Exercise + Classwork May = Better Math Scores
... news/fullstory_157446.html Exercise + Classwork May = Better Math Scores Dutch study also found bringing exercise to ... time learning if exercise is part of their math and spelling lessons, a new study suggests. Dutch ...
Physics First: Impact on SAT Math Scores
NASA Astrophysics Data System (ADS)
Bouma, Craig E.
Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.
The Relationship between STAR Math Score Gains and Academic Achievement in Math
ERIC Educational Resources Information Center
Churchwell, Don Wesley
2009-01-01
This study examined the relationship between STAR Math gains and TCAP composite scores. The purpose of this study was to determine if there was a significant relationship between STAR Math pretest and posttest gains over the course of the 2005-2006 academic year through the use of the STAR Math software program and TCAP math composite scores at…
First-Year Chemistry Grades and SAT Math Scores.
ERIC Educational Resources Information Center
Andrews, Marjorie H.; Andrews, Lester
1979-01-01
Comparison of SAT math scores, high school grade point averages (GPAs), and final chemistry grades for both the 1972 and 1976 fall semester classes of the first-year chemistry course at the University of Virginia showed that SAT math scores were a much better predictor of final chemistry grades than were high school GPAs. (BB)
Factors Affecting Children's Math Achievement Scores in Preschool
ERIC Educational Resources Information Center
Kilday, Carolyn R.
2010-01-01
This dissertation contains three independently conducted studies on factors that affect the math achievement scores of preschool-aged children. The first study examined the associations between children's executive-functioning (EF) and math achievement scores at 54 months of age. Results suggest that EF is strongly associated with children's…
Brief Report: Gum Chewing Affects Standardized Math Scores in Adolescents
ERIC Educational Resources Information Center
Johnston, Craig A.; Tyler, Chermaine; Stansberry, Sandra A.; Moreno, Jennette P.; Foreyt, John P.
2012-01-01
Gum chewing has been shown to improve cognitive performance in adults; however, gum chewing has not been evaluated in children. This study examined the effects of gum chewing on standardized test scores and class grades of eighth grade math students. Math classes were randomized to a gum chewing (GC) condition that provided students with gum…
Math/FCS Class Boosts Test Scores
ERIC Educational Resources Information Center
Sanden, Jan
2004-01-01
Integrating mathematics with family and consumer sciences (FCS) has enabled youth to pass the Minnesota 8th Grade Math Basic Skills test. The test focuses on the eight content areas: (1) problem solving with whole numbers and fractions; (2) problem solving with percentage/ratio; (3) number sense; (4) estimation; 5) measurement; (6) tables and…
Examining Relationships among Assessment Scores and Math Coursework in an Urban School District
ERIC Educational Resources Information Center
Parke, Carol S.
2012-01-01
This study investigates relationships between assessment scores and other indicators of math performance. The impetus for the research came from a district's need to better understand high school math achievement. Longitudinal data for a cohort of students were obtained, including math scores from their state assessment, TerraNova, and New…
Estimating Reading Skill from ACT Assessment Scores.
ERIC Educational Resources Information Center
Noble, Julie
1986-01-01
A study correlating Nelson-Denny Reading Test scores with American College Testing Program Assessments (ACT) indicates that reading skill can be predicted accurately from the ACT social studies reading and English usage subtests. (MSE)
The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores
ERIC Educational Resources Information Center
Bennett, Angela Stephens
2010-01-01
One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…
Big Cities Credit Conceptual Math for Higher Scores
ERIC Educational Resources Information Center
Cavanagh, Sean
2006-01-01
The two city districts that made the greatest strides in math on the latest national assessment relied on similar strategies: building students' conceptual math skills and investing in professional development in that subject for elementary and middle school teachers. While administrators in Boston and San Diego say that many factors were at work…
ERIC Educational Resources Information Center
Kariuki, Patrick; Gentry, Christi
2010-01-01
The purpose of this study was to examine the effects of Accelerated Math utilization on students' grade equivalency scores. Twelve students for both experimental and control groups were randomly selected from 37 students enrolled in math in grades four through six. The experimental group consisted of the students who actively participated in…
Matejko, Anna A; Price, Gavin R; Mazzocco, Michèle M M; Ansari, Daniel
2013-02-01
Mathematical skills are of critical importance, both academically and in everyday life. Neuroimaging research has primarily focused on the relationship between mathematical skills and functional brain activity. Comparatively few studies have examined which white matter regions support mathematical abilities. The current study uses diffusion tensor imaging (DTI) to test whether individual differences in white matter predict performance on the math subtest of the Preliminary Scholastic Aptitude Test (PSAT). Grades 10 and 11 PSAT scores were obtained from 30 young adults (ages 17-18) with wide-ranging math achievement levels. Tract based spatial statistics was used to examine the correlation between PSAT math scores, fractional anisotropy (FA), radial diffusivity (RD) and axial diffusivity (AD). FA in left parietal white matter was positively correlated with math PSAT scores (specifically in the left superior longitudinal fasciculus, left superior corona radiata, and left corticospinal tract) after controlling for chronological age and same grade PSAT critical reading scores. Furthermore, RD, but not AD, was correlated with PSAT math scores in these white matter microstructures. The negative correlation with RD further suggests that participants with higher PSAT math scores have greater white matter integrity in this region. Individual differences in FA and RD may reflect variability in experience dependent plasticity over the course of learning and development. These results are the first to demonstrate that individual differences in white matter are associated with mathematical abilities on a nationally administered scholastic aptitude measure. PMID:23108272
Price, Gavin R; Mazzocco, Michèle M M; Ansari, Daniel
2013-01-01
Do individual differences in the brain mechanisms for arithmetic underlie variability in high school mathematical competence? Using functional magnetic resonance imaging, we correlated brain responses to single digit calculation with standard scores on the Preliminary Scholastic Aptitude Test (PSAT) math subtest in high school seniors. PSAT math scores, while controlling for PSAT Critical Reading scores, correlated positively with calculation activation in the left supramarginal gyrus and bilateral anterior cingulate cortex, brain regions known to be engaged during arithmetic fact retrieval. At the same time, greater activation in the right intraparietal sulcus during calculation, a region established to be involved in numerical quantity processing, was related to lower PSAT math scores. These data reveal that the relative engagement of brain mechanisms associated with procedural versus memory-based calculation of single-digit arithmetic problems is related to high school level mathematical competence, highlighting the fundamental role that mental arithmetic fluency plays in the acquisition of higher-level mathematical competence. PMID:23283330
Does breastfeeding contribute to the racial gap in reading and math test scores?
Peters, Kristen E.; Huang, Jin; Vaughn, Michael G.; Witko, Christopher
2013-01-01
Purpose The aim of this study was to examine the impact of divergent breastfeeding practices between Caucasian and African American mothers on the lingering achievement test gap between Caucasian and African American children. Methods The Child Development Supplement of the Panel Study of Income Dynamics, beginning in 1997, followed a cohort of 3563 children aged 0–12 years. Reading and math test scores from 2002 for 1928 children were linked with breastfeeding history. Regression analysis was used to examine associations between ever having been breastfed and duration of breastfeeding and test scores, controlling for characteristics of child, mother, and household. Results African American students scored significantly lower than Caucasian children by 10.6 and 10.9 points on reading and math tests, respectively. After accounting for the impact of having been breastfed during infancy, the racial test gap decreased by 17% for reading scores and 9% for math scores. Conclusions Study findings indicate that breastfeeding explains 17% and 9% of the observed gaps in reading and math scores, respectively, between African Americans and Caucasians, an effect larger than most recent educational policy interventions. Renewed efforts around policies and clinical practices that promote and remove barriers for African American mothers to breastfeed should be implemented. PMID:23880156
The Relationship of Motivational Values of Math and Reading Teachers to Student Test Score Gains
ERIC Educational Resources Information Center
Loewen, David Allen
2013-01-01
This exploratory correlational study seeks to answer the question of whether a relationship exists between student average test score gains on state exams and teachers' rating of values on the Schwartz Values Survey. Eighty-seven randomly selected Kansas teachers of math and/or reading, grades four through eight, participated. Student test…
NAEP Scores Put Spotlight on Standards: Flat Math Results Also Spur Calls for Teaching Reforms
ERIC Educational Resources Information Center
Cavanagh, Sean
2009-01-01
Fourth grade math scores stagnated for the first time in two decades on a prominent nationwide test, prompting calls for new efforts to improve teacher content knowledge and stirring discussion of the potential benefits of setting more-uniform academic standards across states. The results on the National Assessment of Educational Progress,…
Why Do Women Have Lower Average SAT-Math Scores than Men?
ERIC Educational Resources Information Center
Navarro, Cristina
A study involving 716 male and 1,113 female first-year students admitted to the University of Delaware in the fall of 1985 was conducted to investigate the differential performance of men and women on the mathematics section of the Scholastic Aptitude Test (SAT). Data collected included SAT math scores; gender; and number of years of high school…
The Longitudinal Link between Student Health and Math Achievement Scores
ERIC Educational Resources Information Center
Garcy, Anthony M.
2009-01-01
This study investigated the relationship between health conditions suffered over time and student scores on the Stanford Achievement Test 9 in Yuma County, Arizona, public grade schools. The majority of children in Yuma County were of Hispanic origin. The poverty and low income status of most of these children placed them at greater risk for…
Examining the Relationship between Math Scores and English Language Proficiency
ERIC Educational Resources Information Center
Henry, Denfield L.
2013-01-01
English language learners (ELLs) at a south Florida elementary school have consistently struggled with the mathematics segment of the Florida Comprehensive Assessment Test. Examining the relationship between ELLs' mathematics scores and English proficiency might provide local educators with ideas for reversing a downward trend in ELLs' mathematics…
ERIC Educational Resources Information Center
Abakwue, Chimaeze Ikechi
2011-01-01
The purpose of this study was to determine if there were a significant difference in math and reading academic achievement scores between eighth-grade students attending year-round calendar schools and eighth-grade students attending traditional calendar schools based on the TCAP. In addition, this study investigated math and reading achievement…
ERIC Educational Resources Information Center
Pane, Natalia E.
2014-01-01
This report shows significant gains in math achievement by Hispanic fourth- and eighth-graders across the nation--the equivalent of one grade level in the last ten years (2003-3013). Using data from the National Assessment of Educational Progress, Child Trends reviewed and compared fourth and eighth grade math scores in the nation, states, large…
NASA Astrophysics Data System (ADS)
Ramsey, Whitney J.
