ERIC Educational Resources Information Center
Al-Tarawneh, Sabri Hassan; Al-Qadi, Haitham Mamdouh
2016-01-01
This study aimed at evaluating the 10th grade computerized mathematics curriculum from the perspective of the teachers and supervisors in the southern region in Jordan. The study population consisted of all the teachers who teach the 10th grade in the southern region, with the total of (309) teachers and (20) supervisors. The sample consisted of…
ERIC Educational Resources Information Center
Brown, Martha Jean Ware
2012-01-01
Tenth grade students in a high school in the southern United States were not meeting minimum mathematics competencies. Educators, families, and students needed more information on ways to enhance mathematics understanding and performance. The purpose of this qualitative case study was to examine students' and teachers' perceptions…
A Cross-Analysis of the Mathematics Teacher's Activity: An Example in a French 10th-Grade Class
ERIC Educational Resources Information Center
Robert, Aline; Rogalski, Janine
2005-01-01
The purpose of this paper is to contribute to the debate about how to tackle the issue of "the teacher in the teaching/learning process", and to propose a methodology for analysing the teacher's activity in the classroom, based on concepts used in the fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology…
NASA Astrophysics Data System (ADS)
Vogler, Kenneth E.
The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-question survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred and fifty-seven (257) teachers, or 62% of the total sample, completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and true-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores," Finally, mathematics teachers and teachers with 13--19 years of experience report making significantly more changes than did others. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed
Changes in Math Proficiency between 8th and 10th Grades. Statistics in Brief.
ERIC Educational Resources Information Center
Rock, Don; And Others
Between 8th and 10th grades, many students are asked to make curriculum-related decisions that may ultimately influence their achievement in core academic subjects such as mathematics. While past achievement often limits the level of courses available to a student, aspirations for postsecondary education ultimately determine the level of…
The School Compositional Effect of Single Parenthood on 10th-Grade Achievement.
ERIC Educational Resources Information Center
Pong, Suet-ling
1998-01-01
Uses data from the National Education Longitudinal Study (NELS) to reveal a detrimental contextual effect on 10th-grade mathematics and reading achievement associated with attending a school with a high concentration of children from single-parent homes. Maintains this effect is evident even when individual demographic characteristics and family…
Predicting 10th Grade FCAT Success. Research Brief. Volume 0401
ERIC Educational Resources Information Center
Froman, Terry; Bayne, Joseph
2004-01-01
Florida law requires that students achieve a passing score on the Grade 10 Florida Comprehensive Assessment Test (FCAT) to qualify for a standard high school diploma (Section 1008.22(3)(c)5, Florida Statutes). Students who were administered the Grade 10 FCAT for the first time during the 2002 administrations or later must earn a developmental…
Indiana's Academic Standards: 10th Grade English/Language Arts.
ERIC Educational Resources Information Center
Indiana State Dept. of Education, Indianapolis.
This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…
ERIC Educational Resources Information Center
Diseth, Åge; Samdal, Oddrun
2015-01-01
The present study was aimed at investigating the relationships between students' perceived classroom achievement goals, school engagement and substance use in terms of smoking and drinking, and at investigating gender differences regarding these issues in a sample of 1,239 Norwegian 10th grade students. A multivariate analysis showed that…
Predicting 3rd Grade and 10th Grade FCAT Success for 2006-07. Research Brief. Volume 0601
ERIC Educational Resources Information Center
Froman, Terry; Rubiera, Vilma
2006-01-01
For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10th graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students…
ERIC Educational Resources Information Center
Al-Hilawani, Yasser A.; And Others
This study explored teachers' behavior as related to effective teaching practices in 8th, 9th, and 10th grade English classrooms in Jordan. The study also examined some variables that could predict teachers' implementation of effective teaching practices and aimed at finding an estimate of the percentage of students in 8th, 9th, and 10th grades…
The Effect of Case-Based Instruction on 10th Grade Students' Understanding of Gas Concepts
ERIC Educational Resources Information Center
Yalçinkaya, Eylem; Boz, Yezdan
2015-01-01
The main purpose of the present study was to investigate the effect of case-based instruction on remedying 10th grade students' alternative conceptions related to gas concepts. 128 tenth grade students from two high schools participated in this study. In each school, one of the classes was randomly assigned as the experimental group and the…
Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?
NASA Astrophysics Data System (ADS)
Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri
2010-07-01
Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish "base lines" for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision-making capability, science-oriented (n = 142) and non-science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre-post development/change of students' decision-making capabilities via STES-oriented HOCS-promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision-making questionnaire was used for obtaining a research-based response to the guiding research questions. Our findings suggest that a long-term persistent application of purposed decision-making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high-school students' decision-making ability. The need for science teachers' involvement in the development of their students' HOCS capabilities is thus apparent.
Attitudes towards Science Learning among 10th-Grade Students: A qualitative look
NASA Astrophysics Data System (ADS)
Raved, Lena; Ben Zvi Assaraf, Orit
2011-06-01
The twenty-first century is characterized by multiple, frequent and remarkable scientific advancements, which have a major effect on the decisions that govern everyday life. It is therefore vital to give proper comprehensive scientific education to the population and provide it with the right tools for decision-making. This in turn requires that we foster a positive attitude among students towards science studies and encourage them to choose sciences as their major subjects. The following study examines 10th-grade high school students in an attempt to understand and document the influential factors underlying their attitudes towards science studies. The study is conducted through a qualitative research methodology, gathering data based on interviews. This methodology exposes the students' feelings, views and beliefs, and explores the characteristics of the factors influencing students' attitudes. Of these factors, we found the most significant for high school students to be interpersonal interaction between teacher and student, the relevance and authenticity of the topics being studied, and the diversity of the teaching methods. We therefore suggest that these three elements should be given particular emphasis by teachers and teacher educators.
ERIC Educational Resources Information Center
Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea
2015-01-01
The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population--adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to…
ERIC Educational Resources Information Center
Sonmez, Duygu; Simcox, Amanda
The purpose of this study was investigate the effects of a DNA Fingerprinting Workshop on 10th grade students' self efficacy and attitudes toward science. The content of the workshop based on high school science curriculum and includes multimedia instruction, laboratory experiment and participation of undergraduate students as mentors. N=93…
ERIC Educational Resources Information Center
Tekes, Hanife; Gonen, Selahattin
2012-01-01
The purpose of the present study was to examine how the use of V-diagrams one of the learning techniques used in laboratory studies in experiments conducted regarding the 10th grade lesson unit of "waves" influenced students' achievements. In the study, a quasi-experimental design with a pretest and posttest control group was used. The study was…
NASA Astrophysics Data System (ADS)
Bravo-Torija, Beatriz; Jiménez-Aleixandre, María-Pilar
2012-01-01
Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through discourse, and to connect them to actions and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management in a marine ecosystem by 10th grade students (15-16 year) in the context of solving an authentic task. A complete class ( N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping and audiotaping of all of the sessions, and collecting the students' written productions. The research objective is to examine the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal of Science Education, 14(1): 51-61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students' discursive moves shows how the groups progressed through stages of connecting different models, between them and with the context, in order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed.
The Earlier the Better? Taking the AP® in 10th Grade. Research Report No. 2012-10
ERIC Educational Resources Information Center
Rodriguez, Awilda; McKillip, Mary E. M.; Niu, Sunny X.
2013-01-01
In this report, the authors examine the impact of scoring a 1 or 2 on an AP® Exam in 10th grade on later AP Exam participation and performance. As access to AP courses increases within and across schools, a growing number of students are taking AP courses and exams in the earlier grades of high school. Using a matched sample of AP and no-AP…
Changes in Educational Expectations between 10th and 12th Grades across Cohorts
ERIC Educational Resources Information Center
Park, Sueuk; Wells, Ryan; Bills, David
2015-01-01
The mean levels of educational expectations of American high school students have increased over the past generation; individual educational expectations change as students mature. Using the National Education Longitudinal Study and the Education Longitudinal Study, we examined simultaneously the changes in individuals' expectations from 10th to…
Lien, Lars; Welander-Vatn, Audun
2013-01-01
Background: Bullying among adolescents represents a major public health challenge. The aim of this study was to map the stability of bullying victimization across the transitional phase from lower to upper secondary school, and to describe the sociodemographic, academic and health-related characteristics of those bullied during the transition. Method: 3674 Norwegian adolescents were followed longitudinally from the age of 15/16 until the age of 18/19, answering questionnaires about health, academic achievements, life events, lifestyle and sociodemography. The 337 participants reporting exposure to bullying victimization at age 15/16 were the target group, as we made comparisons between those reporting victimization only at the age of 15/16 (n=289) with the participants for whom the bullying had continued into later adolescence (n = 48). Results: 14% of those victimized at age 15/16, reported continuation of bullying victimization into upper secondary school. These adolescents were significantly more likely to report having divorced parents, low parental educational level, poor self-perceived economy, muscle and skeletal pain, symptoms of mental distress, lower school marks in Norwegian and higher body-mass index (BMI) when group differences at age 18/19 were assessed through basic inferential statistical tests. However, the multivariate logistic regression analyses only revealed statistically significantly increased adjusted odds ratios for the variables mental distress and school-marks in Norwegian. Conclusion: The persistence of exposure to bullying from 10th grade to 13th grade is associated with mental health complaints and poor school performance. Preventive measures to take care of students being continuously bullied should be in place in secondary schools. PMID:24367391
Substance use and youth violence. A study among 6th to 10th grade Israeli school children.
Molcho, Michal; Harel, Yossi; Dina, Lache O
2004-01-01
This study examined the co-morbidity of substance use and violence among a representative sample of 8,394 6th-10th grade Israeli students. A representative national self report sample of 8,394 students in 6th through 10th grade. Measures included smoking, alcohol consumption, and illicit drug use, predicting involvement in bullying, injury during a fight and weapon-carrying in the past 30 days. We found across all grades, genders and ethnicities, daily smoking, use of hard drugs, history of drunkenness and binge drinking were the best predictors of violent behavior. Involvement in such behaviors put girls in higher risk for violent behaviors compared with boys. We concluded that use of substances immensely increased the odds of involvement in violent behavior, and this association was extremely strong for Arab girls. The study suggested that although girls were less frequently involved in substance use, the girls who did were at much higher risk for involvement in youth violence. PMID:15551841
Water: How Good is Good Enough? Teacher's Guide. Science Module (9th-10th Grade Chemistry).
ERIC Educational Resources Information Center
Georgia Univ., Athens. Coll. of Education.
This is a teacher's guide for a module designed to integrate environmental education into ninth- and tenth-grade chemistry classes. The module, pilot tested in Gwinnett County, Georgia in classes of students, many of whom had learning disabilities, emphasizes activity learning and considerable review. The module is divided into four parts. Part…
Pre-Vocational Curriculum (Career Education) for 9th and 10th Grade Levels. (Teacher Guide).
ERIC Educational Resources Information Center
Arman, Ruby L.; Arman, Mohammad R.
This curriculum guide consists of 17 units of study for use in a prevocational career education course geared toward ninth and tenth grade students. Covered in the individual lessons are the following topics: assessing personal characteristics, completing a personal aptitude inventory, assessing personal interests, using the Dictionary of…
ERIC Educational Resources Information Center
Indiana State Dept. of Public Instruction, Indianapolis.
This booklet provides parents and students with answers to their questions about ISTEP+ (Indiana Statewide Testing for Educational Progress-Plus), which measures tenth-grade student achievement in English/language arts and mathematics. After a letter from Suellen Reed, Indiana's Superintendent of Public Instruction, the booklet discusses what…
Predicting 3rd Grade and 10th Grade FCAT Success for 2007-08. Research Brief. Volume 0702
ERIC Educational Resources Information Center
Froman, Terry; Rubiera, Vilma
2008-01-01
For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10 graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students…
ERIC Educational Resources Information Center
Gazit, Avikam
2012-01-01
The objective of this case study was to investigate the ability of 10th graders and pre-service teachers to solve logical-mathematical thinking challenges. The challenges do not require mathematical knowledge beyond that of primary school but rather an informed use of the problem representation. The percentage of correct answers given by the 10th…
Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea
2015-01-01
The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population—adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a group-administered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor. PMID:26346839
Evren, Cuneyt; Evren, Bilge
2015-06-01
Aim of this study was to determine the prevalence and correlates of energy-drink (ED) consumption among 10th grade students in Istanbul/Turkey. Cross-sectional online self-report survey conducted in 45 schools from the 15 districts in Istanbul. The questionnaire included sections about demographic data, self-destructive behavior and use of substances including tobacco, alcohol and drugs. Also Psychological Screening Test for Adolescents (PSTA) was used. The analyses were conducted based on the 4957 subjects. Rate of those reported a ED consumption once within last year was 62.0% (n=3072), whereas rate of those reported ED consumption at least once in a month was 31.1%. There were consistent, statistically significant associations between genders, lifetime substance use (tobacco, alcohol and drug use), measures of sensation seeking, psychological problems (depression, anxiety, anger, impulsivity) and self-destructive behavior (self-harming behavior and suicidal thoughts) with ED consumption. In logistic regression models male gender, sensation seeking, life-time tobacco, alcohol and drug use predicted all frequencies of ED consumption. In addition to these predictors, anger and self-harming behavior also predicted ED consumption at least once in a month. There were no interactions between the associations of lifetime tobacco, alcohol and drug use with ED consumption. The findings suggest that the ED consumption of male students is related with three clusters of substances (tobacco, alcohol and drug) through sensation seeking and these relationships do not interact with each other. PMID:26006774
NASA Astrophysics Data System (ADS)
Ozer, Ozgur
The purpose of this study was to investigate to what extent gender, achievement level, and income level predict the intrinsic and extrinsic work values of 10th grade students. The study explored whether group differences were good predictors of scores in work values. The research was a descriptive, cross-sectional study conducted on 131 10th graders who attended science-oriented charter schools. Students took Super's Work Values Instrument, a Likert-type test that links to 15 work values, which can be categorized as intrinsic and extrinsic values (Super, 1970). Multiple regression analysis was employed as the main analysis followed by ANCOVA. Multiple regression analysis results indicated that there is evidence that 8.9% of the variance in intrinsic work values and 10.2% of the variance in extrinsic work values can be explained by the independent variables ( p < .05). Achievement Level and Income Level may help predict intrinsic work value scores; Achievement Level may also help predict extrinsic work values. Achievement Level was the covariate in ANCOVA. Results indicated that males (M = .174) in this sample have a higher mean of extrinsic work values than that of females (M = -.279). However, there was no statistically significant difference between the intrinsic work values by gender. One possible interpretation of this might be school choice; students in these science-oriented charter schools may have higher intrinsic work values regardless of gender. Results indicated that there was no statistically significant difference among the means of extrinsic work values by income level (p < .05). However, free lunch students (M = .268) have a higher mean of intrinsic work values than that of paid lunch students ( M = -.279). A possible interpretation of this might be that lower income students benefit greatly from the intrinsic work values in overcoming obstacles. Further research is needed in each of these areas. The study produced statistically significant results
ERIC Educational Resources Information Center
Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.
