected 6th grade EFL-teachers. The study showed that the teachers primarily based their teaching of EFL reading on textbooks, used them in similar ways, but also used additional reading materials to varying extents. The teachers thus appeared to be heavily guided by their textbooks, in addition to intuition and routines. The impact of formal teacher education varied from teacher to teacher. Nevertheless, it was argued that pre-service and in-service teacher education will play an important role in helping future EFL teachers make and understand the choices they make about reading materials and pracices, so that they can meet the demands of increasingly diverse classrooms due to differences in linguistic, social and national backgrounds between pupils.

Mathematics Turned Inside Out: The Intensive Faculty Versus the Extensive Faculty

OpenAIRE

Grcar, Joseph F.

2011-01-01

Research universities in the United States have larger mathematics faculties outside their mathematics departments than inside. Members of this "extensive" faculty conduct most mathematics research, their interests are the most heavily published areas of mathematics, and they teach this mathematics in upper division courses independent of mathematics departments. The existence of this de facto faculty challenges the pertinence of institutional and national policies for higher education in mat...

Perceptions on the Role of a Pre-Service Primary Teacher Education Program to Prepare Beginning Teachers to Teach Mathematics in Far North Queensland

Science.gov (United States)

Chigeza, Philemon; Jackson, Cliff; Neilson, Aaron

2017-01-01

This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a…

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)

New simple mathematical model to help evaluating the extent of the late-Quaternary valley glacier in the Upper Soča Region (NW Slovenia

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Miloš Bavec

2002-06-01

Full Text Available A simple mathematical model was developed that enables an evaluation of a valley glacier extent independently of any geological data. Based on glaciological criteria and on quantitative analysis of the glacier’s accumulation-, and ablation-areas the modeloffers an opportunity for an independent test of paleoenvironmental interpretations that are traditionally based on (often vague and difficult-to-interpret geomorphological and sedimentological information. The model is presented here through a case study from theUpper Soča River Region.

DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING

Directory of Open Access Journals (Sweden)

Saleh Haji

2017-01-01

Full Text Available The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1 There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2 Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning

Influence of Math Club Activities on Primary Students’ Mathematics Achievement

Directory of Open Access Journals (Sweden)

Alenka Lipovec

2014-12-01

Full Text Available An intervention program called Didactic pentagon is described. Participants are teachers, students, parents, pre-service teachers and teacher educators. The programme is shaped as a math club activity. Empirical results focus on comparing mathematics achievements of students included in the programme and mathematically promising students taking part in TIMSS 2003. Experimental group has surpassed control group in overall results. Statistically significant differences in favour of experimental group can be found at intermediate international benchmark of mathematics achievements and at problem solving cognitive domain. The results can be assigned to pentagon activities guided by pre-service teachers. Cooperation between university and schools has evidently overcome the lack of pre-service teachers’ experience and helped in raising mathematical knowledge of school youth.

Mathematics Career Simulations: An Invitation

Science.gov (United States)

Sinn, Robb; Phipps, Marnie

2013-01-01

A simulated academic career was combined with inquiry-based learning in an upper-division undergraduate mathematics course. Concepts such as tenure, professional conferences and journals were simulated. Simulation procedures were combined with student-led, inquiry-based classroom formats. A qualitative analysis (ethnography) describes the culture…

Defining upper gastrointestinal bleeding from linked primary and secondary care data and the effect on occurrence and 28 day mortality.

Science.gov (United States)

Crooks, Colin John; Card, Timothy Richard; West, Joe

2012-11-13

Primary care records from the UK have frequently been used to identify episodes of upper gastrointestinal bleeding in studies of drug toxicity because of their comprehensive population coverage and longitudinal recording of prescriptions and diagnoses. Recent linkage within England of primary and secondary care data has augmented this data but the timing and coding of concurrent events, and how the definition of events in linked data effects occurrence and 28 day mortality is not known. We used the recently linked English Hospital Episodes Statistics and General Practice Research Database, 1997-2010, to define events by; a specific upper gastrointestinal bleed code in either dataset, a specific bleed code in both datasets, or a less specific but plausible code from the linked dataset. This approach resulted in 81% of secondary care defined bleeds having a corresponding plausible code within 2 months in primary care. However only 62% of primary care defined bleeds had a corresponding plausible HES admission within 2 months. The more restrictive and specific case definitions excluded severe events and almost halved the 28 day case fatality when compared to broader and more sensitive definitions. Restrictive definitions of gastrointestinal bleeding in linked datasets fail to capture the full heterogeneity in coding possible following complex clinical events. Conversely too broad a definition in primary care introduces events not severe enough to warrant hospital admission. Ignoring these issues may unwittingly introduce selection bias into a study's results.

School Mathematics Leaders' Perceptions of Successes and Challenges of Their Leadership Role within a Mathematics Improvement Project

Science.gov (United States)

Sexton, Matt; Downton, Ann

2014-01-01

The mathematics curriculum leader plays an important role in leading the mathematics curriculum in primary schools. They experience successes and face challenges associated with this leadership role. The perceptions that 25 mathematics leaders held about the successes and challenges they experienced whilst participating in a school mathematics…

Primary Teachers Notice the Impact of Language on Children's Mathematical Reasoning

Science.gov (United States)

Bragg, Leicha A.; Herbert, Sandra; Loong, Esther Yoon-Kin; Vale, Colleen; Widjaja, Wanty

2016-01-01

Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but this necessitates changes to teaching practice and hence a need for professional learning. The development of children's mathematical reasoning requires appropriate encouragement and feedback from their teacher who can only do this if they recognise…

Back in Time on a Mathematics Trail

Science.gov (United States)

Moffett, Pamela

2010-01-01

The recently revised "Northern Ireland Primary Curriculum" recommends that teachers make use of the environment to extend children's understanding of mathematics. One approach to using the environment in mathematics is to take children on a mathematics trail. A mathematics trail uses the resources and features within the environment as a…

The influence of Missouri mathematics project on seventh grade students’ mathematical understanding ability

Science.gov (United States)

Rezeki, S.; Setyawan, A. A.; Amelia, S.

2018-01-01

Mathematical understanding ability is a primary goal of Indonesian national education goals. However, various sources has shown that Indonesian students’ mathematical understanding ability is still relatively low. This study used quasi-experimental research design to examine the effectiveness of the application of Missouri Mathematics Project (MMP) on students’ mathematical understanding ability. The participants of the study were seventh grade students in Pekanbaru, Riau Province, Indonesia. They were selected purposively and represented as high, medium, and low-quality schools. The result of this study indicated that there was a significant effect of MMP on the overall students’ mathematical understanding ability and in all categories, except for low school level.

A Framework for Teachers' Knowledge of Mathematical Reasoning

Science.gov (United States)

Herbert, Sandra

2014-01-01

Exploring and developing primary teachers' understanding of mathematical reasoning was the focus of the "Mathematical Reasoning Professional Learning Research Program." Twenty-four primary teachers were interviewed after engagement in the first stage of the program incorporating demonstration lessons focused on reasoning conducted in…

Dyslexia, Dyspraxia and Mathematics.

Science.gov (United States)

Yeo, Dorian

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

"Take Me to the Mathematical Circle!"

OpenAIRE

Veilande, Ingrida

2012-01-01

Preparing the students for various mathematical contests are the key goals of mathematical circles in Latvian schools. The reason why mathematical circles for students of primary schools are organised rather seldom is that problem sets of Olympiads are mainly created for students of 5th to 12th grades. The young participants of circles have to be introduced with the basic principles of Olimpiads mathematics too.

The relationship between learning mathematics and general cognitive ability in primary school.

Science.gov (United States)

Cowan, Richard; Hurry, Jane; Midouhas, Emily

2018-06-01

Three relationships between learning mathematics and general cognitive ability have been hypothesized: The educational hypothesis that learning mathematics develops general cognitive skills, the psychometric hypothesis that differences in general cognitive ability cause differences in mathematical attainment, and the reciprocal influence hypothesis that developments in mathematical ability and general cognitive ability influence each other. These hypotheses are assessed with a sample of 948 children from the Twins Early Development Study who were assessed at 7, 9, and 10 years on mathematics, English, and general cognitive ability. A cross-lagged path analysis with mathematics and general cognitive ability measures supports the reciprocal influence hypothesis between 7 and 9 and between 9 and 10. A second analysis including English assessments only provides evidence of a reciprocal relationship between 7 and 9. Statement of Contribution What is already known on this subject? The correlations between mathematical attainment, literacy, and measures of general cognitive skills are well established. The role of literacy in developing general cognitive skills is emerging. What the present study adds? Mathematics contributes to the development of general cognitive skills. General cognitive ability contributes to mathematical development between 7 and 10. These findings support the hypothesis of reciprocal influence between mathematics and general cognitive ability, at least between 7 and 9. © 2017 The British Psychological Society.

Mentoring in mathematics education

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Hyde, Rosalyn

2013-01-01

Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area.Developed by members of The Association of Mathematics Education Teachers, the authors draw upon the most up-to-date research and theory to provide evidence-based practical guidance. Themes covered include:

What Characterizes the Algebraic Competence of Norwegian Upper Secondary School Students? Evidence from TIMSS Advanced

Science.gov (United States)

Pedersen, Ida Friestad

2015-01-01

Algebra is the fundamental language of mathematics, and a profound understanding of school algebra is an important prerequisite for further studies in mathematical sciences. The aim of this study is to characterize the algebraic competence of the Norwegian upper secondary school students participating in Trends in International Mathematics and…

PRIMARY SCHOOL TEACHERS’ OPINIONS ABOUT THE CURRICULAR DOCUMENTS USED FOR STUDYING THE MATHEMATICS AND ENVIRONMENTAL EXPLORATION SUBJECT

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Ioana-Cristina MAGDAȘ

2017-08-01

Full Text Available Due to the introduction in 2013 into the new Framework Plan for the primary education of the integrated Mathematics and Environmental Exploration (MEE subject, of new textbooks and auxiliaries, we considered it necessary to find the the teachers’ opinions regarding the way in which the curriculum documents facilitate the study of the MEE subject. The present article is based on a research performed using a survey carried out voluntarily and anonymously by 131 teachers for primary education. Through the responses to the questionnaire, we identified several important issues. Regarding teachers’ sources of documentation, we found out that they prefered online sources (websites, blogs and specialized forums, which was surprising because these sources did not have the reliability of correct information. Only on the next places were placed the official documents or those elaborated by specialists. Teachers assigned scores of about four (out of a maximum of five to the clarity of all components of the school curriculum. In terms of textbooks and auxiliaries, respondents scored better auxiliaries across all the indicators considered. The biggest benefit of introducing the MEE subject identified by I.-C. MAGDAȘ, M. E. DULAMĂ, O.-R. ILOVAN, I.C. CRIȘAN 6 respondents was that activities were more attractive or motivating for learning. At the opposite end, the smallest benefits related to ensuring the rigour and learning durability of both Mathematics and Environmental Exploration. Regarding the limitations, disadvantages or problems of studying the MEE subject, the lack of support materials was the first reported by the respondents. On the next places were placed the need for specific lessons with mathematical content or the heavy design of thematic units and lessons.

Mathematizing Process of Junior High School Students to Improve Mathematics Literacy Refers PISA on RCP Learning

International Nuclear Information System (INIS)

Wardono; Mariani, S; Hendikawati, P; Ikayani

2017-01-01

Mathematizing process (MP) is the process of modeling a phenomenon mathematically or establish the concept of a phenomenon. There are two mathematizing that is Mathematizing Horizontal (MH) and Mathematizing Vertical (MV). MH as events changes contextual problems into mathematical problems, while MV is the process of formulation of the problem into a variety of settlement mathematics by using some appropriate rules. Mathematics Literacy (ML) is the ability to formulate, implement and interpret mathematics in various contexts, including the capacity to perform reasoning mathematically and using the concepts, procedures, and facts to describe, explain or predict phenomena incident. If junior high school students are conditioned continuously to conduct mathematizing activities on RCP (RME-Card Problem) learning, it will be able to improve ML that refers PISA. The purpose of this research is to know the capability of the MP grade VIII on ML content shape and space with the matter of the cube and beams with RCP learning better than the scientific learning, upgrade MP grade VIII in the issue of the cube and beams with RCP learning better than the scientific learning in terms of cognitive styles reflective and impulsive the MP grade VIII with the approach of the RCP learning in terms of cognitive styles reflective and impulsive This research is the mixed methods model concurrent embedded. The population in this study, i.e., class VIII SMPN 1 Batang with sample two class. Data were taken with the observation, interviews, and tests and analyzed with a different test average of one party the right qualitative and descriptive. The results of this study demonstrate the capability of the MP student with RCP learning better than the scientific learning, upgrade MP with RCP learning better compare with scientific learning in term cognitive style of reflective and impulsive. The subject of the reflective group top, middle, and bottom can meet all the process of MH indicators are

Mathematics and communication skills using educational software in math classes

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Marjolis Laffita-Cuza

2017-04-01

Full Text Available The current transformations conceive among others, to form in the race of Mathematics-Physics a professor who imparts indistinctly the subjects of Mathematics and Physics in the upper secondary education from the third year of this race which requires putting more emphasis in the orientation of those Subjects to achieve greater professionalism. The present paper approaches from the theoretical aspects the essential aspects in the educational process of the learning of mathematics for the Mathematics-Physics career of the university of pedagogical sciences such as mathematical communicative competences and the use of educational software, all in function of achieving A greater development of student's mathematical logical thinking.

Inequalities Involving Upper Bounds for Certain Matrix Operators

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences; Volume 116; Issue 3. Inequalities Involving Upper Bounds for Certain Matrix Operators. R Lashkaripour D Foroutannia. Volume ... Keywords. Inequality; norm; summability matrix; Hausdorff matrix; Hilbert matrix; weighted sequence space; Lorentz sequence space.

Designing Math Trails for Enhanced by Mobile Learning Realistic Mathematics Education in Primary Education

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Georgios Fesakis

2018-05-01

Full Text Available Seeking a systematic combination of the pedagogical model of m-learning with the Realistic Mathematics Education (RME approach, this study concerns the use of math trail as a learning activity model that can take the advantages of mobile computing devices for the design of effective learning experiences in an authentic context. The paper presents the design and the case study of the first pilot implementation of a math trail, using mobile devices for primary school students. In this math trail, the students are guided, through a digital map, to a sequence of preselected sites of a park where they solve specially designed math problems using data from the environmental context. The students measure real objects’ dimensions either with conventional instruments or by measurement applications of their tablet. According to the findings of the study, students solved the puzzles by applying mathematical knowledge, discussion and collaboration. The students applied and reinforced their knowledge through an effective and engaging learning activity. Moreover, the students were puzzled about the differences of the measurements by conventional and digital instruments and this confusion triggered social negotiation. Further research is needed for a grounded theory development about m-learning design for RME.

the relationship between primary school teachers extrinsic

African Journals Online (AJOL)

PROF EKWUEME

Primary School Teachers Motivation Questionnaire (PSTMQ) and objective test items in English Language, Mathematics and Primary Science to measure students' performance. ... Mathematics and Primary Science. ... teachers as those who mediate pupils learning and act as facilitators ..... Students' perception of teacher- ...

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

Science.gov (United States)

Kajander, Ann; Holm, Jennifer

2016-01-01

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

Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum

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Shintia Revina

2018-02-01

Full Text Available Since the late 1990s, Indonesian mathematics educators have considered Realistic Mathematics Education (RME, the Dutch approach to mathematics instruction, to be the basis for educational reform. In the National curriculum development, RME has, therefore, been reviewed as among the theoretical references to the curriculum goals and content. In the present study, an analysis of the consistency between RME and the curriculum descriptors and contents in Indonesia is presented. This is supplemented with some comparisons to that in the Netherlands. Findings in this study revealed that while most of RME principles are reflected in the Indonesian curriculum, the descriptions were often very general and less explicit compared to the Dutch curriculum. They were also limited by the content-based approach as well as by the centralized decision making process of the contents to be taught which have been pre-determined at the national level. This study suggests future research to see how the curriculum may influence teachers’ enactment of RME at classroom level.

E-learning materials in mathematics education

OpenAIRE

Fajfar, Tina

2012-01-01

When studying mathematics, most pupils and students need mathematical tools, along with the teachers' explanation. The updated curriculum for mathematics in primary and secondary education also recommends using materials connected to information and communication technology. Although e-learning materials are not directly mentioned in a curricula as a tool for learning mathematics, they should, nevertheless, be considered as a tool which can be used in a class with the help of a teacher or ind...

Teaching mathematical modelling through project work

DEFF Research Database (Denmark)

Blomhøj, Morten; Kjeldsen, Tinne Hoff

2006-01-01

are reported in manners suitable for internet publication for colleagues. The reports and the related discussions reveal interesting dilemmas concerning the teaching of mathematical modelling and how to cope with these through “setting the scene” for the students modelling projects and through dialogues......The paper presents and analyses experiences from developing and running an in-service course in project work and mathematical modelling for mathematics teachers in the Danish gymnasium, e.g. upper secondary level, grade 10-12. The course objective is to support the teachers to develop, try out...... in their own classes, evaluate and report a project based problem oriented course in mathematical modelling. The in-service course runs over one semester and includes three seminars of 3, 1 and 2 days. Experiences show that the course objectives in general are fulfilled and that the course projects...

The mathematical knowledge of physics graduates: Primary data and conclusions

Science.gov (United States)

Breitenberger, Ernst

1992-04-01

Systematic observations were made of the mathematical knowledge of physics students from the U.S. and other countries during their first years of graduate study at Ohio University. It was found that all were deficient in general and in ``modern'' mathematical concepts, and in problem-solving skills. Sizable fractions of them did not even possess adequate concepts of ``derivative,'' ``integration,'' and ``truth.'' Nearly all were limited to some familiarity with rather elementary calculus, and with equally elementary differential and linear equations, but they showed some ability and a pronounced willingness to perform manipulations. Roughly, they regarded mathematics as mechanical method, not as constructive thinking. In view of the significantly higher levels of mathematical fluency demanded by contemporary advances in physics and in computer usage, none of these students was adequately prepared for future-oriented study, or for research and employment in physics and related areas at the close of the 20th century. It is intended to discuss the likely causes of this state of affairs elsewhere with a view toward remedial actions.

Professional Communities in the Context of Teachers' Professional lives: A Case of Mathematics Specialists

Science.gov (United States)

Nickerson, Susan D.; Moriarty, Gail

2005-01-01

We describe an urban school initiative aimed at teachers' professional development with the goal of increasing their mathematics content knowledge and helping them improve their practice. In the lowest performing schools, mathematics specialists were employed to teach only mathematics in upper-elementary grades (ages 9-12). One aspect of this…

Estimation in the Primary School: Developing a Key Mathematical Skill for Life

Science.gov (United States)

Mildenhall, Paula

2016-01-01

Very recently, in the "Australian Association of Mathematics Teachers (AAMT)/Australian Industry Group quantitative report" (2014), concerns were raised that school mathematics is lacking real world application. This report highlighted the gaps between school mathematics and the requirements of the workplace. After interviewing industry…

School Mathematics Leaders' Beliefs about Their Role When Participating in a School Mathematics Project

Science.gov (United States)

Sexton, Matt; Downton, Ann

2014-01-01

It is not uncommon in many Australian primary schools for a teaching staff member to undertake the leadership or coordination of mathematics in his or her school. Some research (e.g., Cheeseman & Clarke, 2005) suggests that coordinators and leaders play an important role in the leadership and management of mathematics teaching and learning in…

International mathematical olympiad

OpenAIRE

Hanjš, Ž.

1999-01-01

Today mathematical competitions are very popular with primary and secondary school students and there are many countries all around the world where they are regularly organised. There are several rounds and a lot of students are included, especially at the beginning rounds. The best students from the previous round have the right to continue on the higher level of competition. The final level for the secondary school student competitors is the International Mathematical Olympiad (IMO). The te...

Improving Primary School Prospective Teachers' Understanding of the Mathematics Modeling Process

Science.gov (United States)

Bal, Aytgen Pinar; Doganay, Ahmet

2014-01-01

The development of mathematical thinking plays an important role on the solution of problems faced in daily life. Determining the relevant variables and necessary procedural steps in order to solve problems constitutes the essence of mathematical thinking. Mathematical modeling provides an opportunity for explaining thoughts in real life by making…

Constructivism and mathematics education in Ghana | Fletcher ...

African Journals Online (AJOL)

Mathematics is a subject found in every school Curriculum in almost every country. Here in Ghana, mathematics is a compulsory subject in both the basic education (i.e. primary and junior secondary) and senior secondary curricula. This paper argues that in spite of the desire of mathematics educators in Ghana to pursue a ...

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

Science.gov (United States)

Krinzinger, Helga

2016-09-01

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

Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics.