The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K--8 schools with those in 6--8 schools. The data were gathered from an analysis of 6th grade students' scores on the 2006--2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined. The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K--8 or 6--8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K--8 schools meeting AYP versus the proportion of 6--8 schools meeting AYP. The study showed no relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K--8 schools scored below proficient than did 6th grade students in 6--8 schools. In science, a higher
The Effect of Tutoring on Math Scores for the Praxis I Exam
ERIC Educational Resources Information Center
Longwell-Grice, Robert; McIlheran, Janine; Schroeder, Mark; Scheele, Steve
2013-01-01
The Praxis test is one of a series of national teacher certification exams written and administered by the Education Testing Service (ETS) since 1947. Currently, forty states now require some form of the Praxis Series (Educational Testing Service, 2011). Using pre- and post-tests similar to the Praxis I math exam, this study examined the affect…
ERIC Educational Resources Information Center
Parke, Carol S.; Keener, Dana
2011-01-01
The purpose of this study is to compare multiple measures of mathematics achievement for 1,378 cohort students who attended the same high school in a district from 9th to 12th grade with non-cohort students in each grade level. Results show that mobility had an impact on math achievement. After accounting for gender, ethnicity, and SES, adjusted…
ERIC Educational Resources Information Center
Henderson, Allen R.
2013-01-01
This study investigated the relationship between student enrollment in certain college courses and Praxis I scores. Specifically, the study examined the predictive nature of the relationships between students' grades in college algebra, their freshman English course of choice, their ACT scores, and their Praxis I scores. The subjects…
Development of Predicted Paths for ACT Aspire Score Reports. WP-2014-06
ERIC Educational Resources Information Center
Allen, Jeff
2014-01-01
This report focuses on the initial development of the predicted score paths for ACT Aspire reporting. The paths provide predicted score ranges for the next two years--as well as predicted ACT score ranges for tests administered at grades 9 and 10. Longitudinal ACT Aspire data for students tested in spring 2013 and spring 2014, as well as…
Estimating Reading Skill from ACT Assessment Scores. Research Report No. 88.
ERIC Educational Resources Information Center
Noble, Julie
A study examined whether ACT subtest scores can be used to predict reading skills, as measured by the Nelson-Denny Reading Test, with a degree of accuracy that would support their use as a screening device for college placement. ACT test scores of 2,431 students were used to predict Form C Nelson-Denny raw scores. ACT test scores from 3,016…
NASA Astrophysics Data System (ADS)
Urbina, Josue N.
There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with
Intuitive sense of number correlates with math scores on college-entrance examination.
Libertus, Melissa E; Odic, Darko; Halberda, Justin
2012-11-01
Many educated adults possess exact mathematical abilities in addition to an approximate, intuitive sense of number, often referred to as the Approximate Number System (ANS). Here we investigate the link between ANS precision and mathematics performance in adults by testing participants on an ANS-precision test and collecting their scores on the Scholastic Aptitude Test (SAT), a standardized college-entrance exam in the USA. In two correlational studies, we found that ANS precision correlated with SAT-Quantitative (i.e., mathematics) scores. This relationship remained robust even when controlling for SAT-Verbal scores, suggesting a small but specific relationship between our primitive sense for number and formal mathematical abilities. PMID:23098904
ERIC Educational Resources Information Center
Dong, Nianbo
2009-01-01
Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this paper applied optimal propensity score matching method to evaluate the effects of Head Start on children's kindergarten retention, reading and math achievement in fall kindergarten comparing with center-based care. Both parametric and nonparametric…
ERIC Educational Resources Information Center
Delacruz, Girlie Castro
2010-01-01
To investigate whether games may serve as useful formative assessment environments, this study examined, experimentally, the effects of two aspects of formative assessment on math achievement, game play, and help-seeking behaviors: (a) making assessment criteria explicit through the explanation of scoring rules and (b) incentivizing the use of…
ERIC Educational Resources Information Center
Delacruz, Girlie C.
2011-01-01
Due to their motivational nature, there has been growing interest in the potential of games to help teach academic content and skills. This report examines how different levels of detail about a game's scoring rules affect math learning and performance. Data were collected from 164 students in the fourth to sixth grades at five after-school…
Federal Register 2010, 2011, 2012, 2013, 2014
2013-07-12
... Privacy Act of 1974; System of Records--Impact Evaluation of Math Professional Development AGENCY... Professional Development'' (18-13-35). The National Center for Education Evaluation and Regional Assistance at... development (PD) program on teacher knowledge, teacher practices, and student achievement. The system...
ERIC Educational Resources Information Center
Martin, John D.; And Others
1978-01-01
The relationship between Elizur's Hostility Scoring on the Rorschach Test and the Acting-Out Score on the Hand Test was examined. Correlations between the two measures (using several scoring procedures) ranged from .40 to .64. (JKS)
Basic Math Skills and Performance in an Introductory Economics Class
ERIC Educational Resources Information Center
Ballard, Charles L.; Johnson, Marianne F.
2004-01-01
The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student's score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus,…
Concordance between ACT and ITED Scores from Different Populations
ERIC Educational Resources Information Center
Yin, Ping; Brennan, Robert L.; Kolen, Michael J.
2004-01-01
The use of educational tests in practical situations often requires that tests that are built to different content and/or statistical specifications be statistically linked. When equating methods are applied to tests that differ in content, difficulty, and/or reliability, the resulting scores cannot be used interchangeably. This study examined…
ERIC Educational Resources Information Center
Andrews, Amanda; Brown, Jennifer
2015-01-01
Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…
Deriving Enrollment Management Scores from ACT Data. IR Applications, Volume 16, November 15, 2008
ERIC Educational Resources Information Center
Saupe, Joe L.; Curs, Bradley R.
2008-01-01
This study is an investigation of the derivation of scores that predict whether or not prospective first-time freshmen will apply or will enroll and whether or not first-time freshman enrollees will graduate using data from the ACT (American College Testing) assessment. Using a regression methodology, four basic scores are derived to be…
ERIC Educational Resources Information Center
Hartel, R. W.; Adem, M.
2004-01-01
A math review exam, written and administered in conjunction with the Quantitative Assessment Program at the Univ. of Wisconsin-Madison, is used at the beginning of the 1st food engineering course to evaluate math skills needed for successful completion of the course. Students who do not score well on the math exam are targeted for individual…
ERIC Educational Resources Information Center
Turner, Sherry L.
2011-01-01
Thirteen percent of the 2008-2009 senior class in one southeastern state did not pass the science portion of the state's high school graduation test. Another 5% failed to pass the math portion of the graduation test, leaving these students unable to obtain a high school diploma. The purpose of this nonexperimental quantitative research study was…
A Comparison of an Introductory Course to SAT/ACT Scores in Predicting Student Performance
ERIC Educational Resources Information Center
Marsh, Crystale M.; Vandehey, Michael A.; Diekhoff, George M.
2008-01-01
We assessed students in General Psychology classes and examined their SAT/ACT scores, GPAs, and attempted and earned hours. Exams in General Psychology were superior to the SAT/ACT in predicting GPA, supporting the use of an introductory course as a "gateway" for identifying at-risk students and engaging them in academic services. (Contains 3…
ERIC Educational Resources Information Center
Allen, Jeff; Sconing, Jim
2005-01-01
In this report, we establish benchmarks of readiness for four common first-year college courses: English Composition, College Algebra, Social Science, and Biology. Using grade data from a large sample of colleges, we modeled the probability of success in these courses as a function of ACT test scores. Success was defined as a course grade of B or…
ERIC Educational Resources Information Center
Grinstead, Mary L.
2013-01-01
This study explores the relationship between specific advanced mathematics courses and college readiness (as determined by ACT score). The ACT organization has found a consistent relationship between taking a minimum core number of mathematics courses and higher ACT scores (mathematics and composite) (ACT, Inc., 2012c). However, the extent to…
ERIC Educational Resources Information Center
Smith, Christiana Helen Croson
2013-01-01
Drastic reform measures have taken place at Howard High School of Technology to incorporate a 10th grade small learning community. Due to the costs and resources associated with implementing small learning communities, it is important to examine if the 10th graders' achievement on the state tests in reading and math were significantly different…
An Analysis of the Impact of Single-Sex Schools on Seventh Grade Math and Reading Tasks Scores
ERIC Educational Resources Information Center
Groves-Redwood, Tarawa F.
2012-01-01
The purpose of this study was to determine if there is a statistically significant mean difference in math and reading student performance by types of schools. The types of schools were identified as all-male and all-female public middle schools. Specifically, this study examined the impact of public single-sex schools on the mathematics and…
ERIC Educational Resources Information Center
Stoneberg, Bert D.
2007-01-01
The No Child Left Behind Act sanctions the use of NAEP scores to confirm state testing results. The U.S. Department of Education, as test developer, is responsible to set forth how NAEP scores are to be interpreted and used. Thus far, the Department has not published a clear set of guidelines for using NAEP achievement level scores to conduct a…
ERIC Educational Resources Information Center
Cameron, Garry Van
2010-01-01
With passage of The No Child Left Behind Act in 2001, the nation's schools have been under pressure to bring all students to a proficient level as defined by their state. The State of California currently uses a status model accountability system to measure whether a student, school, or district is proficient. Other states such as Arizona,…
Accelerating Math Development in Head Start Classrooms.
ERIC Educational Resources Information Center
Arnold, David H.; Fisher, Paige H.; Doctoroff, Greta L.; Dobbs, Jennifer
2002-01-01
Teachers implemented a 6-week classroom intervention designed to promote emergent math skills and math interest in preschool-aged children. After the program, experimental children scored significantly higher than control children on a standardized test of math ability and enjoyed math activities more than the control children, as measured by both…
The Influence of Foreign Language Learning during Early Childhood on Standardized Test Scores
ERIC Educational Resources Information Center
Shaw, Tommetta
2010-01-01
Increasing standardized test scores in reading and math is of high importance to the California Department of Education to meet requirements mandated by the No Child Left Behind (NCLB) act of 2001. More research is needed to understand the best ways to improve tests scores to meet concerns of the NCLB act. The purpose of the study was to evaluate…
ERIC Educational Resources Information Center
Allensworth, Elaine; Correa, Macarena; Ponisciak, Steve
2008-01-01
The majority of Chicago Public Schools (CPS) students are not attaining the ACT scores they are aiming for, which they need to qualify for scholarships and college acceptance. This report looks at the reasons behind students' low performance and what matters for doing well on this test. CPS students are highly motivated to do well on the ACT, and…
ERIC Educational Resources Information Center
Kim, Doo Hwan; Law, Helen
2012-01-01
In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls' disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated…
Evaluation of ACT/SAT scores as predictors of student success in general chemistry
NASA Astrophysics Data System (ADS)
Scott, Kerri Dalita
Prediction of student success in a single course such as general chemistry has traditionally been the purview of the department which owns the course such as the department of chemistry. In the analysis of data such as ACT or SAT scores, chemists have traditionally used the statistic techniques common to their research pursuits. For many chemists, this is typically been ordinary linear regression where letter grades that students receive are treated as the dependent variable while factors of interest were explored as potential predictive variables. Evaluation of the underlying mathematical basis of linear regression reveals that its use in success predication violates one of more of the assumptions that must be made about the type and quality of data. The most commonly violated assumption is homoscedacity (or constant variance of the errors). Additionally, the ultimate goal of success prediction is to determine if a student will either pass or fail a course based on the predictor variable---that is---only 2 possible outcomes. With the increasing availability of personal computing, other means of data analysis are now commonly available via statistical software packages such as SPSS. One alternative technique that continues to grow in the interest of chemists' evaluation of student success is logistic regression. Logistic regression is a general linearized model in which the natural logarithm of the odds is linearly related to the predictor variable. This study investigates the use of the ACT and SAT to predict student success in general chemistry at The University of Mississippi, CHEM 105, over a four year period. Additionally this study seeks to determine a typical student profile in order to determine if the widely accepted notions of the typical CHEM 105 student are reasonably accurate.