This document is the second volume of a state curriculum guide on vocational agriculture for use in the 9th and 10th grades in Louisiana. Four instructional areas are profiled in this volume: environmental protection, career information, energy conservation, and agricultural mechanics. The environmental protection unit covers safe use of…
ERIC Educational Resources Information Center
Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.
This document is the first volume of a state curriculum guide on vocational agriculture for use in the 9th and 10th grades in Louisiana. Three instructional areas are profiled in this volume: orientation to vocational agriculture, agricultural leadership, and soil science. The three units of the orientation area cover introducing beginning…
ERIC Educational Resources Information Center
Harootunian, Alen
2012-01-01
In this study, relationships were examined between students' perception of their cognition, behavior, environment, and motivation. The purpose of the research study was to explore the extent to which 9th and 10th grade students' perception of environment, cognition, and behavior can predict their motivation in Algebra and Geometry…
Gregory, Anne; Huang, Francis
2013-09-01
Adolescents are surrounded by people who have expectations about their college-going potential. Yet, few studies have examined the link between these multiple sources of college-going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002-2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross-classified multilevel modeling) to account for teacher reports on overlapping groups of students (typical of high school research). Results showed that positive expectations of students, parents, English, and mathematics teachers in the 10th grade each uniquely predicted postsecondary status 4 years later. As a group, the four sources of expectations explained greater variance in postsecondary education than student characteristics such as socioeconomic status and academic performance. This suggests positive expectations are additive and promotive for students regardless of their risk status. Teacher expectations were also found to be protective for low income students. Implications for future expectancy research and equity-focused interventions are discussed. PMID:23564059
ERIC Educational Resources Information Center
New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.
This curriculum bulletin is one of a planned series of bulletins designed to meet the needs of teachers and supervisors who are working to improve the achievement level of mathematics. The material has been planned to help teachers meet the diverse mathematical needs of the children in fifth-grade classes. In addition to the emphasis that is…
A Comparison of 9th and 10th Grade Boys' and Girls' Bullying Behaviors in Two States.
ERIC Educational Resources Information Center
Isernhagen, Jody; Harris, Sandy
This study examined the incidences of bullying behaviors among male and female 9th and 10th graders in rural Nebraska and suburban Texas schools. Nebraska students were predominantly Caucasion, and Texas students were African American, Hispanic American, and Caucasion. Student surveys examined such issues as how often bullying occurred, where it…
Statistical Content in Middle Grades Mathematics Textbooks
ERIC Educational Resources Information Center
Pickle, Maria Consuelo Capiral
2012-01-01
This study analyzed the treatment and scope of statistical concepts in four, widely-used, contemporary, middle grades mathematics textbook series: "Glencoe Math Connects," "Prentice Hall Mathematics," "Connected Mathematics Project," and "University of Chicago School Mathematics Project." There were three…
ERIC Educational Resources Information Center
New York City Board of Education, Brooklyn, NY.
This curriculum bulletin is designed to help teachers meet the diverse needs in mathematics of the children in fifth grade classes. In addition to the emphasis that is placed on arithmetic computational skills, the bulletin shows how to include other areas considered important, such as concepts, skills, and ideas from algebra and geometry. The 80…
Guidelines for Teaching Grade 7 Mathematics.
ERIC Educational Resources Information Center
Texas Education Agency, Austin. Div. of Curriculum Development.
This document is designed to assist teachers and other school personnel in the planning and teaching of the seventh grade mathematics course. Contents include: (1) Overview of Grade 7 Mathematics (mission statement, purpose and philosophy, goals, National Council of Teachers of Mathematics' Professional Standards for Teaching Mathematics, and uses…
ERIC Educational Resources Information Center
Georgia Univ., Athens. Coll. of Education.
This learning module is designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in classes of students, many of whom had learning disabilities. It emphasizes activity learning. The module is divided into four parts.…
Pre-Vocational Curriculum (Career Education) for 9th and 10th Grade Levels. (Student Study Guide).
ERIC Educational Resources Information Center
Arman, Ruby L.; Arman, Mohammad R.
This student guide consists of 17 units of study for use in a prevocational career education course geared toward ninth and tenth grade students. Covered in the individual lessons are the following topics: assessing personal interests, using the Dictionary of Occupational Titles, identifying occupational choices, identifying vocational and…
ERIC Educational Resources Information Center
Georgia Univ., Athens. Coll. of Education.
This learning module is designed to integrate environmental education into ninth- and tenth-grade social studies courses. The module and a parallel module designed for chemistry classes were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. The first part alerts students to the serious problems that growth…
ERIC Educational Resources Information Center
Giallousi, M.; Gialamas, V.; Pavlatou, E. A.
2013-01-01
The present study was the first in Greece in which educational effectiveness theory constituted a knowledge base for investigating the impact of chemistry classroom environment in 10 Grade students' enjoyment of class. An interpretive heuristic schema was developed and utilised in order to incorporate two factors of teacher behaviour at…
ERIC Educational Resources Information Center
Georgia Univ., Athens. Coll. of Education.
This learning module is designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. Part one provides a broad overview of unit content and proposes questions to…
First Grade Teacher Expectations in Mathematics.
ERIC Educational Resources Information Center
Funkhouser, Charles P.
The focus of this study was on the expectations that first-grade teachers have of the mathematics skills of their incoming first-grade students. At the end of one school year and at the beginning of the next school year, first-grade teachers (n=64) in rural and urban settings completed the Mathematics Skills Expectations Survey (MSES). The MSES…
Mathematics, Grade 4, Grade 5, Scope and Sequence.
ERIC Educational Resources Information Center
New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.
Presented is the scope and sequence of mathematics for Grades 4 and 5. It is based on the program which is introduced in prekindergarten through Grade 3 and is designed to extend and strengthen the computational skills and mathematical understanding of children. The units described are organized around four main themes--sets, number, and…
Grading Considerations in Mathematics Classrooms. Research Brief
ERIC Educational Resources Information Center
Williamson, Ronald
2009-01-01
Little research is available specifically about grading practices in mathematics classrooms. However, there is research about grading practices in high schools, across content areas. Since their first use students, parents and others have assumed that grades are reliable measures of student achievement. "In short, most Americans have a basic trust…
Grade 10 to Grade 12 Mathematics Resources: Annotated Bibliography.
ERIC Educational Resources Information Center
Western Canadian Protocol for Collaboration in Basic Education, Edmonton (Alberta).
This annotated bibliography identifies English language resources endorsed by all Western Canadian Protocol (WCP) jurisdictions implementing The Common Curriculum Framework for K-12 Mathematics Grade 10 to Grade 12. Resources in this annotated bibliography were selected through a collaborative review process based on their high level of fidelity…
Mathematics, Grade 2, Grade 3, Scope and Sequence.
ERIC Educational Resources Information Center
New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.
This publication is designed to extend and strengthen the computational skills and mathematical understandings of children in Grades 2 and 3. It presents an overall scope and detailed sequence for implementation by teachers and supervisors, based on the modern program introduced in pre-kindergarten, kindergarten and first grade classes. The scope…
ERIC Educational Resources Information Center
Luebbe, Aaron M.; Bell, Debora J.
2009-01-01
Background: Caffeine, the only licit psychoactive drug available to minors, may have a harmful impact on students' health and adjustment, yet little is known about its use or effects on students, especially from a developmental perspective. Caffeine use in 5th- and 10th-grade students was examined in a cross-sectional design, and relations and…
NASA Astrophysics Data System (ADS)
Frailich, Marcel
This study deals with the development, implementation, and evaluation of web-based activities associated with the topic of chemical bonding , as taught in 10th grade chemistry. A website was developed entitled: "Chemistry and the Chemical Industry in the Service of Mankind", its URL is: http://stwww.weizmann.ac.il/g-chem/learnchem (Kesner, Frailich, & Hofstein, 2003). The main goal of this study was to assess the educational effectiveness of website activities dealing with the chemical bonding concept. These activities include visualization tools, as well as topics relevant to daily life and industrial applications. The study investigated the effectiveness of a web-based learning environment regarding the understanding of chemical bonding concepts, students' perceptions of the classroom learning environment, their attitudes regarding the relevance of learning chemistry to everyday life, and their interest in chemistry studies. As mentioned before, in the present study we focused on activities (from the website), all of which deal with chemical bonding concept. The following are the reasons for the decision to focus on this topic: (1) Chemical bonding is a key concept that is taught in 10th grade chemistry in high school. It provides the basis for many other chemistry topics that are taught later, and (2) Chemical bonding is a difficult for students using existing tools (e. g., static models in books, ball-and- stick models), which are insufficient to demonstrate the abstract nature phenomena associated with this topic. The four activities developed for this study are (1) models of the atomic structure, (2) metals -- structure and properties, (3) ionic substances in everyday life and in industry, and (4) molecular substances -- structure, properties, and uses. The study analyzed both quantitative and qualitative research. The quantitative tools of the study included: A Semantic Differential questionnaire and a Chemistry Classroom Web-Based Learning Environment
Graded Course of Study, Mathematics (K-12).
ERIC Educational Resources Information Center
Euclid City Schools, OH.
This course of study specifies skills and concepts in mathematics that are to be taught in the various grades of the Euclid (Ohio) City School System. It is based on the philosophy that the purpose of the mathematics program of the Euclid City Schools is to provide students with the kinds of skills they will need to become productive members of…
Construction Industry Related Mathematics: Seventh Grade.
ERIC Educational Resources Information Center
Mundell, Scott
The field tested construction industry-related mathematics unit is intended to familiarize seventh grade students with various facets of the construction industry, including the various occupations available and the mathematical abilities and other skills and training necessary to pursue an occupation in the industry. The final set of activities…
Johnson, C Anderson; Xiao, Lin; Palmer, Paula; Sun, Ping; Wang, Qiong; Wei, Yonglan; Jia, Yong; Grenard, Jerry L; Stacy, Alan W; Bechara, Antoine
2008-01-31
The primary aim of this study was to test the hypothesis that adolescent binge drinkers, but not lighter drinkers, would show signs of impairment on tasks of affective decision-making as measured by the Iowa Gambling Test (IGT), when compared to adolescents who never drank. We tested 207 10th grade adolescents in Chengdu City, China, using two versions of the IGT, the original and a variant, in which the reward/punishment contingencies were reversed. This enables one to distinguish among different possibilities of impaired decision-making, such as insensitivity to long-term consequences, or hypersensitivity to reward. Furthermore, we tested working memory capacity using the Self-ordered Pointing Test (SOPT). Paper and pencil questionnaires were used to assess drinking behaviors and school academic performance. Results indicated that relative to never-drinkers, adolescent binge drinkers, but not other (ever, past 30-day) drinkers, showed significantly lower net scores on the original version of the IGT especially in the latter trials. Furthermore, the profiles of behavioral performance from the original and variant versions of the IGT were consistent with a decision-making impairment attributed to hypersensitivity to reward. In addition, working memory and school academic performance revealed no differences between drinkers (at all levels) and never-drinkers. Logistic regression analysis showed that after controlling for demographic variables, working memory, and school academic performance, the IGT significantly predicted binge-drinking. These findings suggest that a "myopia" for future consequences linked to hypersensitivity to reward is a key characteristic of adolescents with binge-drinking behavior, and that underlying neural mechanisms for this "myopia" for future consequences may serve as a predisposing factor that renders some adolescents more susceptible to future addictive behaviors. PMID:17996909
NASA Astrophysics Data System (ADS)
Lonning, Robert A.
This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student-student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More
Xiao, Lin; Bechara, Antoine; Cen, Steven; Grenard, Jerry L; Stacy, Alan W; Gallaher, Peggy; Wei, Yonglan; Jia, Yong; Anderson Johnson, C
2008-06-01
This study addressed the question of whether poor decision making would be associated with adolescent past 7-day smoking. We conducted a cross-sectional study of 208 10th-grade adolescents in Chengdu City, China. We used the Iowa Gambling Task (IGT) to assess decision-making, and the Self-ordered Pointing Task (SOPT) to assess working memory capacity. Paper and pencil questionnaires assessed the school academic performance (SAP) and smoking variables. The results showed that a significantly higher proportion of past 7-day smokers (91.7%) were susceptible to future smoking and cigarette offers from best friends compared to other levels of smokers (never, ever and past 30-day smokers). Consistent with these behavioral data, the neuropsychological assessments revealed that relative to never smokers, past 7-day adolescent smokers (but not ever smokers or past 30-day smokers) demonstrated significantly lower scores on the IGT. Moreover, a higher proportion of past 7-day smokers (91.7%) performed poorly (no more than an overall net score of 10) on the IGT than nonsmokers and irregular (ever or past 30-day) smokers (about 65.3%). There were no differences on working memory performance for smokers (at any level) compared to never smokers after adjusting for school-type. In addition, logistic regression showed that the IGT significantly predicted past 7-day smoking after controlling for the working memory, school academic performance and demographic variables. These results suggest that poor affective decision making might predispose some adolescents to smoking in the future or in the social situations where their peers are smoking. Intervention targeting affective decision making might hold promise for reducing adolescents' risks for substance use. PMID:18584472
Xiao, Lin; Bechara, Antoine; Cen, Steven; Grenard, Jerry L.; Stacy, Alan W.; Gallaher, Peggy; Wei, Yonglan; Jia, Yong; Johnson, C. Anderson
2008-01-01
This study addressed the question of whether poor decision making would be associated with adolescent past 7-day smoking. We conducted a cross-sectional study of 208 10th-grade adolescents in Chengdu City, China. We used the Iowa Gambling Task (IGT) to assess decision-making, and the Self-ordered Pointing Task (SOPT) to assess working memory capacity. Paper and pencil questionnaires assessed the school academic performance (SAP) and smoking variables. The results showed that a significantly higher proportion of past 7-day smokers (91.7%) were susceptible to future smoking and cigarette offers from best friends compared to other levels of smokers (never, ever and past 30-day smokers). Consistent with these behavioral data, the neuropsychological assessments revealed that relative to never smokers, past 7-day adolescent smokers (but not ever smokers or past 30-day smokers) demonstrated significantly lower scores on the IGT. Moreover, a higher proportion of past 7-day smokers (91.7%) performed poorly (no more than an overall net score of 10) on the IGT than nonsmokers and irregular (ever or past 30-day) smokers (about 65.3%). There were no differences on working memory performance for smokers (at any level) compared to never smokers after adjusting for school-type. In addition, logistic regression showed that the IGT significantly predicted past 7-day smoking after controlling for the working memory, school academic performance and demographic variables. These results suggest that poor affective decision making might predispose some adolescents to smoking in the future or in the social situations where their peers are smoking. Intervention targeting affective decision making might hold promise for reducing adolescents’ risks for substance use. PMID:18584472
[Bilingual Bicultural Curriculum for Mathematics: Grade Three.