Science.gov (United States)

Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

2014-08-08

Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students' physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children's daily school time physical activity levels. Secondary aims include exploring the impact of EASY Minds on their engagement and 'on task' behaviour in mathematics. Grade 5/6 classes from eight public schools in New South Wales, Australia will be randomly allocated to intervention (n = 4) or control (n = 4) groups. Teachers from the intervention group will receive one day of professional development, a resource pack and asked to adapt their lessons to embed movement-based learning in their daily mathematics program in at least three lessons per week over a six week period. Intervention support will be provided via a weekly email and three lesson observations. The primary outcomes will be children's physical activity levels (accelerometry) across both the school day and during mathematics lessons (moderate-to-vigorous physical activity and sedentary time). Children's 'on-task' behaviour, enjoyment of mathematics and mathematics attainment will be assessed as secondary outcomes. A detailed process evaluation will be undertaken. EASY Minds is an innovative intervention that has the potential to improve key physical and academic outcomes for primary school aged children and help guide policy and practice regarding the teaching of mathematics. Australian and New Zealand Clinical Trials Register ACTRN12613000637741 13/05/2013.

Mobile technologies in the service of students' learning of mathematics: the example of game application A.L.E.X. in the context of a primary school in Cyprus

Science.gov (United States)

Kyriakides, Andreas O.; Meletiou-Mavrotheris, Maria; Prodromou, Theodosia

2016-03-01

This article reports on the main experiences gained from a 2-year study which incorporated A.L.E.X., an educational puzzle game available on iPad or Android tablet devices, within the primary school mathematics curriculum. The study took place in a public primary school, located in a rural area of Cyprus. The majority of its students come from low socioeconomic status families. Among the school community, a group of 15 pupils (eight boys and seven girls), aged 10-11 years old, was randomly selected to comprise the sample. The same group of students was visited twice within a period of 2 years, and a teaching intervention was organized. In both interventions, the application A.L.E.X. accompanied by a student worksheet constituted the main means of instruction. The worksheets were designed to integrate a technology with core mathematical ideas embedded in the national mathematics curriculum. Findings gained from the teaching intervention suggest that game apps hold a lot of promise as a tool for reforming mathematics education. While working with A.L.E.X., the children identified and processed mathematical themes that emerged spontaneously. They experienced unique emotions of surprise and enthusiasm regarding the existence of games with mathematical content that led them to acknowledge the pedagogical role that tablet devices could play. This helped them to broaden their fundamentally narrow viewpoint of mathematics as being primarily computation and arithmetic.

Use of Angle Model to Understand Addition and Subtraction of Fractions

Science.gov (United States)

Mukwambo, Muzwangowenyu; Ngcoza, Kenneth; Ramasike, Lineo Florence

2018-01-01

Learners in lower primary and even some in upper primary grades grapple to perform mathematical operations which involve fractions. Failure to solve these mathematical operations creates a gap in the teaching and learning processes of mathematics. We opine that this is attributed to use of traditional mathematical approaches of teaching and…

Mathematics Education in Singapore--An Insider's Perspective

Science.gov (United States)

Kaur, Berinderjeet

2014-01-01

Singapore's Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012…

How we understand mathematics conceptual integration in the language of mathematical description

CERN Document Server

Woźny, Jacek

2018-01-01

This volume examines mathematics as a product of the human mind and analyzes the language of "pure mathematics" from various advanced-level sources. Through analysis of the foundational texts of mathematics, it is demonstrated that math is a complex literary creation, containing objects, actors, actions, projection, prediction, planning, explanation, evaluation, roles, image schemas, metonymy, conceptual blending, and, of course, (natural) language. The book follows the narrative of mathematics in a typical order of presentation for a standard university-level algebra course, beginning with analysis of set theory and mappings and continuing along a path of increasing complexity. At each stage, primary concepts, axioms, definitions, and proofs will be examined in an effort to unfold the tell-tale traces of the basic human cognitive patterns of story and conceptual blending. This book will be of interest to mathematicians, teachers of mathematics, cognitive scientists, cognitive linguists, and anyone interested...

A Mathematics and Science Trail

Science.gov (United States)

Smith, Kathy Horak; Fuentes, Sarah Quebec

2012-01-01

In an attempt to engage primary-school students in a hands-on, real-world problem-solving context, a large urban district, a mathematics and science institute housed in a college of education, and a corporate sponsor in the southwest United States, joined forces to create a mathematics and science trail for fourth- and fifth-grade students. A…

TDmat--Mathematics Diagnosis Evaluation Test for Engineering Sciences Students

Science.gov (United States)

Pinto, J. S.; Oliveira, M. P.; Anjo, A. B.; Pais, S. I. Vieira; Isidro, R. O.; Silva, M. H.

2007-01-01

Since 1989, the Mathematics Education Project (PmatE--Projecto Matematica Ensino) has developed several strategies to improve the success of students in Mathematics. The most important of these are mathematical games for all grades above primary school. The online evaluation of Mathematics subjects is one of PmatE's goals. The implementation of an…

Mathematics Education in Singapore - an Insider's Perspective

OpenAIRE

Kaur, Berinderjeet

2014-01-01

Singapore's Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012 that have shaped the present School Mathematics Curricula in Singapore are direct consequences of developments in the Education System of Singapore dur...

Engaging Primary Students in Working Mathematically within a Virtual Enrichment Programme.

Science.gov (United States)

Frid, Sandra

2002-01-01

Investigates student learning in a mathematics enrichment program offered via the Internet. Describes a course aimed at fostering students' capabilities to work like a mathematician. Examines students' correspondence and work for evidence of how students were working mathematically. Explains how to design both face-to-face and on-line teaching to…

The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

Science.gov (United States)

Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

2014-01-01

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

Teaching Mathematics through Play to Primary School Children.

Science.gov (United States)

Rogers, P. J.

1989-01-01

Describes some boisterous physical games which might be useful in promoting learning, especially in elementary mathematics classes with the socially disadvantaged. Provides a discussion of Jerome Bruner's theory which undergirds such activities. Presents results of an experiment using these methods with 160 children. Finds the case for using play…

Treatment of Upper Respiratory Tract Infections in Primary Care: A Randomized Study Using Aromatic Herbs

Directory of Open Access Journals (Sweden)

Eran Ben-Arye

2011-01-01

Full Text Available This study is a prospective randomized double-blind controlled trial whose aim was to investigate the clinical effects of aromatic essential oils in patients with upper respiratory tract infections. The trial was conducted in six primary care clinics in northern Israel. A spray containing aromatic essential oils of five plants (Eucalyptus citriodora, Eucalyptus globulus, Mentha piperita, Origanum syriacum, and Rosmarinus officinalisas applied 5 times a day for 3 days and compared with a placebo spray. The main outcome measure was patient assessment of the change in severity of the most debilitating symptom (sore throat, hoarseness or cough. Sixty patients participated in the study (26 in the study group and 34 in the control group. Intention-to-treat analysis showed that 20 minutes following the spray use, participants in the study group reported a greater improvement in symptom severity compared to participants in the placebo group (=.019. There was no difference in symptom severity between the two groups after 3 days of treatment (=.042. In conclusion, spray application of five aromatic plants reported in this study brings about significant and immediate improvement in symptoms of upper respiratory ailment. This effect is not significant after 3 days of treatment.

The Effect of the Success in Teaching Geometry of Basic Level Education Mathematics

Science.gov (United States)

Yavuz, Ayse; Aydin, Bünyamin; Avci, Musa

2016-01-01

The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last…

Philosophical Reflections made explicit as a Tool for Mathematical Reasoning

DEFF Research Database (Denmark)

Frølund, Sune; Andresen, Mette

2009-01-01

    A new construct, ‘multidiciplinarity', is prescribed in the curricula of Danish Upper Secondary Schools by governmental regulations since 2006. Multidisciplinarity offers a good chance to introduce philosophical tools or methods in mathematics with the aim to improve the students' learning...... of both subjects, and to study the students' reactions and signs of progressive mathematizing. Based on realistic mathematics education (RME) which is rooted in Hans Freudenthal's idea of mathematics as a human activity, we decided to centre our work on the concept of reflection and to build a model...... for making students reflections in the mathematics class explicit to themselves. In our paper, we present a combination of two stratifications of reflections which were developed recently in works by other authors. The paper outlines our model and exemplifies its use on the teaching of mathematical models...

Quality of Teaching Mathematics and Learning Achievement Gains: Evidence from Primary Schools in Kenya

Science.gov (United States)

Ngware, Moses W.; Ciera, James; Musyoka, Peter K.; Oketch, Moses

2015-01-01

This paper examines the contribution of quality mathematics teaching to student achievement gains. Quality of mathematics teaching is assessed through teacher demonstration of the five strands of mathematical proficiency, the level of cognitive task demands, and teacher mathematical knowledge. Data is based on 1907 grade 6 students who sat for the…

Upper Elementary Grades Bear the Brunt of Accountability

Science.gov (United States)

Anderson, Lorin W.

2009-01-01

Upper elementary teachers won't be surprised to learn that in every state, students enrolled in grades 3 through 8 bear the brunt of educational accountability. All states test all students at these grade levels in English/language arts and mathematics. Furthermore, an increasing number of states are testing students at selected elementary and…

The influence of premature loss of temporary upper molars on permanent molars.

Science.gov (United States)

Cernei, E R; Maxim, Dana Cristiana; Zetu, Irina Nicoleta

2015-01-01

Premature loss of primary molars due to dental caries and their complications has been associated with space loss and eruptive difficulties, especially when the loss occurs early. The aim of our study was to determine the impact of premature loss of temporary upper molars upon the longitudinal axis of the first and second upper permanent molar. The study group included 64 patients 6-9 years old with premature loss of primary molars and a control group of 48 patients with intact temporary teeth. It was evaluated the angle between longitudinal axis of first and second upper permanent molars and occlusal plane. The sofware used is Easy Dent 4 Viewer®.The data were analyzed by using the Statistical Package for the Social Sciences (version 20.0; SPSS, Chicago, III). It was observed that premature loss of upper second deciduous molars modifies greater the vertical axis of the permanent molars than the premature loss of first upper primary molar. First upper primary molar loss cause an acceleration eruption of first premolar, which will produce a distal inclintion of the both permanent molars. The use of space maintainers after premature loss of the second upper temporary molar is a last solution in preventing tridimensional lesions in the dental arch and occlusion.

Mathematics achievement of Serbian eighth grade students and characteristics of mathematics curriculum

Directory of Open Access Journals (Sweden)

Antonijević Radovan M.

2006-01-01

Full Text Available This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points, and with this achievement they are placed in the zone of intermediate international benchmarking level. The average mathematics achievement of the Serbian eighth graders is somewhat above the average international mathematics achievement. The best result was achieved in the content domain of "algebra", and the lower result in the content domains of "measurement" and "data". In the defined cognitive domains the Serbian students have achieved the best results in "solving routine problems" and "knowing facts and procedures", and the weaker result in "reasoning". Statistically significant difference was found in the mathematics achievement between girls and boys in the Serbian TIMSS 2003 sample, so the girls’ average scale score was 480 points and the same value for the boys was 473 points. The achieved results raise many questions about the contents of mathematics curriculum in Serbia, its quality and basic characteristics of its implementation. These results can be eligibly used to improve the mathematics curriculum and teaching in Serbian primary school.

"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…

Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics

Science.gov (United States)

Makar, Katie; Fielding-Wells, Jill

2018-03-01

The 3-year study described in this paper aims to create new knowledge about inquiry norms in primary mathematics classrooms. Mathematical inquiry addresses complex problems that contain ambiguities, yet classroom environments often do not adopt norms that promote curiosity, risk-taking and negotiation needed to productively engage with complex problems. Little is known about how teachers and students initiate, develop and maintain norms of mathematical inquiry in primary classrooms. The research question guiding this study is, "How do classroom norms develop that facilitate student learning in primary classrooms which practice mathematical inquiry?" The project will (1) analyse a video archive of inquiry lessons to identify signature practices that enhance productive classroom norms of mathematical inquiry and facilitate learning, (2) engage expert inquiry teachers to collaborate to identify and design strategies for assisting teachers to develop and sustain norms over time that are conducive to mathematical inquiry and (3) support and study teachers new to mathematical inquiry adopting these practices in their classrooms. Anticipated outcomes include identification and illustration of classroom norms of mathematical inquiry, signature practices linked to these norms and case studies of primary teachers' progressive development of classroom norms of mathematical inquiry and how they facilitate learning.

Research trends in mathematics teacher education

CERN Document Server

Lo, Jane-Jane; Zoest, Laura RVan

2014-01-01

Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers' learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to...

GRADE AS THE MOTIVATIONAL FACTOR IN LEARNING MATHEMATICS

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Sead Rešić

2017-09-01

Full Text Available In this research the motivation for learning mathematics was tested,as well as the effect of grades on the motivation of primary school level students. On a sample of N=100 participants, primary school students, we conducted a survey, the results of which show that the participants are more motivated with extrinsic factors, then intrinsic factors for learning mathematics. Grades are the main factor that has the most influence on the motivation level of students for learning mathematics, because students need good grades for their further education. The results also show that punishment and rewards from parents for bad and good grades has no effect on the motivation level of students

EMG-Torque correction on Human Upper extremity using Evolutionary Computation

Science.gov (United States)

JL, Veronica; Parasuraman, S.; Khan, M. K. A. Ahamed; Jeba DSingh, Kingsly

2016-09-01

There have been many studies indicating that control system of rehabilitative robot plays an important role in determining the outcome of the therapy process. Existing works have done the prediction of feedback signal in the controller based on the kinematics parameters and EMG readings of upper limb's skeletal system. Kinematics and kinetics based control signal system is developed by reading the output of the sensors such as position sensor, orientation sensor and F/T (Force/Torque) sensor and there readings are to be compared with the preceding measurement to decide on the amount of assistive force. There are also other works that incorporated the kinematics parameters to calculate the kinetics parameters via formulation and pre-defined assumptions. Nevertheless, these types of control signals analyze the movement of the upper limb only based on the movement of the upper joints. They do not anticipate the possibility of muscle plasticity. The focus of the paper is to make use of the kinematics parameters and EMG readings of skeletal system to predict the individual torque of upper extremity's joints. The surface EMG signals are fed into different mathematical models so that these data can be trained through Genetic Algorithm (GA) to find the best correlation between EMG signals and torques acting on the upper limb's joints. The estimated torque attained from the mathematical models is called simulated output. The simulated output will then be compared with the actual individual joint which is calculated based on the real time kinematics parameters of the upper movement of the skeleton when the muscle cells are activated. The findings from this contribution are extended into the development of the active control signal based controller for rehabilitation robot.

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.

Proceedings – Mathematical Sciences | Indian Academy of Sciences

Indian Academy of Sciences (India)

Home; Journals; Proceedings – Mathematical Sciences; Volume 122; Issue 3. Issue front cover thumbnail. Volume 122, Issue 3. August 2012, pages 313-484. pp 313-317. On the Dimension of Chowla–Milnor Space · Tapas Chatterjee · More Details .... Isoperimetric Upper Bounds for the First Eigenvalue · G Santhanam.

Foundations of mathematical analysis

CERN Document Server

Johnsonbaugh, Richard

2010-01-01

This classroom-tested volume offers a definitive look at modern analysis, with views of applications to statistics, numerical analysis, Fourier series, differential equations, mathematical analysis, and functional analysis. Upper-level undergraduate students with a background in calculus will benefit from its teachings, along with beginning graduate students seeking a firm grounding in modern analysis. A self-contained text, it presents the necessary background on the limit concept, and the first seven chapters could constitute a one-semester introduction to limits. Subsequent chapters discuss

Basic training in mathematics a fitness program for science students

CERN Document Server

Shankar, R

1995-01-01

Based on course material used by the author at Yale University, this practical text addresses the widening gap found between the mathematics required for upper-level courses in the physical sciences and the knowledge of incoming students This superb book offers students an excellent opportunity to strengthen their mathematical skills by solving various problems in differential calculus By covering material in its simplest form, students can look forward to a smooth entry into any course in the physical sciences

Correlation Educational Model in Primary Education Curriculum of Mathematics and Computer Science

Science.gov (United States)

Macinko Kovac, Maja; Eret, Lidija

2012-01-01

This article gives insight into methodical correlation model of teaching mathematics and computer science. The model shows the way in which the related areas of computer science and mathematics can be supplemented, if it transforms the way of teaching and creates a "joint" lessons. Various didactic materials are designed, in which all…

Intentional and Automatic Numerical Processing as Predictors of Mathematical Abilities in Primary School Children

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Violeta ePina

2015-03-01

Full Text Available Previous studies have suggested that numerical processing relates to mathematical performance, but it seems that such relationship is more evident for intentional than for automatic numerical processing. In the present study we assessed the relationship between the two types of numerical processing and specific mathematical abilities in a sample of 109 children in grades 1 to 6. Participants were tested in an ample range of mathematical tests and also performed both a numerical and a size comparison task. The results showed that numerical processing related to mathematical performance only when inhibitory control was involved in the comparison tasks. Concretely, we found that intentional numerical processing, as indexed by the numerical distance effect in the numerical comparison task, was related to mathematical reasoning skills only when the task-irrelevant dimension (the physical size was incongruent; whereas automatic numerical processing, indexed by the congruency effect in the size comparison task, was related to mathematical calculation skills only when digits were separated by small distance. The observed double dissociation highlights the relevance of both intentional and automatic numerical processing in mathematical skills, but when inhibitory control is also involved.

Three-body segment musculoskeletal model of the upper limb

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Valdmanová L.

2013-06-01

Full Text Available The main aim is to create a computational three-body segment model of an upper limb of a human body for determination of muscle forces generated to keep a given loaded upper limb position. The model consists of three segments representing arm, forearm, hand and of all major muscles connected to the segments. Muscle origins and insertions determination corresponds to a real anatomy. Muscle behaviour is defined according to the Hill-type muscle model consisting of contractile and viscoelastic element. The upper limb is presented by a system of three rigid bars connected by rotational joints. The whole limb is fixed to the frame in the shoulder joint. A static balance problem is solved by principle of virtual work. The system of equation describing the musculoskeletal system is overdetermined because more muscles than necessary contribute to get the concrete upper limb position. Hence the mathematical problem is solved by an optimization method searching the least energetically-consuming solution. The upper limb computational model is verified by electromyography of the biceps brachii muscle.

Cross Coursing in Mathematics: Physical Modelling in Differential Equations Crossing to Discrete Dynamical Systems

Science.gov (United States)

Winkel, Brian

2012-01-01

We give an example of cross coursing in which a subject or approach in one course in undergraduate mathematics is used in a completely different course. This situation crosses falling body modelling in an upper level differential equations course into a modest discrete dynamical systems unit of a first-year mathematics course. (Contains 1 figure.)

The effect of mathematics games to the student perception of mathematics subject: A case study in Sekolah Kebangsaan Bukit Kuda, Klang

Science.gov (United States)

Abdul Hadi, Normi; Mohd Noor, Norlenda; Abd Halim, Suhaila; Alwadood, Zuraida; Khairol Azmi, Nurul Nisa'

2013-04-01

Mathematics is a basic subject in primary and secondary schools. Early exposure to mathematics is very important since it will affect the student perception towards this subject for their entire life. Therefore, a program called 'Mini Hari Matematik' was conducted to expose the basic mathematics concept through some games which fit the knowledge of Standard four and five students. A questionnaire regarding student perception towards this subject was distributed before and after the program. From the analysis, the program has positively changed the student's perception towards mathematics.

Mapping Variation in Children's Mathematical Reasoning: The Case of "What Else Belongs?"

Science.gov (United States)

Vale, Colleen; Widjaja, Wanty; Herbert, Sandra; Bragg, Leicha A.; Loong, Esther Yoon-Kin

2017-01-01

Explaining appears to dominate primary teachers' understanding of mathematical reasoning when it is not confused with problem solving. Drawing on previous literature of mathematical reasoning, we generate a view of the critical aspects of reasoning that may assist primary teachers when designing and enacting tasks to elicit and develop…

Primary School Teachers' Perceptions of Mathematical Reasoning

Science.gov (United States)

Loong, Esther Yook-Kin; Vale, Colleen; Bragg, Leicha A.; Herbert, Sandra

2013-01-01

Little is known about how Australian teachers interpret, enact and assess reasoning. This paper reports on primary teachers' perceptions of reasoning prior to observation and subsequent trialling of demonstration lessons in a primary school. The findings indicate that while some teachers were able to articulate what reasoning means, others were…

Use of Angle Model to Understand Addition and Subtraction of Fractions

OpenAIRE

Muzwangowenyu Mukwambo; Kenneth Ngcoza; Lineo Florence Ramasike

2018-01-01

Learners in lower primary and even some in upper primary grades grapple to perform mathematical operations which involve fractions. Failure to solve these mathematical operations creates a gap in the teaching and learning processes of mathematics. We opine that this is attributed to use of traditional mathematical approaches of teaching and learning (TMATL) of operations of fraction. With the hope of engaging the reformed mathematical approach of teaching and learning (RMATL) this study inves...