ERIC Educational Resources Information Center
Hamilton, Kirkland D.
2015-01-01
The Common Core State Standards (CCSS) initiative is the latest effort by educational leaders to improve educational outcomes of American students. The standards are intended to bring uniformity in educational content of what is being taught in schools across the nation in order to promote rigor and academic portability. Proponents claimed the new…
ERIC Educational Resources Information Center
Sawyer, Richard
2013-01-01
Education officials and journalists frequently track changes over time in the average ACT® College Readiness Assessment Composite scores and ACT College Readiness Benchmark attainment rates of individual high schools. Using standard statistical methods, I examined how often changes in these statistics are unambiguously positive or negative, rather…
Yang, J C; Noble, J
1990-01-01
This study investigated the validity of three American College Testing-Proficiency Examination Program (ACT-PEP) tests (Maternal and Child Nursing, Psychiatric/Mental Health Nursing, Adult Nursing) for predicting the academic performance of registered nurses (RNs) enrolled in bachelor's degree BSN programs nationwide. This study also examined RN students' performance on the ACT-PEP tests by their demographic characteristics: student's age, sex, race, student status (full- or part-time), and employment status (full- or part-time). The total sample for the three tests comprised 2,600 students from eight institutions nationwide. The median correlation coefficients between the three ACT-PEP tests and the semester grade point averages ranged from .36 to .56. Median correlation coefficients increased over time, supporting the stability of ACT-PEP test scores for predicting academic performance over time. The relative importance of selected independent variables for predicting academic performance was also examined; the most important variable for predicting academic performance was typically the ACT-PEP test score. Across the institutions, student demographic characteristics did not contribute significantly to explaining academic performance, over and above ACT-PEP scores. PMID:2254527
ERIC Educational Resources Information Center
Noble, Julie P.; Sawyer, Richard
The validity of American College Testing Program (ACT) test scores and self-reported high school grades for predicting grades in specific college freshman courses was studied. Specific course grades are typically used to place students in remedial, standard, or advanced classes. These placement decisions, in turn, have immediate implications for…
ERIC Educational Resources Information Center
Cantrell, Martha Ely
2013-01-01
The purpose of this study was to investigate the relationships between the changes in Tennessee Comprehensive Assessment Program (TCAP) scores and the changes in Per Pupil Expenditures (PPE) after the enactment of "First to the Top Act of 2010" and the receipt of $501,000,000 in federal Race to the Top (RTTT) grant monies. Half of that…
ERIC Educational Resources Information Center
Schremmer, A. G.
This experiment attempted to teach abstract mathematics fo college freshmen with A.C.T. scores less than 15 in a three semester terminal course sequence. The course content included a formal mathematical language, set theory, Boolean Algebra, relations and functions, operations, cardinals and ordinals, the rational numbers, and college algebra.…
ERIC Educational Resources Information Center
What Works Clearinghouse, 2009
2009-01-01
"Singapore Math" is a collection of math curricula originally developed by Singapore's Ministry of Education and private textbook publishers for use in Singapore schools. "Singapore Math" curricula were developed under a national framework centered on problem solving that emphasizes computational skills as well as conceptual and strategic thinking…
Bewitched, Bothered, and Bewildering: The Use and Misuse of State SAT and ACT Scores.
ERIC Educational Resources Information Center
Powell, Brian; Steelman, Lala Carr
1996-01-01
Updates an earlier study by reanalyzing interstate variations in Scholastic Aptitude Test and American College Test scores. Reaffirms the conclusion that state rankings based on such scores change dramatically when adjusted for number of test takers or class rank of test-taking population. Finds that public expenditures are positively related to…
ERIC Educational Resources Information Center
Smith, Barriett Jackson
2011-01-01
The participating school system's minority population, notably African Americans, ranked in the top five school systems in academic performance in reading and math when compared to other states and other African American populations across the United States. These measurements were taken from the National Assessment of Educational Progress (NAEP).…
ERIC Educational Resources Information Center
Mathis, Anita Cannon
2010-01-01
The research literature on computer based (assisted) instruction is mixed. Some researchers say it improves and motivates student achievement. Some researchers say it has no effect on learning. Alarmingly, the data on eighth grade performance in math is low across the United States. In the state of Georgia there are gaps in the performance of…
ERIC Educational Resources Information Center
McIntosh, Ronald D.
2008-01-01
Professional learning communities (PLCs) are designed to increase and improve the time teachers spend working with one another planning curriculum for mathematics, reading, writing, history, English, and other disciplines offered by their school. These meetings help to improve test scores in math and English. Teachers have coupled their subject…
The Nature of Relationships between Mental Rotation, Math, and Language in Deaf Signers
ERIC Educational Resources Information Center
Halper, Elizabeth Blaisdell
2009-01-01
Three mental rotation tasks, the Card Rotation Task (CRT), the Vandenberg Mental Rotation Test (VMRT), and the Money Road-Map of Direction Sense (MRM), were administered to 60 deaf students from Gallaudet University to determine if mental rotation was predictive of scores on the ACT English or Math subtests. Other predictor variables, such as…
Advanced Math Course Taking: Effects on Math Achievement and College Enrollment
ERIC Educational Resources Information Center
Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.
2015-01-01
Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…
Do Teacher Unions Hinder Educational Performance? Lessons Learned from State SAT and ACT Scores.
ERIC Educational Resources Information Center
Steelman, Lala Carr; Powell, Brian; Carini, Robert M.
2000-01-01
Comparison of standardized test scores and degree of teacher unionization in states found a statistically significant and positive relationship between the presence of teacher unions and stronger state performance on tests. Taking into account the percentage of students taking the tests, states with greater percentages of teachers in unions…
Math's Double Standard. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
Far too many students in the U.S. give up on math early because it does not come easy and they believe only students with innate ability can really be "good" at mathematics, a notion that is all too often reinforced by adults who believe the same thing. There is a serious gap between how Americans value math generally and how they value math for…
A Longitudinal Analysis of Sex Differences in Math and Spatial Skills in Primary School Age Children
ERIC Educational Resources Information Center
Lachance, Jennifer A.; Mazzocco, Michele M. M.
2006-01-01
We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming…
ERIC Educational Resources Information Center
Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.
This document presents the transcript of a congressional hearing to consider the American Math and Science Student Support Act, H.R. 4595. The legislation is designed to address the issue of attracting a greater proportion of U.S. citizens to graduate study in science, mathematics, and engineering. The hearings include testimony and prepared…
ERIC Educational Resources Information Center
Nelson, Vaunda; Stanko, Anne
1992-01-01
Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)
ERIC Educational Resources Information Center
Abreu, Julio
2000-01-01
Four decades ago following Russia's Sputnik satellite launching, the nation embraced "new" math as part of its commitment not to fall behind its global neighbors. Issues addressed in "new-new" math include equal access to challenging learning, problem solving, reasoning and proof, communications, multiple ways to solve problems, and the influence…
ERIC Educational Resources Information Center
O'Brien, Thomas C.
1999-01-01
Parrot math (memorization) seeks to control children through external rewards and punishments, rather than harness their intelligence and curiosity. Recent standardized test results document parrot math's failure. Activities-based approaches, supported by a constructivist philosophy (involving classifying, inferring, generalizing, and…
ERIC Educational Resources Information Center
Lorenzi, Natalie
2012-01-01
Math games bring out kids' natural love of numbers. Yet in the waning days of school, students can't wait for that final bell to ring. Each summer, most students lose about two months of mathematical computation skills. So how do teachers keep their students focused on math up till the end? Before sending them off for the summer, get them hooked…
ERIC Educational Resources Information Center
Prokic-Breuer, Tijana; Dronkers, Jaap
2012-01-01
This paper aims to explain the high scores of 15-year-old native pupils in The Netherlands and Flanders by comparing them with the scores of pupils in countries with the same highly stratified educational system: Wallonia, the German "Lander," the Swiss German cantons, and Austria. We use the data from the Programme for International Pupil…
Teaching Math: Speaking of Math.
ERIC Educational Resources Information Center
May, Lola
1995-01-01
Provides tips and guidelines for teaching students how to speak the universal language of mathematics. Recommends the unlearning of faulty vocabulary, adopting workable strategies to teach math language, and teaching appropriate names of operations, shapes, and angles. Emphasizes need for mastering math vocabulary to be able to communicate in…
ERIC Educational Resources Information Center
Radunzel, Justine; Noble, Julie
2012-01-01
This study compared the effectiveness of ACT[R] Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours earned), degree completion, and cumulative grade point average (GPA) at 150% of normal time to degree…
Wu, Wei; West, Stephen G.; Hughes, Jan N.
2008-01-01
We investigated the effects of grade retention in first grade on the growth of the Woodcock-Johnson broad mathematics and reading scores over three years using linear growth curve modeling on an academically at-risk sample. A large sample (n = 784) of first grade children who were at risk for retention were initially identified based on low literacy scores. Scores representing propensity for retention were constructed based on 72 variables collected in comprehensive baseline testing in first grade. We closely matched 97 pairs of retained and promoted children based on their propensity scores using optimal matching procedures. This procedure adjusted for baseline differences between the retained and promoted children. We found that grade retention decreased the growth rate of mathematical skills but had no significant effect on reading skills. In addition, several potential moderators of the effect of retention on growth of mathematical and reading skills were identified including limited English language proficiency and children's conduct problems. PMID:19083352
ERIC Educational Resources Information Center
Kuhlmann, Jim
1986-01-01
This activity for grades 6-12 is designed to promote an increased interest in mathematics and its study. Directions for the game "Math Trivia" are given, with questions ready for cards and additional questions listed. (MNS)
ERIC Educational Resources Information Center
Medling, Michelle
2012-01-01
This research examined the effects of the new English/Language Arts standards, brought about by the Tennessee Diploma Project, on the ACT Reading test scores of high school seniors. The effects on student achievement, perceptions of secondary and postsecondary educators, as well as the effects on the test scores of at-risk students were measured.…
Accelerated Math[TM]. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2011
2011-01-01
"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1-12. The "Accelerated Math"[TM] software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates reports on student…
District Finds the Right Equation to Improve Math Instruction
ERIC Educational Resources Information Center
Holmstrom, Annette
2010-01-01
The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23%…
ERIC Educational Resources Information Center
Scarlatos, Lori L.