ERIC Educational Resources Information Center
Axelson, Roland; And Others
Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural mathematics curriculum guide for third grade is one of a series for preschool through fifth grade. The overall focus is on Puerto…
ERIC Educational Resources Information Center
Brooks-Russell, Ashley; Farhat, Tilda; Haynie, Denise; Simons-Morton, Bruce
2014-01-01
Of the handful of national studies tracking trends in adolescent substance use in the United States, only the Health Behavior in School-Aged Children (HBSC) study collects data from 6th through 10th graders. The purpose of this study was to examine trends from 1998 to 2010 (four time points) in the prevalence of tobacco, alcohol, and marijuana use…
What Your 9th, 10th, and 11th Grader Should Know about Reading, Writing, and Math [and] Science.
ERIC Educational Resources Information Center
Colorado State Dept. of Education, Denver.
Three guides provide sample problems like the ones students would solve on the Colorado Student Assessment Program tests. For each question, the pertinent Colorado state standard is identified. The ninth grade guide contains questions in reading, writing and mathematics; the guide to the 10th grade examination also contains questions related to…
Bryant, Brian R; Bryant, Diane Pedrotty; Porterfield, Jennifer; Dennis, Minyi Shih; Falcomata, Terry; Valentine, Courtney; Brewer, Chelsea; Bell, Kathy
2016-01-01
The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performance on number and operations concepts and procedures, which are the foundation for later mathematics success. In the previous year, 12 participants had experienced two doses (first and second semesters) of a Tier 2 intervention. In second grade, the participants continued to demonstrate low performance, falling below the 10th percentile on a researcher-designed universal screener and below the 16th percentile on a distal measure, thus qualifying for the intensive intervention. A project interventionist, who met with the students 5 days a week for 10 weeks (9 weeks for one group), conducted the intensive intervention. The intervention employed more intensive instructional design features than the previous Tier 2 secondary instruction, and also included weekly games to reinforce concepts and skills from the lessons. Spring results showed significantly improved mathematics performance (scoring at or above the 25th percentile) for most of the students, thus making them eligible to exit the Tier 3 intervention. PMID:24968860
ERIC Educational Resources Information Center
Watt, Karen M.; Huerta, Jeffery; Lozano, Aliber
2007-01-01
This study examines 4 groups of high school students enrolled in 2 college preparatory programs, AVID and GEAR UP. Differences in student educational aspirations, expectations and anticipations, knowledge of college entrance requirements, knowledge of financial aid, and academic achievement in mathematics were examined. Adelman's (1999)…
ERIC Educational Resources Information Center
Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.
This curriculum guide, the third volume of the series, outlines the basic program of vocational agriculture for Louisiana students in the ninth and tenth grades. Covered in the five units on plant science are growth processes of plants, cultural practices for plants, insects affecting plants, seed and plant selection, and diseases that affect…
ERIC Educational Resources Information Center
Yang, Kun-Yuan; Heh, Jia-Sheng
2007-01-01
The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private…
Grade 8 Mastery Test in Mathematics. Handbook for Teachers.
ERIC Educational Resources Information Center
Carter, Betsy Y.
This handbook is part of a series of three, corresponding to the three grades (4, 6, and 8) at which Mastery Tests are administered. This publication was written as a resource for teachers developing mathematics programs for students in grades 7 and 8. The Mastery Test in Mathematics at Grade 8 assesses student performance for 36 instructional…
Grade 4 Mastery Test in Mathematics. Handbook for Teachers.
ERIC Educational Resources Information Center
Carter, Betsy Y.
This handbook is part of a series of three, corresponding to the three grades (4, 6, and 8) at which Mastery Tests are administered. This publication was written as a resource for teachers for developing mathematics programs for students in grades 3 and 4. The Mastery Test in Mathematics at Grade 4 assesses student performance for 25 instructional…
Grade 6 Mastery Test in Mathematics. Handbook for Teachers.
ERIC Educational Resources Information Center
Carter, Betsy Y.
This handbook is part of a series of three, corresponding to the three grades (4, 6, and 8) at which Mastery Tests are administered. This publication was written as a resource for teachers developing mathematics programs for students in grades 4, 5, and 6. The Mastery Test in Mathematics at Grade 6 assesses student performance for 36 instructional…
Christi Makes Sense of Sixth-Grade Mathematics.
ERIC Educational Resources Information Center
Ridlon, Candice L.
2000-01-01
Discusses experiences using a new mathematics curriculum with sixth grade students for nine weeks. Presents a student's discovery of her power in mathematics through this problem-centered curriculum. (ASK)
Teaching Middle-Grades Mathematics through Financial Literacy
ERIC Educational Resources Information Center
Crawford-Ferre, Heather Glynn; Wiest, Lynda R.; Vega, Stephanie
2016-01-01
Because financial literacy is an important skill for middle-grades students, this article suggests numerous personal financial literacy tasks for use in the mathematics classroom. Also provided are specifics for implementing one of these tasks to address mathematical content.
Wyoming Mathematics Curriculum Guide, Grades 7-12.
ERIC Educational Resources Information Center
Wyoming State Dept. of Education, Cheyenne.
GRADES OR AGES: 7-12; SUBJECT MATTER: Mathematics. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has an introduction and four chapters: 1) A Sample Mathematics Curriculum; 2) The Exceptional Student in Mathematics; 3) Mathematics Components for Comprehensive Occupational Education; 4) Reference Materials. The guide is printed and spiral bound…
Secondary Schools Curriculum Guide, Mathematics, Grades 10-12. Revised.
ERIC Educational Resources Information Center
Cranston School Dept., RI.
Behavioral objectives for grades 10 through 12 are specified for plane geometry, algebra, general mathematics, computer mathematics, slide rule mathematics, basic college mathematics, trigonometry, analytic geometry, calculus and probability. Most sections present material in terms of portions of a school year. At least one major objective is…
Cognitive Predictors of Final Grades in Finite Mathematics.
ERIC Educational Resources Information Center
Troutman, James G.
1978-01-01
Grades in a college freshman course in finite mathematics were predicted from IQ, high school math grades, college board scores, and high school class ranks. The squared multiple correlation for the full model was .611. (JKS)
Brooks-Russell, Ashley; Wang, Jing; Iannotti, Ronald J.
2014-01-01
Objectives. We examined trends from 1998 to 2010 in bullying, bullying victimization, physical fighting, and weapon carrying and variations by gender, grade level, and race/ethnicity among US adolescents. Methods. The Health Behavior in School-Aged Children surveys of nationally representative samples of students in grades 6 through 10 were completed in 1998 (n = 15 686), 2002 (n = 14 818), 2006 (n = 9229), and 2010 (n = 10 926). We assessed frequency of bullying behaviors, physical fighting, and weapon carrying as well as weapon type and subtypes of bullying. We conducted logistic regression analyses, accounting for the complex sampling design, to identify trends and variations by demographic factors. Results. Bullying perpetration, bullying victimization, and physical fighting declined from 1998 to 2010. Weapon carrying increased for White students only. Declines in bullying perpetration and victimization were greater for boys than for girls. Declines in bullying perpetration and physical fighting were greater for middle-school students than for high-school students. Conclusions. Declines in most violent behaviors are encouraging; however, lack of decline in weapon carrying merits further attention. PMID:24825213
Harness, Susan D.; Swaim, Randall C.; Beauvais, Fred
2014-01-01
Objectives Understanding the similarities and differences between substance use rates for American Indian (AI) young people and young people nationally can better inform prevention and treatment efforts. We compared substance use rates for a large sample of AI students living on or near reservations for the years 2009–2012 with national prevalence rates from Monitoring the Future (MTF). Methods We identified and sampled schools on or near AI reservations by region; 1,399 students in sampled schools were administered the American Drug and Alcohol Survey. We computed lifetime, annual, and last-month prevalence measures by grade and compared them with MTF results for the same time period. Results Prevalence rates for AI students were significantly higher than national rates for nearly all substances, especially for 8th graders. Rates of marijuana use were very high, with lifetime use higher than 50% for all grade groups. Other findings of interest included higher binge drinking rates and OxyContin® use for AI students. Conclusions The results from this study demonstrate that adolescent substance use is still a major problem among reservation-based AI adolescent students, especially 8th graders, where prevalence rates were sometimes dramatically higher than MTF rates. Given the high rates of substance use-related problems on reservations, such as academic failure, delinquency, violent criminal behavior, suicidality, and alcohol-related mortality, the costs to members of this population and to society will continue to be much too high until a comprehensive understanding of the root causes of substance use are established. PMID:24587550
NASA Astrophysics Data System (ADS)
Gauchat, Carrie
This study utilized both quantitative and qualitative methods in investigating how a novel science curriculum, geared towards the 21 st century student, affected skills and attitudes towards science for tenth grade students. The quantitative portion of the study was a quasi-experimental design since random groups were not possible. This portion of the study used a pretest/posttest design to measure any improvement in science skills, and a Likert scale survey to measure any improvements in students' attitudes. Statistical tests revealed no significant differences between students who received the novel curriculum versus those students who received a traditional curriculum. Both groups showed significant improvements in all skill areas. Qualitatively, the researcher used informal teacher interviews and student surveys to identify the most relevant and effective curriculum components for the 21st century student. The findings suggest that the task of creating a meaningful and relevant curriculum based on the necessary skills of this century is not an easy task. There is much more work to be done in this area, but according to the qualitative findings integrated design and student technology are promising.
Middle Grades Teachers' Characterizations of Integrated Mathematics and Science Instruction
ERIC Educational Resources Information Center
Meyer, Helen; Stinson, Kevin; Harkness, Shelly Sheats; Stallworth, James
2010-01-01
The research reported here addresses 2 aspects of integrated mathematics and science instruction. First we provide insights into how middle grades teachers' characterize integrated mathematics and science instruction. Then we discuss how middle grades teachers see an integrated curriculum fitting into their teaching contexts and how these contexts…
Mathematical SAT Test Scores and College Chemistry Grades.
ERIC Educational Resources Information Center
Spencer, Harry E.
1996-01-01
Explores the comparative performance of various segments of the student sample in general chemistry courses relative to their scores on the mathematical SAT test. Results indicate that mathematical skill measured by the SAT scores is an important factor in determining grades while factors that are not important in determining grades are gender…
Developing Mathematical Reasoning in Grades K-12. 1999 Yearbook.
ERIC Educational Resources Information Center
Stiff, Lee V., Ed.; Curcio, Frances R., Ed.
This yearbook sharpens the views of mathematical reasoning and its development at all grade levels. Various perspectives about the nature of reasoning and addresses the many issues and concerns involving mathematical reasoning such as how learners reason in mathematics, how communication promotes reasoning, how teachers gather evidence of student…
A Pilot Mathematics Assessment of Arizona Sixth-Grade Students.
ERIC Educational Resources Information Center
Arizona State Dept. of Education, Phoenix.
Student achievement in mathematics at the sixth-grade level was assessed in this study. A sample of 4,047 students under 160 teachers in 114 schools, 26 school districts, and 10 counties are given a criterion-referenced mathematics test. The McGraw-Hill Prescriptive Mathematics Inventory (PMI-Aqua Level) was selected for use in this pilot program.…
ERIC Educational Resources Information Center
Rabab'h, Belal; Veloo, Arsaythamby
2015-01-01
Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…
Mathematics Program Evaluation Grades K-12.
ERIC Educational Resources Information Center
Armstrong, Raymond; Drake, Thomas; Cunningham, Judith; Arevalo, Cheryl L.
This paper evaluates the mathematics program of the Des Moines (Iowa) Independent Community School district. The mathematics curricula in the Des Moines schools is in a state of transition to meet national standards in mathematics. The national standards are completely in agreement with the district's mission statement, which is to provide a…
Sixth Grade Mathematics. A Needs Assessment Report.
ERIC Educational Resources Information Center
Texas Education Agency, Austin. Div. of Program Planning and Needs Assessment.
The Prescriptive Mathematics Inventory (PMI)-Level B and a Pupil identification Form (PID) were administered to 22,055 sixth graders in Texas. Results from the PMI are reported in terms of the percentage of students marking the correct response for each of 209 objectives. Panels of mathematics teachers and of mathematics experts rated 40 of these…
Elementary Mathematics, Grades 1-6.
ERIC Educational Resources Information Center
Nederland Independent School District, TX.
GRADES OR AGES: Grades 1-6. SUBJECT MATTER: Elementary math. ORGANIZATION AND PHYSICAL APPEARANCE: Introductory material focuses on the philosophy and objectives of instructional material. The guide is divided into six units covering grades 1-6. Each unit presents the general goals, materials needed, minimum program, skills to be developed,…
ERIC Educational Resources Information Center
Lacher, S. R.; Torgeson, Ronald M.
In response to citizens' need and right to know about how North Dakota students perform in mathematics, the Department of Public Instruction and the North Dakota Council of Teachers of Mathematics administered a criterion-referenced mathematics assessment in grades 4 (1,298 students) and 8 (1,475 students). Also included were items from the…
Mathematics, Grade 8, De Soto Parish Curriculum Guide.
