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…
Why Do Students Drop Advanced Mathematics?
ERIC Educational Resources Information Center
Horn, Ilana
2004-01-01
Students, especially black, Latino and Native American youth and students of low socio-economic status drop out of advanced mathematics. Teachers must coordinate their expectations, their knowledge of students and their teaching practices in order to stop struggling students from dropping out of advanced math classes.
Mathematical Conversations to Transform Algebra Class
ERIC Educational Resources Information Center
Szydlik, Jennifer Earles
2015-01-01
Classroom culture is established through both conversations and practices. Traditionally in mathematics class, the focus is primarily on the latter; that is, students are shown what "doing mathematics" looks like, and then asked that they try it themselves. This article discusses three mathematical conversations that help bring…
Constructive Failure in Mathematics Classes
ERIC Educational Resources Information Center
Rowlett, Joel E.
2011-01-01
Great strides in the real world are usually accompanied by failure. Mathematics teachers should accept some failure as their students take risks during mathematical explorations. This is not to imply that students should fail an entire course, but they should have opportunities to take risks that may lead to failure, especially in the area of…
Teacher Leaders: Advancing Mathematics Learning
ERIC Educational Resources Information Center
Kinzer, Cathy J.; Rincón, Mari; Ward, Jana; Rincón, Ricardo; Gomez, Lesli
2014-01-01
Four elementary school instructors offer insights into their classrooms, their unique professional roles, and their leadership approaches as they reflect on their journey to advance teacher and student mathematics learning. They note a "teacher leader" serves as an example to other educators and strives to impact student learning;…
Mathematical Language and Advanced Mathematics Learning
ERIC Educational Resources Information Center
Ferrari, Pier Luigi
2004-01-01
This paper is concerned with the role of language in mathematics learning at college level. Its main aim is to provide a perspective on mathematical language appropriate to effectively interpret students' linguistic behaviors in mathematics and to suggest new teaching ideas. Examples are given to show that the explanation of students' behaviors…
Cognitive Correlates of Performance in Advanced Mathematics
ERIC Educational Resources Information Center
Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin
2012-01-01
Background: Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic).Aims: To promote mathematical knowledge among college students, it is necessary to understand what factors…
Mathematical Proof as Formal Procept in Advanced Mathematical Thinking
ERIC Educational Resources Information Center
Chin, Erh-Tsung
2003-01-01
In this paper the notion of "procept" (in the sense of Gray & Tall, 1994) is extended to advanced mathematics by considering mathematical proof as "formal procept". The statement of a theorem as a symbol may theoretically evoke the proof deduction as a process that may contain sequential procedures and require the synthesis of distinct cognitive…
Multi-Positioning Mathematics Class Size: Teachers' Views
ERIC Educational Resources Information Center
Handal, Boris; Watson, Kevin; Maher, Marguerite
2015-01-01
This paper explores mathematics teachers' perceptions about class size and the impact class size has on teaching and learning in secondary mathematics classrooms. It seeks to understand teachers' views about optimal class sizes and their thoughts about the education variables that influence these views. The paper draws on questionnaire responses…
Student Produced Advanced Mathematical Software.
ERIC Educational Resources Information Center
Hogben, Leslie
The intent of this project was to develop a course for mathematics graduate students at Iowa State University. They would design and write computer programs for use by undergraduate mathematics students, and then offer the course and actually produce the software. Phase plane graphics for ordinary differential equations was selected as the topic.…
Gestures and Insight in Advanced Mathematical Thinking
ERIC Educational Resources Information Center
Yoon, Caroline; Thomas, Michael O. J.; Dreyfus, Tommy
2011-01-01
What role do gestures play in advanced mathematical thinking? We argue that the role of gestures goes beyond merely communicating thought and supporting understanding--in some cases, gestures can help generate new mathematical insights. Gestures feature prominently in a case study of two participants working on a sequence of calculus activities.…
Advanced Mathematics from an Elementary Standpoint.
ERIC Educational Resources Information Center
Mosquera, Julio C.
1992-01-01
Presents four areas of advanced mathematical research (fuzzy set theory, subjective probability, search theory, and Voronoi diagrams) that are proposed for introduction into teacher education programs from an elementary, survey perspective without the intention of accomplishing formal mathematical research, thereby challenging teachers' beliefs…
ERIC Educational Resources Information Center
Dalton, Ben; Ingels, Steven J.; Downing, Jane; Bozick, Robert
2007-01-01
While increased academic requirements for high school graduation have long been advocated, current research shows a mixed record in mathematics and science achievement among American middle and high school students relative to some of their international peers. In response to these concerns and other calls for reform, states have increased the…
ERIC Educational Resources Information Center
Anderson, Rick
2006-01-01
The focus of this paper is a group of rural high school students and the factors that contributed to their participation in mathematics classes beyond those minimally required for high school graduation. The author follows Gutierrez (2002) in referring to participation as course taking, particularly in elective and advanced mathematics classes.…
ERIC Educational Resources Information Center
Rasmussen, Chris; Kwon, Oh Nam; Allen, Karen; Marrongelle, Karen; Burtch, Mark
2006-01-01
This paper provides an overview of the Inquiry-Oriented Differential Equations (IO-DE) project and reports on the main results of a study that compared students' beliefs, skills, and understandings in IO-DE classes to more conventional approaches. The IO-DE project capitalizes on advances within mathematics and mathematics education, including the…
In-Class Purposes of Flipped Mathematics Educators
ERIC Educational Resources Information Center
Eisenhut, Lindsay A.; Taylor, Cynthia E.
2015-01-01
This paper provides empirical findings from a study that examined how three grade 7-12 flipped mathematics educators utilized class time when implementing a flipped learning model. Additionally, the researchers investigated the educators' purposes for various in-class tasks as well as their general use of class time. The data revealed flipped…
World Cultures in the Mathematics Class.
ERIC Educational Resources Information Center
Zaslavsky, Claudia
1991-01-01
Introduces a cultural perspective in the teaching of mathematics. Describes the mathematical practices of African peoples and of the indigenous peoples of the Americas in relationship with numbers and numeration, design and pattern, architecture, and games of chance and skill. (MDH)
Using Simulations in the Mathematics Class
ERIC Educational Resources Information Center
Santulli, Thomas V.