2006-01-01
Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives--such as pattern blocks and number lines--have increasingly been making their way into classrooms and children's museums. Yet without the constant guidance…
ERIC Educational Resources Information Center
Green, Daniel; Kearney, Thomas
2015-01-01
Emperor penguins, the largest of all the penguin species, attain heights of nearly four feet and weigh up to 99 pounds. Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how…
ERIC Educational Resources Information Center
Oguntoyinbo, Lekan
2012-01-01
Many experts give the nation's schools a poor grade for their approach to teaching mathematics and for their preparation of mathematics teachers. While many policymakers make much of data that suggest children in the United States lag behind many other advanced countries in math, many experts call for a change in mathematics education,…
ERIC Educational Resources Information Center
Murray, Jenny
2006-01-01
Discussion in maths lessons has always been something encouraged by ATM but can be difficult to initiate for non-specialist and inexperienced teachers who may feel they need material in books to get them going. In this article, the author describes resources aimed at encouraging discussion among primary mathematicians. These resources include: (1)…
ERIC Educational Resources Information Center
Woodruff, David; Traynor, Anne; Cui, Zhongmin; Fang, Yu
2013-01-01
Professional standards for educational testing recommend that both the overall standard error of measurement and the conditional standard error of measurement (CSEM) be computed on the score scale used to report scores to examinees. Several methods have been developed to compute scale score CSEMs. This paper compares three methods, based on…
ERIC Educational Resources Information Center
Jackson, Jenny; Lord, Joan
2007-01-01
The Southern Regional Education Board's (SREB) "Challenge to Lead" Goals for Education call for more students to take college admission tests, to score higher on those tests and for SREB states to reduce gaps in test scores among all groups of students. For states, achieving higher statewide scores is one sign that more students can go on to…
ERIC Educational Resources Information Center
Jones, Patrick S.
2010-01-01
Finding the key to success for high school students has long been the goal for both school personnel and parents. This study examined the impact of four-year participation in music and/or athletics activities in South Dakota public high schools on student GPA and ACT scores. The data in this study were collected from five Class A high schools…
Advanced Math Course Taking: Effects on Math Achievement and College Enrollment
Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.
2014-01-01
Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803
Taking Math Anxiety out of Math Instruction
ERIC Educational Resources Information Center
Shields, Darla J.
2007-01-01
To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…
Family Math Night: Math Standards in Action
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer
2005-01-01
Why should your school have a Family Math Night?: (1) Help students learn essential math concepts; (2) Give parents a chance to serve as models of motivation, persistence and competence; and (3) Promote math success in a supportive setting. With its step-by-step directions and suggestions for both teachers and parents, this book takes the worry…
Fuzzy Math: A Meditation on Test Scoring
ERIC Educational Resources Information Center
Jacks, Meredith
2011-01-01
As a public school English teacher, the author observes standardized testing season each year with a sort of grim fascination. "So this is it," she thinks as she paces around her silent classroom, peering over kids' shoulders at articles about parasailing. Line graphs tracking the rainfall in Tulsa. Parts of speech. Functions of "x." "These are…
Physics First: Impact on SAT Math Scores
ERIC Educational Resources Information Center
Bouma, Craig E.
2013-01-01
Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the…
ERIC Educational Resources Information Center
2003
Math Sense consists of five books that develop from basic to more advanced math skills. This document contains a placement test used with Math Sense to help students and their teachers decide into which Math Sense book to begin working. The placement test is divided into six parts, each consisting of 10 to 22 problems, and is based on exit skill…
ERIC Educational Resources Information Center
Albrecht, Cathlene
2006-01-01
"When am I ever going to use this?" This question is heard or thought in every middle-level math class across the land. Teachers struggle to apply math lessons to everyday life and make math meaningful and useful for their students. This author, too, struggled with this problem, until she read the book "Math Curse" by Jon Scieszka (Viking Books,…
ERIC Educational Resources Information Center
Prescott, Jennifer O.
2001-01-01
Presents innovative, multiple intelligence math practices that can boost student learning and promote fun in the classroom. Suggestions include doing picture book math, working on open-ended problems, doing math all day and everywhere, and working on cooperative group math. (SM)
ERIC Educational Resources Information Center
Noble, Julie P.; Schnelker, Diane
2007-01-01
This study used hierarchical linear regression to examine the effects of taking specific high school courses on students' ACT performance in English, Mathematics, and Science. In addition, hierarchical logistic regression was used to examine the benefits of taking specific courses on students' likelihood of meeting or exceeding the ACT College…
Effects of a Coaching Class on the ACT Scores of Students at a Large Midwest High School
ERIC Educational Resources Information Center
Moss, Gary L.; Chippendale, Ene Kaja; Mershon, Clark W.; Carney, Trisha
2012-01-01
The role of standardized tests in general and college admission tests in particular is a hot topic for educators, administrators and others evaluating the outcomes of educational institutions. The importance of the test scores for both students and institutions is acknowledged, and the test preparation industry has spawned into a multi-billion…
Multiple Regression Analysis of Factors that May Influence Middle School Science Scores
ERIC Educational Resources Information Center
Glover, Judith
2012-01-01
The purpose of this quantitative multiple regression study was to determine whether a relationship existed between Maryland State Assessment (MSA) reading scores, MSA math scores, gender, ethnicity, age, and MSA science scores. Also examined was if MSA reading scores, MSA math scores, gender, ethnicity, and age can be used in combination or alone…
A Correlation of Community College Math Readiness and Student Success
NASA Astrophysics Data System (ADS)
Brown, Jayna Nicole
Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress ( p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.
Accelerated Math[TM]. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2010
2010-01-01
"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in mathematics for students in grades 1-12. "Accelerated Math"[TM] creates individualized assignments that align with state standards and national guidelines, scores student work, and generates formative feedback through…
ERIC Educational Resources Information Center
Bassiri, Dina
2015-01-01
The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) known as No Child Left Behind and more recent federal initiatives such as Race to the Top and the ESEA flexibility waiver have brought student growth to the forefront of education reform for assessing school and teacher effectiveness. This study examined growth…
Advanced Math Equals Career Readiness. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…
NASA Astrophysics Data System (ADS)
Guthrie, Janice Marie
Statistics indicate that students in conservative Christian schools earn higher standardized test scores in mathematics, reading, science, and writing compared to their public school counterparts, while many are criticized for using curricular materials deemed inferior in quality and for employing uncertified and ill-trained teachers. This study investigates the effectiveness of Christian-published science textbooks in preparing students for college-level science courses as measured by the Science Reasoning subtest of the ACT college entrance examination. A questionnaire was sent to conservative Christian high schools in five Midwest states which are affiliated with the American Association of Christian Schools, Association of Christian Schools International, and Oral Roberts University Educational Fellowship. Information gathered on the schools, teachers, facilities, and ACT Science Reasoning scores and the resulting descriptive statistics provide a sketch of the typical Midwest Christian high school. Hypothesis testing resulted in acceptance of the Null Hypothesis: There is no difference between the mean ACT Science Reasoning scores of Midwest Christian high schools using Christian-published science textbooks as compared to those using secular-published science textbooks. Multiple regression analysis on the two publishers represented by the sample statistics, A Beka and Bob Jones University Press, showed no significant difference in the effectiveness of one publisher over the other. Analysis of the one open-ended question asking why each school chooses to use the type of publisher it does led to the issues of worldview instruction and academic rigor as the deciding factors for the selection of one type of publisher over the other.
Solving America's Math Problem
ERIC Educational Resources Information Center
Vigdor, Jacob
2013-01-01
Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…
Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph
2015-01-01
Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS. PMID:26648893
Improving Basic Math Skills Using Technology
ERIC Educational Resources Information Center
Hudson, Siobhan; Kadan, Sarah; Lavin, Karen; Vasquez, Tylita
2010-01-01
The students of the targeted fourth, fifth, sixth, and ninth grade classes exhibited difficulties with number sense that interfered with understanding and recall of basic math facts. Evidence for the existences of the problem included teacher observation, test scores, and student and teacher surveys. The research participants included 42 children…
Do We Need Remedial College Math Courses?
NASA Astrophysics Data System (ADS)
Hughes, Anne O.; Khatri, D.
2006-12-01
Entering college freshmen, in increasing numbers, in practically every public institution of higher learning are in need of one or two remedial math courses. This is particularly a big problem at the Historically Black Colleges and Universities where a large number of remedial math course sections are offered to meet the growing demand for such courses. For most of these students, graduation is delayed by at least a year. In addition, these students continue to be taught by teaching methodologies that did not work for them even in high schools resulting in disgust and hatred for math. This situation makes entry for these students into STEM areas difficult and is the perfect recipe for failure in STEM disciplines if they enroll in college level courses. The University of the District of Columbia (UDC) is no exception. A first attempt was made in summer 2006 to remedy this situation. The problem for this exploratory research study was to ascertain if a short, intensive six-week project in basic math and introductory algebra would produce a recognizable improvement in the math performance of entering UDC freshmen students as measured by the UDC math placement test. The results are eye opening. On the pre-test for basic math (005), the mean score for the group (N=10) was 35.6, with the passing score being 70. On the post-test, the mean increased to 63.4 showing an improvement of 78 percent. The authors will present the results of this research study at the conference
ERIC Educational Resources Information Center
Caban-Vazquez, Vilma
2010-01-01
The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this…
ERIC Educational Resources Information Center
Jensen, Peter; Rasmussen, Astrid Wurtz
2011-01-01
Using a unique and very rich PISA dataset from Denmark, we show that the immigrant concentration in the school influences reading and math skills for both immigrant children and native children. Overall, children in schools with a high immigrant concentration score lower on reading and math test scores. The negative effects associated with…
ERIC Educational Resources Information Center
Wakefield, Dara V.
2000-01-01
Provides a rationale for approaching mathematics as a second language. Gives teaching suggestions: begin in early childhood, stress similarities between math and language, use spoken math before written, use authentic assessment, and focus on real-life math use. (SK)
Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes
Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.
2015-01-01
Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000
Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.
Casad, Bettina J; Hale, Patricia; Wachs, Faye L
2015-01-01
Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000
ERIC Educational Resources Information Center
Adams, Tanya
2012-01-01
The purpose of this study was to investigate the effectiveness of the CompassLearning Odyssey® Math (Compass Math) program on increasing mathematics achievement scores for students in an urban environment over two consecutive years. Thousands of schools and districts across the country currently utilize the Compass Math program for their students…
ERIC Educational Resources Information Center
New York State Education Dept., Albany. Bureau of Elementary Curriculum Development.