ERIC Educational Resources Information Center
Sanders, Marguerite
This guide is designed to aid the teacher in planning and teaching an eighth-grade mathematics course which should strengthen the student's understanding of the basic structure of mathematics through experience with and appreciation of abstract concepts. Thirteen units outlined are entitled: Numeration Systems; Natural Numbers and Zero; Integers;…
More than Numbers: Teaching ELLs Mathematical Language in Primary Grades
ERIC Educational Resources Information Center
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…
Mathematics Program for Grades K-12
ERIC Educational Resources Information Center
Montgomery County Public Schools, 2013
2013-01-01
In the 21st century, a deep understanding of mathematics, and the ability to apply that understanding, is more important than it has ever been. In Montgomery County (Maryland) Public Schools (MCPS), and across the country, mathematics instruction is changing to provide students with the skills and knowledge they need for success in college and the…
Mathematics Achievement of Vietnamese Grade 5 Pupils
ERIC Educational Resources Information Center
Griffin, Patrick
2007-01-01
This article reports the results of a national survey of mathematics achievement at the end of primary school in Vietnam. A sample of more than 72000 students were assessed from 61 provinces. The items were matched to the Vietnam Mathematics curriculum for Year 5 students. Using a skills audit of the items, a variable of Vietnamese mathematics…
High School Mathematics Teachers: Grading Practice and Pupil Control Ideology.
ERIC Educational Resources Information Center
Cicmanec, Karen Mauck; Johanson, George; Howley, Aimee
Survey data gathered from 230 respondents from a random sample of 500 Ohio public school teachers explores the association between teachers' practice of assigning grades based on nonachievement grading factors and teachers' pupil control orientation (PCI). Responding high school mathematics teachers provided information that relates to the use of…
Arizona Mathematics Standard Articulated by Grade Level, Grade 5
ERIC Educational Resources Information Center
Arizona Department of Education, 2009
2009-01-01
Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…
Arizona Mathematics Standard Articulated by Grade Level, Grade 3
ERIC Educational Resources Information Center
Arizona Department of Education, 2009
2009-01-01
Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…
Grade 10 to Grade 12 Mathematics Resources: Annotated Bibliography. Common Curriculum Framework.
ERIC Educational Resources Information Center
Western Canadian Protocol for Collaboration in Basic Education, Edmonton (Alberta).
This annotated bibliography identifies the new English-language resources with new components endorsed by all Western Canadian Protocol (WCP) jurisdictions implementing "The Common Curriculum Framework for K-12 Mathematics Grade 10 to Grade 12." Resources listed in this annotated bibliography were selected through a collaborative review process…
Grade 10 to Grade 12 Mathematics Resources: Annotated Bibliography. Common Curriculum Framework.
ERIC Educational Resources Information Center
Western Canadian Protocol for Collaboration in Basic Education, Edmonton (Alberta).
This annotated bibliography identifies the new English-language resources with new components endorsed by all Western Canadian Protocol (WCP) jurisdictions implementing the Common Curriculum Framework for K-12 Mathematics Grade 10 to Grade 12. Resources listed in this annotated bibliography were selected through a collaborative review process…
ERIC Educational Resources Information Center
Antonijevic, Radovan
2006-01-01
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,…
ERIC Educational Resources Information Center
James, Jamie Smith
2014-01-01
The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the a = 0.05 level to evaluate…
Mathematics for the Middle Grades (5-9). 1982 Yearbook.
ERIC Educational Resources Information Center
Silvey, Linda, Ed.; Smart, James R., Ed.
This yearbook for teachers of mathematics in grades 5-9 contains three sections: (1) critical issues; (2) learning activities; and (3) games, contests, and student presentations. The first section includes articles on sex-related differences, learning disabled students, computer literacy, mental arithmetic, rational numbers, and problem solving.…
Career Activities in Mathematics: Grades 7, 8, 9.
ERIC Educational Resources Information Center
Boise City Independent School District, ID.
The career activities guide in mathematics, part of an Idaho State Department of Vocational Education career exploration series for grades 7, 8, and 9, is designed as supplementary material to enrich the regular curriculum. Any one activity in the guide might be used without involving any other activities. The cross-referenced index indicates…
Web-Based Progress Monitoring in First Grade Mathematics
ERIC Educational Resources Information Center
Salaschek, Martin; Souvignier, Elmar
2013-01-01
The purpose of our research was to examine a web-based tool for mathematics progress monitoring in first grade. The newly developed assessment tool uses several robust indicators and curriculum-based measures forming three competences (Basic Precursors, Advanced Precursors, and Computation) to determine comprehensive early numeracy skills in…
CSMP Mathematics for the Intermediate Grades. Part V. Worksheets.
ERIC Educational Resources Information Center
CEMREL, Inc., St. Louis, MO.
This book contains all the worksheets needed to accompany the Comprehensive School Mathematics Program books for the Intermediate Grades, Part V. It includes 66 worksheets for The World of Numbers, 12 worksheets for the Languages of Strings and Arrows, 15 worksheets for Geometry and Measurement, and 11 worksheets for Probability and Statistics.…
Research Ideas for the Classroom: Middle Grades Mathematics.
ERIC Educational Resources Information Center
Owens, Douglas T., Ed.
Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the middle…
Beginning Eleventh Grade Student Profile, Mathematics Standards, Citrus County, Florida.
ERIC Educational Resources Information Center
Citrus County Board of Public Instruction, Inverness, FL.
This collection of booklets deals with minumum standards in mathematics for beginning eleventh grade students. There is a statement of the standards with related skills, a test to assess competency with accompanying answer sheet and answer key, and eight booklets presenting problems covered by six of the standards. The booklets cover: percentages;…
Mathematics: Common Curriculum Goals. Curriculum Mapping: End of Eleventh Grade.
ERIC Educational Resources Information Center
Oregon State Dept. of Education, Salem.
This document is designed to help school personnel analyze their current curriculum for grades 9, 10, and 11 in terms of the Mathematics Common Curriculum for Oregon. The common curriculum goals are organized into nine content strands: (1) number and numeration; (2) appropriate computational skills; (3) problem solving; (4) geometry and…
Mathematics: Common Curriculum Goals. Curriculum Mapping: End of Fifth Grade.
ERIC Educational Resources Information Center
Oregon State Dept. of Education, Salem.
This document is designed to help school personnel analyze their current curriculum for grades 4 and 5 in terms of the Mathematics Common Curriculum for Oregon. The common curriculum goals are organized into nine content strands: (1) number and numeration; (2) appropriate computational skills; (3) problem solving; (4) geometry and visualization…
Mathematics: Common Curriculum Goals. Curriculum Mapping: End of Eighth Grade.
ERIC Educational Resources Information Center
Oregon State Dept. of Education, Salem.
This document is designed to help school personnel analyze their current curriculum for grades 6, 7, and 8 in terms of the Mathematics Common Curriculum for Oregon. The common curriculum goals are organized into nine content strands: (1) number and numeration; (2) appropriate computational skills; (3) problem solving; (4) geometry and…
Mathematics: Common Curriculum Goals. Curriculum Mapping: End of Third Grade.
ERIC Educational Resources Information Center
Oregon State Dept. of Education, Salem.
This document is designed to help school personnel analyze their current curriculum for grades 1, 2, and 3 in terms of the Mathematics Common Curriculum for Oregon. The common curriculum goals are organized into nine content strands: (1) number and numeration; (2) appropriate computational skills; (3) problem solving; (4) geometry and…
Improving Critical Thinking and Problem Solving in Fifth Grade Mathematics.
ERIC Educational Resources Information Center
Kjos, Ruth; Long, Kathryn
This report describes an intervention designed to assist students in creating and accepting divergent solutions to problems in mathematics. The targeted population consisted of fifth-grade students from a multicultural setting with varied economic backgrounds, and the sample included 171 fifth graders in two school districts. Underdeveloped…
Mathematical SAT Test Scores and College Chemistry Grades
NASA Astrophysics Data System (ADS)
Spencer, Harry E.
1996-12-01
The relationships between mathematical SAT scores (SAT-M) and grades earned by students in eight consecutive years of first- and second-semester general chemistry courses at Oberlin College are reported. The academic years surveyed are 1987-1988 through 1994-1995. SAT-M scores are grouped within seven ranges from 450 and less to 710-800. Within any range of scores, students in both courses earned a wide variety of grades, but those within the higher ranges tended to earn higher grades and fewer failures relative to students in the lower ranges. For all students within each range of SAT-M scores, the fraction earning each grade are calculated. These fractions along with the numbers of students and their SAT-M scores in a subset are used to calculate grades expected for that subset. In the first-semester course, the expected and actual grades for subsets of males, females, first-year students, non-first-year students, Asians, Blacks, and Latinos are not significantly different. Those who eventually majored in chemistry or biochemistry attained grades very significantly higher than expected. Most students tended to achieve grades in the second-semester course that were similar to those earned in the first-semester course.
Eighth Grade Algebra Course Placement and Student Motivation for Mathematics
Simzar, Rahila M.; Domina, Thurston; Tran, Cathy
2016-01-01
This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210
Increasing Fourth-Grade Students' Proficiency at Solving Mathematical Word Problems
ERIC Educational Resources Information Center
Norford, Jennifer A.
2012-01-01
The purpose of the study was to identify effective pedagogical strategies to increase 4th grade students' mathematics problem-solving skills. Numerous researchers have looked at mathematics problem solving; however, there is a scarcity of data relating to 4th grade mathematics problem solving proficiency. Fourth grade students at the…
Implementing the Standards. Teaching Discrete Mathematics in Grades 7-12.
ERIC Educational Resources Information Center
Hart, Eric W.; And Others
1990-01-01
Discrete mathematics are defined briefly. A course in discrete mathematics for high school students and teaching discrete mathematics in grades 7 and 8 including finite differences, recursion, and graph theory are discussed. (CW)
ERIC Educational Resources Information Center
Behr, Merlyn J., Ed.; Lacampagne, Carole B., Ed.; Wheeler, Margariete Montague, Ed.
This proceedings of the annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education includes the following papers: "Affective Representation and Mathematical Problem Solving" (Goldin); "Cognitive Readiness and Process-Oriented Instruction in Secondary School Mathematics" (Harrison); "An…
NASA Astrophysics Data System (ADS)
Maciejewski, Wes; Merchant, Sandra
2016-04-01
Students approach learning in different ways, depending on the experienced learning situation. A deep approach is geared toward long-term retention and conceptual change while a surface approach focuses on quickly acquiring knowledge for immediate use. These approaches ultimately affect the students' academic outcomes. This study takes a cross-sectional look at the approaches to learning used by students from courses across all four years of undergraduate mathematics and analyses how these relate to the students' grades. We find that deep learning correlates with grade in the first year and not in the upper years. Surficial learning has no correlation with grades in the first year and a strong negative correlation with grades in the upper years. Using Bloom's taxonomy, we argue that the nature of the tasks given to students is fundamentally different in lower and upper year courses. We find that first-year courses emphasize tasks that require only low-level cognitive processes. Upper year courses require higher level processes but, surprisingly, have a simultaneous greater emphasis on recall and understanding. These observations explain the differences in correlations between approaches to learning and course grades. We conclude with some concerns about the disconnect between first year and upper year mathematics courses and the effect this may have on students.
ERIC Educational Resources Information Center
Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.
2016-01-01
In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…
ERIC Educational Resources Information Center
Powell, Sarah R.; Driver, Melissa K.
2015-01-01
Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…
Children's mathematical performance: five cognitive tasks across five grades.
Moore, Alex M; Ashcraft, Mark H
2015-07-01
Children in elementary school, along with college adults, were tested on a battery of basic mathematical tasks, including digit naming, number comparison, dot enumeration, and simple addition or subtraction. Beyond cataloguing performance to these standard tasks in Grades 1 to 5, we also examined relationships among the tasks, including previously reported results on a number line estimation task. Accuracy and latency improved across grades for all tasks, and classic interaction patterns were found, for example, a speed-up of subitizing and counting, increasingly shallow slopes in number comparison, and progressive speeding of responses especially to larger addition and subtraction problems. Surprisingly, digit naming was faster than subitizing at all ages, arguing against a pre-attentive processing explanation for subitizing. Estimation accuracy and speed were strong predictors of children's addition and subtraction performance. Children who gave exponential responses on the number line estimation task were slower at counting in the dot enumeration task and had longer latencies on addition and subtraction problems. The results provided further support for the importance of estimation as an indicator of children's current and future mathematical expertise. PMID:25814266
NASA Astrophysics Data System (ADS)
Hill, Mary Denise
The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001--2002 school year. A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics. The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the
ERIC Educational Resources Information Center
Foster, Brian; And Others
The learner packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing the student for entry into the occupation of accounting clerk. Intended to be used on an individual basis at the student's own speed, the learner packet contains vocabulary, suggested lesson time, self-check keys, and…
ERIC Educational Resources Information Center
Foster, Brian; And Others
The instructor packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. The instructor packet lists performance objectives, vocabulary, learning tasks, and supplemental activities for lessons 12 through 21. Pretest and…
ERIC Educational Resources Information Center
Foster, Brian; And Others
The instructor packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. The instructor packet lists performance objectives, vocabulary, learning tasks, and supplemental activities for lessons 1 through 11. It also includes…
ERIC Educational Resources Information Center
Foster, Brian; And Others
The learner packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. Intended to be used on an individual basis at the student's own speed, the learner packet contains vocabulary, suggested lesson time, self-check keys, and…
Cowan, Richard; Powell, Daisy
2014-02-01
Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills such as number system knowledge and estimation. This study of 3rd graders (N = 258) finds both domain-general and numerical factors contribute independently to explaining variation in 3 significant arithmetic skills: basic calculation fluency, written multidigit computation, and arithmetic word problems. Estimation accuracy and number system knowledge show the strongest associations with every skill, and their contributions are independent of both each other and other factors. Different domain-general factors independently account for variation in each skill. Numeral comparison, a single digit processing skill, uniquely accounts for variation in basic calculation. Subsamples of children with MLD (at or below 10th percentile, n = 29) are compared with low achievement (LA, 11th to 25th percentiles, n = 42) and typical achievement (above 25th percentile, n = 187). Examination of these and subsets with persistent difficulties supports a multiple deficits view of number difficulties: Most children with number difficulties exhibit deficits in both domain-general and numerical factors. The only factor deficit common to all persistent MLD children is in multidigit skills. These findings indicate that many factors matter but multidigit skills matter most in 3rd grade mathematical achievement. PMID:24532854
Columbines 10th Anniversary Finds Lessons Learned
ERIC Educational Resources Information Center
Trump, Kenneth S.
2009-01-01
When school administrators hear that the 10th anniversary of the Columbine High School attack is approaching, most shake their heads in disbelief. They are amazed that 10 years have passed since this watershed event, which changed the landscape of K-12 school safety. In this article, the author reflects on the lessons learned from the Columbine…
ERIC Educational Resources Information Center
New York State Education Dept., Albany. Bureau of Elementary Curriculum Development.