Investigation of Prospective Primary Mathematics Teachers' Perceptions and Images for Quadrilaterals

Science.gov (United States)

Turnuklu, Elif; Gundogdu Alayli, Funda; Akkas, Elif Nur

2013-01-01

The object of this study was to show how prospective elementary mathematics teachers define and classify the quadrilaterals and to find out their images. This research was a qualitative study. It was conducted with 36 prospective elementary mathematics teachers studying at 3rd and 4th years in an educational faculty. The data were collected by…

Investigation of Predictive Power of Mathematics Anxiety on Mathematics Achievement in Terms of Gender and Class Variables

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Mustafa İLHAN

2013-12-01

Full Text Available This research aims to explore predictive power of mathematics anxiety in terms of gender and class variables. For this purpose relational model was used in the study. Working group of the research consists of 348 secondary school second stage students, 175 of whom are girls and 175 are boys, having education in four elementary schools in central district of Diyarbakır province, during 2011-2012 Academic Year, first Semester. “Math Anxiety Scale for Primary School Students” to determine students’ mathematics anxiety was used. Averages of students’ mathematics notes in the first term of 2011- 2012 academic year are taken as the achievement scores of mathematics. The collected data has been analyzed by SPSS 17.0. The relationship between mathematics achievement and math anxiety was analyzed with pearson correlation. The predictor power of math anxiety for mathematics achievement was determined by the regression analysis. According the research findings %17 of the total variance of mathematics achievement can be explained by math anxiety. It has been determined that predictive power of mathematics anxiety on mathematics success is higher in girls than boys. Furthermore, it has been determined in the research that predictive power of mathematics anxiety on mathematics success increases, as students proceed towards the next grade.

Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education

Science.gov (United States)

Pepin, Birgit

2014-01-01

In this article the concept of the Didactic Contract is used to investigate student "transition" from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his school to a university mathematics course…

Early mathematics development and later achievement: Further evidence

Science.gov (United States)

Aubrey, Carol; Godfrey, Ray; Dahl, Sarah

2006-05-01

There is a growing international recognition of the importance of the early years of schooling as well as an interest being shown in the relationship of early education to later achievement. This article focuses on a cohort of English pupils who have been tracked through primary school during the first five years of the new National Numeracy Strategy. It reports a limited longitudinal study of young children's early mathematical development, initially within three testing cycles: at the mid-point and towards the end of their reception year (at five years-of-age) and again at the mid-point of Year 1 (at six years-ofage). These cycles were located within the broader context of progress through to the end of Key Stage 1 (at seven years) and Key Stage 2 (at eleven years) on the basis of national standardised assessment tests (SATs). Results showed that children who bring into school early mathematical knowledge do appear to be advantaged in terms of their mathematical progress through primary school. Numerical attainment increases in importance across the primary years and practical problem solving remains an important element of this. This finding is significant given the current emphasis on numerical calculation in the English curriculum. It is concluded that without active intervention, it is likely that children with little mathematical knowledge at the beginning of formal schooling will remain low achievers throughout their primary years and, probably, beyond.

Investigating Level of Mathematics Knowledge for Students Attending Vocational Schools in Turkey

Science.gov (United States)

Colakoglu, Nurdan

2013-01-01

Students attend mathematics courses in Turkey for totally 11 years, throughout education life ranging from primary school to university, including eight years in primary education and three years in secondary education (four years based on new arrangement); however, level of mathematic knowledge of students is upsetting when they reach university…

A CRITICAL APPROACH TO SCHOOL MATHEMATICAL KNOWLEDGE: THE CASE OF “REALISTIC” PROBLEMS IN GREEK PRIMARY SCHOOL TEXTBOOKS FOR SEVEN-YEAR-OLD PUPILS

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Konstantinos Zacharos

2011-03-01

Full Text Available The reference contexts that accompany the “realistic” problems chosen for teaching mathematical concepts in the first school grades play a major educational role. However, choosing “realistic” problems in teaching is a complex process that must take into account various pedagogical, sociological and psychological parameters. This paper presents a selection of problems from the new mathematics textbook of the 2nd grade of Greek primary school which were solved and commented upon by 27 postgraduate students. The results of our research showed that the empirical reference contexts put forward in these problems create many difficulties in their “deciphering”, which leads us to conclude that their pedagogical role is problematic.

Mobile Technologies in the Service of Students' Learning of Mathematics: The Example of Game Application A.L.E.X. in the Context of a Primary School in Cyprus

Science.gov (United States)

Kyriakides, Andreas O.; Meletiou-Mavrotheris, Maria; Prodromou, Theodosia

2016-01-01

This article reports on the main experiences gained from a 2-year study which incorporated A.L.E.X., an educational puzzle game available on iPad or Android tablet devices, within the primary school mathematics curriculum. The study took place in a public primary school, located in a rural area of Cyprus. The majority of its students come from low…

New mathematical method for the solution of gas-gas equilibria with special application to HTGR primary-coolant environments

International Nuclear Information System (INIS)

Bongartz, K.

1983-07-01

A new mathematical method and corresponding computer program have been developed that provide a general method for the numerical solution of an equilibrium problem involving the chemical interactions of gaseous species. The method and computer code were developed to calculate the equilibrium concentrations of impurity gases, such as CO, CO 2 , H 2 , H 2 O, CH 4 , and O 2 , which may be approached as the result of gaseous chemical reactions occurring within the hot primary coolant helium of a high-temperature gas-cooled reactor (HTGR). The method, however, can be applied to any gas mixture

The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes

Science.gov (United States)

Pirrone, Concetta; Tienken, Christopher H.; Pagano, Tatiana; Di Nuovo, Santo

2018-01-01

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p = 0.05) in mathematics achievement and…

Mathematical sense-making in quantum mechanics: An initial peek

Science.gov (United States)

Dreyfus, Benjamin W.; Elby, Andrew; Gupta, Ayush; Sohr, Erin Ronayne

2017-12-01

Mathematical sense-making—looking for coherence between the structure of the mathematical formalism and causal or functional relations in the world—is a core component of physics expertise. Some physics education research studies have explored what mathematical sense-making looks like at the introductory physics level, while some historians and "science studies" have explored how expert physicists engage in it. What is largely missing, with a few exceptions, is theoretical and empirical work at the intermediate level—upper division physics students—especially when they are learning difficult new mathematical formalism. In this paper, we present analysis of a segment of video-recorded discussion between two students grappling with a quantum mechanics question to illustrate what mathematical sense-making can look like in quantum mechanics. We claim that mathematical sense-making is possible and productive for learning and problem solving in quantum mechanics. Mathematical sense-making in quantum mechanics is continuous in many ways with mathematical sense-making in introductory physics. However, in the context of quantum mechanics, the connections between formalism, intuitive conceptual schema, and the physical world become more compound (nested) and indirect. We illustrate these similarities and differences in part by proposing a new symbolic form, eigenvector eigenvalue, which is composed of multiple primitive symbolic forms.

Observations Of General Learning Patterns In An Upper-Level Thermal Physics Course

Science.gov (United States)

Meltzer, David E.

2009-11-01

I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.

Nuclear fuel assembly incorporating primary and secondary structural support members

International Nuclear Information System (INIS)

Carlson, W.R.; Gjertsen, R.K.; Miller, J.V.

1987-01-01

A nuclear fuel assembly, comprising: (a) an upper end structure; (b) a lower end structure; (c) elongated primary structural members extending longitudinally between and rigidly interconnecting the upper and lower end structures, the upper and lower end structures and primary structural members together forming a rigid structural skeleton of the fuel assembly; (d) transverse grids supported on the primary structural members at axially spaced locations therealong between the upper and lower end structures; (e) fuel rods extending through and supported by the grids between the upper and lower end structures so as to extend in generally side-by-side spaced relation to one another and to the primary structural members; and (f) elongated secondary structural members extending longitudinally between but unconnected with the upper and lower end structures, the secondary structural members extending through and rigidly interconnected with the grids to extend in generally side-by-side spaced relation to one another, to the fuel rods and to the primary structural members so as to bolster the stiffness of the structural skeleton of the fuel assembly

Non-intellectual predictors of achievement in mathematics

Directory of Open Access Journals (Sweden)

Milošević Nikoleta M.

2003-01-01

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

Mathematics difficulties & classroom leadership

DEFF Research Database (Denmark)

Schmidt, Maria Christina Secher

2016-01-01

This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...... are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics....... The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite...

Primary aortojejunal fistula: a rare cause for massive upper gastrointestinal bleeding.

Science.gov (United States)

Paulasir, Sylvester; Khorfan, Rhami; Harsant, Christina; Anderson, Harry Linne

2017-04-26

A 68-year-old man presented to the emergency department with haematemesis and shock. Upper endoscopy and selective angiography could not identify the source of bleeding. He underwent selective embolisation of the gastroduodenal artery. The patient then had a period of about 24 hours with relative haemodynamic stability before having another episode of massive upper gastrointestinal bleed. A second attempt to embolise the common hepatic artery and distal coeliac axis was unsuccessful. Hence, he was urgently taken to the operating room for exploratory laparotomy. The source of bleeding could not be identified in the operating room. The patient went into cardiac arrest and expired. Autopsy revealed a fistula between proximal jejunum and a previously unknown abdominal aortic aneurysm (AAA). We present an entity that has only been described a few times in the literature while highlighting the importance of having a broad differential with upper gastrointestinal bleeding, especially when the source is not clearly evident. © BMJ Publishing Group Ltd (unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Upper bound on the capacity of constrained three-dimensional codes

DEFF Research Database (Denmark)

Forchhammer, Søren

2000-01-01

An upper bound on the capacity of constrained three-dimensional codes is presented. The bound for two-dimensional codes of Calkin and Wilf (see SIAM Journal of Discrete Mathematics, vol.11, no.1, p.54-60, 1998) was extended to three dimensions by Nagy and Zeger. Both bounds apply to first order s...

Catalogue of Generators of Interest in Mathematics | Charanchi ...

African Journals Online (AJOL)

Mathematics is a compulsory subject at both primary and secondary schools. A credit pass in mathematics is one of the admission requirements in science and Engineering courses in all Nigeria universities. Unfortunately, students have very low interest in the subject. This paper tries to highlight some of the causes of ...

Intraseasonal variability of upper-ocean currents and photosynthetic primary production along the U.S. west coast associated with the Madden-Julian Oscillation

Science.gov (United States)

Barrett, B.; Davies, A. R.; Steppe, C. N.; Hackbarth, C.

2017-12-01

In the first part of this study, time-lagged composites of upper-ocean currents from February to May of 1993-2016 were binned by active phase of the leading atmospheric mode of intraseasonal variability, the Madden-Julian Oscillation (MJO). Seven days after the convectively active phase of the MJO enters the tropical Indian Ocean, anomalously strong south-southeastward upper-ocean currents are observed along the majority of U.S. west coast. Seven days after the convectively active phase enters the tropical western Pacific Ocean, upper-ocean current anomalies reverse along the U.S. west coast, with weaker southward flow. A physical pathway to the ocean was found for both of these: (a) tropical MJO convection modulates upper-tropospheric heights and circulation over the Pacific Ocean; (b) those anomalous atmospheric heights adjust the strength and position of the Aleutian Low and Hawaiian High; (c) surface winds change in response to the adjusted atmospheric pressure patterns; and (d) those surface winds project onto upper-ocean currents. In the second part of this study, we investigated if the MJO modulated intraseasonal variability of surface wind forcing and upper-ocean currents projected onto phytoplankton abundance along the U.S. west coast. Following a similar methodology, time-lagged, level 3 chlorophyll-a satellite products (a proxy for photosynthetic primary production) were binned by active MJO phase and analyzed for statistical significance using the Student's t test. Results suggest that intraseasonal variability of biological production along the U.S. west coast may be linked to the MJO, particularly since the time scale of the life cycle of phytoplankton is similar to the time scale of the MJO.

Upper and lower bounds on the set of recoverable strains and on effective energies in cubic-to-monoclinic martensitic phase transformations

Directory of Open Access Journals (Sweden)

Schlömerkemper Anja

2015-01-01

Full Text Available A major open problem in the mathematical analysis of martensitic phase transformations is the derivation of explicit formulae for the set of recoverable strains and for the relaxed energy of the system. These are governed by the mathematical notion of quasiconvexity. Here we focus on bounds on these quasiconvex hulls and envelopes in the setting of geometrically-linear elasticity. Firstly, we will present mathematical results on triples of transformation strains. This yields further insight into the quasiconvex hull of the twelve transformation strains in cubic-to-monoclinic phase transformations. Secondly, we consider bounds on the energy of such materials based on the so-called energy of mixing thus obtaining a lamination upper bound on the quasiconvex envelope of the energy. Here we present a new algorithm that yields improved upper bounds and allows us to relate numerical results for the lamination upper bound on the energy with theoretical inner bounds on the quasiconvex hull of triples of transformation strains.

Musings on multiplication tables and associated mathematics and teaching practices

Directory of Open Access Journals (Sweden)

Faaiz Gierdien

2009-09-01

Full Text Available This paper is based on my reflections on a deceptively simple tabular representation of a combined 12×12 multiplication table showing multiplier and multiplicand,starting at a time when I taught mathematics full time at a primary (elementary school through to my presentteaching of mathematics education modules to prospective teachers. A historically–motivated framework on the importance of tables as expressions of complex information in two–dimensional form is used to gain insight into and understand multiplication tables. Through this framework it is shown that the modal practice of “knowing one’s tables” in the primary grade levels is really about knowing sequenced and separated lists of whole number multiplications. In contrast, tabular multiplication sequences in a combined multiplication table can, through appropriate teaching practices, enable the discovery of multiple relationships beyond multiplication or arithmetic, resulting in significant mathematics that spans the grade levels. Implications for mathematics teacher education practice with its current focus mathematical knowledge for teaching, are considered.

A Study on the Effect of Mathematics Teaching Provided through Drama on the Mathematics Ability of Six-Year-Old Children

Science.gov (United States)

Erdogan, Serap; Baran, Gulen

2009-01-01

This study was conducted to examine the effect of mathematics teaching given through the drama method on the mathematical ability of six-year-old children. The research was conducted in Ankara on 105 children from the kindergarten classes of two different primary schools of the Ministry of National Education, which are at middle socio-economic…

The Mathematics Literacy Level of Eighth Grade Students

OpenAIRE

Esra UYSAL; Kürşat YENİLMEZ

2011-01-01

The purpose of this study is to determine the eighth grade student’s Mathematics Literacy level based on the PISA 2003 Mathematics exam questions and evaluations. Also relationships between distribution of Mathematics Literacy levels and some variables as students’ gender, pre-school education, family’s income and parent’s education level are investigated. Survey method was used in this study. The work group of the study consists of 1047 eighth grade students chosen randomly from 12 primary s...

Exploring Turkish Mathematics Teachers' Content Knowledge of Quadrilaterals

Science.gov (United States)

Butuner, Suphi Onder; Filiz, Mehmet

2017-01-01

The aim of this research was to examine mathematics teachers' performances in defining special types of quadrilaterals, identifying their family and hierarchically classifying them. In this vein, 33 of 58 primary school mathematics teachers working in the province of Yozgat, Turkey were voluntarily recruited for this survey, and they were asked to…

Teaching Mathematics to Lower Attainers: Dilemmas and Discourses

Science.gov (United States)

Alderton, Julie; Gifford, Sue

2018-01-01

This article draws on Foucault's concepts of power and discourse to explore the issues of teaching mathematics to low attainers in primary schools in England. We analyse a data set of interviews, from a larger study, with the mathematics teachers of one child across three years, showing how accountability practices, discourses of ability and…

One Point of View: Elementary School Mathematics Specialists: Where Are They?

Science.gov (United States)

Dossey, John A.

1984-01-01

A plea is made for the mathematics education community to support the need for elementary school mathematics specialists. Roles of such specialists in primary as well as intermediate grades are listed. (MNS)

Effect of Using Scientific Calculators in Learning Mathematics by ...

African Journals Online (AJOL)

Mathematics plays a crucial role in technological development of any country; attainment in the subject determines the rate of adoption of appropriate technology and industrialization. In Kenya mathematics is compulsory in primary and at secondary school level. Use of scientific calculators was introduced in Kenya ...

History, Applications, and Philosophy in Mathematics Education: HAPh--A Use of Primary Sources

Science.gov (United States)

Jankvist, Uffe Thomas

2013-01-01

The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different "whys" and "hows" of including these three dimensions in mathematics education. Based on the observation that a use of history, applications, and…

Mathematics Education: Student Terminal Goals, Program Goals, and Behavioral Objectives.

Science.gov (United States)

Mesa Public Schools, AZ.

Behavioral objectives are listed for the primary, intermediate and junior high mathematics curriculum in the Mesa Public Schools (Arizona). Lists of specific objectives are given by level for sets, symbol recognition, number operations, mathematical structures, measurement and problem solving skills. (JP)

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…

Patient presentation and physician management of upper respiratory tract infections: a retrospective review of over 5 million primary clinic consultations in Hong Kong.

Science.gov (United States)

Kung, Kenny; Wong, Carmen Ka Man; Wong, Samuel Yeung Shan; Lam, Augustine; Chan, Christy Ka Yan; Griffiths, Sian; Butler, Chris

2014-05-13

Upper respiratory tract infection (URTI) has a significant healthcare burden worldwide. Considerable resources are consumed through health care consultations and prescribed treatment, despite evidence for little or no effect on recovery. Patterns of consultations and care including use of symptomatic medications and antibiotics for upper respiratory tract infections are poorly described. We performed a retrospective review of computerized clinical data on patients presenting to all public primary care clinics in Hong Kong with symptoms of respiratory tract infections. International Classification of Primary care (ICPC)codes used to identify patients included otitis media (H71), streptococcal pharyngitis (R72), acute URTI (R74), acute sinusitis (R75), acute tonsillitis (R76), acute laryngitis (R77), and influenza (R80). Sociodemographic variables such as gender, age, chronic illness status, attendance date, type and duration of drug prescribed were also collected. Of the 5,529,755 primary care consultations for respiratory symptoms from 2005 to 2010, 98% resulted in a prescription. Prescription patterns of symptomatic medication were largely similar across the 5 years. In 2010 the mean number of drugs prescribed per consultation was 3.2, of which the commonly prescribed medication were sedating antihistamines (79.9%), analgesia (58.9%), throat lozenges (40.4%) and expectorant cough syrup (33.8%). During the study period, there was an overall decline in antibiotic prescription (8.1% to 5.1%). However, in consultations where the given diagnosis was otitis media (H71), streptococcal pharyngitis (R72), acute sinusitis (R75) or acute laryngitis (R76), over 90% resulted in antibiotic prescription. There was a decline in overall antibiotic prescription over the study period. However, the use of antibiotics was high in some conditions e.g. otitis media and acute laryngitis a. Multiple symptomatic medications were given for upper respiratory tract infections. Further

THE ELABORATION OF THE OPTIMAL SYNTHESIS ALGORITHM FOR COMPLEX PROCESSING INFORMATION OF THE SPATIAL POSITION OF THE UPPER-AIR RADIOSONDE

Directory of Open Access Journals (Sweden)

2016-01-01

Full Text Available The article considers the elaboration of the problem of optimal algorithm synthesis of complex signal processing of satel- lite GLONASS/GPS systems navigation relayed from the Board of the upper-air radiosonde and the output data upper-air radar to determine the spatial coordinates of upper-air radiosonde. The upper-air sounding is performed with the help of technical means of radio sounding system of atmosphere, including the upper-air radiosonde, manufactured in free flight, and ground supporting equipment, which includes devices for signal processing of upper-air radiosonde and preparation of the operational upper-air mes- sages. The peculiarity of atmosphere radio sounding of domestic system is the measurement with method of radar slant range to upper-air radiosonde, the viewing angles of the antenna upper-air radar to determine azimuth and elevation of upper-air radiosonde. The disadvantage of the radar method of radiosonde support is the relatively low accuracy of determining the coordinates of the radiosonde and the possible disruption of automatic tracking in angular coordinates. Satellite navigation system based on the mi- crowave sensors has clear advantages in terms of efficiency, size, mobility, and use on mobile objects, however, with significant drawbacks associated primarily with the geometric factor and the error propagation of the navigation signal. The article presents a mathematical model useful incoherent GLONASS/GPS signals, relayed by the upper-air radiosonde, and interference on the input receiver ground point for complex information processing, and mathematical models of output data in upper-air radars.

Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms

Science.gov (United States)

Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.

2012-01-01

The primary focus of this study was to investigate the effectiveness of games when used in tertiary-level mathematics classes in the United Arab Emirates. Our study incorporated a mixed-method approach that involved surveys (to assess students' perceptions of the learning environment and attitudes towards mathematics), interviews, observations of…

Are Mathematics Problems a Problem for Women and Girls?

Science.gov (United States)

Schonberger, Ann K.

The primary questions investigated are: Is it true that males excel in mathematical problem solving and, if so, when does this superiority develop? An examination of recent research showed that sex-related differences did exist, although small, even after controlling for mathematics background. Differences appeared in early adolescence and were…

Striking the Right Balance: Students' Motivation and Affect in Elementary Mathematics

Science.gov (United States)

Schweinle, Amy; Meyer, Debra K.; Turner, Julianne C.

2006-01-01

The authors explored the relationship between motivation and affect in upper elementary mathematics classes from the perspective of flow theory. They also investigated the relationship between students' motivation and teachers' instructional practices. Students' reported classroom experiences formed 4 factors--Social Affect, Personal Affect,…

An Upper Bound on the Entropy of Constrained 2d Fields

DEFF Research Database (Denmark)

Forchhammer, Søren; Justesen, Jørn

1998-01-01

An upper bound on the entropy of constrained 2D fields is presented. The constraints have to be symmetric in (at least) one of the two directions. The bound generalizes (in a weaker form) the bound of Calkin and Wilf (see SIAM Journal of Discrete Mathematics, vol.11, p.54-60, 1998) which is valid...