The rationale behind the use of mathematics laboratories is stated, then directions for organizing and implementing a math lab are given. Topics such as housekeeping, keeping an inventory, noise level, record keeping and assignments, giving grades, correlating textbooks with a math lab, and finding meaningful laboratory problems are each discussed…
ERIC Educational Resources Information Center
Moomaw, Sally
2006-01-01
In this book, parents will find ways to help teachers nurture important emerging math skills, from sorting and division of materials to early counting. Basic ideas and tools, including classroom-tested activities, will help support their child's math learning, both at home and in child care. Following an introduction, the book contains three…
ERIC Educational Resources Information Center
Murray, Megan
2003-01-01
Introduces "Schools and Families: Creating a Math Partnership," a book designed to help parents see the math in their children's work and establish effective home-school partnerships. Includes an except from the book that discusses how homework can help parents see how their children are learning and doing mathematics in class. (KHR)
ERIC Educational Resources Information Center
Tuttle, Harry Grover
2008-01-01
Technology can support the study of math in a variety of ways. Through class Web sites, blogs or wikis, teachers can communicate the math standards, the goals needed to achieve the standards, homework assignments, projects, tests, and helpful Web sites for parents and students. The online site becomes an extension of the class. There are plenty of…
ERIC Educational Resources Information Center
Baldwin, Anna; And Others
This publication contains materials used in the three phases of the reading and mathematics components of work-specific classes. Each section begins with an overview of developments in that phase. Section 1 focuses on Phase 1 during which math and reading were taught as separate components. It contains a math placement appraisal, worksheets and…
ERIC Educational Resources Information Center
Burns, Marilyn
2004-01-01
Innovative teachers can make writing as an integral part while teaching math to students. The teachers will have to implement the math instruction that enables students to organize and consolidate their mathematical thinking through communication, analyze and evaluate the mathematical thinking of others, and use the language of mathematics to…
ERIC Educational Resources Information Center
Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.
2013-01-01
It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…
Math-Science Bills Advance in Congress
ERIC Educational Resources Information Center
Hoff, David J.; Cavanagh, Sean
2007-01-01
Improving K-12 instruction and student achievement in mathematics and science is at the heart of separate bills intended to bolster America's economic standing that won overwhelming approval in both houses of Congress last week. The House on April 24 approved the 10,000 Teachers, 10 Million Minds Science and Math Scholarship Act by a vote of…
Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools
Sheldon, Steven B.; Epstein, Joyce L.; Galindo, Claudia L.
2009-01-01
Although we know that family involvement is associated with stronger math performance, little is known about what educators are doing to effectively involve families and community members, and whether this measurably improves math achievement at their schools. This study used data from 39 schools to assess the effects of family and community involvement activities on school levels of math achievement. The study found that better implementation of math-related practices of family and community involvement predicted stronger support from parents for schools’ partnership programs, which, in turn, helped estimate the percentage of students scoring proficient on math achievement tests. PMID:20200592
D.C. Student Test Scores Show Uneven Progress. Data Snapshot
ERIC Educational Resources Information Center
DuPre, Mary
2011-01-01
Over the past five years, both DC Public Schools (DCPS) and public charter schools (PCS) have seen significant growth in secondary reading and math scores on the state test known as the District of Columbia Comprehensive Assessment System (DC CAS). However, scores have not improved as much at the elementary level. Reading and math scores for DCPS…
Con Carino: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners
ERIC Educational Resources Information Center
Lewis, James L.; Ream, Robert K.; Bocian, Kathleen M.; Cardullo, Richard A.; Hammond, Kimberly A.; Fast, Lisa A.
2012-01-01
Background/Context: How do we account for the persistence of below-average math test score performance among California Hispanics who are fluent in English, as well as Spanish-dominant English learners? Recent studies have attributed the problem to an overly rigid focus on "what works" in curriculum and fluency in English to the veritable neglect…
Evaluating Score Equity Assessment for State NAEP
ERIC Educational Resources Information Center
Wells, Craig S.; Baldwin, Su; Hambleton, Ronald K.; Sireci, Stephen G.; Karatonis, Ana; Jirka, Stephen
2009-01-01
Score equity assessment is an important analysis to ensure inferences drawn from test scores are comparable across subgroups of examinees. The purpose of the present evaluation was to assess the extent to which the Grade 8 NAEP Math and Reading assessments for 2005 were equivalent across selected states. More specifically, the present study…
NASA Technical Reports Server (NTRS)
McComas, David
2013-01-01
The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.
Motivation and Math Anxiety for Ability Grouped College Math Students
ERIC Educational Resources Information Center
Helming, Luralyn
2013-01-01
The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…
Cognitive Predictors of Reading and Math Achievement among Gifted Referrals
ERIC Educational Resources Information Center
Rowe, Ellen W.; Miller, Cristin; Ebenstein, Lauren A.; Thompson, Dawna F.
2012-01-01
This study investigated the predictive power of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Full Scale IQ (FSIQ), the General Ability Index (GAI), and the WISC-IV index score composites on subsequent reading and math standardized test scores among high-achieving students. The sample consisted of 84 elementary-age students…
Principals in Partnership with Math Coaches
ERIC Educational Resources Information Center
Grant, Catherine Miles; Davenport, Linda Ruiz
2009-01-01
One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…
Lachance, Jennifer A.; Mazzocco, Michèle M.M.
2009-01-01
We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years. PMID:20463851
Lachance, Jennifer A; Mazzocco, Michèle M M
2006-01-01
We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years. PMID:20463851
ERIC Educational Resources Information Center
Pritchard, Arvilla
1992-01-01
Presents number loop pattern activities and games designed to interest elementary students in mathematics and encourage computational skills. The activities work as games and cooperative activities and invite math exploration. (SM)
ERIC Educational Resources Information Center
Marten, Dawn M.
2012-01-01
The purpose of the study was to determine the effect of improved school climate, as teachers' beliefs changed from negative to positive over time, on students' reading, math, and writing assessment scores and teacher administered grade scores in reading, math, and writing. Overall, findings indicate that lose, maintain, or improve…
ERIC Educational Resources Information Center
Center on Education Policy, 2010
2010-01-01
This paper profiles Massachusetts' test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and math and grade 8 math. Average annual gains were larger on the state test…
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Texas
ERIC Educational Resources Information Center
Center on Education Policy, 2010
2010-01-01
This paper profiles Texas' test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in reading at grades 4 and 8 and in math at grade 8. In grade 4 math, however, the percentage scoring…
ERIC Educational Resources Information Center
Hemphill, David C.
2011-01-01
The first pretest-posttest hypothesis was tested using the dependent t test. Null hypotheses for test score improvement over time were rejected for the end of fifth-grade pretest compared to ending sixth-grade posttest math Essential Learner Outcome scores converted to standard scores for randomly selected sixth-grade girls meeting measured test…
School accountability and the black-white test score gap.
Gaddis, S Michael; Lauen, Douglas Lee
2014-03-01
Since at least the 1960s, researchers have closely examined the respective roles of families, neighborhoods, and schools in producing the black-white achievement gap. Although many researchers minimize the ability of schools to eliminate achievement gaps, the No Child Left Behind Act (NCLB) increased pressure on schools to do so by 2014. In this study, we examine the effects of NCLB's subgroup-specific accountability pressure on changes in black-white math and reading test score gaps using a school-level panel dataset on all North Carolina public elementary and middle schools between 2001 and 2009. Using difference-in-difference models with school fixed effects, we find that accountability pressure reduces black-white achievement gaps by raising mean black achievement without harming mean white achievement. We find no differential effects of accountability pressure based on the racial composition of schools, but schools with more affluent populations are the most successful at reducing the black-white math achievement gap. Thus, our findings suggest that school-based interventions have the potential to close test score gaps, but differences in school composition and resources play a significant role in the ability of schools to reduce racial inequality. PMID:24468431
Supermath: An Alternative Approach to Improving Math Performance in Grades 4 through 9
ERIC Educational Resources Information Center
Pogrow, Stanley
2004-01-01
In this article, the author shares a decade's worth of experience in developing an approach to teaching math to upper-elementary and middle school students that simultaneously increases basic skills, improves problem solving, raises test scores, and sparks student interest in math. Sections include: (1) Background Of Supermath; (2) Description Of…
Visual-Spatial Aptitude in Elementary Education Majors in Science and Math Tracks.
ERIC Educational Resources Information Center
Lord, Thomas R.; Rupert, Joy L.
1995-01-01
Administered two standard measures of spatial aptitude to several hundred elementary education majors. Reports that the men in the group significantly outperformed the women, men and women choosing to specialize in science and math scored significantly higher than their non-science-math peers, and there was no significant difference between men…
ERIC Educational Resources Information Center
Barton, James M.
2016-01-01
Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…
Increasing Math and Science Achievement: The Best and Worst of the East and West
ERIC Educational Resources Information Center
Zhao, Yong
2005-01-01
The East Asian countries are known for their high scores on international comparisons of math and science achievement. This does not necessarily mean that the U.S. should rush to adopt their practices and abandon its own strengths. Yong Zhao examines education reforms in math and science from an international perspective and discusses implications…
The Relationship between Visual-Spatial Reasoning Ability and Math and Geometry Problem-Solving
ERIC Educational Resources Information Center
Markey, Sean M.
2009-01-01
This retrospective quantitative study examined the relationship between visual-spatial reasoning abilities, as measured by the matrix reasoning and block design subtests of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), and geometry and math performance, as measured by geometry and overall math scores from the Massachusetts…
ERIC Educational Resources Information Center
Brown, Clayton D.
2012-01-01
It is widely publicized that student attitudes and achievement in math in the United States require improvement. U.S. students have shown lackluster mathematics achievement scores compared to their international peers in other developed countries. As a former high school math instructor, this author observed that the attitude of many high school…
The Single-Item Math Anxiety Scale: An Alternative Way of Measuring Mathematical Anxiety
ERIC Educational Resources Information Center
Núñez-Peña, M. Isabel; Guilera, Georgina; Suárez-Pellicioni, Macarena
2014-01-01
This study examined whether the Single-Item Math Anxiety Scale (SIMA), based on the item suggested by Ashcraft, provided valid and reliable scores of mathematical anxiety. A large sample of university students (n = 279) was administered the SIMA and the 25-item Shortened Math Anxiety Rating Scale (sMARS) to evaluate the relation between the scores…
A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math
ERIC Educational Resources Information Center
Rutherford, Teomara; Farkas, George; Duncan, Greg; Burchinal, Margaret; Kibrick, Melissa; Graham, Jeneen; Richland, Lindsey; Tran, Natalie; Schneider, Stephanie; Duran, Lauren; Martinez, Michael E.
2014-01-01
Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a negligible effect of ST Math on mathematics scores, which did not differ significantly across…
Evaluating Procedures for Reducing Measurement Error in Math Curriculum-Based Measurement Probes
ERIC Educational Resources Information Center
Methe, Scott A.; Briesch, Amy M.; Hulac, David
2015-01-01
At present, it is unclear whether math curriculum-based measurement (M-CBM) procedures provide a dependable measure of student progress in math computation because support for its technical properties is based largely upon a body of correlational research. Recent investigations into the dependability of M-CBM scores have found that evaluating…
ERIC Educational Resources Information Center
Abraham, Reni A.; Slate, John R.; Saxon, D. Patrick; Barnes, Wally
2014-01-01
In this investigation, we examined the college readiness in math of Texas community college students using archival data from the Texas Higher Education Coordinating Board. Data analyzed were the rate of all first-time in college (FTIC) developmental education students who scored below the Texas college readiness standards in math and the rates of…
Family Math Night: Middle School Math Standards in Action
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer; Oberdorf, Christine
2006-01-01
Why should schools have a Family Math Night? It helps students learn essential math concepts. It gives parents a chance to serve as models of motivation, persistence and competence. It promotes math success in a supportive setting. With its step-by-step directions and suggestions for both teachers and parents, this book takes the worry out of…
Math in Action. Hands-On, Minds-On Math.