This guide describes activities and materials which can be used in a mathematics laboratory approach to a basic mathematics program for grades 1-6. Thirty-five activities pertaining to geometric concepts are described in terms of purpose, suggested grade levels, materials needed, and procedures. Some concepts included in the guide are: basic…
How Rwandan Grade 6 Mathematics Teachers Teach--A First Investigation
ERIC Educational Resources Information Center
Maniraho, Jean Francois; Christiansen, Iben Maj
2015-01-01
This paper offers a tentative snapshot of Grade 6 mathematics classroom practices in Rwanda based on twenty video recorded lessons. It has an objective of investigating through evaluation, the teaching strategies used by Rwandan Grade 6 Mathematics teachers in their classrooms. In the absence of sufficient instruments to measure Pedagogical…
Implications of Eighth Grade Algebra I on High School Mathematics Achievement
ERIC Educational Resources Information Center
Bayard, Robert
2012-01-01
As of 2008, approximately 40% of eighth grade students in the United States enroll in Algebra I (National Council of Teachers of Mathematics, 2008). Although research has shown that students have more opportunities to take advanced mathematics courses by taking eighth grade Algebra I, in the United States, approximately only one-third to one-half…
ERIC Educational Resources Information Center
De Smedt, Bert; Janssen, Rianne; Bouwens, Kelly; Verschaffel, Lieven; Boets, Bart; Ghesquiere, Pol
2009-01-01
This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of…
ERIC Educational Resources Information Center
Takahashi, Akihiko
2016-01-01
Problem solving has been a major theme in Japanese mathematics curricula for nearly 50 years. Numerous teacher reference books and lesson plans using problem solving have been published since the 1960s. Government-authorized mathematics textbooks for elementary grades, published by six private companies, have had more and more problem solving over…
ERIC Educational Resources Information Center
Pehkonen, Erkki
This study was conducted to examine the views of seventh-grade students in Finland with regard to the teaching and learning of mathematics. Data were gathered by a questionnaire survey, with follow-up interviews to validate response reliability. Fifty junior high school mathematics teachers in southern Finland were asked to present the…
Investigating Grade Nine Textbook Problems for Characteristics Related to Mathematical Literacy
ERIC Educational Resources Information Center
Gatabi, Abolfazl Rafiepour; Stacey, Kaye; Gooya, Zahra
2012-01-01
This study presents a content analysis of the new Iranian Grade 9 mathematics textbook and two Australian Year 9 mathematics textbooks, examining the extent to which the problems show characteristics associated in the literature with promoting mathematical literacy. The new Iranian book was produced to meet a range of needs including several well…
Mathematics Homework: A Study of Three Grade Eight Classrooms in Singapore
ERIC Educational Resources Information Center
Kaur, Berinderjeet
2011-01-01
This paper explores the nature and source of mathematics homework and teachers' and students' perspectives about the role of mathematics homework. The subjects of the study are three grade 8 mathematics teachers and 115 of their students. Data from field notes, teacher interviews and student questionnaire are analysed using qualitative methods.…
ERIC Educational Resources Information Center
Kliman, Marlene; Jaumot-Pascual, Nuria; Martin, Valerie
2013-01-01
Although public library programs for the elementary grades offer explorations in a wide range of topics in which mathematics plays a role, are all too rare: Mathematics offerings are typically limited to homework help. Participating in out-of-school activities that embed mathematics in authentic ways bolsters children's skill development,…
Mathematics Confidence, Grade-Level Choice, Gender, and Age in Preservice Teachers
ERIC Educational Resources Information Center
Pearson, Lesley Knoth
2012-01-01
Problem: The purpose of the study was to determine whether teachers' mathematics confidence influenced their choice of grade level. The study also examined whether there was a difference in teachers' mathematics confidence based on their age or gender. Method: A 6-item Mathematics Survey was distributed to 83 single-and multiple-subject…
Technology in Support of Middle Grade Mathematics: What Have We Learned?
ERIC Educational Resources Information Center
Guerrero, Shannon; Walker, Norman; Dugdale, Sharon
2004-01-01
Use of technology in middle grade mathematics is controversial. Major policy documents have teachers torn between enthusiasm for technology-facilitated mathematical investigation and cautions about undermining students' computational skills. This article examines research concerning use of computers and calculators in mathematics at the middle…
Teacher Practices and Hybrid Space in a Fifth-Grade Mathematics Classroom
ERIC Educational Resources Information Center
Cribbs, Jennifer D.; Linder, Sandra M.
2013-01-01
Providing students with a classroom environment that allows for meaningful learning experiences is important for students to develop deep and long lasting understanding about mathematics. This article adds to the literature on learning environments in mathematics by presenting a case study of one fifth-grade mathematics teacher and her classroom…
First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis
ERIC Educational Resources Information Center
Geary, David C.; Bailey, Drew H.; Littlefield, Andrew; Wood, Phillip; Hoard, Mary K.; Nugent, Lara
2009-01-01
Kindergarten to third grade mathematics achievement scores from a prospective study of mathematical development (n = 306) were subjected to latent growth trajectory analyses. The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving…
A Structural Equation Model Explaining 8th Grade Students' Mathematics Achievements
ERIC Educational Resources Information Center
Yurt, Eyüp; Sünbül, Ali Murat
2014-01-01
The purpose of this study is to investigate, via a model, the explanatory and predictive relationships among the following variables: Mathematical Problem Solving and Reasoning Skills, Sources of Mathematics Self-Efficacy, Spatial Ability, and Mathematics Achievements of Secondary School 8th Grade Students. The sample group of the study, itself…
Does Mathematical Precision Ensure Valid Grades? What Every Veterinary Medical Educator Should Know.
Royal, Kenneth D; Guskey, Thomas R
2015-01-01
Veterinary medical educators use a variety of methods for calculating student grades. Most educators assume grades will be valid as long as the mathematical calculations underpinning each grading method are correct. The purpose of this "teaching tip" is to demonstrate and discuss how mathematical precision does not necessarily equate to truthful scores that accurately reflect what students know or can do. We contend that this topic is of considerable importance to all veterinary educators who assign grades, and to academic deans who make decisions about grading policies. PMID:26075627
ERIC Educational Resources Information Center
Bernard, Robert M.; Bethel, Edward Clement; Abrami, Philip C.; Wade, C. Anne
2007-01-01
This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-called "ubiquitous computing" program in a Quebec school district. CAT3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer…
Mathematics & Economics: Connections for Life, Grades 6-8.
ERIC Educational Resources Information Center
Hoff, Jody; McCorkle, Sarapage; Suiter, Mary; Bettendorf, James; Breidenbach, Lisa; Cornwell, Pamela
This book contains a set of 12 lessons for middle school students that demonstrate how mathematical processes and concepts may be applied to the study of economics and personal finance. Mathematics educators can find lessons connecting mathematics instruction to practical problems and issues that students encounter throughout their life. The…
SEVENTH GRADE MATHEMATICS FOR THE ACADEMICALLY TALENTED, TEACHERS' GUIDE.
ERIC Educational Resources Information Center
HORN, R.A.
MATERIALS FOR BOTH ENRICHED AND ACCELERATED MATHEMATICS COURSES ARE GIVEN. THE PRESENTATION OF THE MATERIALS IS INTENDED FOR EASY ADAPTATION OF MODIFICATION TO MEET THE NEEDS OF MOST MATHEMATICS CLASSES. SUGGESTIONS AND SUPPLEMENTARY REFERENCES IN EACH UNIT ARE OFFERED AS AIDS TO THE MATHEMATICS TEACHER IN REGULAR OR ACCELERATED CLASS. UNITS…
ERIC Educational Resources Information Center
Yates, Tracy Hardwell
2014-01-01
The purpose of this correlational study was to examine the relationship among the mathematical self-efficacies, mathematical teaching self-efficacies, and instructional practices of elementary teachers. This study was also designed to determine how these variables influence an individual teacher's QDI in relation to MCT2 math scores in grades 3-5.…
PREFACE: 10th Joint Conference on Chemistry
NASA Astrophysics Data System (ADS)
2016-02-01
The 10th Joint Conference on Chemistry is an international conference organized by 4 chemistry departments of 4 universities in central Java, Indonesia. The universities are Sebelas Maret University, Diponegoro University, Semarang State University and Soedirman University. The venue was at Solo, Indonesia, at September 8-9, 2015. The total conference participants are 133 including the invited speakers. The conference emphasized the multidisciplinary chemical issue and impact of today's sustainable chemistry which covering the following topics: • Material innovation for sustainable goals • Development of renewable and sustainable energy based on chemistry • New drug design, experimental and theoretical methods • Green synthesis and characterization of material (from molecule to functionalized materials) • Catalysis as core technology in industry • Natural product isolation and optimization
Understanding the Gap in Mathematics Achievement of Malaysian Students
ERIC Educational Resources Information Center
Ismail, Noor Azina
2009-01-01
Of 46 countries that participated in the Trends in International Mathematics and Science Study in 2003 (I. V. S. Mullis, M. O. Martin, E. J. Gonzalez, & S. J. Chrostowski, 2004), Malaysia was ranked 10th in international scores of mathematics achievement for 8th-grade students. The present author aimed to examine the importance of students' home…
Fifth-Grade Students' Use and Preferences for Mathematically and Practically Based Explanations
ERIC Educational Resources Information Center
Levenson, Esther
2010-01-01
This paper focuses on fifth-grade students' use and preference for mathematically (MB) and practically based (PB) explanations within two mathematical contexts: parity and equivalent fractions. Preference was evaluated based on three parameters: the explanation (1) was convincing, (2) would be used by the student in class, and (3) was one that the…
SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Five.
ERIC Educational Resources Information Center
Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.
The SCOPE Mathematics Achievement Test booklet for grade 5 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items include: writing number words; reading and writing numerals in sequence from 0.001 to 100,000; adding and subtracting whole numbers; multiplying up to four…
Testing Technology: Administrating Formative Mathematics Assessments in Kindergarten and First Grade
ERIC Educational Resources Information Center
Hill-Cunningham, Pamela Renee
2012-01-01
Research was conducted to examine the effectiveness of the use of handheld technology to administer mathematics assessments in kindergarten and 1 st grade classes in North Carolina. This research was a review of secondary data from the first year of implementation of the Mathematics Assessment Pilot Project conducted by the North Carolina…
Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties
ERIC Educational Resources Information Center
Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hughes; Porterfield, Jennifer; Gersten, Russell
2011-01-01
The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…
SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Four.
ERIC Educational Resources Information Center
Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.
The SCOPE Mathematics Achievement Test booklet for grade 4 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items are: writing number words to 100; giving the place value of any digit and using this to write in expanded form; finding a numeral between two given numerals…
ERIC Educational Resources Information Center
Garza, Anthony
2012-01-01
The purpose of this study was to examine selected factors related to the 8th grade mathematics achievement levels of English Language Learner (ELL) students in selected South Texas middle schools. The dependent variable, ELL mathematics achievement, was measured by the ELL student's raw score on the State of Texas Assessment of Academic…
ERIC Educational Resources Information Center
Liu, Yuliang
2012-01-01
This project was designed to test Mayer's multimedia theory in an elementary school to improve students' mathematics learning for low-income children. The study designed and developed two multimedia mathematics experiments in 3rd grade: 9's multiplication experiment and geometric solids experiment. The two experimental lessons were implemented in…
Differentials in Mathematics Achievement among Eighth-Grade Students in Malaysia
ERIC Educational Resources Information Center
Ismail, Noor Azina; Awang, Halimah
2008-01-01
This paper examines differences in mathematics achievement among eighth-grade students using a secondary analysis of the data. The students, who are from Malaysia, had participated in the Trend International Mathematics and Science Study (TIMSS) 1999. A series of school, home, demographic and socio-economic variables were used to investigate the…
Conceptions of Mathematics in Different Ability and Achievement Groups among 7th Grade Students
ERIC Educational Resources Information Center
Lepmann, Lea; Afanasjev, Juri
2005-01-01
This report deals with 7th grade pupils' conceptions of mathematics, its learning and teaching. The report focuses on the identification and comparison of views expressed by pupil groups of different mathematical ability and achievement. The analysis is based on the results of the ability tests, subject tests and a questionnaire conducted among…
ERIC Educational Resources Information Center
Westbrook, Amy Franks
2014-01-01
This study addresses the problem of mathematics teachers' resistance to problem-solving models that align with constructivist perspectives because they feel pressure to utilize more teaching approaches that focus on preparing students for high-stakes tests. The purpose of this qualitative study was to explain how ninth grade mathematics students…
ERIC Educational Resources Information Center
National Center for Education Statistics, 2010
2010-01-01
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This paper presents the results for South Dakota's student achievement in mathematics.…
Effects of Grade Retention on Achievement and Self-Concept in Science and Mathematics
ERIC Educational Resources Information Center
Ehmke, Timo; Drechsel, Barbara; Carstensen, Claus H.
2010-01-01
The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire…
The Autonomy to Choose--The Case of Ninth-Grade Mathematics Students
ERIC Educational Resources Information Center
Lavy, Ilana; Zarfin, Orly
2013-01-01
In this study we explored the effects of providing ninth-grade students with the chance to take part in decision making concerning the mathematics level they would be assigned to in high school. Decisions concerned their self-competence regarding their mathematical abilities, their learning goals and the class atmosphere. The students were taught…
A Study of Placement and Grade Prediction in First College Mathematics Courses
ERIC Educational Resources Information Center
Madison, Bernard L.; Linde, Cassandra S.; Decker, Blake R.; Rigsby, E. Myron; Dingman, Shannon W.; Stegman, Charles E.
2015-01-01
A college mathematics placement test with 25 basic algebra items and 15 calculus readiness items was administered to 1572 high school seniors, and first college mathematics course grades were obtained for 319 of these students. Test results indicated that more than two thirds of the high school graduates were not college ready, and the test…
Effect of Digital Game Based Learning on Ninth Grade Students' Mathematics Achievement
ERIC Educational Resources Information Center
Swearingen, Dixie K.
2011-01-01
This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards-based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. Two hundred eighty ninth grade students from a…
Calculator Use on NAEP: A Look at Fourth- and Eighth-Grade Mathematics Achievement
ERIC Educational Resources Information Center
Walcott, Crystal; Stickles, Paula R.