2006-01-01
The understanding and a liking towards mathematics can be very effectively developed in students by allowing them to find out the solutions for any basic problem or simulations, which are basically mathematical reenactments of nearly or completely hypothetical situations. The nontransitive relation of Efron's dice or the assignment of numbers in a…
Changing Beliefs about Teaching in Large Undergraduate Mathematics Classes
ERIC Educational Resources Information Center
Kensington-Miller, Barbara; Sneddon, Jamie; Yoon, Caroline; Stewart, Sepideh
2013-01-01
Many lecturers use teacher-centred styles of teaching in large undergraduate mathematics classes, often believing in the effectiveness of such pedagogy. Changing these beliefs about how mathematics should be taught is not a simple process and many academic staff are reluctant to change their ways of lecturing due to tradition and ease. This study…
Constructivism in a kindergarten mathematics class
NASA Astrophysics Data System (ADS)
MacMillan, Agnes
1990-06-01
This paper seeks to show that children in their first year at school can be guided towards a closer awareness of their own mathematical thinking so that ultimately the achievement of more elegant solutions to problems will become one of their goals. A more accepting, flexible and varied approach that centres on the conceptual state and psychological needs of the child is one that has been espoused by mathematics educators. The paper outlines some of the processes and problems involved in implementing such an approach by an experienced teacher in her classroom. It was found that by delicately exploring a child's thought processes, it is possible to gain an illuminating view of the particular characteristics of each child's conceptual world.
High School Students' Emotional Experiences in Mathematics Classes
ERIC Educational Resources Information Center
Martínez-Sierra, Gustavo; González, María del Socorro García
2014-01-01
The aim of this qualitative research is to identify Mexican high school students' emotional experiences in mathematics classes. In order to obtain the data, focus group interviews were carried out with 22 students. The data analysis is based on the theory of the cognitive structure of emotions, which specifies the eliciting conditions for each…
Overcoming Anarchy in the Advanced Language Class.
ERIC Educational Resources Information Center
Gutierrez, John R.
1990-01-01
The coordination, articulation, and implementation of informed teaching techniques and objectives will help to overcome the anarchy and confusion that characterize higher education advanced-level foreign language classes, and will begin to produce a pool of highly competent foreign language speakers and writers. (33 references) (CB)
Advanced Mathematical Thinking in a Technological Workplace.
ERIC Educational Resources Information Center
Magajna, Zlatan; Monaghan, John
2003-01-01
Examines the use of mathematics in a computer-aided design and manufacturing setting, whether this mathematics is related to school mathematics, how technicians understand this mathematics, and the role of technology in the technicians' mathematics-related problem solving activities. Focuses on technician's calculations of the interval volume of…
Adding Structure to the Transition Process to Advanced Mathematical Activity
ERIC Educational Resources Information Center
Engelbrecht, Johann
2010-01-01
The transition process to advanced mathematical thinking is experienced as traumatic by many students. Experiences that students had of school mathematics differ greatly to what is expected from them at university. Success in school mathematics meant application of different methods to get an answer. Students are not familiar with logical…
Advanced Mathematics Course-Taking: A Focus on Gender Equifinality
ERIC Educational Resources Information Center
You, Sukkyung; Sharkey, Jill D.
2012-01-01
High school mathematics achievement predicts future success. Potentially different factors that lead to success for boys versus girls, termed equifinality, are not well understood. Such factors are needed to inform interventions to increase numbers of students taking advanced mathematics courses and going on into science and mathematics careers.…
Advanced Mathematical Thinking and the Way to Enhance It
ERIC Educational Resources Information Center
Herlina, Elda; Batusangkar, Stain
2015-01-01
This journal article discusses Advanced Mathematical Thinking (AMT) and how to enhance it. AMT is ability in representing, abstracting, creative thinking, and mathematical proving. The importance of AMT ability development in accord with government expectation who realize about the importance of mathematical competency mastery for student's life.…
ERIC Educational Resources Information Center
Koichu, Boris
2010-01-01
This article discusses an issue of inserting mathematical knowledge within the problem-solving processes. Relatively advanced mathematical knowledge is defined in terms of "three mathematical worlds"; relatively advanced problem-solving behaviours are defined in terms of taxonomies of "proof schemes" and "heuristic behaviours". The relationships…
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…
Reassessing the Economic Value of Advanced Level Mathematics
ERIC Educational Resources Information Center
Adkins, Michael; Noyes, Andrew
2016-01-01
In the late 1990s, the economic return to Advanced level (A-level) mathematics was examined. The analysis was based upon a series of log-linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Graduates and Diplomates. The core finding was that A-level mathematics had a unique earnings premium…
Use and Recall of Advance Organizers in Mathematics Instruction
ERIC Educational Resources Information Center
Bright, George W.
1976-01-01
Two studies are described which (a) determined whether the generality and inclusiveness of advance organizers (AOs) were the same as the mathematical generality or abstractness of concepts that might be used as AOs and (b) measured the effect of programmed recall of AOs in enhancing the learning of a mathematical concept. (DT)
Conditional Inference and Advanced Mathematical Study: Further Evidence
ERIC Educational Resources Information Center
Inglis, Matthew; Simpson, Adrian
2009-01-01
In this paper, we examine the support given for the "theory of formal discipline" by Inglis and Simpson (Educational Studies Mathematics 67:187-204, "2008"). This theory, which is widely accepted by mathematicians and curriculum bodies, suggests that the study of advanced mathematics develops general thinking skills and, in particular, conditional…
ERIC Educational Resources Information Center
Ma, Xin
2010-01-01
Based on data from the Longitudinal Study of American Youth (LSAY), students were classified into high-, middle-, and low-ability students. The effects of early acceleration in mathematics on the most advanced mathematics coursework (precalculus and calculus) in high school were examined in each category. Results showed that although early…
ERIC Educational Resources Information Center
Sangpom, Wasukree; Suthisung, Nisara; Kongthip, Yanin; Inprasitha, Maitree
2016-01-01
Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In…
ERIC Educational Resources Information Center
Robert, Aline
1995-01-01
Examines discourse, not strictly mathematical, that teachers might adopt in a mathematics class and presents three major functions of such discourse: communication; structuring and labeling; and reflection. Develops lines for further inquiry, notably on the third function, the most likely focus for specific preparation by the teacher. (13…
Exposing Calculus Students to Advanced Mathematics
ERIC Educational Resources Information Center
Griffiths, Barry J.; Haciomeroglu, Erhan Selcuk
2014-01-01
To ensure the competitiveness of the USA in the global economy, and its role as a leader in science and engineering, it is important to cultivate the next generation of home grown mathematicians. However, while universities across the USA offer calculus classes to thousands of undergraduate students each year, very few of them go on to major in…
ERIC Educational Resources Information Center
Brown, Marc C.
2012-01-01
The central research question of the study asks: how do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the study ask: what are some of the barriers to learning mathematics in middle school mathematics class and what causes students to understand certain…
First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis
ERIC Educational Resources Information Center
Geary, David C.; Bailey, Drew H.; Littlefield, Andrew; Wood, Phillip; Hoard, Mary K.; Nugent, Lara
2009-01-01
Kindergarten to third grade mathematics achievement scores from a prospective study of mathematical development (n = 306) were subjected to latent growth trajectory analyses. The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving…
Who Succeeds in Advanced Mathematics and Science Courses?