Multiple output power supply circuit for an ion engine with shared upper inverter

Science.gov (United States)

Cardwell, Jr., Gilbert I. (Inventor); Phelps, Thomas K. (Inventor)

2001-01-01

A power supply circuit for an ion engine suitable for a spacecraft is coupled to a bus having a bus input and a bus return. The power supply circuit has a first primary winding of a first transformer. An upper inverter circuit is coupled to the bus input and the first primary winding. The power supply circuit further includes a first lower inverter circuit coupled to the bus return and the first primary winding. The second primary winding of a second transformer is coupled to the upper inverter circuit. A second lower inverter circuit is coupled to the bus return and the second primary winding.

Using discrete-time mathematical programming to optimise the extraction rate of a durable non-renewable resource with a single primary supplier

Directory of Open Access Journals (Sweden)

Albert Corominas

Full Text Available A non-linear discrete-time mathematical program model is proposed to determining the optimal extraction policy for a single primary supplier of a durable non-renewable resource, such as gemstones or some metals. Karush, Kuhn and Tucker conditions allow obtaining analytic solutions and general properties of them in some specific settings. Moreover, provided that the objective function (i.e., the discounted value of the incomes throughout the planning horizon is concave, the model can be easily solved, even using standard commercial solver. However, the analysis of the solutions obtained for different assumptions of the values of the parameters show that the optimal extraction policies and the corresponding prices do not exhibit a general shape. Keywords: Durable non-renewable resources, Single primary supplier, Non-linear programming

Developing Creativity of Schoolchildren through the Course "Developmental Mathematics"

Science.gov (United States)

Gorev, Pavel M.; Masalimova, Alfiya R.; Mukhametzyanova, Farida Sh.; Makarova, Elena V.

2017-01-01

The relevance of the present study is due to the importance of developing creativity which can be achieved through a variety of school subjects including mathematics. In the article the potential of extended (supplementary) mathematical education (in primary and secondary schools) is highlighted. The main objective of this study is to examine and…

Nominalism and constructivism in seventeenth-century mathematical philosophy

CERN Document Server

Sepkoski, David

2013-01-01

What was the basis for the adoption of mathematics as the primary mode of discourse for describing natural events by a large segment of the philosophical community in the seventeenth century? In answering this question, this book demonstrates that a significant group of philosophers shared the belief that there is no necessary correspondence between external reality and objects of human understanding, which they held to include the objects of mathematical and linguistic discourse. The result is a scholarly reliable, but accessible, account of the role of mathematics in the works of (

Remote Ischemic Postconditioning (RIPC) of the Upper Arm Results in Protection from Cardiac Ischemia-Reperfusion Injury Following Primary Percutaneous Coronary Intervention (PCI) for Acute ST-Segment Elevation Myocardial Infarction (STEMI).

Science.gov (United States)

Cao, Bangming; Wang, Haipeng; Zhang, Chi; Xia, Ming; Yang, Xiangjun

2018-02-19

BACKGROUND The aim of this study was to evaluate the role of remote ischemic postconditioning (RIPC) of the upper arm on protection from cardiac ischemia-reperfusion injury following primary percutaneous coronary intervention (PCI) in patients with acute ST-segment elevation myocardial infarction (STEMI). MATERIAL AND METHODS Eighty patients with STEMI were randomized into two groups: primary PCI (N=44) and primary PCI+RIPC (N=36). RIPC consisted of four cycles of 5 minutes of occlusion and five minutes of reperfusion by cuff inflation and deflation of the upper arm, commencing within one minute of the first PCI balloon dilatation. Peripheral venous blood samples were collected before PCI and at 0.5, 8, 24, 48, and 72 hours after PCI. Levels of creatine kinase-MB (CK-MB), serum creatinine (Cr), nitric oxide (NO), and stromal cell-derived factor-1α (SDF-1α) were measured. The rates of acute kidney injury (AKI) and the estimated glomerular filtration rate (eGFR) were calculated. RESULTS Patients in the primary PCI+RIPC group, compared with the primary PCI group, had significantly lower peak CK-MB concentrations (PPCI in patients with acute STEMI might provide cardiac and renal protection from ischemia-reperfusion injury via the actions of SDF-1α, and NO.

Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education

Science.gov (United States)

Meletiou-Mavrotheris, Maria, Ed.; Mavrou, Katerina, Ed.; Paparistodemou, Efi, Ed.

2015-01-01

Despite increased interest in mobile devices as learning tools, the amount of available primary research studies on their integration into mathematics teaching and learning is still relatively small due to the novelty of these technologies. "Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education" presents…

[Routine fluoroscopic investigations after primary bariatric surgery].

Science.gov (United States)

Gärtner, D; Ernst, A; Fedtke, K; Jenkner, J; Schöttler, A; Reimer, P; Blüher, M; Schön, M R

2016-03-01

Staple line and anastomotic leakages are life-threatening complications after bariatric surgery. Upper gastrointestinal (GI) tract X-ray examination with oral administration of a water-soluble contrast agent can be used to detect leaks. The aim of this study was to evaluate the impact of routine upper GI tract fluoroscopy after primary bariatric surgery. Between January 2009 and December 2014 a total of 658 bariatric interventions were carried out of which 442 were primary bariatric operations. Included in this single center study were 307 sleeve gastrectomies and 135 Roux-en-Y gastric bypasses. Up to December 2012 upper GI tract fluoroscopy was performed routinely between the first and third postoperative days and the detection of leakages was evaluated. In the investigation period 8 leakages (2.6 %) after sleeve gastrectomy, 1 anastomotic leakage in gastrojejunostomy and 1 in jejunojejunostomy after Roux-en-Y gastric bypass occurred. All patients developed clinical symptoms, such as abdominal pain, tachycardia or fever. In one case the leakage was detected by upper GI fluoroscopy and in nine cases radiological findings were unremarkable. No leakages were detected in asymptomatic patients. Routine upper GI fluoroscopy is not recommended for uneventful postoperative courses after primary bariatric surgery.

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

Science.gov (United States)

Bergwall, Andreas; Hemmi, Kirsti

2017-01-01

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

Cortical disconnection of the ipsilesional primary motor cortex is associated with gait speed and upper extremity motor impairment in chronic left hemispheric stroke.

Science.gov (United States)

Peters, Denise M; Fridriksson, Julius; Stewart, Jill C; Richardson, Jessica D; Rorden, Chris; Bonilha, Leonardo; Middleton, Addie; Gleichgerrcht, Ezequiel; Fritz, Stacy L

2018-01-01

Advances in neuroimaging have enabled the mapping of white matter connections across the entire brain, allowing for a more thorough examination of the extent of white matter disconnection after stroke. To assess how cortical disconnection contributes to motor impairments, we examined the relationship between structural brain connectivity and upper and lower extremity motor function in individuals with chronic stroke. Forty-three participants [mean age: 59.7 (±11.2) years; time poststroke: 64.4 (±58.8) months] underwent clinical motor assessments and MRI scanning. Nonparametric correlation analyses were performed to examine the relationship between structural connectivity amid a subsection of the motor network and upper/lower extremity motor function. Standard multiple linear regression analyses were performed to examine the relationship between cortical necrosis and disconnection of three main cortical areas of motor control [primary motor cortex (M1), premotor cortex (PMC), and supplementary motor area (SMA)] and motor function. Anatomical connectivity between ipsilesional M1/SMA and the (1) cerebral peduncle, (2) thalamus, and (3) red nucleus were significantly correlated with upper and lower extremity motor performance (P ≤ 0.003). M1-M1 interhemispheric connectivity was also significantly correlated with gross manual dexterity of the affected upper extremity (P = 0.001). Regression models with M1 lesion load and M1 disconnection (adjusted for time poststroke) explained a significant amount of variance in upper extremity motor performance (R 2  = 0.36-0.46) and gait speed (R 2  = 0.46), with M1 disconnection an independent predictor of motor performance. Cortical disconnection, especially of ipsilesional M1, could significantly contribute to variability seen in locomotor and upper extremity motor function and recovery in chronic stroke. Hum Brain Mapp 39:120-132, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Mathematical model for safety analysis of heavy water power reactor

International Nuclear Information System (INIS)

Milovanovic, M.; Humo, E.; Mitrovic, S.

1966-01-01

Fundamental information in formulating the mathematical model for accident analysis is concerned with reactivity changes of the system. These parameters are: changes of fuel and moderator temperature, changes of the upper reflector thickness, reactivity changes due to moderator density variation dependent on the steam quantity and neutron flux distribution in the core

The frequency of dyscalculia among primary school children.

Science.gov (United States)

Jovanović, Gordana; Jovanović, Zoran; Banković-Gajić, Jelena; Nikolić, Anđelka; Svetozarević, Srđana; Ignjatović-Ristić, Dragana

2013-06-01

Formal education, daily living activities and jobs require knowledge and application skills of counting and simple mathematical operations. Problems with mathematics start in primary school and persist till adulthood. This is known as dyscalculia and its prevalence in the school population ranges from 3 to 6.5%. The study included 1424 third-grade students (aged 9-10) of all primary schools in the City of Kragujevac, Serbia. Tests in mathematics were given in order to determine their mathematical achievement. 1078 students (538 boys and 540 girls) completed all five tests. The frequency of dyscalculia in the sample was 9.9%. The difference between boys and girls according to the total score on the test was statistically significant (pstatistically significant for all tests (pmathematics and Serbian language. Frequency of dyscalculia of 9.9% in the sample is higher than in the other similar studies. Further research should identify possible causes of such frequency of dyscalculia in order to improve students` mathematical abilities.

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

Science.gov (United States)

Mumcu, Hayal Yavuz

2016-01-01

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

Mathematics training for the teaching of basic knowledge in times of teaching school reform of Parana (Year 1920

Directory of Open Access Journals (Sweden)

Iara da Silva França

2016-06-01

Full Text Available Abstract The article discusses the mathematical training of primary teachers in Paraná and aims to understand how elementary mathematical knowledge was included in the reform carried out by Lysimaco Ferreira da Costa, in the 1920’s and directed by Prieto Martinez for the modernization of the state’s primary education. Supported by theoretical and methodological framework of cultural history, this study is guided by the question: Considering the Reform of teaching school and thinking about the mathematics education of Paraná teachers, what has changed, why has it changed and what for? With the reform subjects more focused on practical teaching in primary school were introduced, and that favored the renewal of teaching methods and teaching resources, curriculum reorganization which reflected in the quality of Math education of future teachers in the state’s primary education. Keywords: Mathematics Teaching. Primary Education Teacher. History of Education.

Applying Mathematical Concepts with Hands-On, Food-Based Science Curriculum

Science.gov (United States)

Roseno, Ashley T.; Carraway-Stage, Virginia G.; Hoerdeman, Callan; Díaz, Sebastián R.; Geist, Eugene; Duffrin, Melani W.

2015-01-01

This article addresses the current state of the mathematics education system in the United States and provides a possible solution to the contributing issues. As a result of lower performance in primary mathematics, American students are not acquiring the necessary quantitative literacy skills to become successful adults. This study analyzed the…

There is More to the Teaching and Learning of Mathematics Than the Use of Local Languages: Mathematics Teacher Practices

Directory of Open Access Journals (Sweden)

Nancy Chitera

2016-11-01

Full Text Available In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages.  We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.

Mathematical Footprints Discovering Mathematics Everywhere

CERN Document Server

Pappas, Theoni

1999-01-01

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

Mathematics Anxiety and Beliefs of Turkish Pre-Service Elementary Teachers

Science.gov (United States)

Uysal, Figen; Dede, Yüksel

2016-01-01

The purpose of this study was to investigate the relationship between pre-service elementary teachers' mathematics teaching beliefs and mathematics anxiety. The participants of the study consist of 96 pre-service elementary teachers from a department of primary education in a state university in Turkey during the 2010-2011 spring term. Mathematics…

History, applications, and philosophy in mathematics education

DEFF Research Database (Denmark)

Jankvist, Uffe Thomas

2013-01-01

on the observation that a use of history, applications, and philosophy as a 'goal' is best realized through a modules approach, the article goes on to discuss how to actually design such teaching modules. It is argued that a use of primary original sources through a so-called guided reading along with a use......The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different 'whys' and 'hows' of including these three dimensions in mathematics education. Based...... of student essay assignments, which are suitable for bringing out relevant meta-issues of mathematics, is a sensible way of realizing a design encompassing the three dimensions. Two concrete teaching modules on aspects of the history, applications, and philosophy of mathematics-HAPh-modules-are outlined...

Stable Same-Sex Friendships with Higher Achieving Partners Promote Mathematical Reasoning in Lower Achieving Primary School Children

Science.gov (United States)

DeLay, Dawn; Laursen, Brett; Kiuru, Noona; Poikkeus, Anna-Maija; Aunola, Kaisa; Nurmi, Jari-Erik

2015-01-01

This study is designed to investigate friend influence over mathematical reasoning in a sample of 374 children in 187 same-sex friend dyads (184 girls in 92 friendships; 190 boys in 95 friendships). Participants completed surveys that measured mathematical reasoning in the 3rd grade (approximately 9 years old) and one year later in the 4th grade (approximately 10 years old). Analyses designed for dyadic data (i.e., longitudinal Actor-Partner Interdependence Models) indicated that higher achieving friends influenced the mathematical reasoning of lower achieving friends, but not the reverse. Specifically, greater initial levels of mathematical reasoning among higher achieving partners in the 3rd grade predicted greater increases in mathematical reasoning from 3rd grade to 4th grade among lower achieving partners. These effects held after controlling for peer acceptance and rejection, task avoidance, interest in mathematics, maternal support for homework, parental education, length of the friendship, and friendship group norms on mathematical reasoning. PMID:26402901

Student transition into university mathematics education: transformation of people, tools and practices

NARCIS (Netherlands)

Pepin, B.; Rezat, S.; Hattermann, M.; Peter-Koop, A.

2014-01-01

In this article the concept of Feedback and Self-Regulated Learning has been used to investigate student ‘transition’ from upper secondary to university mathematics education. The findings are anchored in data from the TransMaths project (at the University of Manchester), more particularly the case

Theory-practice Dichotomy in Mathematics Teacher Education: An ...

African Journals Online (AJOL)

Theory-practice Dichotomy in Mathematics Teacher Education: An Analysis of Practicum ... Zimbabwe Journal of Educational Research ... practices in primary teacher education continue to create dichotomous gaps in this relationship.

Can Scientific Research Answer the "What" Question of Mathematics Education?

Science.gov (United States)

van den Heuvel-Panhuizen, Marja

2005-01-01

This paper problematizes the issue of how decisions about the content of mathematics education can be made. After starting with two examples where research in mathematics education resulted in different choices on the content of primary school teaching, I explore where and how, in the scientific enterprise within the domain of education, issues of…

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

Science.gov (United States)

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

2017-11-01

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

Mathematics in VET Programmes: The Tensions Associated with Reforms in Sweden

Science.gov (United States)

Lindberg, Lisbeth; Grevholm, Barbro

2013-01-01

In 2011, a new curriculum and set of school organisational structures were introduced in Sweden. One consequence is a much stronger separation of the theoretical and vocational programmes in the upper secondary school. The paper explores the nature of the changes that have occurred particularly in relation to mathematics studies, the background…

An approach to the painful upper limb

African Journals Online (AJOL)

Pain in the upper limb is a common presenting complaint in the primary health care setting and the ... disruptions or pathological fracture, as opposed to ... and a neurological assessment of the lower limbs. This is in addition to a thorough.

Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom

NARCIS (Netherlands)

Makar, Katie; Bakker, Arthur; Ben-Zvi, Dani

2015-01-01

Developing argumentation-based inquiry practices requires teachers and students to be explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of argumentation-based inquiry norms and practices in a mathematics classroom? A

Focus on the use of language in the multicultural mathematics classroom

DEFF Research Database (Denmark)

Johansen, Lene Østergaard

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

Mathematics Education in Singapore – An Insider’s Perspective

Directory of Open Access Journals (Sweden)

Berinderjeet Kaur

2014-07-01

Full Text Available Singapore’s Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012 that have shaped the present School Mathematics Curricula in Singapore are direct consequences of developments in the Education System of Singapore during the same period. The curriculum, teachers, leaners and the learning environment may be said to contribute towards Singapore’s performance in international benchmark studies such as TIMSS and PISA.

A radical-local approach to bringing cultural practices into mathematics teaching in Ghanaian primary schools, exemplified in the case of measurement

DEFF Research Database (Denmark)

Davis, Ernest Kofi; Chaiklin, Seth

2015-01-01

on a study that drew on aspects of the radical-local approach to teaching and learning (Hedegaard & Chaiklin, 2005), to teach the idea of measurement to primary four school children from an average rural school in Cape Coast Metropolis of Ghana. The first four teaching sessions with a primary four class......The main aim of this article is to put forward the idea of the general value of the radical-local approach to teaching and learning for the development of mathematics teaching in Ghana, both in relation to classroom teaching and for teacher training. To illustrate this idea, this article reports...... are described. Each of the teaching sessions drew on the social and cultural practices of the children to help them form an idea of what measurement is and which physical properties could be measured from given objects. Qualitative analysis of the teaching sessions revealed that the teaching approach enabled...

Measurement and the mathematical apparatus of quantum physics

International Nuclear Information System (INIS)

Slavnov, D.A.

2007-01-01

A scheme for constructing quantum mechanics in which the Hilbert space and linear operators are not primary elements on the theory is described. Some variant of the algebraic approach is instead considered. The elements of a noncommutative algebra (observables) and functionals in this algebra serve as the primary components of the theory. Such a scheme allows one to use the formalism of the classical (Kolmogorovian) theory of probability, and to reproduce the mathematical formalism of standard quantum mechanics and to specify borders of its applicability. A brief review of necessary data from the theory of algebras and probability theory is given. The manner is described in which the considered mathematical scheme agrees with the theory of quantum measurements and allows one to avoid quantum paradoxes [ru

Primary Lateral Sclerosis and Early Upper Motor Neuron Disease: Characteristics of a Cross-Sectional Population.

Science.gov (United States)

Fournier, Christina N; Murphy, Alyssa; Loci, Lorena; Mitsumoto, Hiroshi; Lomen-Hoerth, Catherine; Kisanuki, Yasushi; Simmons, Zachary; Maragakis, Nicholas J; McVey, April L; Al-Lahham, Tawfiq; Heiman-Patterson, Terry D; Andrews, Jinsy; McDonnell, Erin; Cudkowicz, Merit; Atassi, Nazem

2016-03-01

The goals of this study were to characterize clinical and electrophysiologic findings of subjects with upper motor neuron disease and to explore feasibility of clinical trials in this population. Twenty northeast amyotrophic lateral sclerosis consortium (northeast amyotrophic lateral sclerosis) sites performed chart reviews to identify active clinical pure upper motor neuron disease patients. Patients with hereditary spastic paraplegia or meeting revised El Escorial electrodiagnostic criteria for amyotrophic lateral sclerosis were excluded. Patients were classified into 2 groups according to the presence or absence of minor electromyography (EMG) abnormalities. Two hundred thirty-three subjects with upper motor neuron disease were identified; 217 had available EMG data. Normal EMGs were seen in 140 subjects, and 77 had minor denervation. Mean disease duration was 84 (±80) months for the entire cohort with no difference seen between the 2 groups. No difference was seen in clinical symptoms, disability, or outcome measures between the 2 groups after correcting for multiple comparisons. Minor EMG abnormalities were not associated with phenotypic differences in a clinical upper motor neuron disease population. These findings suggest that subtle EMG abnormalities can not necessarily be used as a prognostic tool in patients with clinical upper motor neuron disease. This study also demonstrates the availability of a large number of patients with upper motor neuron diseases within the northeast amyotrophic lateral sclerosis network and suggests feasibility for conducting clinical trials in this population.

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 course in mathematical statistics and large sample theory

CERN Document Server

Bhattacharya, Rabi; Patrangenaru, Victor

2016-01-01

This graduate-level textbook is primarily aimed at graduate students of statistics, mathematics, science, and engineering who have had an undergraduate course in statistics, an upper division course in analysis, and some acquaintance with measure theoretic probability. It provides a rigorous presentation of the core of mathematical statistics. Part I of this book constitutes a one-semester course on basic parametric mathematical statistics. Part II deals with the large sample theory of statistics — parametric and nonparametric, and its contents may be covered in one semester as well. Part III provides brief accounts of a number of topics of current interest for practitioners and other disciplines whose work involves statistical methods. Large Sample theory with many worked examples, numerical calculations, and simulations to illustrate theory Appendices provide ready access to a number of standard results, with many proofs Solutions given to a number of selected exercises from Part I Part II exercises with ...

A Five-Year Follow-Up on the Role of Educational Support in Preventing Dropout From Upper Secondary Education in Finland.

Science.gov (United States)

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

2015-01-01

In this longitudinal study, we investigated the role of word reading and mathematical difficulties measured in 9th grade as factors for receiving educational support for learning in upper secondary education in Grades 10 to 12 (from ages 16 to 19) and furthermore as predictors of dropout from upper secondary education within 5 years after compulsory education. In addition, we studied the role of school achievement in Grades 9 and 11 in this prediction. The participants of this study were members of one age group of 16-year-old ninth graders (N = 595, females 302, males 293) in a midsized Finnish city, who were followed for 5 years after completing compulsory education. The path model results, where the effects of gender, educational track, and SES were controlled, showed, first, that students with academic learning difficulties received educational support for learning particularly in the 11th grade. Second, academic learning difficulties directly affected school achievement in the 9th grade, but no longer in the 11th grade. Third, mathematical difficulties directly predicted dropout from upper secondary education, and difficulties in both word reading and mathematics had an indirect effect through school achievement in Grades 9 and 11 on dropout. © Hammill Institute on Disabilities 2013.

Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students

Directory of Open Access Journals (Sweden)

María Esther Del Moral Pérez

2018-01-01

Full Text Available Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its aim not only to promote the use of serious games and digital mini-games for the development of Multiple Intelligences, but also to analyse whether this methodology results in increased learning. Teachers assessed the level achieved by primary education students (N=119 in each learning category, before and after participating in the project, by means of a qualitative instrument. Finally, after corresponding analysis through descriptive statistical techniques, bivariate correlations, and ANOVA, the results showed significant differences between children’s learning levels in logical-mathematical, naturalistic and linguistic abilities before and after their participation in this innovative project, thus revealing a widespread increase in every indicator.

A Framework of Mathematics Inductive Reasoning

Science.gov (United States)

Christou, Constantinos; Papageorgiou, Eleni

2007-01-01

Based on a synthesis of the literature in inductive reasoning, a framework for prescribing and assessing mathematics inductive reasoning of primary school students was formulated and validated. The major constructs incorporated in this framework were students' cognitive abilities of finding similarities and/or dissimilarities among attributes and…

Relationship between Pedagogical Strategies and Teachers' Content Knowledge of Mathematics

Science.gov (United States)

Kanyongo, Gibbs Y.; Brown, Launcelot I.

2013-01-01

This study employed regression analysis to investigate the relationship between primary school teachers' pedagogical practices and their knowledge of mathematics. The sample composed of 606 Grade 6 mathematics teachers in Namibia, i.e. 304 (50.2%) males and 302 (49.8%) females. The study utilized existing questionnaire data collected by the…

Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

NARCIS (Netherlands)

Makar, Katie; Bakker, A.; Ben-Zvi, Dani

2015-01-01

Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year

Designing Differentiated Mathematics Games: "Discarding" the One-Size-Fits-All Approach to Educational Game Play

Science.gov (United States)

Trinter, Christine P.; Brighton, Catherine M.; Moon, Tonya R.

2015-01-01

Primary grade students enter the mathematics classroom with a range of differences including students' mathematical readiness, mathematical conceptions, interests, and learning profiles. Addressing the learning needs of students is not a trivial task, but accounting for these needs is essential for supporting students as they continually work…

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety.

Science.gov (United States)

Devine, Amy; Fawcett, Kayleigh; Szűcs, Dénes; Dowker, Ann

2012-07-09

there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

Science.gov (United States)

2012-01-01

the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance. PMID:22769743

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

Directory of Open Access Journals (Sweden)

Devine Amy

2012-07-01

. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.

Using Collective Argumentation to Engage Students in a Primary Mathematics Classroom

Science.gov (United States)

Brown, Raymond

2017-01-01

This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints…

Student perceptions of drill-and-practice mathematics software in primary education

NARCIS (Netherlands)

Kuiper, E.; de Pater-Sneep, M.

2014-01-01

Drill-and-practice mathematics software offers teachers a relatively simple way to use technology in the classroom. One of the reasons to use the software may be that it motivates children, working on the computer being more "fun" than doing regular school work. However, students’ own perceptions of

An Investigation of Prospective Secondary Mathematics Teachers' Conceptual Knowledge of and Attitudes Towards Statistics

Science.gov (United States)

Hannigan, Ailish; Gill, Olivia; Leavy, Aisling M.

2013-01-01

The development of statistical literacy is fast becoming the focus of a large part of mathematics instruction at primary, secondary and tertiary levels. This broadening of the mathematics curriculum to encompass a focus on statistics makes considerable demands on teachers. Most mathematics teachers acknowledge the practical importance of…

Introduction to the mathematics of finance from risk management to options pricing

CERN Document Server

Roman, Steven

2004-01-01

The Mathematics of Finance has become a hot topic in applied mathematics ever since the discovery of the Black-Scholes option pricing formulas in 1973. Unfortunately, there are very few undergraduate textbooks in this area. This book is specifically written for upper division undergraduate or beginning graduate students in mathematics, finance or economics. With the exception of an optional chapter on the Capital Asset Pricing Model, the book concentrates on discrete derivative pricing models, culminating in a careful and complete derivation of the Black-Scholes option pricing formulas as a limiting case of the Cox-Ross-Rubinstein discrete model. The final chapter is devoted to American options. The mathematics is not watered down but is appropriate for the intended audience. No measure theory is used and only a small amount of linear algebra is required. All necessary probability theory is developed in several chapters throughout the book, on a "need-to-know" basis. No background in finance is required, sinc...

Introductory life science mathematics and quantitative neuroscience courses.

Science.gov (United States)

Duffus, Dwight; Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses.

A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems.

Science.gov (United States)

Arán Filippetti, Vanessa; Richaud, María Cristina

2017-10-01

Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level.

Mathematics Education ITE Students Examining the Value of Digital Learning Objects

Science.gov (United States)

Hawera Ngarewa; Wright, Noeline; Sharma, Sashi

2017-01-01

One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school…

Predictors of Placement in Lower Level versus Higher Level High School Mathematics

Science.gov (United States)

Archbald, Doug; Farley-Ripple, Elizabeth N.

2012-01-01

Educators and researchers have long been interested in determinants of access to honors level and college prep courses in high school. Factors influencing access to upper level mathematics courses are particularly important because of the hierarchical and sequential nature of this subject and because students who finish high school with only lower…

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

OpenAIRE

Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

2017-01-01

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

Mathematical knowledge for teaching in the Netherlands

NARCIS (Netherlands)

Ronald Keijzer; Marjolein Kool

2012-01-01

The implementation of the new mathematical knowledge base in Dutch teacher education institutes for primary education raises a need for curriculum development. Teacher educators have to raise student teachers’ subject matter knowledge to a higher level. In working on this aim teacher educators

Primary conjunctival amyloidosis

Directory of Open Access Journals (Sweden)

Chandana Chakraborti

2014-01-01

Full Text Available A 19-year-old previously healthy male presented with a 4 year history of painless drooping of right upper eyelid.On eversion of the right upper eyelid, a yellowish pink mass was seen in the tarsal region. Rest of the ocular examination was normal in both the eyes. Initial biopsy showed chronic inflammation. Subsequently, the entire mass was excised and histopathological examination showed the presence of amyloid in the subconjunctival stroma. At 3 months follow-up, similar lesion was detected in the right lower, left upper, and lower lid, which were treated with cryotherapy, with partial resolution. Patient has been followed up for more than 2 years without any complaints. To our knowledge, this is the first case report of an isolated primary conjunctival amyloidosis with involvement of both the upper and lower palpebral conjunctiva of either eye. It was treated successfully by excision and cryotherapy.

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.

Mathematical sciences with multidisciplinary applications in honor of professor Christiane Rousseau and in recognition of the Mathematics for Planet Earth initiative

CERN Document Server

2016-01-01

This book is the fourth in a multidisciplinary series which brings together leading researchers in the STEAM-H disciplines (Science, Technology, Engineering, Agriculture, Mathematics and Health) to present their perspective on advances in their own specific fields, and to generate a genuinely interdisciplinary collaboration that transcends parochial subject-matter boundaries. All contributions are carefully edited, peer-reviewed, reasonably self-contained, and pedagogically crafted for a multidisciplinary readership. Contributions are drawn from a variety of fields including mathematics, statistics, game theory and behavioral sciences, biomathematics and physical chemistry, computer science and human-centered computing. This volume is dedicated to Professor Christiane Rousseau, whose work inspires the STEAM-H series, in recognition of her passion for the mathematical sciences and her on-going initiative, the Mathematics of Planet Earth paradigm of interdisciplinarity. The volume's primary goal is to enhance i...

Numerical simulation on bake-out of the ITER diagnostic upper port plug

International Nuclear Information System (INIS)

Pak, S.; Pitcher, C.S.; Kalish, M.R.; Cheon, M.S.; Seon, C.R.; Lee, H.G.

2010-01-01

The diagnostic upper port plug in ITER is fixed to the upper port of the vacuum vessel as a cantilevered beam with bolts and forms a primary vacuum boundary. It needs to be baked out for outgassing before normal operation. This study calculated the required bake-out time and the transient thermal stress during baking for the diagnostic upper port plug. The calculation was done through numerical simulation. The analysis took into consideration the gradual temperature increase of working fluid. In order to look into the effect of radiation heat transfer from the upper port plug to the vacuum vessel port, the upper vacuum vessel port was included in this analysis.

Upper-division student difficulties with the Dirac delta function

Directory of Open Access Journals (Sweden)

Bethany R. Wilcox

2015-03-01

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

Turkish Primary School Teachers' Opinions about Problem Posing

Science.gov (United States)

Kilic, Cigdem

2013-01-01

Problem posing is one of the most important topics in a mathematics education. Through problem posing, students gain mathematical abilities and concepts and teachers can evaluate their students and arrange adequate learning environments. The aim of the present study is to investigate Turkish primary school teachers' opinions about problem posing…

Are antibiotics over-prescribed in Poland? Management of upper respiratory tract infections in primary health care region of Warszawa, Wola.

Science.gov (United States)

Windak, A; Tomasik, T; Jacobs, H M; de Melker, R A

1996-10-01

Concern about the increasing numbers of multiple resistant strains resulting from over- and misuse of antibiotics is growing world-wide. A questionnaire based on two cases related to respiratory tract infections for which antibiotic prescription was disputable was sent to primary care physicians in the health care district of Warszawa, Wola, Poland. The prescription percentage for both cases was high, with a large variety in choice of antibiotic therapy made by the doctors. This finding was striking when compared with the more restrictive prescription behaviour of Dutch general practitioners. Moreover, this high prescription percentage was combined with other abundant activities. In the case of the patient with acute tonsillitis, 53% of the primary care physicians would have ordered additional tests, 94% would have advised bed-rest and 9% would have referred. In the sinusitis case, these figures were 88, 74 and 54% respectively. No correlations were found between choice of antibiotics and characteristics of the physicians such as age, gender, experience with working in primary health care or degree of specialization. In conclusion, the results of this small pilot study indicate that Polish first-contact doctors have an inadequate prescription behaviour in cases with upper respiratory tract infections. Our results underline the need for courses in pharmacotherapy within the postgraduate education course in family medicine recently introduced in Poland.

An Investigation of Mathematical Knowledge Related to Mathematics Teachers' Basic Concepts in Sets Unit

Directory of Open Access Journals (Sweden)

Nurullah YAZICI

2017-05-01

Full Text Available This research was conducted in order to examine the subject matter of Mathematics teachers in the context of "Mathematical Knowledge For Teaching" (MKT model of "Basic Concepts in Sets" which is the first topic of the 9th class "Sets". The study group, which is one of the qualitative research methods, used the case study design, constitutes 5 mathematics teachers who work in different education levels (primary and secondary education in the academic year of 2015-2016. Open-ended questions and semi-structured interview form developed by the researcher were used for data collection. A descriptive analysis technique was used to analyze the data obtained through interviews. While analyzing the data, teacher and student textbooks, which were prepared by the Ministry of National Education for the purpose of teaching in 2015-2016 academic year, were taken as a reference. According to the research findings, it was determined that the teachers had deficiencies in the subject field of "Basic Concepts in the Sets" and had superficial knowledge rather than in depth knowledge.

Revitalising Mathematics Classroom Teaching through Lesson Study (LS): A Malaysian Case Study

Science.gov (United States)

Lim, Chap Sam; Kor, Liew Kee; Chia, Hui Min

2016-01-01

This paper discusses how implementation of Lesson Study (LS) has brought about evolving changes in the quality of mathematics classroom teaching in one Chinese primary school. The Japanese model of LS was adapted as a teacher professional development to improve mathematics teachers' teaching practices. The LS group consisted of five mathematics…

Using Disney's "Frozen" to Motivate Mathematics: Bringing Fractals into the Classroom

Science.gov (United States)

Piatek-Jimenez, Katrina; Phelps, Christine M.

2016-01-01

The movie "Frozen" took the world by storm and this global popularity of the movie and its music can be harnessed by teachers of mathematics. This article builds on the "frozen fractal" lyric from "Let It Go" to incorporate fractal geometry into primary mathematics classrooms.

Improving Student Teachers' Attitudes to Mathematics

Science.gov (United States)

Amato, Solange Amorim

2004-01-01

The research results presented in this paper were part of an action research performed with the aims of improving primary school student teachers (STs)' understanding of, and attitudes to, mathematics. The teaching strategies used to help STs' improve their understanding and attitudes were similar to the ones suggested for their future use in…

To what extent do student teachers develop their mathematical problem solving ability by self-study?

OpenAIRE

Kool, Marjolein; Keijzer, Ronald

2017-01-01

A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what extent does these individual problem solving activities really contribute to their mathematical problem solving ability? Developing mathematical problem solving ability requires reflective mathema...

Affordances of Spreadsheets In Mathematical Investigation: Potentialities For Learning

Directory of Open Access Journals (Sweden)

Nigel Calder

2009-10-01

Full Text Available This article, is concerned with the ways learning is shaped when mathematics problems are investigated in spreadsheet environments. It considers how the opportunities and constraints the digital media affords influenced the decisions the students made, and the direction of their enquiry pathway. How might the learning trajectory unfold, and the learning process and mathematical understanding emerge? Will the spreadsheet, as the pedagogical medium, evoke learning in a distinctive manner? The article reports on an aspect of an ongoing study involving students as they engage mathematical investigative tasks through digital media, the spreadsheet in particular. It considers the affordances of this learning environment for primary-aged students.

[Application of a mathematical algorithm for the detection of electroneuromyographic results in the pathogenesis study of facial dyskinesia].

Science.gov (United States)

Gribova, N P; Iudel'son, Ia B; Golubev, V L; Abramenkova, I V

2003-01-01

To carry out a differential diagnosis of two facial dyskinesia (FD) models--facial hemispasm (FH) and facial paraspasm (FP), a combined program of electroneuromyographic (ENMG) examination has been created, using statistical analyses, including that for objects identification based on hybrid neural network with the application of adaptive fuzzy logic method and standard statistics programs (Wilcoxon, Student statistics). In FH, a lesion of peripheral facial neuromotor apparatus with augmentation of functions of inter-neurons in segmental and upper segmental stem levels predominated. In FP, primary afferent strengthening in mimic muscles was accompanied by increased motor neurons activity and reciprocal augmentation of inter-neurons, inhibiting motor portion of V pair. Mathematical algorithm for ENMG results recognition worked out in the study provides a precise differentiation of two FD models and opens possibilities for differential diagnosis of other facial motor disorders.

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

Science.gov (United States)

Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

2017-01-01

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

The prevalence of mental disorders among upper primary school children in Kenya.

Science.gov (United States)

Ndetei, David Musyimi; Mutiso, Victoria; Musyimi, Christine; Mokaya, Aggrey G; Anderson, Kelly K; McKenzie, Kwame; Musau, Abednego

2016-01-01

The aim of this study was to estimate the prevalence and correlates of mental disorders among upper primary school children in grades five through seven in Kenya. The Youth Self Report (YSR) instrument was adapted for use in Kenyan schools and administered to 2267 school children in grades five through seven from 23 randomly selected schools. We estimated the prevalence of DSM-IV mental disorders, and used logistic regression analyses to examine the socio-demographic factors associated with each disorder. The prevalence of any mental disorder among Kenyan school children was 37.7 % (95 % CI = 35.7-39.7 %). Somatic complaints were the most prevalent (29.6 %, 95 % CI = 27.8-31.5 %), followed by affective disorders (14.1 %, 95 % CI = 12.7-15.6 %) and conduct disorder (12.5 %, 95 % CI = 11.2-13.9). The presence of one or more comorbid mental disorder was seen among 18.2 % (95 % CI = 16.6-19.8 %) of children. Male sex, living in a peri-urban vs. rural area, being held back in school, having divorced or separated parents, and having an employed mother were associated with an increased likelihood of having most of the mental disorders examined, whereas increasing age was associated with a reduced likelihood. We observed a high prevalence of mental disorders among school children in Kenya. If not detected early, these disorders may interfere with children's psychological, social, and educational development. Our findings highlight the importance of implementing screening measures in schools that can detect single and multiple disorders in order to improve the mental health and well-being of the next generation.

Interpreting Mathematics Scores on the New Jersey College Basic Skills Placement Test.

Science.gov (United States)

Dass, Jane; Pine, Charles

The New Jersey College Basic Skills Placement Test (NJCBSPT) is designed to measure certain basic language and mathematics skills of students entering New Jersey colleges. The primary purpose of the two mathematics sections is to determine whether students are prepared to begin certain college-level work without a handicap in computation or…

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 mathematics vocabulary questionnaire for use in the intermediate phase

Directory of Open Access Journals (Sweden)

Marthie van der Walt

2008-11-01

Full Text Available Teachers and psychologists need an instrument to assess learners' language proficiency in mathematics to enable them to plan and evaluate interventions and to facilitate best practice in mathematics classrooms. We describe the development of a mathematics vocabulary questionnaire to measure learners' language proficiency in mathematics in the intermediate phase. It covers all the steps from designing the preliminary questionnaire to standardising the final instrument. A sample of 1 103 Grades 4 to 7 Afrikaans-, English- and Tswana-speaking learners in North West Province completed the Mathematics Vocabulary questionnaire (Primary (MV(P, consisting of 12 items. We analysed the data by calculating discrimination values, performing a factor analysis, determining reliability coefficients, and investigating item bias by language, gender, and grade. We concluded that there was strong evidence of validity and reliability for the MV(P.

Mathematical modeling of a zinc/bromine flow cell and a lithium/thionyl chloride primary cell

Energy Technology Data Exchange (ETDEWEB)

Evans, T.I.

1988-01-01

Three mathematical models are presented, one for the secondary zinc/bromine flow cell and two for the lithium/thionyl chloride primary cell. The objectives in this modeling work are to aid in understanding the physical phenomena affecting cell performance, determine methods of improving cell performance and safety, and reduce the experimental efforts needed to develop these electrochemical systems. The zinc/bromine cell model is the first such model to include a porous layer on the bromine electrode and to predict discharge behavior. The model is used to solve simultaneously the component material balances and the electroneutrality condition for the unknowns, species concentrations and the solution potential. Two models are presented for the lithium/thionyl chloride cell. The first model is a detailed one-dimensional model which is used to solve simultaneously the component material balances, Ohm's law relations, and current balance. The independent design criteria are identified from the model development. The second model presented here is a two-dimensional thermal model for the spirally would configuration of the lithium/thionyl chloride cell. This is the first model to address the effects of the spiral geometry on heat transfer in the cell.

Exploring Primary Student’s Problem-Solving Ability by Doing Tasks Like PISA's Question

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Rita Novita

2012-07-01

Full Text Available Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term “problem solving” refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students’ problem-solving ability. The tasks that have been developed by PISA meet both of these criteria. As stated by the NCTM, that problem-solving skill and ability should be developed to students when they were in primary school (K5-8, therefore, it is important to do an effort to guide students in developing problem-solving ability from primary school such as accustom students to do some mathematical solving-problem tasks. Thus, in this research we tried to investigate how to develop mathematical problem-solving tasks like PISA’s question that have potential effect toward students’ mathematical problem-solving abilities?. We used a  formative evaluation type of development research as an mean  to achieve this research goal. This type of research is conducted in two steps, namely preliminary stage and formative evaluation stage covering self evaluation, prototyping (expert reviews, one-to-one, and small group, and  field test. This research involve four primary schools in Palembang, there are SD Muhammadiyah 6 Palembang, MIN 1 & MIN 2 Palembang, and SDN 179 Palembang. The result of this research showed that the mathematical problem-solving tasks  that have been developed have potential effect in exploring mathematical problem-solving ability of the primary school students. It  is shown from their work in solving problem where all of the indicators of problem solving competency have emerged quite well category. In addition, based on interview

Brain Functors: A Mathematical Model of Intentional Perception and Action

OpenAIRE

David Ellerman

2016-01-01

Category theory has foundational importance because it provides conceptual lenses to characterize what is important and universal in mathematics - with adjunctions being the primary lens. If adjunctions are so important in mathematics, then perhaps they will isolate concepts of some importance in the empirical sciences. But the applications of adjunctions have been hampered by an overly restrictive formulation that avoids heteromorphisms or hets. By reformulating an adjunction using hets, it ...

Mathematics related anxiety: Mathematics bogeyman or not?

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Videnović Marina

2011-01-01

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

Comparison of upper arm and forearm blood pressure.