2012-01-01
This article summarizes research conducted on calculator block items from the 2007 fourth- and eighth-grade National Assessment of Educational Progress Main Mathematics. Calculator items from the assessment were categorized into two categories: problem-solving items and noncomputational mathematics concept items. A calculator has the potential to…
ERIC Educational Resources Information Center
Morgan, Paul L.; Farkas, George; Maczuga, Steve
2015-01-01
We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by first-grade teachers in the United States and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered,…
Supporting Students' Strategic Competence: A Case of a Sixth-Grade Mathematics Classroom
ERIC Educational Resources Information Center
Ozdemir, I. Elif Yetkin; Pape, Stephen J.
2012-01-01
Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in…
The Use of Microcomputers for Mathematics Instruction in Grades 1-4.
ERIC Educational Resources Information Center
Kraus, William H.
The purpose of the project was to develop computer games that could be used by students in grades 1-4 as part of their mathematics instruction. Eight games were developed, covering a wide variety of mathematical topics, including number/numeration, computation, geometry, measurement, statistics, and probability. The games were field tested in 20…
ERIC Educational Resources Information Center
Park, Gregory; Lubinski, David; Benbow, Camilla P.
2013-01-01
Using data from a 40-year longitudinal study, the authors examined 3 related hypotheses about the effects of grade skipping on future educational and occupational outcomes in science, technology, engineering, and mathematics (STEM). From a combined sample of 3,467 mathematically precocious students (top 1%), a combination of exact and propensity…
Building on Children's Mathematics--A Teaching Experiment in Grade Three.
ERIC Educational Resources Information Center
Selter, Christoph
1998-01-01
Describes a teaching experiment in grade three based on (Adrian) Treffers' idea of vertical mathematization. Discusses the central components of the developed course. The teaching experiment is illustrated by means of children's own productions and put into broader context as contributing to the design science approach of mathematics education.…
Developing Fluency in the Mathematical Register through Conversation in a Tenth-Grade Classroom
ERIC Educational Resources Information Center
Temple, Codruta; Doerr, Helen M.
2012-01-01
The purpose of this study was to identify the interactional strategies that one teacher used in a discourse-rich tenth-grade classroom to develop her students' facility with the mathematical register. Viewing the mathematical register as multi-semiotic and having a specific grammatical patterning, we used discourse analysis (Sinclair & Coulthard,…
4th Grade Direct Mathematics Assessment Toolkit. Revised 2000.
ERIC Educational Resources Information Center
Idaho State Dept. of Education, Boise. Dept. of Public Instruction.
The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…
8th Grade Direct Mathematics Assessment Toolkit. Revised 2000.
ERIC Educational Resources Information Center
Idaho State Dept. of Education, Boise. Dept. of Public Instruction.
The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…
Teaching and Learning Middle Grades Mathematics with Understanding
ERIC Educational Resources Information Center
Kulm, Gerald; Capraro, Robert M.; Capraro, Mary Margaret
2007-01-01
This study addresses the nexus of two critical challenges for today's mathematics teacher. On the one hand, teaching for understanding for all students is the goal of most mathematics teachers. However, many teachers also must acknowledge and address the requirement that students do well on high stakes tests. This study analyzed data on 6th grade…
Learning Mathematics in First-Grade Classrooms: On Whose Authority?
ERIC Educational Resources Information Center
Hamm, Jill V.; Perry, Michelle
2002-01-01
The present investigation focused on classroom discourse processes and participatory structures that grant sources of mathematical authority. In general, teachers firmly and with few exceptions positioned themselves as the sole mathematical authority in classrooms. There was, however, one significant exception in one classroom that provided a…
Eighth Grade Assessment of Mathematics and Reading. 1989 Summary Report.
ERIC Educational Resources Information Center
Oregon State Dept. of Education, Salem.
In February 1989, statewide assessment tests in reading, mathematics, and writing were given to a sample of eighth graders throughout Oregon. The results and analyses of reading and mathematics assessments are presented. Important trends are described based on the analysis of data from 1985, 1987, and 1989. The 1989 information provides the first…
Democratizing Access to Core Mathematics across Grades 9-12
ERIC Educational Resources Information Center
Hegedus, Stephen; Dalton, Sara; Brookstein, Arden; Tapper, John; Heller, Eric
2011-01-01
The authors' proposed work builds upon 12+ years of research collectively known as the "SimCalc Projects." SimCalc Connected MathWorlds (SCM) combines two innovative technological ingredients to address core mathematical ideas in deep and sustainable ways for mathematics learners. Software that addresses content issues through dynamic…
The Importance of Number Sense to Mathematics Achievement in First and Third Grades
ERIC Educational Resources Information Center
Jordan, Nancy C.; Glutting, Joseph; Ramineni, Chaitanya
2010-01-01
Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for age and cognitive abilities (i.e., language, spatial,…
ERIC Educational Resources Information Center
Powell, David V.
2004-01-01
The purpose of this study was to determine the effects of environmental conditions of adult literacy and demographics prevalent during infancy and early childhood on mathematics and language arts literacy scores on eighth grade achievement tests. This study collected published scores for eighth grade math and language literacy from public schools…
A Model of Academic Enablers and Mathematics Achievement in the Elementary Grades
ERIC Educational Resources Information Center
DiPerna, James C.; Volpe, Robert J.; Elliott, Stephen N.
2005-01-01
The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6)…
Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students
ERIC Educational Resources Information Center
Pimta, Sakorn; Tayraukham, Sombat; Nuangchalerm, Prasart
2009-01-01
Problem statement: This study aims to investigate factors influencing mathematic problem-solving ability of sixth grade students. One thousand and twenty eight of sixth grade students, studying in the second semester of academic year 2007 were sampled by stratified random sampling technique. Approach: The research instruments used in the study…
ERIC Educational Resources Information Center
Bruce-Simmons, Christine
2013-01-01
This study examined the impact of computer-assisted instruction on the mathematics performance of underachieving fifth-grade students in a rural school district in South Carolina. The instructional technology program ([IF) is South Carolina's response to addressing the needs of its young, struggling math students. The 449 fifth-grade students in…
ERIC Educational Resources Information Center
Yilmaz, Gül Kaleli; Koparan, Timur; Hanci, Alper
2016-01-01
In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eighth grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female…
Math Play Therapy. Volume II. CSMP Mathematics for the Intermediate Grades.
ERIC Educational Resources Information Center
Papy, Frederique
This material is the result of 1 year of experimental work during the 1976-77 school year with pupils at the fifth-grade level. Once a week students participated in half-hour, small-group sessions in addition to their regular classroom mathematics period. It is felt that the activities described might be appropriate for additional grade levels. It…
Metacognitive Prediction and Evaluation Skills and Mathematical Learning in Third-Grade Students
ERIC Educational Resources Information Center
Desoete, Annemie
2009-01-01
In a 2-year longitudinal study, 66 children were assessed in Grades 3 and 4 with a within-method-and-time design on metacognition (including the computerized Evaluation and Prediction Assessment [EPA2000]) and mathematics. Moreover, half of the children were trained in Grade 3 in the metacognitive skill of predicting their abilities in solving…
10th Arnual Great Moonbuggy Race
NASA Technical Reports Server (NTRS)
2003-01-01
Students from across the United States and as far away as Puerto Rico came to Huntsville, Alabama for the 10th annual Great Moonbuggy Race at the U.S. Space Rocket Center. Sixty-eight teams, representing high schools and colleges from all over the United States, and Puerto Rico, raced human powered vehicles over a lunar-like terrain. Vehicles powered by two team members, one male and one female, raced one at a time over a half-mile obstacle course of simulated moonscape terrain. The competition is inspired by development, some 30 years ago, of the Lunar Roving Vehicle (LRV), a program managed by the Marshall Space Flight Center. The LRV team had to design a compact, lightweight, all-terrain vehicle that could be transported to the Moon in the small Apollo spacecraft. The Great Moonbuggy Race challenges students to design and build a human powered vehicle so they will learn how to deal with real-world engineering problems similar to those faced by the actual NASA LRV team. In this photograph, racers from C-1 High School in Lafayette County, Missouri, get ready to tackle the course. The team pedaled its way to victory over 29 other teams to take first place honors. It was the second year in a row a team from the school has placed first in the high school division. (NASA/MSFC)
10th Arnual Great Moonbuggy Race
NASA Technical Reports Server (NTRS)
2003-01-01
Students from across the United States and as far away as Puerto Rico came to Huntsville, Alabama for the 10th annual Great Moonbuggy Race at the U.S. Space Rocket Center. Sixty-eight teams, representing high schools and colleges from all over the United States, and Puerto Rico, raced human powered vehicles over a lunar-like terrain. Vehicles powered by two team members, one male and one female, raced one at a time over a half-mile obstacle course of simulated moonscape terrain. The competition is inspired by development, some 30 years ago, of the Lunar Roving Vehicle (LRV), a program managed by the Marshall Space Flight Center. The LRV team had to design a compact, lightweight, all-terrain vehicle that could be transported to the Moon in the small Apollo spacecraft. The Great Moonbuggy Race challenges students to design and build a human powered vehicle so they will learn how to deal with real-world engineering problems similar to those faced by the actual NASA LRV team. In this photograph, Team No. 1 from North Dakota State University in Fargo conquers one of several obstacles on their way to victory. The team captured first place honors in the college level competition.
ERIC Educational Resources Information Center
Vincent, Jill; Stacey, Kaye
2008-01-01
Australian eighth-grade mathematics lessons were shown by the 1999 TIMSS Video Study to use a high proportion of problems of low procedural complexity, with considerable repetition, and an absence of deductive reasoning. Using definitions from the Video Study, this study re-investigated this "shallow teaching syndrome" by examining the problems on…
Hassinger-Das, Brenna; Jordan, Nancy C.; Glutting, Joseph; Irwin, Casey; Dyson, Nancy
2013-01-01
Domain general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that attention problems and executive functioning both were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance while executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. PMID:24237789
ERIC Educational Resources Information Center
Kim-O, Mee-Ae Mia
2011-01-01
Mathematics is an increasingly important aspect of education because of its central role in technology (Kuenzi, 2008). Mathematical achievement tests are universally applied throughout schooling in the US to assess yearly progress. The middle school years (e.g., Grade 6-Grade 8) are especially crucial to success in mathematics because students…
ERIC Educational Resources Information Center
Dogbey, James; Kersaint, Gladis
2012-01-01
This study investigated the development of the concept of variables in middle grades mathematics textbooks during four eras of mathematics education in the United States. Findings revealed that each of the middle grades mathematics curricula examined used variables, but in varied proportions and levels of complexity. Formal definitions for…
An Evaluation of Grades 9 and 10 Mathematics Textbooks vis-a-vis Fostering Problem Solving Skills
ERIC Educational Resources Information Center
Buishaw, Alemayehu; Ayalew, Assaye
2013-01-01
This study sought to evaluate the adequacy of integration of problematic situations and general problem-solving strategies (heuristics) in grades 9 and 10 mathematics textbooks. Grade 9 and grade 10 mathematics textbooks were used for analysis. Document analysis and interview were used as data gathering instruments. Document analysis was carried…
PREFACE: 10th International LISA Symposium
NASA Astrophysics Data System (ADS)
Ciani, Giacomo; Conklin, John W.; Mueller, Guido
2015-05-01
large mission in Europe, and a potential comprehensive technology development program followed by a number one selection in the 2020 Decadal Survey in the U.S. The selection of L2 was combined with the selection of L3 and the newly formed eLISA consortium submitted an updated NGO concept under the name eLISA, or Evolved LISA, to the competition. It was widely believed that the launch date of 2028 for L2, would be seen by the selection committee as providing sufficient time to retire any remaining technological risks for LISA. However, the committee selected the 'Hot and Energetic Universe', an X-ray mission, as the science theme for L2 and the 'Gravitational Universe', the eLISA science theme, for L3. Although very disappointed, it was not a surprising decision. LPF did experience further delays just prior to and during the selection process, which may have influenced the decision. The strong technology program in the U.S. never materialized because WFIRST, the highest priority large mission in the 2010 Decadal following JWST, not only moved ahead but was also up-scoped significantly. The L3 selection, the WFIRST schedule, and the missing comprehensive technology development in the U.S. will make a launch of a GW mission in the 2020s very difficult. Although many in the LISA community, including ourselves, did not want to accept this harsh reality, this was the situation just prior to the 10th LISA symposium. However, despite all of this, the LISA team is now hopeful! In May of 2014 the LISA community gathered at the University of Florida in Gainesville to discuss progress in both the science and technology of LISA. The most notable plenary and contributed sessions included updates on the progress of LISA Pathfinder, which remains on track for launch in the second half of 2015(!), the science of LISA which ranges from super-massive black hole mergers and cosmology to the study of compact binaries within our own galaxy, and updates from other programs that share some of
Passolunghi, M Chiara; Mammarella, Irene C; Altoe, Gianmarco
2008-01-01
The present longitudinal study was designed to investigate precursors of mathematics achievement in children. A total of 72 children were tested at both the beginning and end of first and second grades on measures of the following cognitive abilities: phonology, counting skills, short-term memory, working memory, and verbal and performance IQ. Path analysis models revealed differences in the variables predicting mathematics skills of first and second graders. Specifically, in first graders both short-term and working memory measures mediated the role of verbal IQ in predicting mathematics skills. Also, there was a direct relationship between performance IQ and mathematics at first grade. In contrast, in the longitudinal model, working memory measured both in first and second grades predicted mathematics achievement, whereas the relationship between performance IQ and mathematics disappeared. In conclusion, the results demonstrated that mathematics learning is predicted not by phonology or counting skills and that working memory is a plausible mediator in predicting mathematics achievement in primary school age children. PMID:18473198
A Chemistry Course for High Ability 8th, 9th, and 10th Graders.
ERIC Educational Resources Information Center
Kilker, Richard, Jr.
1985-01-01
Describes a chemistry course designed, in cooperation with local public school districts, to intellectually challenge a group of 8th, 9th, and 10th grade students. Organic chemistry and biochemistry are integrated into the course (titled Chemistry and Everyday Life) to emphasize practical applications of chemistry. The course syllabus is included.…
Self-Perception and Achievement of Black Urban 10th Graders.
ERIC Educational Resources Information Center
Reglin, Gary
Explores the following five dimensions of self-perception held by black urban male 10th-grade students in North Carolina: (1) scholastic competence; (2) athletic competence; (3) physical appearance; (4) behavioral conduct; and (5) job competence. Investigates differences in these aspects of self-concept for 30 students scoring above and 30 scoring…
Preschool predictors of mathematics in first grade children with autism spectrum disorder.