ERIC Educational Resources Information Center
Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.
1998-01-01
Hands-on math must also involve students' minds in creative thinking. Math manipulatives must be used for uncovering, not just discovering. This paper presents guidelines for planning hands-on, minds-on math for elementary students. Suggestions include dialoging, questioning, integrating manipulatives and other tools, writing, and evaluating. (SM)
... the baby's: Breathing effort Heart rate Muscle tone Reflexes Skin color Each category is scored with 0, ... scores 2 for muscle tone. Grimace response or reflex irritability is a term describing response to stimulation, ...
Tcheang, Lili
2014-01-01
Cultural differences have been shown across a number of different cognitive domains from vision, language, and music. Mathematical cognition is another domain that is an integral part of modern society and because there are a fixed number of ways in which many math operations can be performed, it is also an apposite tool for cultural comparisons. This discussion examines the literature on mathematical processing in accordance with culture, summarizing the brain regions involved across various mathematical tasks. In doing so, we provide a clear picture of the anatomical similarities and differences between cultures when performing different math tasks. This information is useful to explore the possibility of enhancement of mathematical skills, where different strategies may be applicable in accordance with culture. It also contributes to the evolutionary development of different math skills and the growing theory that anatomical and behavioral studies must account for the cultural identity of their sample. PMID:24090438
ERIC Educational Resources Information Center
Brown, Joan Marie
1996-01-01
Describes a multimedia math activity for sixth-grade students who have access to a computer lab. Students work in groups and interview an adult who uses math in his or her job. Then, they write an explanatory narrative describing how that adult uses math. Finally, they create a KidPix video slideshow with voice overlays to share with the class.…
Numbers and Math. Beginnings Workshop.
ERIC Educational Resources Information Center
Gross, Fred E.; Elkind, CavidEpstein, Ann S.; Copley, Juanita V.; Haugen, Ginny; Haugen, Kirsten
2003-01-01
Presents five articles addressing numbers and math instruction for young children: "Math Talk with Young Children: One Parent's Experience" (Fred E. Gross); "How Children Build Their Understanding of Numbers" (David Elkind); "Early Math: It's More than Numbers" (Ann S. Epstein); "Assessing Mathematical Learning: Observing and Listening to…
Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.
Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A
2015-12-01
The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. PMID:26518438
The Influence of Math Beliefs on Math Success in Introductory College Math Classes
ERIC Educational Resources Information Center
Loustalet, Joan
2009-01-01
This study examined the mathematics beliefs of students who attained mastery, as indicated by earning an A, in their introductory math class in fall, 2008. This study addressed the following research questions: do students who attain mastery in introductory college math courses differ in their math beliefs from students who pass introductory math…
ERIC Educational Resources Information Center
Roettinger, Theresa Marie
2014-01-01
Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy…
Haist, Frank; Wazny, Jarnet H; Toomarian, Elizabeth; Adamo, Maha
2015-02-01
A central question in cognitive and educational neuroscience is whether brain operations supporting nonlinguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or "formal" math knowledge. Here, we conducted a developmental functional magnetic resonance imaging (MRI) study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6-12 years old), 14 adolescents (13-17 years old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. PMID:25327879
ERIC Educational Resources Information Center
Dewsbury, Alison
The objective of the Easy Math Program is to give all students (not just those with mathematical talent) an intuitive grasp of the quantitative principles on which mathematics is based, so they will be able to execute its basic operations with insight, and move on to its higher concepts with confidence. The program approaches this objective by a…
ERIC Educational Resources Information Center
Hintz, Allison; Kazemi, Elham
2014-01-01
By simply asking students how they got the answer to a problem, math teachers can open the door to stimulating discussions in class. But how can they make sure those discussions promote mathematical understanding? Allison Hintz and Elham Kazemi explain that teachers need to know what the goal is for a discussion and plan accordingly. The authors…
ERIC Educational Resources Information Center
Burns, Marilyn
2007-01-01
Everyday, people face situations that call for adding, subtracting, multiplying, or dividing, and at least half of the time, these calculations are accomplished without the use of pen, paper, or calculators. Because figuring "in your head" is such an important life skill, it should have a regular role in classroom math teaching. This article…
ERIC Educational Resources Information Center
Schoenfeld, Alan H.
2004-01-01
During the 1990s, the teaching of mathematics became the subject of heated controversies known as the math wars. The immediate origins of the conflicts can be traced to the "reform" stimulated by the National Council of Teachers of Mathematics' "Curriculum and Evaluation Standards for School Mathematics." Traditionalists fear that reform-oriented,…
ERIC Educational Resources Information Center
Drum, Jean, Ed.
1993-01-01
This theme issue discusses education of gifted students in the areas of math and science. The issue contains several articles, an editorial, a program description, and a profile of an educator. "Our Most Important Investment for the Future: The Education of Our Youth" (Marian C. Diamond) describes educational programs of the Lawrence Hall of…
ERIC Educational Resources Information Center
Blum, Christopher O.
2002-01-01
Asserts that when college mathematics is taught as one of the liberal arts, Euclid's Elements of Geometry, which is one of the oldest math textbooks, may still be the best, because it helps students understand what is "lovely about mathematics". Suggests that "Elements of Geometry" promotes the mental exercise that comes from careful reading and…
ERIC Educational Resources Information Center
Thompson, Quentin
2011-01-01
The March issue of "Mathematics Teaching" included an article by Alice Onion about Bowland Maths, focussing on the nature and use of the Professional Development modules that the Bowland Trust has developed--there are now seven such CPD modules on the Bowland website. The article also mentioned that the Bowland Trust had recently conducted a…
ERIC Educational Resources Information Center
Steele, Barbara
1977-01-01
Describes instances of sexism found in six widely used elementary math textbooks. Research methodology involved analysis of all word problems and pictures of human figures in the texts. Recommendations for combating sexism within the schools are presented. Available from: P.O. Box 10085, Eugene, Oregon 97401. (Author/DB)
ERIC Educational Resources Information Center
Eubanks-Turner, Christina; Hajj, Najat
2015-01-01
In this article, Christina Eubanks-Turner and Najat Hajj describe a planning process that they used to create a fun-filled eighth-grade math activity that focused on parade planning. The activity was designed to enhance and supplement the eighth-grade algebra curriculum on linear equations and functions, help students use mathematical habits of…
ERIC Educational Resources Information Center
Raymond, Allen
2004-01-01
Since 1990, the January issue of "Teaching Pre K-8" has highlighted a school visit by the president of the National Council of Teachers of Mathematics. This article discusses Cathy Seeley's visit to a 6th grade classroom at the J. E. Pearce Middle School in Austin, Texas, where she participated in a math activity from the Connected Mathematics…
ERIC Educational Resources Information Center
Kuhn, Matt; Dempsey, Kathleen
2011-01-01
In 1999, Richard Lee Colvin published an article in "The School Administrator" titled "Math Wars: Tradition vs. Real-World Applications" that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the…
NASA Astrophysics Data System (ADS)
Lee, Ahlam
2011-12-01
Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students
The Community College Student: Preparation for the Math Placement Test
ERIC Educational Resources Information Center
Dudley, Jennifer
2010-01-01
The purpose of this action research case study was to explore attitudes and beliefs regarding strategies to improve math placement scores for low-socioeconomic community college students at an urban campus. Using a pragmatic worldview, qualitative techniques were used to gather data to explore this problem at a single community college located in…
The Effects of Math Intervention on Student Achievement
ERIC Educational Resources Information Center
Ulichnie, Staci
2015-01-01
Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their "Not Met" PASS scores from their 3rd grade year. A survey assessing student attitudes…
ERIC Educational Resources Information Center
Zola, John
1992-01-01
Suggests a classroom strategy to help students learn to analyze and discuss significant issues from history and current policy debates. Describes scored discussions in which small groups of students receive points for participation. Provides an example of a discussion on gold mining. Includes an agenda. Explores uses of scored discussions and…
National Institute of Standards and Technology Data Gateway
NIST Scoring Package (PC database for purchase) The NIST Scoring Package (Special Database 1) is a reference implementation of the draft Standard Method for Evaluating the Performance of Systems Intended to Recognize Hand-printed Characters from Image Data Scanned from Forms.
All Students Need Advanced Mathematics. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…
Undergraduate nursing students' perceptions regarding factors that affect math abilities
NASA Astrophysics Data System (ADS)
Pyo, Katrina A.
2011-07-01
A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.
NASA Technical Reports Server (NTRS)
Glaese, John R.; Tobbe, Patrick A.
1986-01-01
The Space Station Mechanism Test Bed consists of a hydraulically driven, computer controlled six degree of freedom (DOF) motion system with which docking, berthing, and other mechanisms can be evaluated. Measured contact forces and moments are provided to the simulation host computer to enable representation of orbital contact dynamics. This report describes the development of a generalized math model which represents the relative motion between two rigid orbiting vehicles. The model allows motion in six DOF for each body, with no vehicle size limitation. The rotational and translational equations of motion are derived. The method used to transform the forces and moments from the sensor location to the vehicles' centers of mass is also explained. Two math models of docking mechanisms, a simple translational spring and the Remote Manipulator System end effector, are presented along with simulation results. The translational spring model is used in an attempt to verify the simulation with compensated hardware in the loop results.
Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.
2015-01-01
Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID
The Relative Influence of Faculty Mobility on NJ HSPA Scores
ERIC Educational Resources Information Center
Graziano, Dana
2013-01-01
In this study, the researcher examined the strength and direction of relationships between New Jersey School Report Card Variables, in particular Faculty Mobility, and 2009-2010 New Jersey High School Proficiency Assessment (HSPA) Math and Language Arts Literacy test scores. Variables found to have an influence on standardized test scores in the…
Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task
Suárez-Pellicioni, Macarena; Núñez-Peña, Maria Isabel; Colomé, Àngels
2015-01-01
Attentional bias toward threatening or emotional information is considered a cognitive marker of anxiety, and it has been described in various clinical and subclinical populations. This study used an emotional Stroop task to investigate whether math anxiety is characterized by an attentional bias toward math-related words. Two previous studies failed to observe such an effect in math-anxious individuals, although the authors acknowledged certain methodological limitations that the present study seeks to avoid. Twenty high math-anxious (HMA) and 20 low math-anxious (LMA) individuals were presented with an emotional Stroop task including math-related and neutral words. Participants in the two groups did not differ in trait anxiety or depression. We found that the HMA group showed slower response times to math-related words than to neutral words, as well as a greater attentional bias (math-related – neutral difference score) than the LMA one, which constitutes the first demonstration of an attentional bias toward math-related words in HMA individuals. PMID:26539137
ERIC Educational Resources Information Center
Parrott-Robbins, Rebecca Jon
2010-01-01
The purpose of this study was to investigate--by utilizing data obtained from the Kentucky Community and Technical College System (KCTCS) PeopleSoft database-- whether the American College Testing (ACT) assessment was a predictor of student success for students who had graduated from respiratory, radiography, and nursing programs at Southeast…
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Washington
ERIC Educational Resources Information Center
Center on Education Policy, 2010
2010-01-01
This paper profiles Washington's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) decreased in grade 4 reading. In grade 4 math, the percentage scoring proficient on the state test decreased…
ERIC Educational Resources Information Center
Radunzel, Justine; Noble, Julie
2013-01-01
In this study, we evaluated the differential effects on racial/ethnic, family income, and gender groups of using ACT® College Readiness Assessment Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours…
Math out of School: Families' Math Game Playing at Home
ERIC Educational Resources Information Center
Kliman, Marlene
2006-01-01
This study investigated the potential of an approach to involving families in regular integration of math into home life, addressing the following: When families are given math-related games unconnected with children's school, does what parents believe impact the extent to which their families play the games, and how do parents describe their…
Advanced Math: Closing the Equity Gap. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…
What Specific Preschool Math Skills Predict Later Math Achievement?