ERIC Educational Resources Information Center
Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje; Bosker, Roel
2011-01-01
Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science-oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined…
Advanced Mathematical Knowledge in Teaching Practice: Perceptions of Secondary Mathematics Teachers
ERIC Educational Resources Information Center
Zazkis, Rina; Leikin, Roza
2010-01-01
For the purpose of our research we define Advanced Mathematical Knowledge (AMK) as knowledge of the subject matter acquired during undergraduate studies at colleges or universities. We examine the responses of secondary school teachers about their usage of AMK in teaching. We find that the majority of teachers focus on the purposes and advantages…
CLASS SIZE AND ACHIEVEMENT GAINS IN SEVENTH- AND EIGHTH-GRADE ENGLISH AND MATHEMATICS.
ERIC Educational Resources Information Center
JOHNSON, MAURITZ; SCRIVEN, ELDON
USING DATA OBTAINED BY THE QUALITY MEASUREMENT PROJECT ON SOME 70,000 PUPILS, THIS STUDY ATTEMPTED TO PRODUCE EVIDENCE REGARDING THE INFLUENCE OF CLASS SIZE AND CLASS HOMOGENEITY ON ACHIEVEMENT GAINS IN GRADES 7 AND 8. A TOTAL OF 130 ENGLISH AND 135 MATHEMATICS CLASSES CLASSIFIED ACCORDING TO SIZE AND HOMOGENEITY WERE EXAMINED. THE READING…
ERIC Educational Resources Information Center
Mason, DeWayne A.; Good, Thomas L.
1993-01-01
A whole-class model providing for student diversity through remediation and enrichment in small groups was compared with a two-group model accommodating diversity through fixed within-class ability groups. Higher mathematics achievement was found for the whole-class model in a study of 1,736 fourth, fifth, and sixth graders. (SLD)
Teacher Interventions in Cooperative-Learning Mathematics Classes
ERIC Educational Resources Information Center
Ding, Meixia; Li, Xiaobao; Piccolo, Diana; Kulm, Gerald
2007-01-01
The authors examined the extent to which teacher interventions focused on students' mathematical thinking in naturalistic cooperative-learning mathematics classroom settings. The authors also observed 6 videotapes about the same teaching content using similar curriculum from 2 states. They created 2 instruments for coding the quality of teacher…
Instructional Qualities of a Successful Mathematical Problem-Solving Class.
ERIC Educational Resources Information Center
Santos-Trigo, Manuel
1998-01-01
Describes activities that have been successfully implemented by an expert during a mathematical problem-solving course. Focuses on the identification of the qualities of these problems used to promote the development of student strategies and values that reflect mathematical practice in the classroom. Contains 17 references. (ASK)
A Case Study of Single-Sex Middle School Mathematics Classes in a Mixed-Sex Public School
ERIC Educational Resources Information Center
Kawasha, Fridah Singongi Silishebo
2010-01-01
The purpose of this case study was to (a) examine the main and interaction effects of gender, race and class-type on mathematics achievement, mathematics attitudes and sources of mathematics self-efficacy, (b) investigate teacher-student interactions in the single-sex mathematics classes and (c) investigate perspectives about single-sex…
NASA Astrophysics Data System (ADS)
Manger, Terje; Gjestad, Rolf
1997-03-01
The relationship between mathematical achievement and the ratio of boys to girls in school classes was investigated in a sample of third-grade Norwegian elementary school students (440 girls and 480 boys). Belonging to classes with a numerical majority of boys or girls did not affect the achievement of either of the sexes. The results from the study do not support the single-sexing of mathematics teaching.
Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes
ERIC Educational Resources Information Center
Toles, Ann
2010-01-01
To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…
ERIC Educational Resources Information Center
Aljaberi, Nahil M.; Gheith, Eman
2016-01-01
This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…
ERIC Educational Resources Information Center
Greene, Barbara A.; DeBacker, Teresa K.; Ravindran, Bhuvaneswari; Krows, A. Jean
1999-01-01
Examined gender and motivation in high school mathematics classes through an expectancy-value framework with 366 students. Task-specific goals were much stronger predictors of effort than were any other set of variables. For both males and females, endorsing the stereotype that mathematics is a male domain was negatively related to reported…
The Measurement of Students' Achievement in Teaching Primary School Fifth Year Mathematics Classes
ERIC Educational Resources Information Center
Doganay, Ahmet; Bal, Ayten Pinar
2010-01-01
The aim of this study was to investigate students' and teachers' point of views about preparing measurement tools used in mathematics classes, the level of learning that these tools are intended to measure, how often they are used and how they are scored in terms of assessing 5th grade primary school mathematic courses. The population of the study…
Addressing the Standards for Mathematical Practice in a Calculus Class
ERIC Educational Resources Information Center
Pilgrim, Mary E.
2014-01-01
The Common Core State Standards (CCSS) provide teachers with the expectations and requirements that are meant to prepare K-12 students for college and the workforce (CCSSI 2010b). The Common Core State Standards for Mathematical Practice (SMPs) emphasize the development of skills and conceptual understanding for students to become proficient in…
Obstacles of Teaching Mathematics Faced by the Class Teachers in Jordan
ERIC Educational Resources Information Center
Nejem, Khamis Mousa; Muhanna, Waffa
2013-01-01
The purpose of the study is to investigate the obstacles of teaching mathematics faced by the class teachers in Jordan. To achieve this purpose a study sample of 192 male and female class teachers was selected randomly from government schools. The instrument of the study was a questionnaire used to investigate the obstacles of mathematics…
Mathematics Instruction in Combination and Single-Grade Classes: An Exploratory Investigation.
ERIC Educational Resources Information Center
Mason, Dewayne A.; Good, Thomas L.
1996-01-01
This study compared the curriculum, instructional strategies, and organizational formats used by 6 elementary mathematics teachers with multigrade classes and those used by 18 who used either whole-class teaching or ability grouping. Analysis of videotaped lessons found significant differences between groups, suggesting that multigrade classes…
ERIC Educational Resources Information Center
Webel, Corey
2013-01-01
In this article I explore high school students' perspectives on working together in a mathematics class in which they spent a significant amount of time solving problems in small groups. The data included viewing session interviews with eight students in the class, where each student watched video clips of their own participation, explaining and…
Mathematical modeling of a class of multibody flexible spacecraft structures
NASA Technical Reports Server (NTRS)
Kelkar, Atul, G.
1994-01-01
A mathematical model for a general multibody flexible spacecraft is obtained. The generic spacecraft considered consists of a flexible central body to which a number of flexible multibody structures are attached. The coordinate systems used in the derivation allow effective decoupling of the translational motion of the entire spacecraft from its rotational motion about its center of mass. The derivation assumes that the deformations in the bodies are only due to elastic motions. The dynamic model derived is a closed-form vector-matrix differential equation. The model developed can be used for analysis and simulation of many realistic spacecraft configurations.