Titeca, Daisy; Roeyers, Herbert; Josephy, Haeike; Ceulemans, Annelies; Desoete, Annemie
2014-11-01
Up till now, research evidence on the mathematical abilities of children with autism spectrum disorder (ASD) has been scarce and provided mixed results. The current study examined the predictive value of five early numerical competencies for four domains of mathematics in first grade. Thirty-three high-functioning children with ASD were followed up from preschool to first grade and compared with 54 typically developing children, as well as with normed samples in first grade. Five early numerical competencies were tested in preschool (5-6 years): verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. Four domains of mathematics were used as outcome variables in first grade (6-7 years): procedural calculation, number fact retrieval, word/language problems, and time-related competences. Children with ASD showed similar early numerical competencies at preschool age as typically developing children. Moreover, they scored average on number fact retrieval and time-related competences and higher on procedural calculation and word/language problems compared to the normed population in first grade. When predicting first grade mathematics performance in children with ASD, both verbal subitizing and counting seemed to be important to evaluate at preschool age. Verbal subitizing had a higher predictive value in children with ASD than in typically developing children. Whereas verbal subitizing was predictive for procedural calculation, number fact retrieval, and word/language problems, counting was predictive for procedural calculation and, to a lesser extent, number fact retrieval. Implications and directions for future research are discussed. PMID:25068926
Introduction to High School Mathematics, Grade 9, Course 2.
ERIC Educational Resources Information Center
Baker, Bruno B., Ed.
This guide outlines the curriculum for a ninth-year mathematics course for students not prepared to cope with the usual first-year algebra course. It is intended to provide personal relevance for these students by including supplementary units on probability and statistics, slide rule use, flow charting and use of calculators, consumer…
Web-Based Mathematics Progress Monitoring in Second Grade
ERIC Educational Resources Information Center
Salaschek, Martin; Souvignier, Elmar
2014-01-01
We examined a web-based mathematics progress monitoring tool for second graders. The tool monitors the learning progress of two competences, number sense and computation. A total of 414 students from 19 classrooms in Germany were checked every 3 weeks from fall to spring. Correlational analyses indicate that alternate-form reliability was adequate…
PARCC Model Content Frameworks: Mathematics--Grades 3-11
ERIC Educational Resources Information Center
Partnership for Assessment of Readiness for College and Careers (NJ1), 2011
2011-01-01
As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for mathematics to serve as a bridge between the Common Core State Standards and the PARCC assessments. The PARCC Model Content Frameworks were developed through a…
TEACHERS' GUIDE. SEVENTH GRADE MATHEMATICS FOR THE ACADEMICALLY TALENTED.
ERIC Educational Resources Information Center
HORN, R.A.; AND OTHERS
MATERIALS ARE INTENDED FOR USE BY BOTH ENRICHED AND ACCELERATED MATHEMATICS COURSES. TEXTBOOKS AND SUPPLEMENTARY TEXTS FOR THE COURSE ARE GIVEN. THE COURSE OF STUDY IS DIVIDED INTO BROAD UNITS FOR EACH OF THE SEMESTERS--SEMESTER I- LINES, ANGLES, NUMBER SYSTEMS, POLYGONS, COMMON AND DECIMAL FRACTIONS, PERCENTAGE, AND MEASUREMENTS, GRAPHS,…
Course Goals in Mathematics, Grades K-12. Critique Draft.
ERIC Educational Resources Information Center
Multnomah County Intermediate Education District, Portland, OR.
This document is one part of a critique series that deals with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum planning and…
ERIC Educational Resources Information Center
Platas, Linda M.; Ketterlin-Geller, Leanne R.; Sitabkhan, Yasmin
2016-01-01
This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers,…
PREFACE: 10th International LISA Symposium
NASA Astrophysics Data System (ADS)
Ciani, Giacomo; Conklin, John W.; Mueller, Guido
2015-05-01
large mission in Europe, and a potential comprehensive technology development program followed by a number one selection in the 2020 Decadal Survey in the U.S. The selection of L2 was combined with the selection of L3 and the newly formed eLISA consortium submitted an updated NGO concept under the name eLISA, or Evolved LISA, to the competition. It was widely believed that the launch date of 2028 for L2, would be seen by the selection committee as providing sufficient time to retire any remaining technological risks for LISA. However, the committee selected the 'Hot and Energetic Universe', an X-ray mission, as the science theme for L2 and the 'Gravitational Universe', the eLISA science theme, for L3. Although very disappointed, it was not a surprising decision. LPF did experience further delays just prior to and during the selection process, which may have influenced the decision. The strong technology program in the U.S. never materialized because WFIRST, the highest priority large mission in the 2010 Decadal following JWST, not only moved ahead but was also up-scoped significantly. The L3 selection, the WFIRST schedule, and the missing comprehensive technology development in the U.S. will make a launch of a GW mission in the 2020s very difficult. Although many in the LISA community, including ourselves, did not want to accept this harsh reality, this was the situation just prior to the 10th LISA symposium. However, despite all of this, the LISA team is now hopeful! In May of 2014 the LISA community gathered at the University of Florida in Gainesville to discuss progress in both the science and technology of LISA. The most notable plenary and contributed sessions included updates on the progress of LISA Pathfinder, which remains on track for launch in the second half of 2015(!), the science of LISA which ranges from super-massive black hole mergers and cosmology to the study of compact binaries within our own galaxy, and updates from other programs that share some of
Effects of the Classroom Assessment Environment on Achievement in Mathematics and Science.
ERIC Educational Resources Information Center
Brookhart, Susan M.
The effects of classroom assessment environment (CAE) variables on yearly achievement in mathematics and science in grades 7 through 12 were studied through the Longitudinal Study of American Youth (LSAY), using cohorts of approximately 3,000 students each in the 7th and 10th grades who were followed for 4 years. While the LSAY did not include all…
Investigating grade nine textbook problems for characteristics related to mathematical literacy
NASA Astrophysics Data System (ADS)
Rafiepour Gatabi, Abolfazl; Stacey, Kaye; Gooya, Zahra
2012-12-01
This study presents a content analysis of the new Iranian Grade 9 mathematics textbook and two Australian Year 9 mathematics textbooks, examining the extent to which the problems show characteristics associated in the literature with promoting mathematical literacy. The new Iranian book was produced to meet a range of needs including several well aligned with mathematical literacy for all students. Australia was selected as the comparison country because of its relatively high international achievement in mathematical literacy. Three comparable chapters in each book were analysed for these characteristics. When considering the percentages of problems showing each characteristic, there was considerable similarity between the textbooks. However, the Australian mathematics textbooks contain many more problems than the Iranian textbook and each chapter includes problems in a diverse range of contexts and the mathematical tasks range from simple applications of formulas to real world modelling although of a constrained nature. With many fewer problems, the Iranian textbook has considerably less diversity of context and very little opportunity for students to engage in mathematical modelling, the key process of mathematical literacy.
Iowa Developed Energy Activity Sampler (IDEAS), Grades 7-12: Mathematics.
ERIC Educational Resources Information Center
Simonis, Doris G.
Described is the Mathematics component of the Iowa Developed Energy Activity Sampler (IDEAS), a multidisciplinary energy education program designed for infusion into the curriculum of grades 7-12. Also included in the program are activity sets for Home Economics (SE 034 678), Industrial Arts (SE 034 679), Language Arts (SE 034 680), Science (SE…
Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics
ERIC Educational Resources Information Center
Yaghmour, Kholoud Subhi
2016-01-01
The study aimed to investigate the Blended Education strategy in the achievement of the third grade students in mathematics. The study sample consisted of (97) male and female students distributed on four classes: (47) male and female students in the experimental group and (50) male and female students in the control group. To achieve the…
An Investigation of Learning Styles Influencing Mathematics Achievement of Seventh-Grade Students
ERIC Educational Resources Information Center
Sriphai, Sunan; Damrongpanit, Suntonrapot; Sakulku, Jaruwan
2011-01-01
This study aims to investigate the effect of learning styles, as well as compare the effect of two different variable structure models of learning styles on factors influencing mathematics achievement. The research sample was made up of 508 seventh-grade students. The findings were that the model including learning styles as factors influencing…
The Effectiveness of Web-Based Curricula on Seventh Grade Mathematics Students in Jordan
ERIC Educational Resources Information Center
Muhanna, Wafa
2012-01-01
The purpose of this study is to investigate the effect of using web-based curricula on seventh grade students' achievement in mathematics in King Abdullah School in Irbid, Jordan. The researcher followed the equivalent pre/post T-test two group designs. To achieve the aim of the study, a pre/post-test was constructed to measure students'…
ERIC Educational Resources Information Center
Dulama, Maria Eliza; Magda?, Ioana
2014-01-01
In this paper, we analyze some aspects related to "Mathematics and Environmental Exploration" subject syllabus for preparatory grade approved by Minister of National Education of Romania. The analysis aim the place of the subject syllabus into the Framework Plan; the syllabus structure and the argumentation of studying this subject; the…
Students' Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)
ERIC Educational Resources Information Center
Abed, Eman Rasmi; Abu Awwad, Ferial Mohammad
2016-01-01
This study aims to investigate the students' learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are…
ERIC Educational Resources Information Center
Schwinger, Malte; Wild, Elke
2012-01-01
This study examined the longitudinal trajectories of achievement goal profiles in mathematics from third to seventh grade in a sample of 302 German students. Latent profile analyses were conducted separately for each school year and revealed three subgroups of students with distinct goal profiles labeled high multiple goals, moderate multiple…
Two Fifth Grade Teachers' Use of Real-World Situations in Science and Mathematics Lessons
ERIC Educational Resources Information Center
Yanik, H. Bahadir; Serin, Gokhan
2016-01-01
The purpose of this study was to investigate the types, sources, and cognitive levels of tasks that included real-life situations used in science and mathematics lessons in the classrooms of two 5th-grade teachers at an urban elementary school in Turkey. A qualitative approach was used to analyze data that included classroom observations, teacher…
ERIC Educational Resources Information Center
Tunc-Pekkan, Zelha; D'Ambrosio, Beatriz S.
2009-01-01
This study examines the communication between pre-service teachers and sixth grade students in a project in which email was used for communication as students learned about fractions and were supported by the pre-service teachers. Specifically, the study investigated how the pre-service teachers applied their mathematical knowledge to understand…
Sex Stereotyping in Selected Mathematics Textbooks for Grades Two, Four, and Six.
ERIC Educational Resources Information Center
Jay, Winifred Tom
The purpose of this study was to analyze the sex stereotyping in selected mathematics textbooks for grades two, four, and six. Twelve textbooks which appear on Hawaii's Approved Instructional Material List were chosen. As units of measure, the following four categories were delineated: (1) selected items of interest for classification according to…
The Relationship between Mathematics and Reading/Language Arts TCAP Scores Among Third Grade Males
ERIC Educational Resources Information Center
Kariuki, Patrick; Shelton, Whitney
2009-01-01
The purpose of this study was to determine the relationship between mathematics and reading/language arts Comprehensive Assessment Program (TCAP) scores at a selected elementary school. The sample consisted of 12 randomly selected males in a third grade classroom. Data were collected for this study using the overall reading/language arts subtest…
Examining Differences in Mathematics and Reading Achievement among Grade 5 Pupils in Vietnam
ERIC Educational Resources Information Center
Hungi, Njora
2008-01-01
This study employed a multilevel technique to examine pupil-, school- and province-level factors that influence achievement in mathematics and reading of Grade 5 primary school pupils in Vietnam. The data for this study were collected as part of a major survey that sought to examine the quality of education offered in Vietnam primary schools.…
The Effect of Single Gender Instruction on Eighth Grade Students' Mathematics Achievement
ERIC Educational Resources Information Center
Hammel, David Michael
2013-01-01
In the research study, this investigator utilized a non-experimental, causal-comparative design (ex post facto) with archival data to determine the real impact single gender instruction had on eighth grade students' mathematics achievement. The purpose of this study was to quantitatively analyze the benefits of single gender mathematics…
CLASS SIZE AND ACHIEVEMENT GAINS IN SEVENTH- AND EIGHTH-GRADE ENGLISH AND MATHEMATICS.
ERIC Educational Resources Information Center
JOHNSON, MAURITZ; SCRIVEN, ELDON
USING DATA OBTAINED BY THE QUALITY MEASUREMENT PROJECT ON SOME 70,000 PUPILS, THIS STUDY ATTEMPTED TO PRODUCE EVIDENCE REGARDING THE INFLUENCE OF CLASS SIZE AND CLASS HOMOGENEITY ON ACHIEVEMENT GAINS IN GRADES 7 AND 8. A TOTAL OF 130 ENGLISH AND 135 MATHEMATICS CLASSES CLASSIFIED ACCORDING TO SIZE AND HOMOGENEITY WERE EXAMINED. THE READING…
Navigating through Mathematical Connections in Grades 9-12. Navigation Series
ERIC Educational Resources Information Center
National Council of Teachers of Mathematics, 2006
2006-01-01
Making connections becomes increasingly important as students proceed through middle school and high school. This book shows ways of embedding connective processes in instruction in grades 9-12. Problems invite mathematical modeling, unify diverse content, call for different representations, and encourage students to look back at their work to…
The Effect of the Early Intervention Program (EIP) on 4th Grade Mathematic Achievement
ERIC Educational Resources Information Center
Reeves, Tiffany H.
2014-01-01
Some schools have adopted homogenous grouping of students for academic instruction in response to the No Child Left Behind Act, which requires school districts to ensure academic achievement for all students. The early intervention program (EIP) in mathematics is provided for below-grade level students, yet many of them continue to perform poorly…
ERIC Educational Resources Information Center
Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L.
2014-01-01
This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…
Effective Instructional Strategies for Kindergarten and First-Grade Students at Risk in Mathematics
ERIC Educational Resources Information Center
Clarke, Ben; Doabler, Christian T.; Nelson, Nancy J.; Shanley, Caroline
2015-01-01
This article provides an overview of effective instructional strategies and interventions for kindergarten and first-grade students at risk in mathematics. The article reviews instructional strategies and interventions within a multitier instructional model in order to provide a framework for teachers and schools looking to increase the…
Partial Credit Analysis of Mathematics Items from the Ohio-Off Grade Proficiency Tests.
ERIC Educational Resources Information Center
Dimitrov, Dimiter M.