ERIC Educational Resources Information Center
Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine
2015-01-01
The widespread concern about mathematics achievement has drawn extensive research attention to what skills predict later academic achievement. There is clear and consistent evidence that math achievement at school entry is the strongest predictor of later school success and educational attainment. Early childhood math achievement can thus have…
Early Math Interest and the Development of Math Skills
ERIC Educational Resources Information Center
Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.
2012-01-01
Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…
Enhanced learning of proportional math through music training and spatial-temporal training.
Graziano, A B; Peterson, M; Shaw, G L
1999-03-01
It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music. PMID:10100200
Developing Future Mathematicians: Math Circles
ERIC Educational Resources Information Center
Sheperd, Paul; Sakashita, Sue Savage
2009-01-01
Typical middle and high school math curricula are template based, meaning the use of standardized methods to solve mathematical problems as examples on which to base other problem solving. Template based math instruction may help a student to pass tests; however, it is an insufficient way to develop mathematical thinking. Mathematicians are…
Math Fact Strategies Research Project
ERIC Educational Resources Information Center
Boso, Annie
2011-01-01
An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…
ERIC Educational Resources Information Center
Johnston, Scott
2012-01-01
The author has recently been experimenting with having students work at a set of six blackboards mounted on the walls of a maths teaching space. In this article, he describes this project which he started because he had become impatient with, and aggravated by the usual setup of a maths teaching space. He had started to question why there are…
"Math Anxiety" Explored in Studies
ERIC Educational Resources Information Center
Sparks, Sarah D.
2011-01-01
Math problems make more than a few students--and even teachers--sweat, but new brain research is providing insights into the earliest causes of the anxiety so often associated with mathematics. Experts argue that "math anxiety" can bring about widespread, intergenerational discomfort with the subject, which could lead to anything from fewer…
ERIC Educational Resources Information Center
Staal, Nancy; Wells, Pamela J.
2011-01-01
Both writing and math require purposeful teaching. This article describes how one teacher discovered that she could teach math in a way that paralleled how she taught writing by researching what students know and then nudging them ahead to the next level of understanding. Just as effective writers employ creativity, perseverance, and revising,…
Oleanna Math Program Smorgasbord (I).
ERIC Educational Resources Information Center
Coole, Walter A.
This packet is a compilation of short units and quick review assignments used in the Oleanna Math Program at Skagit Valley College (Washington). This math program is taught in an auto-tutorial learning laboratory situation with programmed materials. Each unit of study is contained on a 5" by 8" card, which describes performance objectives,…
ERIC Educational Resources Information Center
Howe, Quincy
2006-01-01
In this article, the author relates how a math-assessment software has allowed his school to track the academic progress of its students. The author relates that in the first year that the software was deployed, schoolwide averages in terms of national standing on the math ITBS rose from the 42nd to 59th percentile. In addition, a significant…
ERIC Educational Resources Information Center
Mokashi, Neelima A.
2009-01-01
This article depicts the rewarding experience of creating mathematical environments for kindergarten and elementary students by focusing on one of the most important and often difficult-to-grasp concepts (fractions) through play methods incorporated into a math fair. The basic concept of a math fair is threefold: (1) to create preplanned,…
ERIC Educational Resources Information Center
IDRA Newsletter, 1998
1998-01-01
This newsletter theme issue includes six articles on improving math and science education, particularly for poor, Limited-English-Proficient (LEP), and female students. "Effective Math and Science Instruction--The Project Approach for LEP Students" (Joseph Vigil) describes how hands-on science projects can increase student motivation, drive math…
ERIC Educational Resources Information Center
Ready, Patricia M.
The life cycle of "new math" is fertile ground for the study of the diffusion of an innovation. New math arrived in 1958 to save the day for America after the Soviet Union launched Sputnik, the first successful space flight in 1957. In a period of 16 years an entire diffusion cycle was completed throughout the entire educational system of the…
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
Price, Gavin R.; Fuchs, Lynn S.
2016-01-01
This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd- grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1–9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test. PMID:26859564
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.
Price, Gavin R; Fuchs, Lynn S
2016-01-01
This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd-grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1-9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test. PMID:26859564
Nelson, Peter M; Burns, Matthew K; Kanive, Rebecca; Ysseldyke, James E
2013-12-01
The current study used a randomized controlled trial to compare the effects of a practice-based intervention and a mnemonic strategy intervention on the retention and application of single-digit multiplication facts with 90 third- and fourth-grade students with math difficulties. Changes in retention and application were assessed separately using one-way ANCOVAs in which students' pretest scores were included as the covariate. Students in the practice-based intervention group had higher retention scores (expressed as the total number of digits correct per minute) relative to the control group. No statistically significant between-group differences were observed for application scores. Practical and theoretical implications for interventions targeting basic multiplication facts are discussed. PMID:24295141
Beginning school math competence: minority and majority comparisons.
Entwisle, D R; Alexander, K L
1990-04-01
This article uses a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade. These 2 aspects of math ability respond differently to environmental resources, with math concepts (reasoning) much more responsive to family factors before formal schooling begins than is computation. In this sample, blacks and whites are equivalent in terms of computational and verbal skills as measured by the California Achievement Test at the start of grade 1. However, there is a significant difference of about a quarter of a standard deviation favoring whites over blacks in terms of math concepts (reasoning skills). Both black and white children of all socioeconomic levels respond to parents' psychological resources: net of ability or other factors, children score higher if parents expect them to do well. Socioeconomic resources in the home also help both groups. In particular, the parent being a high school graduate as opposed to a dropout is important. When parents' material and psychological resources are taken into account, family configuration (solo motherhood vs. other types) has no discernible effects on either type of math performance. PMID:2344782
Examining Teacher-Assigned Math Grades as Predictors for High-Stakes Testing
ERIC Educational Resources Information Center
Denson, Bettina Coley
2013-01-01
This study sought to determine whether a relationship existed between teacher-assigned classroom grades and high-stakes test scores. The study examined teacher-assigned math grades in correlation to the student scores on the Florida Comprehensive Assessment test (FCAT) in a selected Florida high school. It also sought to determine the relationship…
Enhancing Mathematical Communication for Virtual Math Teams
ERIC Educational Resources Information Center
Stahl, Gerry; Çakir, Murat Perit; Weimar, Stephen; Weusijana, Baba Kofi; Ou, Jimmy Xiantong
2010-01-01
The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…
Destination Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2009
2009-01-01
"Destination Math" is a series of computer-based curricula designed to be used for at least 90 minutes a week. Featuring sequenced, prescriptive, step-by-step instruction, "Destination Math" is designed for the development of fluency in critical skills, math reasoning, conceptual understanding, and problem-solving skills. Intermediate Math (grades…
Motivating Students in Math Using Cooperative Learning.
ERIC Educational Resources Information Center
Bernero, Jacqueline
In many elementary classrooms, math tends to be individualized work with repetitive paper-and-pencil assignments. This research project attempted to generate more interest in math, reduce math anxiety, and make math more enjoyable for students. Through the use of cooperative learning, students practiced and developed social skills needed to…
Math Branding in a Community College Library
ERIC Educational Resources Information Center
Brantz, Malcolm; Sadowski, Edward B.
2010-01-01
As a strategy to promote the Arapahoe Community College Library's collections and services, the Library undertook to brand itself as a math resource center. In promoting one area of expertise, math was selected to help address the problem of a large portion of high school graduates' inability to work at college-level math. A "Math Saturday"…
Addressing Math Anxiety in the Classroom
ERIC Educational Resources Information Center
Finlayson, Maureen
2014-01-01
In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…
Tips for Teaching Math to Elementary Students
ERIC Educational Resources Information Center
Scarpello, Gary
2010-01-01
Since most elementary school teachers do not hold a degree in mathematics, teaching math may be a daunting task for some. Following are a few techniques to help make teaching and learning math easier and less stressful. First, know that math is a difficult subject to teach--even for math teachers. The subject matter itself is challenging. Second,…
Visual sustained attention and numerosity sensitivity correlate with math achievement in children.
Anobile, Giovanni; Stievano, Paolo; Burr, David C
2013-10-01
In this study, we investigated in school-age children the relationship among mathematical performance, the perception of numerosity (discrimination and mapping to number line), and sustained visual attention. The results (on 68 children between 8 and 11 years of age) show that attention and numerosity perception predict math scores but not reading performance. Even after controlling for several variables, including age, gender, nonverbal IQ, and reading accuracy, attention remained correlated with math skills and numerosity discrimination. These findings support previous reports showing the interrelationship between visual attention and both numerosity perception and math performance. It also suggests that attentional deficits may be implicated in disturbances such as developmental dyscalculia. PMID:23933254
Viterbori, Paola; Usai, M Carmen; Traverso, Laura; De Franchis, Valentina
2015-12-01
This longitudinal study analyzes whether selected components of executive function (EF) measured during the preschool period predict several indices of math achievement in primary school. Six EF measures were assessed in a sample of 5-year-old children (N = 175). The math achievement of the same children was then tested in Grades 1 and 3 using both a composite math score and three single indices of written calculation, arithmetical facts, and problem solving. Using previous results obtained from the same sample of children, a confirmatory factor analysis examining the latent EF structure in kindergarten indicated that a two-factor model provided the best fit for the data. In this model, inhibition and working memory (WM)-flexibility were separate dimensions. A full structural equation model was then used to test the hypothesis that math achievement (the composite math score and single math scores) in Grades 1 and 3 could be explained by the two EF components comprising the kindergarten model. The results indicate that the WM-flexibility component measured during the preschool period substantially predicts mathematical achievement, especially in Grade 3. The math composite scores were predicted by the WM-flexibility factor at both grade levels. In Grade 3, both problem solving and arithmetical facts were predicted by the WM-flexibility component. The results empirically support interventions that target EF as an important component of early childhood mathematics education. PMID:26218333
The Propensity Score Analytical Framework: An Overview and Institutional Research Example
ERIC Educational Resources Information Center
Herzog, Serge
2014-01-01
Estimating the effect of campus math tutoring support, this study demonstrates the use of propensity score weighted and matched-data analysis and examines the correspondence with results from parametric regression analysis.