ERIC Educational Resources Information Center
Kombe, Dennis; Che, S. Megan; Carter, Traci L.; Bridges, William
2016-01-01
In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses…
ERIC Educational Resources Information Center
Ercikan, Kadriye; McCreith, Tanya; Lapointe, Vanessa
2005-01-01
This article reports results of an exploratory study examining factors that might be associated with achievement in mathematics and participation in advanced mathematics courses in Canada, Norway, and the United States of America (USA). These factors, which were not directly related to schooling accounted for large degrees of variability, 24% to…
ERIC Educational Resources Information Center
Huss-Keeler, Rebecca; Brown, Suzanne
2007-01-01
This paper examines the strategies used, challenges faced and lessons learned in meeting the diverse learning needs of graduate initial certification and graduate certified teachers in the same cross-listed early childhood mathematics class. Questions investigated included "How can instructors best meet the learning needs of diverse candidates in…
ERIC Educational Resources Information Center
Pramling, Niklas; Samuelsson, Ingrid Pramling
2008-01-01
In a general sense, the research interest of this article concerns the preschool class, which is an intermediate form of schooling for six-year-olds in Sweden, between preschool and school and their two traditions of "play" and "learning," respectively. In a more specific sense, the issue of learning one aspect of basic mathematics in this…
ERIC Educational Resources Information Center
Seo, Daeryong
This study was undertaken to understand a motivation model in the context of the Korean elementary school mathematics class. The sample consisted of 178 fourth graders (boys=95; girls=83) from 2 Korean elementary schools. This study showed that a goal mediational model could be modified and successfully applied to the context of the Korean…
ERIC Educational Resources Information Center
Gaspard, Cathy
2013-01-01
This study examined four high school mathematics student teachers' questions and responses in whole class discussion for eight weeks. Throughout the eight weeks, student teachers were teaching full time. With the use of video, interviews and written reflections the results make visible that student teachers attempted to ask questions that required…
Mathematics Achievement with Digital Game-Based Learning in High School Algebra 1 Classes
ERIC Educational Resources Information Center
Ferguson, Terri Lynn Kurley
2014-01-01
This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina…
ERIC Educational Resources Information Center
McBride, Craig
2015-01-01
This paper contains a description of my experiences flipping undergraduate mathematics and statistics courses for the first time with some advice for any fellow novice flippers. This paper discusses ways to start small and build up to a completely flipped class over the span of a few terms with advice on what technology to use including software…
Students' and Teachers' Perceptions of Single-Sex and Mixed-Sex Mathematics Classes.
ERIC Educational Resources Information Center
Rennie, Leonie; Parker, Lesley H.
1997-01-01
Examines students' perceptions of learning settings in single-sex and mixed-sex mathematics classes and teachers' responses to those different classroom contexts. Concludes that single-sex classrooms provide a more supportive environment for girls but a significantly less supportive environment for boys. The single-sex environment provides…
Students' and teachers' perceptions of single-sex and mixed-sex mathematics classes
NASA Astrophysics Data System (ADS)
Rennie, Léonie J.; Parker, Lesley H.
1997-11-01
This study examines students' perceptions of the learning settings in single-sex and mixed-sex mathematics classes, and teachers' responses to those different classroom contexts. Nearly 300 students in four coeducational secondary schools gave their views of the nature of their participation and interaction in their mathematics classrooms, and data were also obtained from their teachers. There was congruence between students' and teachers' perceptions of the environment in the two kinds of classrooms. Overall, it was perceived that single-sex classrooms provided a more supportive environment for girls, but a rather less supportive environment for boys. Teachers used different strategies with the two kinds of classes and, although many experienced initial difficulty with unruly boys' classes, these problems were overcome. The single-sex environment provided opportunities for teachers to address apparent shortcomings arising from boys' and girls' previous educational experience, which resulted in improved attitudes and performance.
Secondary School Advanced Mathematics, Chapter 8, Systems of Equations. Student's Text.
ERIC Educational Resources Information Center
Stanford Univ., CA. School Mathematics Study Group.
This text is the last of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. In this volume the solution of systems of linear and quadratic equations and inequalities in…
ERIC Educational Resources Information Center
Weber, Keith
2009-01-01
This paper presents a case study of a highly successful student whose exploration of an advanced mathematical concept relies predominantly on syntactic reasoning, such as developing formal representations of mathematical ideas and making logical deductions. This student is observed as he learns a new mathematical concept and then completes…
ERIC Educational Resources Information Center
Marsh, Herbert W.; Rowe, Kenneth J.
1996-01-01
Critical reanalysis of a previous Australian study comparing the effects of single-sex mathematics and mixed-sex mathematics instruction on students in grades seven and eight suggests that the randomly assigned class-type intervention had relatively little effect on mathematics achievement or attitudes, and that at least some effects favored…
ERIC Educational Resources Information Center
Reed, Amber Earlyn
2013-01-01
The purpose of this study is to determine the impact of student success in developmental mathematics classes because of their instructional delivery mode at a North Texas suburban community college. The developmental mathematics courses for this study will include Beginning Algebra, Pre-Algebra and Intermediate Algebra. Classes will be offered…
ERIC Educational Resources Information Center
McLure, Gail T.; Boatwright, Micheal; McClanahan, Randy; McLure, John W.
The purpose of this study was to examine patterns with regard to six advanced high school mathematics courses 12th-grade students who took the American College Testing (ACT) assessment had taken between 1987 and 1997. Differences in performance on the ACT mathematics test were studied with respect to mathematics courses taken, gender,…
A mathematical model of the class D converter for compact fluorescent ballasts
Nerone, L.R.
1995-11-01
The time-harmonic analysis is often used to design the class D converter. Since the Q of the resonant network is often low, this analysis, in the form of the sinusoidal approximation, begins to lose accuracy. This paper explores an improved method of designing compact fluorescent ballasts via the square wave approximation (SWA), where the time domain equations are solved for the general case of arbitrary Q, duty ratio, and frequency. A precise mathematical model of the Class D converter is developed that predicts the currents and voltages of the converter and these solutions are compared with computer simulation. Nonlinear programming (NLP) is introduced as a means to design the ballast for the lowest conduction losses. The equations developed in the mathematical model are formulated into a NLP format that includes the self-oscillating case.