Science.gov (United States)

Domiano, Kathy L; Hinck, Susan M; Savinske, Debra L; Hope, Kathryn L

2008-11-01

The upper arm is the primary site used to obtain a blood pressure measurement (BPM); however, when it is not possible to use the upper arm, the forearm is a commonly used alternate site. This study determines if there is a significant difference between upper arm and forearm BPMs among adults and examines the relationship of participant characteristics to the BPM difference. A convenience sample was recruited from a low-income, independent-living, 104-apartment complex in the Midwest. Of the 106 participants, 64% were female and 89% were White. Ages ranged from 20 to 85 years (M = 50.7). The investigators calculated the BMIs (range = 18 to 42, M = 29.3, SD = 5.4) for the 89% (n = 94) of participants who reported their weight. The forearm tended to have higher BPMs than the upper arm (M difference = 4.0 mm Hg systolic, 2.3 mm Hg diastolic). However, site differences were greatest for men, obese adults, and middle aged (36 to 65) adults.

A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices

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Hughes, Sally

2016-01-01

This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning…

Teachers' Mathematics as Mathematics-at-Work

Science.gov (United States)

Bednarz, Nadine; Proulx, Jérôme

2017-01-01

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

Basic Phage Mathematics.

Science.gov (United States)

Abedon, Stephen T; Katsaounis, Tena I

2018-01-01

Basic mathematical descriptions are useful in phage ecology, applied phage ecology such as in the course of phage therapy, and also toward keeping track of expected phage-bacterial interactions as seen during laboratory manipulation of phages. The most basic mathematical descriptor of phages is their titer, that is, their concentration within stocks, experimental vessels, or other environments. Various phenomena can serve to modify phage titers, and indeed phage titers can vary as a function of how they are measured. An important aspect of how changes in titers can occur results from phage interactions with bacteria. These changes tend to vary in degree as a function of bacterial densities within environments, and particularly densities of those bacteria that are susceptible to or at least adsorbable by a given phage type. Using simple mathematical models one can describe phage-bacterial interactions that give rise particularly to phage adsorption events. With elaboration one can consider changes in both phage and bacterial densities as a function of both time and these interactions. In addition, phages along with their impact on bacteria can be considered as spatially constrained processes. In this chapter we consider the simpler of these concepts, providing in particular detailed verbal explanations toward facile mathematical insight. The primary goal is to stimulate a more informed use and manipulation of phages and phage populations within the laboratory as well as toward more effective phage application outside of the laboratory, such as during phage therapy. More generally, numerous issues and approaches to the quantification of phages are considered along with the quantification of individual, ecological, and applied properties of phages.

Primary school student teachers’ perception to Pendidikan Matematika Realistik Indonesia (PMRI) instruction

Science.gov (United States)

Fauziah, A.; Putri, R. I. I.; Zulkardi; Somakim

2017-12-01

This article aimed to report the perceptions of the students of primary school education to PMRI. PMRI or Realistic Mathematics Education (RME) in Indonesian version is one of the promising mathematics learning innovations developed in Indonesia. The research method consisted of three steps, namely preliminary, teaching experiment, and retrospective Analysis. The participants were six students of the primary school teacher education. In the second phase, the participants took an PMRI lesson. Then, they filled in the perception questionnaire (open and closed). The results of the study showed that the participants agreed that learning by realistic mathematics education principles helped them understand the topic.

Students’ Mathematical Creative Thinking through Problem Posing Learning

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Ulfah, U.; Prabawanto, S.; Jupri, A.

2017-09-01

The research aims to investigate the differences in enhancement of students’ mathematical creative thinking ability of those who received problem posing approach assisted by manipulative media and students who received problem posing approach without manipulative media. This study was a quasi experimental research with non-equivalent control group design. Population of this research was third-grade students of a primary school in Bandung city in 2016/2017 academic year. Sample of this research was two classes as experiment class and control class. The instrument used is a test of mathematical creative thinking ability. Based on the results of the research, it is known that the enhancement of the students’ mathematical creative thinking ability of those who received problem posing approach with manipulative media aid is higher than the ability of those who received problem posing approach without manipulative media aid. Students who get learning problem posing learning accustomed in arranging mathematical sentence become matter of story so it can facilitate students to comprehend about story

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

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Hebert, Michael A.; Powell, Sarah R.

2016-01-01

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

Primary Small Cell Carcinoma of the Upper Urinary Tract

Directory of Open Access Journals (Sweden)

Victor Ka-Siong Kho

2010-03-01

Full Text Available We report a case of primary extrapulmonary small cell carcinoma of the distal ureter, with a synchronous small cell carcinoma of the ipsilateral renal pelvis. These tumors, rarely reported in the urinary tract, are locally aggressive and have a poor prognosis. A 77-year-old male bedridden patient presented with fever and chills with left side-flank pain for 3 days. Following a diagnosis of ureteral urothelial carcinoma, hand-assisted laparoscopic nephroureterectomy with bladder cuff excision was carried out. Adjuvant chemotherapy was given after pathologic report of primary small cell carcinoma of the distal ureter and a synchronous small cell carcinoma of the ipsilateral renal pelvis. After 3 cycles of combination chemotherapy, the patient died 4 months postoperatively due to sepsis.

A richer picture of mathematics the göttingen tradition and beyond

CERN Document Server

Rowe, David E

2018-01-01

Historian David E. Rowe captures the rich tapestry of mathematical creativity in this collection of essays from the “Years Ago” column of The Mathematical Intelligencer. With topics ranging from ancient Greek mathematics to modern relativistic cosmology, this collection conveys the impetus and spirit of Rowe’s various and many-faceted contributions to the history of mathematics. Centered on the Göttingen mathematical tradition, these stories illuminate important facets of mathematical activity often overlooked in other accounts.  Six sections place the essays in chronological and thematic order, beginning with new introductions that contextualize each section. The essays that follow recount episodes relating to the section’s overall theme. All of the essays in this collection, with the exception of two, appeared over the course of more than 30 years in The Mathematical Intelligencer. Based largely on archival and primary sources, these vignettes offer unusual insights into behind-the-scenes events. ...

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

Science.gov (United States)

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

2016-01-01

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

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

Directory of Open Access Journals (Sweden)

Maria Chiara ePassolunghi

2016-02-01

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

Math Anxiety and Math Ability in Early Primary School Years

Science.gov (United States)

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

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

Calling for the Development of Children's Number Sense in Primary Schools in Malaysia

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Kuldas, Seffetullah; Sinnakaudan, Santi; Hashim, Shahabuddin; Ghazali, Munirah

2017-01-01

Although the early development of children's number sense is a strong predictor of their later mathematics achievements, it has been overlooked in primary schools in Malaysia. Mainly attributable to underdeveloped number sense of Malaysian primary and secondary school children, their inability to handle simple mathematics tasks, which require the…

Mathematical modeling of earth's dynamical systems a primer

CERN Document Server

Slingerland, Rudy

2011-01-01

Mathematical Modeling of Earth's Dynamical Systems gives earth scientists the essential skills for translating chemical and physical systems into mathematical and computational models that provide enhanced insight into Earth's processes. Using a step-by-step method, the book identifies the important geological variables of physical-chemical geoscience problems and describes the mechanisms that control these variables. This book is directed toward upper-level undergraduate students, graduate students, researchers, and professionals who want to learn how to abstract complex systems into sets of dynamic equations. It shows students how to recognize domains of interest and key factors, and how to explain assumptions in formal terms. The book reveals what data best tests ideas of how nature works, and cautions against inadequate transport laws, unconstrained coefficients, and unfalsifiable models. Various examples of processes and systems, and ample illustrations, are provided. Students using this text should be f...

Teaching Mathematical Modeling in Mathematics Education

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Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

2016-01-01

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

Using the construct of the Didactic Contract to understand student transition into university mathematics education.

NARCIS (Netherlands)

Pepin, B.

2014-01-01

In this article the concept of the Didactic Contract is used to investigate student ‘transition’ from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his

Language barriers in Hispanic patients: relation to upper-extremity disability.

Science.gov (United States)

Menendez, Mariano E; Eberlin, Kyle R; Mudgal, Chaitanya S; Ring, David

2015-06-01

Although upper-extremity disability has been shown to correlate highly with various psychosocial aspects of illness (e.g., self-efficacy, depression, kinesiophobia, and pain catastrophizing), the role of language in musculoskeletal health status is less certain. In an English-speaking outpatient hand surgery office setting, we sought to determine (1) whether a patient's primary native language (English or Spanish) is an independent predictor of upper-extremity disability and (2) whether there are any differences in the contribution of measures of psychological distress to disability between native English- and Spanish-speaking patients. A total of 122 patients (61 native English speakers and 61 Spanish speakers) presenting to an orthopaedic hand clinic completed sociodemographic information and three Patient-Reported Outcomes Measurement Information System (PROMIS)-based computerized adaptive testing questionnaires: PROMIS Pain Interference, PROMIS Depression, and PROMIS Upper-Extremity Physical Function. Bivariate and multivariable linear regression modeling were performed. Spanish-speaking patients reported greater upper-extremity disability, pain interference, and symptoms of depression than English-speaking patients. After adjusting for sociodemographic covariates and measures of psychological distress using multivariable regression modeling, the patient's primary language was not retained as an independent predictor of disability. PROMIS Depression showed a medium correlation (r = -0.35; p Spanish-speaking patients. PROMIS Pain Interference had a large correlation with disability in both patient cohorts (Spanish-speaking: r = -0.66; p immigration to the USA did not correlate with disability among Spanish speakers. Primary language has less influence on symptom intensity and magnitude of disability than psychological distress and ineffective coping strategies. Interventions to optimize mood and to reduce pain interference should be considered in

Mathematical Modeling and Pure Mathematics

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Usiskin, Zalman

2015-01-01

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

Investigating Pre-Service Mathematics Teachers' Innovation Awareness and Views Regarding Intelligent Tutoring Systems

Science.gov (United States)

Erdemir, Mustafa; Ingeç, Sebnem Kandil

2016-01-01

The purpose of this study is to identify pre-service primary mathematics teachers' views regarding on Web-based Intelligent Tutoring Systems (WBITS) in relation to its usability and influence on teaching. A survey method was used. The study was conducted with 43 students attending the mathematics teaching program under the department of elementary…

Upper bounds for Neyman-Pearson cooperative spectrum sensing

KAUST Repository

Zahabi, Sayed Jalal; Tadaion, Ali Akbar; Aissa, Sonia

2011-01-01

We consider a cooperative spectrum sensing scenario where the local sensors at the secondary users are viewed as one-level quantizers, and the quantized data are to be fused under Neyman-Pearson (N-P) criterion. We demonstrate how the N-P fusion results in a randomized test, which represents the total performance of our spectrum sensing scheme. We further introduce an upper performance bound for the overall primary user signal detection. An analytical procedure towards the upper bound and its relevant quantization setup at the local sensors are proposed and examined through simulations. © 2011 IEEE.

Upper bounds for Neyman-Pearson cooperative spectrum sensing

KAUST Repository

Zahabi, Sayed Jalal

2011-06-01

We consider a cooperative spectrum sensing scenario where the local sensors at the secondary users are viewed as one-level quantizers, and the quantized data are to be fused under Neyman-Pearson (N-P) criterion. We demonstrate how the N-P fusion results in a randomized test, which represents the total performance of our spectrum sensing scheme. We further introduce an upper performance bound for the overall primary user signal detection. An analytical procedure towards the upper bound and its relevant quantization setup at the local sensors are proposed and examined through simulations. © 2011 IEEE.

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

Science.gov (United States)

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

2011-01-01

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

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

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Darlington, Ellie

2014-01-01

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

Recognising `good at mathematics': using a performative lens for identity

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Darragh, Lisa

2015-03-01

Many students do not recognise in themselves positive learner identities in mathematics and thus exclude themselves from further mathematics education, limiting their life opportunities. In this study, I use a performance metaphor for identity, drawing on G.H. Mead, Erving Goffman and Judith Butler to analyse interviews with students, taken at four time points as they make the transition from primary to secondary school. The question I focus on is `How do you recognise someone who is "good at mathematics"?' The students' responses reveal that there is a wide variety of scripts available when enacting the role of `good at mathematics', and these include getting high marks, knowing the answer quickly, helping others and demonstrating the confidence to put up their hand to answer questions. Despite the variety of ways in which to demonstrate `good at mathematics', most of the students did not recognise themselves in their own descriptions. This goes some way towards explaining why students may opt out of further study in mathematics, despite high achievement in this subject.

Non-Mathematics Students' Reasoning in Calculus Tasks

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Jukic Matic, Ljerka

2015-01-01

This paper investigates the reasoning of first year non-mathematics students in non-routine calculus tasks. The students in this study were accustomed to imitative reasoning from their primary and secondary education. In order to move from imitative reasoning toward more creative reasoning, non-routine tasks were implemented as an explicit part of…

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

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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…

Second primary tumours in oral cancer

NARCIS (Netherlands)

van der Waal, I.; de Bree, R.

2010-01-01

Second primary tumours in patients treated for oral cancer occur at a rate of 3% to 7% per year. The majority of these tumours show up at least six months after the detection of the primary and are often located in the upper aerodigestive tract. Cessation of smoking habits may reduce the risk of the

Using Mathematics Literature with Prospective Secondary Mathematics Teachers

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Jett, Christopher C.

2014-01-01

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

Exploring the affective domain in the teaching of mathematics

DEFF Research Database (Denmark)

Schmidt, Maria Christina Secher; Nissen, Stine Karen; Tonnesen, Pia Beck

2015-01-01

The paper presents the initial constructs of a study being carried out within the Danish public school (primary education) during the fall of 2015. It is based on a substudy conducted in connection with a study of the Early Mathematics Intervention Program for Marginal Groups in Denmark (TMTM i.e....... The methodology forms the basis for a qualitative approach toward gaining insight into the affective domain, which contributes to a field of research significantly dominated by quantitative approaches........e. Tidlig Matematikindsats Til Marginalgrupper). The 12-week intervention was implemented by 82 mathematics teachers in 41 schools in 31 different Danish municipalities. The presentation focuses on the development of a methodology aimed at capturing young students’ voices and views on mathematics...

[An autopsied case of dominantly affecting upper motor neuron with atrophy of the frontal and temporal lobes--with special reference to primary lateral sclerosis].

Science.gov (United States)

Konagaya, M; Sakai, M; Iida, M; Hashizume, Y

1995-04-01

In this paper, the autopsy findings of a 78-year-old man mimicking primary lateral sclerosis (PLS) are reported. His clinical symptoms were slowly progressive spasticity, pseudobulbar palsy and character change. He died of sepsis 32 months after protracting the disease. The autopsy revealed severe atrophy of the frontal and temporal lobes. The histological findings were severe neuronal loss with gliosis in the precentral gyrus and left temporal lobe tip, loss of Betz cell, prominent demyelination throughout of the corticospinal tract, axonal swelling in the cerebral peduncule, severe degeneration of the amygdala, mild degeneration of the Ammon horn, normal substantia nigra, a few neuronal cells with central chromatolysis in the facial nerve nucleus and very mild neuronal cell loss in the spinal anterior horn. The anterior horn cell only occasionally demonstrated Bunina body by H & E and cystatin-C stainings, as well as, skein-like inclusion by ubiquitin staining. Thus, this is a case of uncommon amyotrophic lateral sclerosis (ALS) dominantly affecting the upper motor neuron including the motor cortex and temporal limbic system. In analysis of nine cases of putative primary lateral sclerosis in the literature, six cases showed loss of Betz cell in the precentral gyrus, and four cases very mild involvement of the lower motor neuron such as central chromatolysis and eosinophilic inclusion body. Degeneration of the limbic system was observed in two cases. We indicated a possible subgroup with concomitant involvement in the motor cortex and temporal lobe in motor neuron disease dominantly affecting the upper motor neuron.

An Analysis of the New 9-Year Basic Education Mathematics Curriculum in Nigeria

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Awofala, Adeneye O. A.

2012-01-01

The intention of this paper is to describe and reflect on the changes in the new 9-year basic education mathematics curriculum in Nigeria. The paper is divided into four major themes: history of curriculum development in mathematics education at the basic education level in Nigeria, the motivations for the revision of the primary and junior…

Mathematics on the Move: Using Mobile Technologies to Support Student Learning (Part 2)

Science.gov (United States)

Attard, Catherine; Northcote, Maria

2012-01-01

Continuing the series of articles on teaching mathematics with technology, this article furthers the authors' exploration of the use of a range of mobile technologies to enhance teachers' practices in the primary mathematics classroom. In Part 1 of this article, the authors explored the use of the iPod Touch and iPad. In Part 2, they explore…

Experiment on performance of upper head injection system with ROSA-II

International Nuclear Information System (INIS)

1976-09-01

Thermo-hydraulic behavior in the primary cooling system of a pressurized water reactor with an upper head injection system (UHI) in a postulated loss-of-coolant accident (LOCA) has been studied with ROSA-II test facility. Simulated UHI and internal structures of the pressure vessel were installed to the facility for the experiment. Nine maximum-sized double-ended break tests and one medium-sized split break test were performed for the cold-leg break condition. The results are as follows: (1) Fluid mixing in the upper head is not perfect. (2) Cold water injection into the steam or two-phase fluid causes violent depressurization due to the condensation. Flow pattern in the primary cooling system is largely influenced by the above two. (auth.)

Primary School Teachers’ Assessment Profiles in Mathematics Education

Science.gov (United States)

Veldhuis, Michiel; van den Heuvel-Panhuizen, Marja

2014-01-01

The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers’ assessment of their students’ understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers’ classroom assessment practice. PMID:24466255

Primary school teachers' assessment profiles in mathematics education.

Science.gov (United States)

Veldhuis, Michiel; van den Heuvel-Panhuizen, Marja

2014-01-01

The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers' assessment of their students' understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers' classroom assessment practice.

Primary school teachers' assessment profiles in mathematics education.

Directory of Open Access Journals (Sweden)

Michiel Veldhuis

Full Text Available The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers' assessment of their students' understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960 in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers' classroom assessment practice.

Doing Mathematics with Purpose: Mathematical Text Types

Science.gov (United States)

Dostal, Hannah M.; Robinson, Richard

2018-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

Upper-Level Waves of Synoptic Scale at Midlatitudes

Science.gov (United States)

Rivest, Chantal

1990-01-01

Upper-level waves of synoptic scale are important dynamical entities at midlatitudes. They often induce surface cyclogenesis (cf. Peterssen and Smebye, 1971), and their life duration is typically longer than time scales for disruption by the ambient shear (Sanders, 1988). The objectives of the present thesis are to explain the maintenance and genesis of upper-level synoptic-scale waves in the midlatitude flow. We develop an analytical model of waves on generalized Eady basic states that have uniform tropospheric and stratospheric potential vorticity, but allow for the decay of density with height. The Eady basic state represents the limiting case of infinite stratospheric stability and constant density. We find that the Eady normal mode characteristics hold in the presence of realistic tropopause and stratosphere. In particular, the basic states studied support at the synoptic scale upper-level normal modes. These modes provide simple models for the dynamics of upper-level synoptic-scale waves, as waves supported by the large latitudinal gradients of potential vorticity at the tropopause. In the presence of infinitesimal positive tropospheric gradients of potential vorticity, the upper-level normal mode solutions no longer exist, as was demonstrated in Green (1960). Disappearance of the normal mode solution when a parameter changes slightly represents a dilemma that we seek to understand. We examine what happens to the upper-level normal modes in the presence of tropospheric gradients of potential vorticity in a series of initial -value experiments. Our results show that the normal modes become slowly decaying quasi-modes. Mathematically the quasi-modes consist of a superposition of singular modes sharply peaked in the phase speed domain, and their decay proceeds as the modes interfere with one another. We repeat these experiments in basic states with a smooth tropopause in the presence of tropospheric and stratospheric gradients, and similar results are obtained

What Australian Primary School Students Value in Mathematics Learning: A WIFI Preliminary Study

Science.gov (United States)

Seah, Wee Tiong; Barkatsas, Tasos

2014-01-01

Grades 5/6 students in Melbourne reported the valuing of "achievement," "open-endedness," "relevance," "humanism," "ICT," and "openness" most in mathematics learning. Although prior research suggested that students in East Asia valued "achievement" most as well, there was an…

Processes of Learning with Regard to Students’ Learning Difficulties in Mathematics

Directory of Open Access Journals (Sweden)

Amalija Zakelj

2014-06-01

Full Text Available In the introduction, we write about the process of learning mathematics: the development of mathematical concepts, numerical and spatial imagery on reading and understanding of texts, etc. The central part of the paper is devoted to the study, in which we find that identifying the learning processes associated with learning difficulties of students in mathematics, is not statistically significantly different between primary school teachers and teachers of mathematics. Both groups expose the development of numerical concepts, logical reasoning, and reading and understanding the text as the ones with which difficulties in learning mathematics appear the most frequently. All the processes of learning that the teachers assessed as the ones that represent the greatest barriers to learning have a fairly uniform average estimates of the degree of complexity, ranging from 2.6 to 2.8, which is very close to the estimate makes learning very difficult.

Cognitive Processing and Mathematical Achievement: A Study with Schoolchildren between Fourth and Sixth Grade of Primary Education

Science.gov (United States)

Iglesias-Sarmiento, Valentin; Deano, Manuel

2011-01-01

This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving…

Large-scale instructional reform in the Global South: insights from the mid-point evaluation of the Gauteng Primary Language and Mathematics Strategy

Directory of Open Access Journals (Sweden)

Brahm Fleisch

2014-03-01

Full Text Available This paper reports on a mid-point evaluation of the Gauteng Primary Language and Mathematics Strategy (GPLMS, an innovative large-scale reform designed to improve learning outcomes. Using data from universal testing of all learners in 2008 on a provincial systemic evaluation, and data from the 2011 and 2012 Annual National Assessment (ANA test, this paper addresses the key research question, namely whether the GPLMS is effective in closing the gap between performing and underperforming schools. Given the evidence we have presented of an instrument effect, namely that various versions of the ANA may not be strictly comparable, no definitive conclusions can be drawn about the effectiveness of the GPLMS.