The Ohio Off-Grade Proficiency Tests help in monitoring students' progress toward Ohio's adapted model courses of study in reading, mathematics, citizenship, science, and writing. The purpose of this study was to provide item response theory (IRT) parameter estimates and descriptive statistics of the scoring categories of the short-response items…
Accelerated Mathematics and High-Ability Students' Math Achievement in Grades Three and Four
ERIC Educational Resources Information Center
Stanley, Ashley M.
2011-01-01
The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as a supplement to traditional mathematics instruction on achievement as measured by TerraNova achievement tests of third and fourth grade high-ability students. Gender, socioeconomic status, and…
Using Instructional Logs to Study Mathematics Curriculum and Teaching in the Early Grades
ERIC Educational Resources Information Center
Rowan, Brian; Harrison, Delena M.; Hayes, Andrew
2004-01-01
In this article we describe the mathematics curriculum and teaching practices in a purposive sample of high-poverty elementary schools working with 3 of the most widely disseminated comprehensive school reform programs in the United States. Data from 19,999 instructional logs completed by 509 first-, third-, and fourth-grade teachers in 53 schools…
An Application of Cognitive Diagnostic Assessment on TIMMS-2007 8th Grade Mathematics Items
ERIC Educational Resources Information Center
Toker, Turker; Green, Kathy
2012-01-01
The least squares distance method (LSDM) was used in a cognitive diagnostic analysis of TIMSS (Trends in International Mathematics and Science Study) items administered to 4,498 8th-grade students from seven geographical regions of Turkey, extending analysis of attributes from content to process and skill attributes. Logit item positions were…
Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base
ERIC Educational Resources Information Center
Gersten, Russell; Clarke, Ben; Jordan, Nancy C.; Newman-Gonchar, Rebecca; Haymond, Kelly; Wilkins, Chuck
2012-01-01
This article describes key findings from contemporary research on screening for early primary grade students in the area of mathematics. Existing studies were used to illustrate the constructs most worth measuring and the diverse strategies that researchers used to study potential measures. The authors discussed the strengths and weaknesses of…
ERIC Educational Resources Information Center
Kariuki, Patrick N.; Morris, Dustin A.
2013-01-01
The purpose of this study was to determine the relationship between reading comprehension scores and conceptual mathematics scores of third grade students at a selected elementary school. The sample consisted of 27 students of which 15 were females and 12 were males. Data were collected using a teacher made conceptual math exam and the scores from…
ERIC Educational Resources Information Center
Ramdass, Darshanand H.
2009-01-01
This primary goal of this study was to investigate the effects of strategy training and self-reflection, two subprocesses of Zimmerman's cyclical model of self-regulation, on fifth grade students' mathematics performance, self-efficacy, self-evaluation, and calibration measures of self-efficacy bias, self-efficacy accuracy, self-evaluation bias,…
Patterns of Attainment in Standard Grade Mathematics 3-6. Interchange No. 21.
ERIC Educational Resources Information Center
Devine, Marion; And Others
The interchange series of documents aims to improve the Research and Intelligence Unit's dissemination of the findings of research funded by the Scottish Office Education Department. In 1991 this department commissioned the Scottish Council for Research in Education to investigate the performance in Standard Grade mathematics of those candidates…
Effects of Concept Cartoons on Mathematics Self-Efficacy of 7th Grade Students
ERIC Educational Resources Information Center
Sengul, Sare
2011-01-01
The purpose of this research is to determine the effect of concept cartoons on the students' perception of their levels of self-efficacy towards mathematics. The research has been designed as the pre-test post-test with quasi experimental control group. The research participants are composed of 94 7th grade students attending an elementary school…
ERIC Educational Resources Information Center
Geldenhuys, J. L.; Kruger, C.; Moss, J.
2013-01-01
In 2006, Mathematical Literacy (ML) and Life Orientation (LO) were introduced into South Africa's Grade 10 national curriculum. The implementation of the ML programme in schools stemmed from a need to improve the level of numeracy of the general population of South Africa, while LO was introduced to equip learners to solve problems and to make…
Walking around the Curriculum Tree: An Analysis of a Third/Fourth-Grade Mathematics Lesson
ERIC Educational Resources Information Center
Ross, Vicki
2003-01-01
This study, part of a narrative classroom inquiry into the teaching and learning of mathematics in a Canadian elementary classroom, emerges from the three years I was a participant-observer in Janine O'Neil's 3rd/4th-grade classroom at Bay Street Community School. Drawing on the curriculum commonplaces of teacher, social milieu, subject matter,…
Increasing Equity and Achievement in Fifth Grade Mathematics: The Contribution of Content Exposure
ERIC Educational Resources Information Center
Ottmar, Erin R.; Konold, Timothy R.; Berry, Robert Q.; Grissmer, David W.; Cameron, Claire E.
2013-01-01
This study uses a large nationally representative data set (ECLS-K) of 5,181 students to examine the extent to which exposure to content and instructional practice contributes to mathematics achievement in fifth grade. Using hierarchical linear modeling, results suggest that more exposure to content beyond numbers and operations (i.e., geometry,…
ERIC Educational Resources Information Center
Cornelius, Annette Sargent
2013-01-01
The purpose of this quantitative study was to investigate the effectiveness of a system-wide Response to Intervention (RTI) program on the mathematical achievement of seventh and eighth grade students. The study consisted of five district schools with a total of 502 participants. The students were identified as belonging to one of two tiers, which…
ERIC Educational Resources Information Center
North Dakota State Board for Vocational Education, Bismarck. Research Coordinating Unit.
The guideline presents two 12-week courses involving an interdisciplinary, partly coeducational, prevocational career exploration program in consumer and homemaking and industrial arts at the eighth grade level, and also a supplementary mathematics program. It is designed to give students an opportunity to explore occupations for themselves and to…
Impact of Student Calculator Use on the 2013 NAEP Twelfth-Grade Mathematics Assessment
ERIC Educational Resources Information Center
Klecker, Beverly M.; Klecker, Richard L.
2014-01-01
This descriptive research study examined 2013 NAEP 12th-grade mathematics scores by students' use of graphing calculators in math classes and the kind of calculator students used during NAEP assessment. NAEP Data Explorer analysis included two questions from Student Factors: How often do you use these different kinds of calculators in math…
Effects of Calculators on Mathematics Achievement and Attitudes of Ninth-Grade Students
ERIC Educational Resources Information Center
Close, Sean; Oldham, Elizabeth; Shiel, Gerry; Dooley, Therese; O'Leary, Michael
2012-01-01
Three calculator tests were administered to a national sample of 1,469 Irish students in Grade 9--the last cohort to study mathematics without calculators (Phase 1). Three years later, the same tests were administered to a similar sample with calculators (Phase 2). Scores on a test of calculator-inappropriate items showed no significant change…
ERIC Educational Resources Information Center
Polly, Drew; Martin, Christie S.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.
2016-01-01
This study examines primary grades teachers' instructional decisions in their mathematics classroom during their participation in a year-long professional development program on formative assessment. Teachers participated in 40 h of face-to-face workshops followed by 40 h of classroom-embedded activities that were facilitated in an asynchronous…
ERIC Educational Resources Information Center
Staples, Megan E.; Bartlo, Joanna; Thanheiser, Eva
2012-01-01
Justification is a core mathematics practice. Although the purposes of justification in the mathematician community have been studied extensively, we know relatively little about its role in K-12 classrooms. This paper documents the range of purposes identified by 12 middle grades teachers who were working actively to incorporate justification…
An Introduction to Mathematics of Grades K to 2. Teacher's Manual and Answer Key.
ERIC Educational Resources Information Center
Haag, Vincent H.; Hammond, Robert P.
This manual is designed for use in inservice work with teachers preparing to use the Comprehensive School Mathematics Program (CSMP) in grades K-2, and as a resource guide for later use. In it, the nonstandard topics used in the CSMP primary program are developed through discussion and a variety of exercises. These topics include the minicomputer…
Mathematics Curriculum Outline and Sample Activities for Gifted Students Grades 2 through 8.
ERIC Educational Resources Information Center
Barson, Alan; And Others
This document includes a statement of 11 basic considerations for a mathematics curriculum for the gifted in grades two through eight and a series of activities appropriate for such a curriculum. The activities are grouped under five strands: (1) logic; (2) combinations (combinatorics), probability, introduction to statistics; (3) geometry,…
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Ferguson-Pabst, Donna; Persichitte, Kay; Lohr, Linda; Pearman, Betsy
2003-01-01
The purpose of this study was to investigate the relationships between gender, grade level, teachers, and the selection of mathematics software as measured by the type of mathematics software chosen, and time-on-task. Research data were collected from 202 third, fourth, and fifth grade students in a single elementary school located in northeastern…
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Clarke, Ben; Nese, Joseph F. T.; Alonzo, Julie; Smith, Jean Louise M.; Tindal, Gerald; Kame'enui, Edward J.; Baker, Scott K.
2011-01-01
The results from a year-long study to investigate the technical features of easyCBM mathematics screening measures for first grade are presented. Measures were designed based on the National Council of Teachers of Mathematics Curriculum Focal Point standards, which for Grade 1 include (a) Number and Operations and Algebra, (b) Number and…
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Simsek, Irfan
2016-01-01
With this research, in Second Life environment which is a three dimensional online virtual world, it is aimed to reveal the effects of student attitudes toward mathematics courses and design activities which will enable the third grade students of secondary school (primary education seventh grade) to see the 3D objects in mathematics courses in a…
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Delaware State Dept. of Education, Dover. Assessment and Accountability Branch.
The results in this report, from the fifth administration of the grades 3, 5, 8, and 10 reading, mathematics, and writing portions of the Delaware Student Testing Program (DSTP), represent an important step in Delawares efforts to educate all students to a higher level. Reading, mathematics, and writing data for grades 3, 5, 8, and 10 are…
Morgan, Paul L.; Farkas, George; Maczuga, Steve
2015-01-01
We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268
Examination of the 8th grade students' TIMSS mathematics success in terms of different variables
NASA Astrophysics Data System (ADS)
Kaleli-Yılmaz, Gül; Hanci, Alper
2016-07-01
The aim of this study is to determine how the TIMSS mathematics success of the 8th grade students differentiates according to the school type, gender, mathematics report mark, parents' education level, cognitive domains and cognitive domains by gender. Relational survey method was used in the study. Six-hundred fifty two 8th grade students studying in the same city in Turkey participated in this study. In this study, a 45 question test that was made up by choosing TIMSS 2011 mathematics questionnaire was used as a data collection tool. Quantitative data analysis methods were used in the data analysis, frequency, percentage, average, standard deviation, independent sample test, one-way analysis of variance and post-hoc tests were applied to data by using SPSS packaged software. At the end of the study, it was determined that the school type, mathematics school mark, parents' education level and cognitive domains influenced the students' TIMSS mathematics success but their gender was a neutral element. Moreover, it was seen that schools which are really successful in national exams are more successful in TIMSS exam; students whose mathematics school marks are 5 and whose parents graduated from university are more successful in TIMSS exams than others. This study was produced from Alper HANCİ's master thesis that is made consulting Asst. Prof. Gül KALELİ YILMAZ.
A Cardiovascular Mathematical Model of Graded Head-Up Tilt
Lim, Einly; Chan, Gregory S. H.; Dokos, Socrates; Ng, Siew C.; Latif, Lydia A.; Vandenberghe, Stijn; Karunanithi, Mohan; Lovell, Nigel H.
2013-01-01
A lumped parameter model of the cardiovascular system has been developed and optimized using experimental data obtained from 13 healthy subjects during graded head-up tilt (HUT) from the supine position to . The model includes descriptions of the left and right heart, direct ventricular interaction through the septum and pericardium, the systemic and pulmonary circulations, nonlinear pressure volume relationship of the lower body compartment, arterial and cardiopulmonary baroreceptors, as well as autoregulatory mechanisms. A number of important features, including the separate effects of arterial and cardiopulmonary baroreflexes, and autoregulation in the lower body, as well as diastolic ventricular interaction through the pericardium have been included and tested for their significance. Furthermore, the individual effect of parameter associated with heart failure, including LV and RV contractility, baseline systemic vascular resistance, pulmonary vascular resistance, total blood volume, LV diastolic stiffness and reflex gain on HUT response have also been investigated. Our fitted model compares favorably with our experimental measurements and published literature at a range of tilt angles, in terms of both global and regional hemodynamic variables. Compared to the normal condition, a simulated congestive heart failure condition produced a blunted response to HUT with regards to the percentage changes in cardiac output, stroke volume, end diastolic volume and effector response (i.e., heart contractility, venous unstressed volume, systemic vascular resistance and heart rate) with progressive tilting. PMID:24204817
ERIC Educational Resources Information Center
Jones, Dustin L.; Tarr, James E.
2007-01-01
We analyze probability content within middle grades (6, 7, and 8) mathematics textbooks from a historical perspective. Two series, one popular and the other alternative, from four recent eras of mathematics education (New Math, Back to Basics, Problem Solving, and Standards) were analyzed using the Mathematical Tasks Framework (Stein, Smith,…
ERIC Educational Resources Information Center
Jansen, Amanda
2008-01-01
As mathematics teachers attempt to promote classroom discourse that emphasizes reasoning about mathematical concepts and supports students' development of mathematical autonomy, not all students will participate similarly. For the purposes of this research report, I examined how 15 seventh-grade students participated during whole-class discussions…
ERIC Educational Resources Information Center
Cetinkaya, Bulent
2012-01-01
The purpose of this study was to investigate mathematics teachers' concerns about the reformed 6th grade mathematics curriculum in Turkey and to identify the possible relations between teachers' personal characteristics and their concerns about the curriculum. 306 in-service mathematics teachers teaching in Ankara participated in the study.…
ERIC Educational Resources Information Center
Faulkner, Fiona; Hannigan, Ailish; Gill, Olivia
2010-01-01
This article reports on the mathematical competency of students entering third-level education in the University of Limerick (UL). Data from diagnostic testing, gathered on 5,949 students between the years 1998 and 2008, are used to demonstrate the changes in competency levels of students entering UL. There has been a significant decline in the…
Mathematical Readiness of Six-Year-Olds and the Placement of First Grade Mathematical Topics.
ERIC Educational Resources Information Center
Murray, Dennis E.
This study investigated the relationships among mathematics achievement scores of first graders, the order of presentation of difficult topics, the use of readiness activities, and scores on a conservation test. The study was developed and conducted in four phases. Phase 1 included analysis of 70 randomly selected first-graders' work on the…