Wong, Terry T-Y; Ho, Connie S-H; Tang, Joey
2014-11-01
The traditional way of identifying children with mathematics learning disabilities (MLDs) using the low-achievement method with one-off assessment suffers from several limitations (e.g., arbitrary cutoff, measurement error, lacking consideration of growth). The present study attempted to identify children with MLD using the latent growth modelling approach, which minimizes the above potential problems. Two hundred and ten Chinese-speaking children were classified into five classes based on their arithmetic performance over 3 years. Their performance on various number-related cognitive measures was also assessed. A potential MLD class was identified, which demonstrated poor achievement over the 3 years and showed smaller improvement over time compared with the average-achieving class. This class had deficits in all number-related cognitive skills, hence supporting the number sense deficit hypothesis. On the other hand, another low-achieving class, which showed little improvement in arithmetic skills over time, was also identified. This class had an average cognitive profile but a low SES. Interventions should be provided to both low-achieving classes according to their needs. PMID:25104225
ERIC Educational Resources Information Center
Ricketts, Jean Napier
The effects of a prescribed, sequential program of reading and mathematics readiness activities were investigated in an experimental study of 229 middle-class kindergarten children. Eight of 16 kindergarten classes received the experimental treatment for six months; the other eight served as a control group. Readiness tests were given before and…
Why so few young women in mathematics, science, and technology classes?
Wieda, K.J.
1995-06-01
Many factors influence the success of women in scientific and technical careers. Women represent over 50% of the U.S. population, yet less than 16% of women are employed in scientific and technical careers. Research over the last decade makes it clear that disparities exist in the participation, achievement, and attitudes of young men and young women in science classes. Young women are as interested in science experiences as young men up until age nine. After that age, the number of young women interested in science, mathematics, and technology classes drops. Not enrolling in science and mathematics classes in high school limits career options for young women, and their chance to succeed in a scientific or technical field becomes remote. Why is this happening? What can we, as educators, scientists, and parents do to address this problem? The literature identifies three principal factors that relate to the lack of female involvement in science classes: culture, attitude, and education. This paper reviews these factors and provides examples of programs that Pacific Northwest Laboratory (PNL) and others have developed to increase the number of young women entering college ready and wanting to pursue a career in a scientific or technical field.
ERIC Educational Resources Information Center
Lew, Kristen; Fukawa-Connelly, Timothy Patrick; Mejía-Ramos , Juan Pablo; Weber, Keith
2016-01-01
We describe a case study in which we investigate the effectiveness of a lecture in advanced mathematics. We first videorecorded a lecture delivered by an experienced professor who had a reputation for being an outstanding instructor. Using video recall, we then interviewed the professor to determine the ideas that he intended to convey and how he…
ERIC Educational Resources Information Center
Aldridge, Ashley Elizabeth
2009-01-01
The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and female students taught in single-sex classes existed when compared to male and female students taught in coeducational classes. This study reported findings from mathematics…
ERIC Educational Resources Information Center
Ma, Xin
2006-01-01
Using data from the Longitudinal Study of American Youth, this analysis tested whether changes during middle and high school in mathematics-related cognitive and affective factors influence participation in the most advanced mathematics course work, with control over confounding factors associated with student background. No significant…
A National Dilemma: African American Students Underrepresented in Advanced Mathematics Courses
ERIC Educational Resources Information Center
Johnson, Clarence; Kritsonis, William Allan
2006-01-01
A lack of access to educational opportunities has been a reality for African American students. As a result, America's schools are facing a national dilemma. African American students are significantly underrepresented in advanced mathematics courses. One of the most segregated places in American society is the mathematics classroom. African…
Gender Differences in the Use and Benefit of Advanced Learning Technologies for Mathematics
ERIC Educational Resources Information Center
Arroyo, Ivon; Burleson, Winslow; Tai, Minghui; Muldner, Kasia; Woolf, Beverly Park
2013-01-01
We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender's learning and affective predispositions toward mathematics, but specific features in the software help either female or male students. Gender differences were seen in the students' style…
ERIC Educational Resources Information Center
Nabb, Keith A.
2013-01-01
The research literature has made calls for greater coherence and consistency with regard to the meaning and use of the term advanced mathematical thinking (AMT) in mathematics education (Artigue, Batanero, & Kent, 2007; Selden & Selden, 2005). Educators and researchers agree that students should be engaged in AMT but it is unclear…
Dropping Out of Advanced Mathematics: How Much Do Students and Schools Contribute to the Problem?
ERIC Educational Resources Information Center
Ma, Xin; Willms, J. Douglas
1999-01-01
Uses data from six waves of the Longitudinal Study of American Youth to discern when and why students drop out of advanced mathematics. Between grades 8 and 9, prior achievement plays a more important role than attitude or socioeconomic status, and between grades 11 and 12, student attitude toward mathematics is the most important factor. (SLD)
Origins of the brain networks for advanced mathematics in expert mathematicians.
Amalric, Marie; Dehaene, Stanislas
2016-05-01
The origins of human abilities for mathematics are debated: Some theories suggest that they are founded upon evolutionarily ancient brain circuits for number and space and others that they are grounded in language competence. To evaluate what brain systems underlie higher mathematics, we scanned professional mathematicians and mathematically naive subjects of equal academic standing as they evaluated the truth of advanced mathematical and nonmathematical statements. In professional mathematicians only, mathematical statements, whether in algebra, analysis, topology or geometry, activated a reproducible set of bilateral frontal, Intraparietal, and ventrolateral temporal regions. Crucially, these activations spared areas related to language and to general-knowledge semantics. Rather, mathematical judgments were related to an amplification of brain activity at sites that are activated by numbers and formulas in nonmathematicians, with a corresponding reduction in nearby face responses. The evidence suggests that high-level mathematical expertise and basic number sense share common roots in a nonlinguistic brain circuit. PMID:27071124
Whole-class interactions and code-switching in secondary mathematics teaching in Mauritius
NASA Astrophysics Data System (ADS)
Salehmohamed, Asifa; Rowland, Tim
2014-09-01
This paper reports a study of whole-class interactions in mathematics classrooms in a girls' secondary school in Mauritius. It focuses on three teachers and their instructional language practices. Analysis of audio-recordings of lessons showed that code-switching was commonly practised by all the teachers in the study. The teachers' comments on their use of language within the classroom show that although they are aware of the languages they use, they are not always conscious of their code-switching. Different functions of the teachers' code-switching practices were identified, indicating it can be an important support for learning mathematics, despite some related tensions that teachers face in using code-switch in their teaching. The paper concludes with some implications for national policy and for teacher education.