Classroom Assessment in Malawi: Teachersâ Perceptions and Practices in Mathematics

OpenAIRE

Susuwele-Banda, William John

2005-01-01

This study investigated teachersâ perceptions of classroom assessment in mathematics and their current classroom assessments practices. Specifically, the study sought to gain an understanding of the extent to which teachers use different classroom assessment methods and tools to understand and to support both the learning and teaching processes. The following three questions guided the study: 1) How do primary school teachers perceive classroom assessment in mathematics? 2) What kinds of a...

Development of an educational tool to teach primary school pupils multiplication tables

CSIR Research Space (South Africa)

Smith, S

2015-11-01

Full Text Available This work addresses the need for the development of skills and interest in mathematics, particularly for students in the early years of primary school where core mathematical knowledge is formed. The development and implementation of Maths Mat...

A mathematical medley fifty easy pieces on mathematics

CERN Document Server

Szpiro, George G

2010-01-01

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

PROPOSAL OF A CLINICAL CARE PATHWAY FOR THE MANAGEMENT OF ACUTE UPPER GASTROINTESTINAL BLEEDING.

Science.gov (United States)

Franco, Matheus Cavalcante; Nakao, Frank Shigueo; Rodrigues, Rodrigo; Maluf-Filho, Fauze; Paulo, Gustavo Andrade de; Libera, Ermelindo Della

2015-12-01

Upper gastrointestinal bleeding implies significant clinical and economic repercussions. The correct establishment of the latest therapies for the upper gastrointestinal bleeding is associated with reduced in-hospital mortality. The use of clinical pathways for the upper gastrointestinal bleeding is associated with shorter hospital stay and lower hospital costs. The primary objective is the development of a clinical care pathway for the management of patients with upper gastrointestinal bleeding, to be used in tertiary hospital. It was conducted an extensive literature review on the management of upper gastrointestinal bleeding, contained in the primary and secondary information sources. The result is a clinical care pathway for the upper gastrointestinal bleeding in patients with evidence of recent bleeding, diagnosed by melena or hematemesis in the last 12 hours, who are admitted in the emergency rooms and intensive care units of tertiary hospitals. In this compact and understandable pathway, it is well demonstrated the management since the admission, with definition of the inclusion and exclusion criteria, passing through the initial clinical treatment, posterior guidance for endoscopic therapy, and referral to rescue therapies in cases of persistent or rebleeding. It was also included the care that must be taken before hospital discharge for all patients who recover from an episode of bleeding. The introduction of a clinical care pathway for patients with upper gastrointestinal bleeding may contribute to standardization of medical practices, decrease in waiting time for medications and services, length of hospital stay and costs.

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

OpenAIRE

Hadley, Kristin M.; Dorward, Jim

2011-01-01

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

"Change My Thinking Patterns towards Maths": A Bibliotherapy Workshop for Pre-Service Teachers' Mathematics Anxiety

Science.gov (United States)

Wilson, Sue; Raven, Monica

2014-01-01

In small-group workshops, a joint initiative of the researcher and the student counsellor, primary (elementary) pre-service teachers (PSTs) wrote about critical incidents in their mathematics learning, and shared them with the group. Then, PSTs read extracts about mathematics anxiety (maths anxiety), and wrote and shared their reflections…

To what extent do student teachers develop their mathematical problem solving ability by self-study?

NARCIS (Netherlands)

Marjolein Kool; Ronald Keijzer

2017-01-01

A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what

The language of mathematics telling mathematical tales

CERN Document Server

Barton, Bill

2008-01-01

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

The Impact of Transitive Inference Operations on Mathematics ...

African Journals Online (AJOL)

This study examined the extent to which operations of transitive inference tasks have affected the mathematics problem solving abilities of pre-primary school children. Four research hypotheses were tested at 0.05 level of significance using 400 nursery school children whose ages ranged between 4.5 and 5.5 years ...

Perception of mathematics teachers on cooperative learning method in the 21st century

Science.gov (United States)

Taufik, Nurshahira Alwani Mohd; Maat, Siti Mistima

2017-05-01

Mathematics education is one of the branches to be mastered by students to help them compete with the upcoming challenges that are very challenging. As such, all parties should work together to help increase student achievement in Mathematics education in line with the Malaysian Education Blueprint (MEB) 2010-2025. Teaching methods play a very important role in attracting and fostering student understanding and interested in learning Mathematics. Therefore, this study was conducted to identify the perceptions of teachers in carrying out cooperative methods in the teaching and learning of mathematics. Participants of this study involving 4 teachers who teach Mathematics in primary schools around the state of Negeri Sembilan. Interviews are used as a method for gathering data. The findings indicate that cooperative methods help increasing interest and understanding in the teaching and learning of mathematics. In conclusion, the teaching methods affect the interest and understanding of students in the learning of Mathematics in the classroom.

Practical mathematical optimization basic optimization theory and gradient-based algorithms

CERN Document Server

Snyman, Jan A

2018-01-01

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

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

Science.gov (United States)

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

2016-01-01

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

The Increase of Critical Thinking Skills through Mathematical Investigation Approach

Science.gov (United States)

Sumarna, N.; Wahyudin; Herman, T.

2017-02-01

Some research findings on critical thinking skills of prospective elementary teachers, showed a response that is not optimal. On the other hand, critical thinking skills will lead a student in the process of analysis, evaluation and synthesis in solving a mathematical problem. This study attempts to perform an alternative solution with a focus on mathematics learning conditions that is held in the lecture room through mathematical investigation approach. This research method was Quasi-Experimental design with pre-test post-test design. Data analysis using a mixed method with Embedded design. Subjects were regular students enrolled in 2014 at the study program of education of primary school teachers. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The results of the study showed that (1) there is a significant difference in the improvement of critical thinking ability of students who receive learning through mathematical investigation approach when compared with students studying through expository approach, and (2) there is no interaction effect between prior knowledge of mathematics and learning factors (mathematical investigation and expository) to increase of critical thinking skills of students.

Familial primary hyperparathyroidism

International Nuclear Information System (INIS)

Iqbal, P.; Javed, R.

2007-01-01

A case of primary hyperparathyroidism in a 17 years old female is described. Patient presented with severe abdominal and pelvic pains associate with discomfort. Diagnostic testing revealed multiple upper and lower limb fractures and renal stones. Case was self limiting. Patient's condition resolved on parathyroidectomy for adenoma and partial thyroidectomy. Follow-up showed familial links. (author)

Longitudinal development of number line estimation and mathematics performance in primary school children

NARCIS (Netherlands)

Friso-van den Bos, I.; Kroesbergen, E.H.; van Luit, J.E.H.; Xenidou-Dervou, I.; Jonkman, L.M.; van der Schoot, M.; van Lieshout, E.C.D.M.

2015-01-01

Children's ability to relate number to a continuous quantity abstraction visualized as a number line is widely accepted to be predictive of mathematics achievement. However, a debate has emerged with respect to how children's placements are distributed on this number line across development. In the

Mathematical Modeling of Loop Heat Pipes

Science.gov (United States)

Kaya, Tarik; Ku, Jentung; Hoang, Triem T.; Cheung, Mark L.

1998-01-01

The primary focus of this study is to model steady-state performance of a Loop Heat Pipe (LHP). The mathematical model is based on the steady-state energy balance equations at each component of the LHP. The heat exchange between each LHP component and the surrounding is taken into account. Both convection and radiation environments are modeled. The loop operating temperature is calculated as a function of the applied power at a given loop condition. Experimental validation of the model is attempted by using two different LHP designs. The mathematical model is tested at different sink temperatures and at different elevations of the loop. Tbc comparison of the calculations and experimental results showed very good agreement (within 3%). This method proved to be a useful tool in studying steady-state LHP performance characteristics.

Mathematical Modelling Approach in Mathematics Education

Science.gov (United States)

Arseven, Ayla

2015-01-01

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

Mathematics Underground

Science.gov (United States)

Luther, Kenneth H.

2012-01-01

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

Interest, Attitudes and Self-Efficacy Beliefs Explaining Upper-Secondary School Students' Orientation Towards Biology-Related Careers

Science.gov (United States)

Uitto, Anna

2014-01-01

The aim of the study was to discover the contribution of students' interest in school biology, as well as their self-efficacy and attitudes towards different science subjects and mathematics when explaining students' orientation towards biology-related careers at upper-secondary school. The data of 321 K-11 students (49% women) were…

Investigation of Problems of Implementing Curriculum in Primary Schools in Somalia. African Studies in Curriculum Development & Evaluation.

Science.gov (United States)

Mohamed, Ibrahim Jeylani

The aim of this study was to investigate the implementation of modern mathematics in the primary schools of Somalia. In particular, three concerns were addressed: (1) teachers' confidence and ability in teaching mathematics; (2) students' interest in mathematics; and (3) students' examination performance in mathematics. Subjects were 30 teachers…

[Primary Health Care in Austria - Tu Felix Austria nube - Concept for networking in the primary care of Upper Austria].

Science.gov (United States)

Kriegel, Johannes; Rebhandl, Erwin; Hockl, Wolfgang; Stöbich, Anna-Maria

2017-10-01

The primary health care in rural areas in Austria is currently determined by challenges such as ageing of the population, the shift towards chronic and age-related illnesses, the specialist medical and hospital-related education and training of physicians' as well growing widespread difficulty of staffing doctor's office. The objective is to realize a general practitioner centered and team-oriented primary health care (PHC) approach by establishing networked primary health care in rural areas of Austria. Using literature research, online survey, expert interviews and expert workshops, we identified different challenges in terms of primary health care in rural areas. Further, current resources and capacities of primary health care in rural areas were identified using the example of the district of Rohrbach. Twelve design dimensions and 51 relevant measurement indicators of a PHC network were delineated and described. Based on this, 12 design approaches of PHC concept for the GP-centered and team-oriented primary health care in rural areas have been developed.

Case studies of beliefs of two in-service primary school teachers ...

African Journals Online (AJOL)

Within the mathematics teacher education program, a variety of teaching strategies and theories are discussed with the aim of changing the student teachers views about mathematics and its teaching. This study was conducted with two in-service primary school teachers as they progressed through a 4-year degree ...

Mathematical bridges

CERN Document Server

Andreescu, Titu; Tetiva, Marian

2017-01-01

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

Exploring mathematics anxiety and attitude: Mathematics students' experiences

Science.gov (United States)

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

2017-11-01

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

A Capstone Mathematics Course for Prospective Secondary Mathematics Teachers

Science.gov (United States)

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

2012-01-01

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

On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers

Science.gov (United States)

Cai, Jinfa; Ding, Meixia

2017-01-01

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

Hands-On Mathematics: Two Cases from Ancient Chinese Mathematics

Science.gov (United States)

Wang, Youjun

2009-01-01

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

Longitudinal development of number line estimation and mathematics performance in primary school children

NARCIS (Netherlands)

Friso - van den Bos, Ilona; Kroesbergen, Evelyn; van Luit, Hans; Xenidou-Dervou, Iro; Jonkman, Lisa M.; Van der Schoot, Menno; Van Lieshout, Ernest C. D. M.

2015-01-01

Children’s ability to relate number to a continuous quantity abstraction visualized as a number line is widely accepted to be predictive of mathematics achievement. However, a debate has emerged with respect to how children’s placements are distributed on this number line across development. In the

Mathematical model of the reactor coolant pump

International Nuclear Information System (INIS)

Kozuh, M.

1989-01-01

The mathematical model of reactor coolant pump is described in this paper. It is based on correlations for centrifugal reactor coolant pumps. This code is one of the elements needed for the simulation of the whole NPP primary system. In subroutine developed according to this model we tried in every possible detail to incorporate plant specific data for Krsko NPP. (author)

Theoretical Mathematics

Science.gov (United States)

Stöltzner, Michael

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

Exploring Differential Effects of Mathematics Courses on Mathematics Achievement

Science.gov (United States)

Ma, Xin; McIntyre, Laureen J.

2005-01-01

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

[National Academies' Board on Mathematical Sciences and their Application] Final technical report

Energy Technology Data Exchange (ETDEWEB)

Scott T. Weidman

2005-01-11

The National Academies' Board on Mathematical Sciences and their Applications (BMSA) is a primary interface between the research enterprise and federal agencies that rely on the mathematical sciences. The Board provides objective and authoritative advice on how best to apply the tools of mathematics, statistics, operations research, financial engineering, computational modeling, computational science, information analysis, and decision analysis to practical problems of national importance. In so doing, the Board strengthens the policy-making process and increases the visibility of, and appreciation for, the mathematical sciences while also identifying growth areas for the discipline. The Board consists of 18 pro bono experts from a broad range of quantitative fields, with experience in academia, industry, and national laboratories.

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

African Journals Online (AJOL)

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

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

Science.gov (United States)

Tooke, D. James

2001-01-01

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

Finite Mathematics and Discrete Mathematics: Is There a Difference?

Science.gov (United States)

Johnson, Marvin L.

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

Motivating Inquiry in Statistics and Probability in the Primary Classroom

Science.gov (United States)

Leavy, Aisling; Hourigan, Mairéad

2015-01-01

We describe how the use of a games environment combined with technology supports upper primary children in engaging with a concept traditionally considered too advanced for the primary classes: "The Law of Large Numbers."

Mathematical and computational modeling simulation of solar drying Systems

Science.gov (United States)

Mathematical modeling of solar drying systems has the primary aim of predicting the required drying time for a given commodity, dryer type, and environment. Both fundamental (Fickian diffusion) and semi-empirical drying models have been applied to the solar drying of a variety of agricultural commo...

School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece

Science.gov (United States)

Moutsios-Rentzos, Andreas; Chaviaris, Petros; Kafoussi, Sonia

2015-01-01

In this quantitative study we investigated the primary school students' perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students' ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students' grade and…

Mathematical Intelligence and Mathematical Creativity: A Causal Relationship

Science.gov (United States)

Tyagi, Tarun Kumar

2017-01-01

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

Mathematics Education in the South Pacific. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (25th, Auckland, New Zealand, July 7-10, 2002). Volume I [and] Volume II.

Science.gov (United States)

Barton, Bill, Ed.; Irwin, Kathryn C., Ed.; Pfannkuch, Maxine, Ed.; Thomas, Michael O. J., Ed.

This document contains the proceedings of the 25th annual conference of the Mathematics Education Research Group of Australia (MERGA) held at the University of Auckland, New Zealand. The focus of this meeting is mathematics education in the South Pacific. Presentations are centered around the topic of numeracy in primary or elementary school.…

The Effects of Computer-Assisted Instruction on the Achievement, Attitudes and Retention of Fourth Grade Mathematics Students in North Cyprus

Science.gov (United States)

Pilli, Olga; Aksu, Meral

2013-01-01

The purpose of this study was to examine the effects of the educational software "Frizbi Mathematics 4" on 4th grade student's mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of students from the state primary school in Gazimagusa,…

Influences On Pupils’ Mathematical Outcome: A Description Of Challenges

Directory of Open Access Journals (Sweden)

Lara Said

2006-12-01

Full Text Available Measures of instructional behaviour are specific process indicators reflecting teacher effectiveness. The Mathematics in Primary Schools (MIPS study poses the question of: ‘How is pupil progress and teachers’ instructional behaviour, within schools, related?’ This is conducted by tracking pupil progress in primary school mathematics from Year 1 to Year 2 and by collating a number of contextual/process variables situated at the pupil/classroom and school levels. The paper, which adopts, a multi-stage, stratified sample involves 1,786 pupils, 99 teachers and 40 schools, within the statistical framework of a 3-level hierarchical linear model. This paper also reports the findings of the pilot study. Although the paper is limited by the inability to use multilevel statistical techniques due to: the relatively small sample size of the pilot study and, the, as yet, unstandardised pupil scores on Maths 6 (NFER, the utility of this paper lies in the description of challenges faced when engaging in school effectiveness research.

Videofluoroscopy versus upper G.I. endoscopy: A comparative study as a diagnostic tool in patients presenting with dysphagia

OpenAIRE

Sharwak Ramlan; Sai Manohar; Gangadhara Somayaji

2015-01-01

Background and Objective: Dysphagia is a major symptom in many of the patients coming to the hospital. There can be various causes of dysphagia and its accurate diagnosis shows the way for the necessary treatment. Videofluoroscopy and upper gastrointestinal (GI) endoscopy are the two most commonly employed primary investigating modalities in assessing dysphagia. The objective of the study was to compare videofluoroscopy and upper GI endoscopy and establish a primary diagnostic tool for assess...

Radiogrammetric analysis of upper limb long bones

Directory of Open Access Journals (Sweden)

Stojanović Zlatan

2011-01-01

Full Text Available Radiogrammetry is radiological method of bone mineral density quantification. Besides giving an insight in diagnostics and evolution of metabolic bone disorders (osteoporosis, osteomalacia, osteitis deformans- Paget's disease, it can also explain some specific biomechanical characteristics of bone structures. The aim of this study is to evaluate the significance and perspectives of radiogrammetry as a scientific model for further inquiry of skeletal system. The work demonstrates mathematical parameters (Ca-Cortical area, CI- Cortical index, GI- Garn's index, ESI- Exton Smith's index of upper limb long bones (humerus, radius, ulna. Two standard radiological projections of bones were taken: antero-posterior (AP and latero-lateral (LL. Correlation with metacarpal and lower limb bones was also performed. The value of the cortical area of humerus is significantly higher comparing with the two other examined bones (Xmean 2,2443 cm2, p < 0.01. Radial bone has the highest values of the relational mathematical parameters, which implicates its higher strength by volumetric unit concerning humerus and ulna. Despite the development of contemporary osteometric procedures (ultrasound densitometry, dual X-ray absorptiometry, digital X-ray radiogrammetry, the classical radiogrammetry sustains its important role in diagnostics of metabolic bone disorders and it can be successfully used for biomechanical inquiry of skeletal system.

PROPOSAL OF A CLINICAL CARE PATHWAY FOR THE MANAGEMENT OF ACUTE UPPER GASTROINTESTINAL BLEEDING

Directory of Open Access Journals (Sweden)

Matheus Cavalcante FRANCO

2015-12-01

Full Text Available Background - Upper gastrointestinal bleeding implies significant clinical and economic repercussions. The correct establishment of the latest therapies for the upper gastrointestinal bleeding is associated with reduced in-hospital mortality. The use of clinical pathways for the upper gastrointestinal bleeding is associated with shorter hospital stay and lower hospital costs. Objective - The primary objective is the development of a clinical care pathway for the management of patients with upper gastrointestinal bleeding, to be used in tertiary hospital. Methods - It was conducted an extensive literature review on the management of upper gastrointestinal bleeding, contained in the primary and secondary information sources. Results - The result is a clinical care pathway for the upper gastrointestinal bleeding in patients with evidence of recent bleeding, diagnosed by melena or hematemesis in the last 12 hours, who are admitted in the emergency rooms and intensive care units of tertiary hospitals. In this compact and understandable pathway, it is well demonstrated the management since the admission, with definition of the inclusion and exclusion criteria, passing through the initial clinical treatment, posterior guidance for endoscopic therapy, and referral to rescue therapies in cases of persistent or rebleeding. It was also included the care that must be taken before hospital discharge for all patients who recover from an episode of bleeding. Conclusion - The introduction of a clinical care pathway for patients with upper gastrointestinal bleeding may contribute to standardization of medical practices, decrease in waiting time for medications and services, length of hospital stay and costs.

Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

Science.gov (United States)

Tajudin, Nor'ain Mohd; Chinnappan, Mohan; Saad, Noor Shah

2017-05-01

Two key variables emerged from the literature review is that Specific Matter Knowledge [SMK] and Pedagogical Content Knowledge [PCK] can influence the mathematics teachers' Professional Development [PD] needs. However, the key variables of SMK and PCK that were being investigated were not defined clearly. Empirical evidence that support relationship between SMK and PD and PCK and PD were not verified. In addition, how does PCK mediate SMK and PD is not clear and somewhat lacking. Therefore, the purpose of this paper was to examine the relationship between primary mathematics teacher's SMK, PCK and PD needs. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK.

Learning Mathematics for Teaching Mathematics: Non-Specialist Teachers' Mathematics Teacher Identity

Science.gov (United States)

Crisan, Cosette; Rodd, Melissa

2017-01-01

A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…

Teacher Education and Development Study in Mathematics (TEDS-M): Do Countries Paying Teachers Higher Relative Salaries Have Higher Student Mathematics Achievement?

Science.gov (United States)

Carnoy, Martin; Brodziak, Iliana; Luschei, Thomas; Beteille, Tara; Loyalka, Prashant

2009-01-01

In this publication, the authors compare the salaries of primary (Grades 1 to 6 in most countries) and secondary school (usually Grades 7 to 12) teachers with the salaries of people in mathematics-oriented professions, such as engineering, scientific fields, and accounting. Their analysis centers on a number of developed and developing countries.…

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 ... children to derive the benefits of the language policy, the study recommends taking teachers linguistic competence into consideration during teacher postings and an ... not catered for in the classroom, the learner finds himself at a crossroad not.