The card game 24 and its application to math education
NASA Astrophysics Data System (ADS)
Tong, Liping; Yang, Jie; Han, Xue; Velasquez, Loren
2014-05-01
The card game 24 is a mathematical game that traditionally engages elementary students to practice their mental computational skills. In this paper, we use probability to formulate and explore the game. We create score of difficulty level for solvable card combination set under various setup of game rules. Based on our findings, we create new playing rules and provide suggestions for different levels of players. Our results may serve as guidelines on introducing the game 24 into the practice of math education.
ERIC Educational Resources Information Center
Costa-Guerra, Boris
2012-01-01
The study sought to understand whether MAPs computer based assessment of math and language skills using MAPs reading scores can predict student scores on the NMSBA. A key question was whether or not the prediction can be improved by including student language skill scores. The study explored the effectiveness of computer based preview assessments…
Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.
Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L
2015-09-01
A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. PMID:26253552
Attentional bias in math anxiety.
Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly
2015-01-01
Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms. PMID:26528208
Attentional bias in math anxiety
Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly
2015-01-01
Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms. PMID:26528208
Haist, Frank; Wazny, Jarnet H.; Toomarian, Elizabeth; Adamo, Maha
2015-01-01
A central question in cognitive and educational neuroscience is whether brain operations supporting non-linguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or “formal” math knowledge. Here, we conducted a developmental functional MRI study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6–12 years-old), 14 adolescents (13–17 years-old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus (IPS) specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. PMID:25327879
Measurement of math beliefs and their associations with math behaviors in college students.
Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara
2014-12-01
Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. PMID:25133460
ERIC Educational Resources Information Center
Jackson, Shirley Faye Jackson
2012-01-01
For decades, African American students, nationwide, have consistently scored much lower on math and reading achievement tests than their European counterparts, creating what is known as the "White-Black Achievement Gap". The purpose of the research was to determine if self regulated learning and communal learning contexts, either…
SCORE Program Improvement Act of 2012
Sen. Snowe, Olympia J. [R-ME
2012-05-24
05/24/2012 Read twice and referred to the Committee on Small Business and Entrepreneurship. (text of measure as introduced: CR S3637-3638) (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:
Cognitive predictors of reading and math achievement among gifted referrals.
Rowe, Ellen W; Miller, Cristin; Ebenstein, Lauren A; Thompson, Dawna F
2012-09-01
This study investigated the predictive power of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Full Scale IQ (FSIQ), the General Ability Index (GAI), and the WISC-IV index score composites on subsequent reading and math standardized test scores among high-achieving students. The sample consisted of 84 elementary-age students who received an individual cognitive assessment with the WISC-IV in the previous year as part of the application process for gifted and talented programming through their schools. Although there were no significant differences among the mean WISC-IV index scores, 77% of the individual students evidenced statistically significant WISC-IV index score variability. Thus, intraindividual test score variability appears to be the norm among high-achieving students. In spite of this variability, regression analyses indicated that the FSIQ predicted reading comprehension and mathematics achievement better than, or as well as, the GAI or individual scores for verbal comprehension and perceptual reasoning. None of the cognitive variables correlated significantly with achievement scores for Word Reading or Pseudoword Decoding scores, but the FSIQ, GAI, Verbal Comprehension, and Perceptual Reasoning scores predicted reading comprehension. Limitations and directions for future research are discussed. PMID:22963069
Singapore Math: Problem-Solving Secrets from the World's Math Leader
ERIC Educational Resources Information Center
Hogan, Bob
2005-01-01
Using this four CD-ROM disc set, teachers can have their very own math problem solving mentor as a leading expert in Singapore Math guides them through a lively presentation, working through math problems and explaining how Singapore has become the world's leading method in math. The expert's explanation of how to use Singapore's model-drawing…
A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins
ERIC Educational Resources Information Center
Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.
2016-01-01
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…
ERIC Educational Resources Information Center
Duerr, Sunny R.
2012-01-01
The relationships between gender, math attitude, and math achievement have traditionally been studied within individual countries, despite the existence of large international data sets available for analysis. This dissertation investigated the relationships between gender, math attitude, and math achievement based on information from 50…
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
ERIC Educational Resources Information Center
Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.
2013-01-01
Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…
A Motivational Technique for Business Math
ERIC Educational Resources Information Center
Voelker, Pamela
1977-01-01
The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)
Loss of Veterans Doesn't Hurt Scores
ERIC Educational Resources Information Center
Sparks, Sarah D.
2013-01-01
Boosting early retirement in cash-strapped districts does not hurt students' math and reading scores, according to new studies released at the American Economic Association meeting, but pension-incentive programs may cost schools some of their most effective teachers. Separate studies of teachers in California, Illinois, and North Carolina paint a…
ERIC Educational Resources Information Center
Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal
2015-01-01
The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…
Predicting math outcomes: reading predictors and comorbidity.
Fletcher, Jack M
2005-01-01
This commentary addresses issues concerning (a) the measurement of numbers, letters, and words versus cognitive processes in early screening batteries, and (b) comorbid associations of reading, math, and attention disorders. Based on reading prediction studies, assessments that include numbers should be most predictive of math outcomes. However, given the comorbid association of reading, math, and attention disorders, measures sensitive to reading and attention difficulties may be necessary in early screening batteries for math disabilities. PMID:16122061
ERIC Educational Resources Information Center
Micceri, Ted
2002-01-01
This study sought to determine whether GRE subscores (or GMAT) could predict graduation rates in related areas (math-oriented majors for GRE quantitative, etc.) in a sample of over 9,000 graduate students at a major public research university. Because few low quantitative scores were present in math-oriented majors, an attempt was made to…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2011
2011-01-01
"Saxon Math" is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. A distinguishing feature of "Saxon Math" is its use of a distributed approach--spreading practice and instruction for any single math content…
ERIC Educational Resources Information Center
Kangas, Jon; Ma, Tony
A study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC) to determine persistence rates over 4 academic years for students with no previous college experience who entered arithmetic (Math 310), beginning algebra (Math 12), and intermediate algebra (Math 13) courses in fall 1988. The study sought to determine…
Recognizing and Nurturing Math Talent in Children
ERIC Educational Resources Information Center
Gavin, M. Katherine; Firmender, Janine M.; Casa, Tutita M.
2013-01-01
What is math talent? Ten different educators will most likely provide 10 different answers. Researchers state that one reason mathematical talent is difficult to describe involves the different ways children manifest math talent. Children can display math talent in three different ways: (a) those who reason abstractly and have an "algebraic…
Math Sense: Measurement and Data Analysis.
ERIC Educational Resources Information Center
Mitchell, Robert P.
This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include measurement and data analysis such as measuring distance, space, time, capacity,…
Science and Math Applications. Final Report.
ERIC Educational Resources Information Center
Lauver, Lori A.
This document includes a final report and curriculum guide from a project to develop a Science and Math Applications curriculum that related science and math to everyday life and promoted confidence in adult basic education students in their science and math skills. The report describes how the curriculum used traditional teaching methods to teach…
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Maryland
ERIC Educational Resources Information Center
Center on Education Policy, 2010
2010-01-01
This paper profiles Maryland's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased at grades 4 and 8 in both reading and math. Average annual gains were larger on the state test than…
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Pennsylvania
ERIC Educational Resources Information Center
Center on Education Policy, 2010
2010-01-01
This paper profiles Pennsylvania's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 8 reading and math. Average annual gains were larger on the state test than on NAEP in…
NASA Astrophysics Data System (ADS)
Mulkerrin, Elizabeth A.
The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were
Career Related Math Units for General Math 9.
ERIC Educational Resources Information Center
Grotenhuis, Paul; Purcell, Carol
In this collection of four career-oriented units designed to enhance a ninth grade general math curriculum, the objectives listed are (1) to provide a job oriented environment in which students are encouraged to develop responsible attitudes toward employer and self and to find interest areas to use as the basis for career choices, (2) to provide…
Mobile Math: Math Educators and Students Engage in Mobile Learning
ERIC Educational Resources Information Center
Franklin, Teresa; Peng, Li-Wei
2008-01-01
The public and educational communities are aware of the continuing crisis in math education in our middle schools and the convergence of technologies for teaching and learning. This paper presents a case study in which iPod Touch[R] was used to help middle school students learn about algebraic equations and, in particular, the concept of slope,…
Helping Your Child Learn Math: Math Tips for Parents
ERIC Educational Resources Information Center
Nebraska Department of Education, 2010
2010-01-01
This paper presents tips, activities, resources, and games that parents can use to help their children become more proficient in math. Some helpful tips offered are: (1) Be positive; (2) Play family games; (3) Avoid stereotypes; (4) Choose gifts that develop problem solving skills; (5) Expand your children's horizons; (6) Buy or borrow library…
Taking Math Outside of the Classroom: Math in the City
ERIC Educational Resources Information Center
Radu, Petronela
2013-01-01
Math in the City is an interdisciplinary mathematics course offered at University of Nebraska-Lincoln in which students engage in a real-world experience to understand current major societal issues of local and national interest. The course is run in collaboration with local businesses, research centers, and government organizations, that provide…
Math and the Real World: Fun and Games. Teaching Math.
ERIC Educational Resources Information Center
May, Lola
1993-01-01
Describes three simple games that do not involve numbers and that can be used to teach children problem-solving strategies and math skills. The games are Tick-Tack-Toe; Jest, a game that uses a blocking strategy; and Nim, a game that uses a capturing strategy. All three games force students to plan ahead and calculate possible outcomes using…
Americans Need Advanced Math to Stay Globally Competitive. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
No student who hopes to compete in today's rapidly evolving global economy and job market can afford to graduate from high school with weak mathematical skills, which include the ability to use logic, reason, and solve problems. The benefits associated with improving the math performance of American students also extend to the larger U.S. economy.…
ERIC Educational Resources Information Center
Carwell, Tamika L.
2012-01-01
The study's focus was to determine whether or not there was a significant statistical relationship between improved student performance scores from the Education Program for Gifted Youth (EPGY) Stanford Math Intervention Program and Discovery Formative Assessment mathematics mean scores of female middle school students. An additional focus of…
ERIC Educational Resources Information Center
IDRA Newsletter, 1995
1995-01-01
This theme issue contains six articles on improving math and science education for minority group students, particularly language-minority students. "Accelerating Content Area Gains for English Language Learners" (Laura Chris Green) describes the Young Scientists Acquiring English project, which seeks to improve the content-area achievement of…
Elementary Science: Cycles in Math.
ERIC Educational Resources Information Center
Oregon Science Teacher, 1994
1994-01-01
Presents three patterns found in math for elementary students. Spirolaterals are patterns made by repeatedly tracing a series of three numbers in four directions on dot paper. Tessellating can be a combination of teaching about patterns, geometry, and art. The King's Problem requires recognition of a problem to find a solution. (PR)
Reading + Math = A Perfect Match
ERIC Educational Resources Information Center
Callan, Richard
2004-01-01
In this article, the author discusses how he incorporates children's literature into the exploration and investigation of various math topics. After doing some activities, he has found that integrating different mathematical topics after discussing books can help children make the connection to mathematics in their daily lives.