NASA Astrophysics Data System (ADS)
Ganikhodjaev, Nasir; Mukhamedov, Farrukh; Hee, Pah Chin
2013-04-01
The 4th International Conference on the Advancement of Science and Technology 2012 (iCAST 2012), with theme 'Contemporary Mathematics, Mathematical Physics and their Applications', took place in Kuantan, Malaysia, from Wednesday 7 to Friday 9 November 2012. The conference was attended by more than 100 participants, and hosted about 160 oral and poster papers by more than 140 pre-registered authors. The key topics of the 4th iCAST 2012 include Pure Mathematics, Applied Mathematics, Theoretical/Mathematical Physics, Dynamical Systems, Statistics and Financial Mathematics. The scientific program was rather full since after the Keynote and Invited Talks in the morning, four parallel sessions ran every day. However, according to all attendees, the program was excellent with a high level of talks and the scientific environment was fruitful; thus all attendees had a creative time. The conference aimed to promote the knowledge and development of high-quality research in mathematical fields concerned with the application of other scientific fields as well as modern technological trends in physics, chemistry, biology, medicine, economics, sociology and environmental sciences. We would like to thank the Keynote and the Invited Speakers for their significant contributions to 4th iCAST 2012. We would also like to thank the members of the International Scientific Committee and the members of the Organizing Committee. We cannot end without expressing our many thanks to International Islamic University Malaysia and our sponsors for their financial support . This volume presents selected papers which have been peer-reviewed. The editors hope that it may be useful and fruitful for scholars, researchers, and advanced technical members of the industrial laboratory facilities for developing new tools and products. Guest Editors Nasir Ganikhodjaev, Farrukh Mukhamedov and Pah Chin Hee The PDF contains the committee lists, board list and biographies of the plenary speakers.
7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...
7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...
7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...
7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...
7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...
ERIC Educational Resources Information Center
Pierre-Louis, Fred
2010-01-01
The purpose of this study was to describe Markdale High School's change from separate college preparatory and general level classes to heterogeneously-grouped classes in English, mathematics, science, and social studies, with particular emphasis on the principal's leadership style, change process, and teacher concerns (Hall & Hord, 2006)…
ERIC Educational Resources Information Center
Abdu, Rotem; Schwarz, Baruch; Mavrikis, Manolis
2015-01-01
We investigate teachers' practices in a whole-class context when they scaffold students' learning in situations where students use technologies that facilitate group learning to solve mathematical problems in small groups. We describe teachers' practices in order to evaluate their contribution to "Whole-Class Scaffolding" in the context…
Development of next generation 1500C class advanced combustion turbines
Aoki, S.; Tskuda, Y.; Akita, E.; Tomita, Y.
1998-07-01
The full load test run of the 501G combustion turbine has just finished at Takasago combined cycle plant in MHI, Japan. The 501G has power output of 230MW at turbine inlet temperature of 1,500 C and can achieve combined net efficiency of 52%. The NO{sub x} level proved to be less than 25 ppm. The 501G and 701G1 combustion turbines are large heavy-duty single shaft combustion turbines which combine the proven reliability and efficiency of the F series with the latest low NO{sub x} combustion technology and the state-of-the-art cooling technique. As the full load test run has proved, it is a highly advanced designed turbine with documented high temperature, low NO{sub x} and high efficiency. This combined with time proven design concepts has created a new powerful combustion turbine, which will satisfy the large combustion turbine power generation needs for the next decades. The 501G turbine is the 60Hz, 3,600 rpm heavy duty combustion turbine rated at 230MW at a turbine inlet of 1,500 C fired on natural gas fuel. The combined cycle net efficiency is 58%. Verification tests for various components have been conducted through the last 3 years and since February '97 a full scale-full load test is being performed to verify the high performance, reliability and maintainability. The 701G1 is a 3,000 rpm combustion turbine designed for the 50 Hz power generation utilities and industrial service. The first 701G1 gas turbine is expected to begin commercial operation in 1999 in Tohoku Electric Power Co. Higashi Nilgata Power Plant No.4, in Japan. This paper describes the features of the next generation 1,500 C class advanced combustion turbines. Aerodynamic, cooling and mechanical design improvement is discussed along with the evolutionary changes based on time proven design concepts.
Thoren, Katharina; Heinig, Elisa; Brunner, Martin
2016-01-01
A child's age in comparison to the age of her or his classmates (relative age) has been found to be an influential factor on academic achievement, particularly but not exclusively at the beginning of formal schooling. However, few studies have focused on the generalizability of relative age effects. To close this gap, the present study analyzes the generalizability across students with and without immigrant backgrounds, across three student cohorts that entered school under a changing law of school enrollment, and across classes. To this end, we capitalized on representative large-scale data sets from three student cohorts attending public schools in Berlin, the capital of Germany. We analyzed the data using a multilevel framework. Our results for the overall student sample indicate relative age effects for reading and mathematics in favor of the relatively older students in Grade 2 that become somewhat smaller in size in Grade 3. By Grade 8, relative age effects had vanished in reading and had even reversed in favor of the relatively young in mathematics. Furthermore, relative age effects were not found to be systematically different among students with and without immigrant backgrounds, student cohorts, or across classes. Taken together, these results empirically underscore the broad generalizability of the findings as found for the overall student population and replicate the pattern of findings on relative effects as identified by the majority of previous studies. PMID:27242593
Thoren, Katharina; Heinig, Elisa; Brunner, Martin
2016-01-01
A child's age in comparison to the age of her or his classmates (relative age) has been found to be an influential factor on academic achievement, particularly but not exclusively at the beginning of formal schooling. However, few studies have focused on the generalizability of relative age effects. To close this gap, the present study analyzes the generalizability across students with and without immigrant backgrounds, across three student cohorts that entered school under a changing law of school enrollment, and across classes. To this end, we capitalized on representative large-scale data sets from three student cohorts attending public schools in Berlin, the capital of Germany. We analyzed the data using a multilevel framework. Our results for the overall student sample indicate relative age effects for reading and mathematics in favor of the relatively older students in Grade 2 that become somewhat smaller in size in Grade 3. By Grade 8, relative age effects had vanished in reading and had even reversed in favor of the relatively young in mathematics. Furthermore, relative age effects were not found to be systematically different among students with and without immigrant backgrounds, student cohorts, or across classes. Taken together, these results empirically underscore the broad generalizability of the findings as found for the overall student population and replicate the pattern of findings on relative effects as identified by the majority of previous studies. PMID:27242593
Advanced Mathematics. Training Module 1.303.3.77.
ERIC Educational Resources Information Center
Kirkwood Community Coll., Cedar Rapids, IA.
This document is an instructional module prepared in objective form for use by an instructor familiar with mathematics as applied to water and wastewater treatment plant operation. Included are objectives, instructor guides and student handouts. This is the third level of a three module series and is concerned with statistics, total head, steady…
Block Scheduling and Advanced Placement Mathematics: When Tradition and Reform Collide.
ERIC Educational Resources Information Center
Howard, Elizabeth
1997-01-01
This case study reflects block scheduling's effects on advanced-placement mathematics courses of one veteran teacher tracking personal progress since 1989. Block scheduling began in 1994, creating problems for the teacher, whose resistance to the reform was based on declining advanced-placement scores. Teacher attitude and insufficient…
Innovations in Science and Mathematics Education: Advanced Designs for Technologies of Learning.