Mathematical modeling of an in-line low-NOx calciner

DEFF Research Database (Denmark)

Iliuta, Ion; Dam-Johansen, Kim; Jensen, Lars Skaarup

2002-01-01

The reduction of the NOx content in in-line-calciner-type kiln systems can be made by optimization of the primary filing in the rotary kiln and of the secondary firing in the calciner. Because the optimization of calciner offers greater opportunities the mathematical modeling of this reactor...

Late outcomes of gold weights and platinum chains for upper eyelid loading.

Science.gov (United States)

Siah, We Fong; Nagendran, Sonali; Tan, Petrina; Ali Ahmad, Syed Mustafa; Litwin, Andre S; Malhotra, Raman

2018-02-01

To identify late outcomes of gold weights (GWs) and platinum chains (PCs) for upper eyelid loading in the management of lagophthalmos. A retrospective case series of upper eyelid GWs and PCs at a single centre over a 10-year period (2004-2013). Two independent, blinded assessors graded standard photographs for any weight-related morbidity (poor upper eyelid contour, weight prominence and migration). Primary upper eyelid loading (high-tarsal technique) was performed in 154 eyelids of 136 patients (facial nerve palsy, n=99; non-paralytic, n=37). A total of 127 eyelids of 110 patients had primary GW insertion. Of these, 40.9% (52/127) had revision surgery: exchange of GW for PC (58%), GW repositioning (25%) and removal of GW (17%). Only 22.2% (6/27 eyelids) with primary PCs required revision surgery. In those not requiring revision surgery, photograph grading showed that both GWs and PCs had weight-related morbidity at late follow-up (median=37.5 months, range 12-110 vs median=33.5 month, range 15-106). GWs had significantly higher rate of weight prominence (p=0.001) and migration (pgold allergy was 7% (8/110 patients). There was no association between the choice of weight material, physical weight or suture material and eyelid morbidities. GWs were found to be associated with higher complications and twice more likely to require long-term revision surgery compared with PCs. Despite weight fixation at a high-tarsal location, prominence of PCs can still occur. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Crossroads in the History of Mathematics and Mathematics Education. The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education

Science.gov (United States)

Sriraman, Bharath, Ed.

2012-01-01

The interaction of the history of mathematics and mathematics education has long been construed as an esoteric area of inquiry. Much of the research done in this realm has been under the auspices of the history and pedagogy of mathematics group. However there is little systematization or consolidation of the existing literature aimed at…

Discrete Mathematics

DEFF Research Database (Denmark)

Sørensen, John Aasted

2011-01-01

The objectives of Discrete Mathematics (IDISM2) are: The introduction of the mathematics needed for analysis, design and verification of discrete systems, including the application within programming languages for computer systems. Having passed the IDISM2 course, the student will be able...... to accomplish the following: -Understand and apply formal representations in discrete mathematics. -Understand and apply formal representations in problems within discrete mathematics. -Understand methods for solving problems in discrete mathematics. -Apply methods for solving problems in discrete mathematics......; construct a finite state machine for a given application. Apply these concepts to new problems. The teaching in Discrete Mathematics is a combination of sessions with lectures and students solving problems, either manually or by using Matlab. Furthermore a selection of projects must be solved and handed...

Mathematical Literacy: A new literacy or a new mathematics?

Directory of Open Access Journals (Sweden)

Renuka Vithal

2006-10-01

Full Text Available Mathematical Literacy is a ‘hot’ topic at present in most countries, whether it is referred to by that name, or in some cases as Numeracy, or Quantitative Literacy, or Matheracy, or as some part of Ethnomathematics, or related to Mathematics in Society. Questions continue to be asked about what is meant by mathematics in any concept of Mathematical Literacy and the use of the very word ‘Literacy’ in its association with Mathematics has been challenged. Its importance, however, lies in changing our perspective on mathematics teaching, away from the elitism so often associated with much mathematics education, and towards a more equitable, accessible and genuinely educational ideal.

The Relationship of Mathematics Anxiety and Mathematical Knowledge to the Learning of Mathematical Pedagogy by Preservice Elementary Teachers.

Science.gov (United States)

Battista, Michael T.

1986-01-01

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers

Science.gov (United States)

Briley, Jason S.

2012-01-01

Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…

Mathematical problems of the dynamics of incompressible fluid on a rotating sphere

CERN Document Server

Skiba, Yuri N

2017-01-01

This book presents selected mathematical problems involving the dynamics of a two-dimensional viscous and ideal incompressible fluid on a rotating sphere. In this case, the fluid motion is completely governed by the barotropic vorticity equation (BVE), and the viscosity term in the vorticity equation is taken in its general form, which contains the derivative of real degree of the spherical Laplace operator. This work builds a bridge between basic concepts and concrete outcomes by pursuing a rich combination of theoretical, analytical and numerical approaches, and is recommended for specialists developing mathematical methods for application to problems in physics, hydrodynamics, meteorology and geophysics, as well for upper undergraduate or graduate students in the areas of dynamics of incompressible fluid on a rotating sphere, theory of functions on a sphere, and flow stability.

Math Is More than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

Science.gov (United States)

Yeh, Cathery

2017-01-01

In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods…

Discrete Mathematics and the Secondary Mathematics Curriculum.

Science.gov (United States)

Dossey, John

Discrete mathematics, the mathematics of decision making for finite settings, is a topic of great interest in mathematics education at all levels. Attention is being focused on resolving the diversity of opinion concerning the exact nature of the subject, what content the curriculum should contain, who should study that material, and how that…

Mathematical model of kinetostatithic calculation of flat lever mechanisms

Directory of Open Access Journals (Sweden)

A. S. Sidorenko

2016-01-01

Full Text Available Currently widely used graphical-analytical methods of analysis largely obsolete, replaced by various analytical methods using computer technology. Therefore, of particular interest is the development of a mathematical model kinetostatical calculation mechanisms in the form of library procedures of calculation for all powered two groups Assyrians (GA and primary level. Before resorting to the appropriate procedure that computes all the forces in the kinematic pairs, you need to compute inertial forces, moments of forces of inertia and all external forces and moments acting on this GA. To this end shows the design diagram of the power analysis for each species GA of the second class, as well as the initial link. Finding reactions in the internal and external kinematic pairs based on equilibrium conditions with the account of forces of inertia and moments of inertia forces (Dalembert principle. Thus obtained equations of kinetostatical for their versatility have been solved by the Cramer rule. Thus, for each GA of the second class were found all 6 unknowns: the forces in the kinematic pairs, the directions of these forces as well as forces the shoulders. If we study kinetostatic mechanism with parallel consolidation of two GA in the initial link, in this case, power is the geometric sum of the forces acting on the primary link from the discarded GA. Thus, the obtained mathematical model kinetostatical calculation mechanisms in the form of libraries of mathematical procedures for determining reactions of all GA of the second class. The mathematical model kinetostatical calculation makes it relatively simple to implement its software implementation.

Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study.

Science.gov (United States)

Mercader, Jessica; Miranda, Ana; Presentación, M Jesús; Siegenthaler, Rebeca; Rosel, Jesús F

2017-01-01

The main goal of this longitudinal study is to examine the power of different variables and its dynamic interactions in predicting mathematical performance. The model proposed in this study includes indicators of motivational constructs (learning motivation and attributions), executive functioning (inhibition and working memory), and early numeracy skills (logical operations, counting, and magnitude comparison abilities), assessed during kindergarten, and mathematical performance in the second year of Primary Education. The sample consisted of 180 subjects assessed in two moments (5-6 and 7-8 years old). The results showed an indirect effect of initial motivation on later mathematical performance. Executive functioning and early numeracy skills mediated the effect of motivation on later mathematic achievement. Practical implications of these findings for mathematics education are discussed.

Nuclear reactor installation with outer shell enclosing a primary pressure vessel

International Nuclear Information System (INIS)

1975-01-01

The high temperature nuclear reactor installation described includes a fluid cooled nuclear heat source, a primary pressure vessel containing the heat source, an outer shell enclosing the primary pressure vessel and acting as a secondary means of containment for this vessel against outside projectiles. Multiple auxiliary equipment points are arranged outside the outer shell which comprises a part of a lower wall around the primary pressure vessel, an annular part integrated in the lower wall and extending outwards as from this wall and an upper part integrated in the annular part and extending above this annular part and above the primary pressure vessel. The annular part and the primary pressure vessel are formed with vertical penetrations which can be closed communicating respectively with the auxiliary equipment points and with inside the pressure vessel whilst handling gear is provided in the upper part for vertically raising reactor components through these penetrations and for transporting them over the annular part and over the primary pressure vessel [fr

Rationale and study protocol of the EASY Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a primary school-based physical activity integration program for mathematics

OpenAIRE

Riley, Nicholas; Lubans, David R; Holmes, Kathryn; Morgan, Philip J

2014-01-01

Background Novel strategies are required to increase school-based physical activity levels of children. Integrating physical activity in mathematics lessons may lead to improvements in students’ physical activity levels as well as enjoyment, engagement and learning. The primary aim of this study is to evaluate the impact of a curriculum-based physical activity integration program known as EASY Minds (Encouraging Activity to Stimulate Young Minds) on children’s daily school time physical activ...

Meeting in mathematics

DEFF Research Database (Denmark)

Mogensen, Arne; Georgiev, Vladimir; Ulovec, Andreas

To encourage many more young people to appreciate the real nature and spirit of mathematics and possibly to be enrolled in mathematics study it is important to involve them in doing mathematics (not just learning about mathematics). This goal could be achieved if mathematics teachers are prepared...... to identify and work with mathematically gifted students (without loosing the rest). The book offers chapters on gifted students, mathematical competences and other issues....

Prescribing patterns for upper respiratory tract infections: a prescription-review of primary care practice in Kedah, Malaysia, and the implications.

Science.gov (United States)

Rezal, Rabiatul Salmi; Hassali, Mohamed Azmi; Alrasheedy, Alian A; Saleem, Fahad; Yusof, Faridah Aryani Md; Kamal, Mardhiyah; Mohd Din, Rosminah; Godman, Brian

2015-01-01

It is necessary to ascertain current prescribing of antibiotics for upper respiratory tract infections (URTIs) to address potential overuse. A retrospective analysis was conducted of all prescriptions for URTIs among 10 public primary healthcare centers in Kedah, Malaysia, from 1 January to 31 March 2014. A total of 123,524 prescriptions were screened and analyzed. Of these, 7129 prescriptions were for URTI, with 31.8% (n = 2269) containing antibiotics. Macrolides were the most commonly prescribed antibiotic, constituting 61% (n = 1403) of total antibiotics prescribed. There was a statistically significant association between different prescribers and diagnoses (p = 0.001) and a weak positive trend suggesting family medicine specialists are more competent in antibiotic prescribing, followed by medical officers and assistant medical officers (τ = 0.122). Prescribing practices of some prescribers were inconsistent with current guidelines encouraging resistance development. National antimicrobial stewardship programs and further educational initiatives are ongoing in Malaysia to improve antibiotic use.

Teacher's Perceptions of Class Control in the Upper Primary School.

Science.gov (United States)

Roberts, Alasdair

1984-01-01

Reports that 73% of 66 elementary school (primary) teachers interviewed in the Aberdeen, Scotland, area operated using moderate policies of class control, rather than the permissive policies commonly found in small rural schools or the more traditional restrictive policies. (SB)

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

Science.gov (United States)

Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806

International note: Are Emirati parents' attitudes toward mathematics linked to their adolescent children's attitudes toward mathematics and mathematics achievement?

Science.gov (United States)

Areepattamannil, Shaljan; Khine, Myint Swe; Melkonian, Michael; Welch, Anita G; Al Nuaimi, Samira Ahmed; Rashad, Fatimah F

2015-10-01

Drawing on data from the 2012 Program for International Student Assessment (PISA) and employing multilevel modeling as an analytic strategy, this study examined the relations of adolescent children's perceptions of their parents' attitudes towards mathematics to their own attitudes towards mathematics and mathematics achievement among a sample of 5116 adolescents from 384 schools in the United Arab Emirates. The results of this cross-sectional study revealed that adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children not only to study but also for their career tended to report higher levels of intrinsic and instrumental motivation to learn mathematics, mathematics self-concept and self-efficacy, and mathematics work ethic. Moreover, adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children's career tended to report positive intentions and behaviors toward mathematics. However, adolescents who perceived that their parents considered mathematics was important for their children's career tended to report higher levels of mathematics anxiety. Finally, adolescents who perceived that their parents considered mathematics was important for their children to study performed significantly better on the mathematics assessment than did their peers whose parents disregarded the importance of learning mathematics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

Directory of Open Access Journals (Sweden)

Yinghui Lai

Full Text Available Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA and mathematical metacognition on word problem solving (WPS. We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56 with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA, typical achieving (TA, low achieving (LA, and mathematical learning difficulty (MLD. Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA than the TA and HA children, but not in mathematical evaluation anxiety (MEA. MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

Science.gov (United States)

Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

2015-01-01

Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

The Relationships among Pre-Service Mathematics Teachers' Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

Science.gov (United States)

Yang, Xinrong; Leung, Frederick K. S.

2015-01-01

This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and…

Spironolactone and risk of upper gastrointestinal events: population based case-control study

NARCIS (Netherlands)

K.M.C. Verhamme (Katia); G. Mosis (Georgio); B.H.Ch. Stricker (Bruno); M.C.J.M. Sturkenboom (Miriam); J.P. Dieleman (Jeanne)

2006-01-01

textabstractOBJECTIVE: To confirm and quantify any association between spironolactone and upper gastrointestinal bleeding and ulcers. DESIGN: Population based case-control study. SETTING: A primary care information database in the Netherlands. PARTICIPANTS: All people on the

A theory of drug tolerance and dependence II: the mathematical model.

Science.gov (United States)

Peper, Abraham

2004-08-21

The preceding paper presented a model of drug tolerance and dependence. The model assumes the development of tolerance to a repeatedly administered drug to be the result of a regulated adaptive process. The oral detection and analysis of exogenous substances is proposed to be the primary stimulus for the mechanism of drug tolerance. Anticipation and environmental cues are in the model considered secondary stimuli, becoming primary in dependence and addiction or when the drug administration bypasses the natural-oral-route, as is the case when drugs are administered intravenously. The model considers adaptation to the effect of a drug and adaptation to the interval between drug taking autonomous tolerance processes. Simulations with the mathematical model demonstrate the model's behaviour to be consistent with important characteristics of the development of tolerance to repeatedly administered drugs: the gradual decrease in drug effect when tolerance develops, the high sensitivity to small changes in drug dose, the rebound phenomenon and the large reactions following withdrawal in dependence. The present paper discusses the mathematical model in terms of its design. The model is a nonlinear, learning feedback system, fully satisfying control theoretical principles. It accepts any form of the stimulus-the drug intake-and describes how the physiological processes involved affect the distribution of the drug through the body and the stability of the regulation loop. The mathematical model verifies the proposed theory and provides a basis for the implementation of mathematical models of specific physiological processes.

Mathematics without boundaries surveys in pure mathematics

CERN Document Server

Pardalos, Panos

2014-01-01

The contributions in this volume have been written by eminent scientists from the international mathematical community and present significant advances in several theories, methods and problems of Mathematical Analysis, Discrete Mathematics, Geometry and their Applications. The chapters focus on both old and recent developments in Functional Analysis, Harmonic Analysis, Complex Analysis, Operator Theory, Combinatorics, Functional Equations, Differential Equations as well as a variety of Applications. The book also contains some review works, which could prove particularly useful for a broader audience of readers in Mathematical Sciences, and especially to graduate students looking for the  latest information.

Pre-Service Teachers' Mathematics Self-Efficacy and Mathematics Teaching Self-Efficacy

Science.gov (United States)

Zuya, Habila Elisha; Kwalat, Simon Kevin; Attah, Bala Galle

2016-01-01

Pre-service mathematics teachers' mathematics self-efficacy and mathematics teaching self-efficacy were investigated in this study. The purpose was to determine the confidence levels of their self-efficacy in mathematics and mathematics teaching. Also, the study was aimed at finding whether their mathematics self-efficacy and teaching…

Mathematics Teachers' Perceptions of Their Students' Mathematical Competence: Relations to Mathematics Achievement, Affect, and Engagement in Singapore and Australia

Science.gov (United States)

Areepattamannil, Shaljan; Kaur, Berinderjeet

2013-01-01

This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers' perceptions of their students' mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and…

Mathematics education a spectrum of work in mathematical sciences departments

CERN Document Server

Hsu, Pao-sheng; Pollatsek, Harriet

2016-01-01

Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book highlights the breadth of the work in K-16 mathematics education done by members of US departments of mathematical sciences. It contains contributions by mathematicians and mathematics educators who do work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethnomathematics, scholarship of teaching and learning, and mathematics education research. Contributors describe their work, its impact, and how it is perceived and valued. In addition, there is a chapter, co-authored by two mathematicians who have become administrators, on the challenges of supporting, evaluating, and rewarding work in mathematics education in departments of mathematical sciences. This book is intended to inform the readership of the breadth of the work and to encourage discussion of its val...

Developing teaching material based on realistic mathematics andoriented to the mathematical reasoning and mathematical communication

Directory of Open Access Journals (Sweden)

Fitria Habsah

2017-05-01

Full Text Available This research aims to produce mathematics textbook for grade VII junior high school students based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication. The quality is determined based on Nieveen criteria, including validity, practicality, and effectiveness.This study was a research and development and used Borg & Gall model. The subject of this research were the students of SMPN 2 Pujon-Kabupaten Malang, that is 30 students in an experimental class (using the developed textbook and 29 students in a control class (using BSE book from the government. The teaching material was categorized valid if the expert's judgment at least is categorized as “good”. The teaching material was categorized practical if both of teachers and students assessment at least categorized as “good”. The teaching material was categorized effectively if minimum 75% of student scores at least is categorized as “good” for the mathematical reasoning test and mathematical communication test. This research resulted in a valid, practical, and effective teaching material. The resulted of the validation show that material teaching is valid. The resulted of teachers and students assessment show that the product is practical. The tests scores show that the product is effective. Percentage of students who categorized at least as “good” is 83,33% for the mathematical reasoning and 86,67% for the mathematical communication. The resulted of statistic test shows that the product more effective than the BSE book from the government in terms of mathematical reasoning and mathematical communication.

Mathematical models of human behavior

DEFF Research Database (Denmark)

Møllgaard, Anders Edsberg

at the Technical University of Denmark. The data set includes face-to-face interaction (Bluetooth), communication (calls and texts), mobility (GPS), social network (Facebook), and general background information including a psychological profile (questionnaire). This thesis presents my work on the Social Fabric...... data set, along with work on other behavioral data. The overall goal is to contribute to a quantitative understanding of human behavior using big data and mathematical models. Central to the thesis is the determination of the predictability of different human activities. Upper limits are derived....... Evidence is provided, which implies that the asymmetry is caused by a self-enhancement in the initiation dynamics. These results have implications for the formation of social networks and the dynamics of the links. It is shown that the Big Five Inventory (BFI) representing a psychological profile only...

Human upper limb manipulator mass center motion and mass moments of inertia variation

Directory of Open Access Journals (Sweden)

Nikolova Gergana

2018-01-01

Full Text Available Motion control is complicated for people having traumas or neurological diseases. An underlying assumption in our work is that the motion of healthy people is optimal with respect to positioning accuracy, movement response, and energy expenditure. In this paper, a new approach for determination of the human upper limb mass-inertial characteristics is presented by using the 3D geometrical mathematical modeling analysis approach. Two examples will be given to illustrate the main features and advantages of the proposed design concepts. The objective of the work presented in this paper is a determination of the mass properties of a two joints human upper limb manipulator. Results are aimed to have application in an exoskeleton design, the design of manipulation system and external manipulation system, serving people with some motion difficulties, as well as in sport and rehabilitation.

Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches

Science.gov (United States)

Erbas, Ayhan Kürsat; Kertil, Mahmut; Çetinkaya, Bülent; Çakiroglu, Erdinç; Alacaci, Cengiz; Bas, Sinem

2014-01-01

Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and…

Leśniewski's systems of logic and foundations of mathematics

CERN Document Server

Urbaniak, Rafal

2014-01-01

This meticulous critical assessment of the ground-breaking work of philosopher Stanislaw  Leśniewski focuses exclusively on primary texts and explores the full range of output by one of the master logicians of the Lvov-Warsaw school. The author’s nuanced survey eschews secondary commentary, analyzing Leśniewski's core philosophical views and evaluating the formulations that were to have such a profound influence on the evolution of mathematical logic.   One of the undisputed leaders of the cohort of brilliant logicians that congregated in Poland in the early twentieth century, Leśniewski was a guide and mentor to a generation of celebrated analytical philosophers (Alfred Tarski was his PhD student). His primary achievement was a system of foundational mathematical logic intended as an alternative to the Principia Mathematica of Alfred North Whitehead and Bertrand Russell. Its three strands—‘protothetic’, ‘ontology’, and ‘mereology’, are detailed in discrete sections of this volume, alongs...

Using Mathematics in Science: Working with Your Mathematics Department