ERIC Educational Resources Information Center
Jacobson, Michael J., Ed.; Kozma, Robert B., Ed.
This collection of essays consists of current work that addresses the challenge not just to put the newest technologies in schools, but to identify advanced ways to design and use these new technologies to advance learning. These essays are intended for science and mathematics educators, educational and cognitive researchers, instructional…
The Influence of Applied STEM Coursetaking on Advanced Mathematics and Science Coursetaking
ERIC Educational Resources Information Center
Gottfried, Michael A.
2015-01-01
Advanced mathematics and science course taking is critical in building the foundation for students to advance through the STEM pathway-from high school to college to career. To invigorate students' persistence in STEM fields, high schools have been introducing applied STEM courses into the curriculum as a way to reinforce concepts learned in…
Using the Common Core State Standards for Mathematics with Gifted and Advanced Learners
ERIC Educational Resources Information Center
Johnsen, Susan K., Ed.; Sheffield, Linda J., Ed.
2012-01-01
"Using the Common Core State Standards for Mathematics With Gifted and Advanced Learners" provides teachers and administrators examples and strategies to implement the new Common Core State Standards (CCSS) with advanced learners at all stages of development in K-12 schools. The book describes--and demonstrates with specific examples from the…
ERIC Educational Resources Information Center
Stohlmann, Micah Stephen
2012-01-01
This case study explored the impact of a standards-based mathematics and pedagogy class on preservice elementary teachers' beliefs and conceptual subject matter knowledge of linear functions. The framework for the standards-based mathematics and pedagogy class in this study involved the National Council of Teachers of Mathematics Standards,…
2016-01-01
Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. PMID:26913930
Advanced Reduction Processes: A New Class of Treatment Processes
Vellanki, Bhanu Prakash; Batchelor, Bill; Abdel-Wahab, Ahmed
2013-01-01
Abstract A new class of treatment processes called advanced reduction processes (ARPs) is proposed. ARPs combine activation methods and reducing agents to form highly reactive reducing radicals that degrade oxidized contaminants. Batch screening experiments were conducted to identify effective ARPs by applying several combinations of activation methods (ultraviolet light, ultrasound, electron beam, and microwaves) and reducing agents (dithionite, sulfite, ferrous iron, and sulfide) to degradation of four target contaminants (perchlorate, nitrate, perfluorooctanoic acid, and 2,4 dichlorophenol) at three pH-levels (2.4, 7.0, and 11.2). These experiments identified the combination of sulfite activated by ultraviolet light produced by a low-pressure mercury vapor lamp (UV-L) as an effective ARP. More detailed kinetic experiments were conducted with nitrate and perchlorate as target compounds, and nitrate was found to degrade more rapidly than perchlorate. Effectiveness of the UV-L/sulfite treatment process improved with increasing pH for both perchlorate and nitrate. We present the theory behind ARPs, identify potential ARPs, demonstrate their effectiveness against a wide range of contaminants, and provide basic experimental evidence in support of the fundamental hypothesis for ARP, namely, that activation methods can be applied to reductants to form reducing radicals that degrade oxidized contaminants. This article provides an introduction to ARPs along with sufficient data to identify potentially effective ARPs and the target compounds these ARPs will be most effective in destroying. Further research will provide a detailed analysis of degradation kinetics and the mechanisms of contaminant destruction in an ARP. PMID:23840160
ERIC Educational Resources Information Center
Rowe, Kenneth J.
1988-01-01
Among the intervention strategies designed to increase the participation and achievement of girls in mathematics and science education, the establishment of single-sex classes in Australian coeducational postprimary schools seems to be growing faster than the substantive evidence to justify it. The findings from a longitudinal case study are…
7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1124.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1124.53 Section 1124.53 Agriculture Regulations of the Department of Agriculture... Announcement of class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1131.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1131.53 Section 1131.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1124.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1124.53 Section 1124.53 Agriculture Regulations of the Department of Agriculture... Announcement of class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1131.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1131.53 Section 1131.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1126.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1126.53 Section 1126.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1126.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1126.53 Section 1126.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1131.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1131.53 Section 1131.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1124.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1124.53 Section 1124.53 Agriculture Regulations of the Department of Agriculture... Announcement of class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1131.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1131.53 Section 1131.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1126.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1126.53 Section 1126.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1124.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1124.53 Section 1124.53 Agriculture Regulations of the Department of Agriculture... Announcement of class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1126.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1126.53 Section 1126.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....
ERIC Educational Resources Information Center
Lin, Su-Wei; Tai, Wen-Chun
2015-01-01
This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…
Recall of Advance Organizers as Part of Mathematics Instruction.
ERIC Educational Resources Information Center
Bright, George W.
This study was performed in order to test the author's notion that advance organizers operate because (1) they provide stable anchorage for concepts to be learned and (2) in order to operate they must be relatable by the student to the new material. To test this hypothesis the author constructed materials for each of ten treatments as defined by…
ERIC Educational Resources Information Center
Subotnik, Rena F.; Strauss, Shiela M.
1995-01-01
Despite scoring lower on the mathematics Scholastic Assessment Test (SAT-M) prior to taking an advanced placement calculus course, female students (n=85) scored as well as males (n=51) on the Advanced Placement BC level calculus test. Predictors of AP scores were: first, scores on the Calculus Readiness Test; second, scores on the SAT-M; and…
A Study of Mathematics Infusion in Middle School Technology Education Classes
ERIC Educational Resources Information Center
Burghardt, M. David; Hecht, Deborah; Russo, Maria; Lauckhardt, James; Hacker, Michael
2010-01-01
The present study examined the impact of introducing a mathematics infused engineering/technology education (ETE) curriculum on students' mathematics content knowledge and attitudes toward mathematics. The purpose of the present study was to: (a) compare the effects of a mathematics infused ETE curriculum and a control curriculum on student…
Romance of a Mathematician: Celebrating St Valentine's Day in a Mathematics Class
ERIC Educational Resources Information Center
Hekimoglu, Serkan
2005-01-01
Mathematics should not be studied simply because it is useful; mathematics should be also studied because it nurtures both the mind and soul with its beauty. By completing the four activities described in this paper, students will appreciate mathematical ideas both rationally and emotionally. Since students' appreciation of mathematical ideas…
Student Learning in Linear Algebra: The Gateways To Advance Mathematical Thinking Project.
ERIC Educational Resources Information Center
Manes, Michelle
This document provides a preliminary report of the study Gateways To Advance Mathematical Thinking (GAMT) run by Educational Development Center, Inc. (EDC). The study was designed to see what types of reasoning students who have recently completed a linear algebra course apply to problems in algebraic thinking. Student interviews were used as the…
ERIC Educational Resources Information Center
Niess, Margaret; Gillow-Wiles, Henry
2013-01-01
This primarily online Master's degree program focused on advancing K-8 teachers' interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method, interpretive study examined in-service teachers' technological, pedagogical, and content knowledge (TPACK)…
ERIC Educational Resources Information Center
Davis, Cinda-Sue; And Others
This volume includes 10 reports that present findings and recommendations for advancing women in science, mathematics and engineering. Critical issues facing women in these disciplines are addressed, including demographic myths and realities at various educational levels; the educational pipeline for girls and women; involvement in education and…
ERIC Educational Resources Information Center
DePountis, Vicki M.; Pogrund, Rona L.; Griffin-Shirley, Nora; Lan, William Y.
2015-01-01
This research examined the perspectives of teachers of students with visual impairments (TVIs) regarding the use and effectiveness of electronic assistive technology (EAT) purported to assist students who are blind in advanced mathematics subjects. The data for this study were collected via an online survey distributed to a convenience sample of…
ERIC Educational Resources Information Center
Lubienski, Sarah Theule
2006-01-01
In this paper, the author describes, from a personal standpoint, the highlights of her most relevant studies on the topic of reform and resistance in mathematics education. Having moved from being a working-class kid to a tenured professor, the author hopes that by sharing her observations and advice, others on a similar path might have a smoother…
ERIC Educational Resources Information Center
de Kock, Willem D.; Harskamp, Egbert G.
2014-01-01
Teachers in primary education experience difficulties in teaching word problem solving in their mathematics classes. However, during controlled experiments with a metacognitive computer programme, students' problem-solving skills improved. Also without the supervision of researchers, metacognitive computer programmes can be beneficial in a…
NASA Astrophysics Data System (ADS)
Rule, Audrey C.; Stefanich, Greg P.; Boody, Robert M.; Peiffer, Belinda
2011-04-01
Science, technology, engineering, and mathematics (STEM) fields, important in today's world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio-converted text, tactile graphics, and involvement in hands-on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student's impairment. A variety of teacher-created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics.
ERIC Educational Resources Information Center
Jansen, Amanda
2009-01-01
Prospective elementary teachers' (N = 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed in their own words on an open-ended questionnaire, were studied. Results indicated that prospective teachers were motivated by positive utility values for participating (to achieve a…
Advancing Precollege Science and Mathematics Education in San Diego County
NASA Astrophysics Data System (ADS)
Schissel, D. P.; DIII--D Education Outreach Team
1996-11-01
The existing educational tour that was created by GA's Fusion Group has been enhanced this past year by an additional DIII--D tour station focusing on Radiation, Radioactivity, and Risk Assessment which includes ``hands-on'' demonstrations and environmental radiation risks. Additionally, with the assistance of local area science teachers, a new Electromagnetic Spectrum Curriculum was developed, field-tested, and assessed, with activities, demonstrations, and experiments to be used in science classes. Included were curriculum, workbook, and resource boxes supporting the curriculum with items not easily accessable to classrooms. A videotape ``Fusion, Nature's Fundamental Energy Source,'' was produced and incorporates animations giving an overview of fusion to be utilized as a tool for teachers in the classroom. A fusion poster was designed for high school classrooms to entice student inquiries, includes information about our fusion educational WWW site, and an e-mail address for science questions to the ``Wizard,'' which will be answered by scientists/ engineers from General Atomics' Fusion Group. These enhancements and planned projects will be presented.
White, Ronald J
2016-09-01
A class of steady-state compartmental models of the circulation is examined and it is shown that the mathematical problem for this model class involves a single nonlinear equation. In an important subclass and with certain assumptions regarding the form of the Starling-type cardiac function curves, the single equation is of the form Z = μ + λ log[(1 - Z)/Z] where μ and λ are mathematical parameters related to the physiological parameters of the system and Z is proportional to the cardiac output. This result holds regardless of the number and arrangement of compartments within the model itself or of the number of physiological parameters the model contains. An example of this class with 25 physiological parameters is presented to illustrate this approach. PMID:27587712
Proceedings: Workshop on advanced mathematics and computer science for power systems analysis
Esselman, W.H.; Iveson, R.H. )
1991-08-01
The Mathematics and Computer Workshop on Power System Analysis was held February 21--22, 1989, in Palo Alto, California. The workshop was the first in a series sponsored by EPRI's Office of Exploratory Research as part of its effort to develop ways in which recent advances in mathematics and computer science can be applied to the problems of the electric utility industry. The purpose of this workshop was to identify research objectives in the field of advanced computational algorithms needed for the application of advanced parallel processing architecture to problems of power system control and operation. Approximately 35 participants heard six presentations on power flow problems, transient stability, power system control, electromagnetic transients, user-machine interfaces, and database management. In the discussions that followed, participants identified five areas warranting further investigation: system load flow analysis, transient power and voltage analysis, structural instability and bifurcation, control systems design, and proximity to instability. 63 refs.
ERIC Educational Resources Information Center
Jaji, Gail
This document summarizes the findings of the Second International Mathematics Study relative to calculator and computer usage by students in 20 countries. Two target populations were identified. The data on these two populations were provided by three basic questionnaires: (1) a school questionnaire; (2) a teacher questionnaire; and (3) a student…
ERIC Educational Resources Information Center
Jaji, Gail
Presents a detailed discussion of the data collected on calculator and computer use in schools in 20 countries. The document includes discussion of: (1) school policy on calculator use; (2) description of populations A (8th grade students) and B (12th grade students) in the United States; (3) uses of calculators in subjects other than mathematics;…
ERIC Educational Resources Information Center
Benigno, Grace Marie R.
2012-01-01
This qualitative study examined the everyday mathematical experiences and understandings of three, 4-year-old, African-American children from working-class backgrounds. The study drew on Street, Baker, and Tomlin's (2005) broad, ideological model of mathematics as "social" and their analytic concepts of mathematical events (units of…
ERIC Educational Resources Information Center
Bray, Wendy S.
2011-01-01
This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher…
Perceptions that May Affect Teachers' Intention to Use Technology in Secondary Mathematics Classes
ERIC Educational Resources Information Center
Pierce, Robyn; Ball, Lynda
2009-01-01
Technology is available and accessible in many mathematics classrooms. Adopting technology to support teaching and learning requires teachers to change their teaching practices. This paper reports the responses of a diverse cohort of 92 secondary mathematics teachers who chose to respond to an Australian state-wide survey (Mathematics with…
The Effect of Manipulatives on Achievement Scores in the Middle School Mathematics Class
ERIC Educational Resources Information Center
Doias, Elaine D.
2013-01-01
When applied to mathematics education, manipulatives help students to visualize mathematical concepts and apply them to everyday situations. Interest in mathematics instruction has increased dramatically over the past two decades with the introduction of virtual manipulatives, as opposed to the concrete manipulatives that have been employed for…
7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1126.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1126.50 Section 1126.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1131.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1131.50 Section 1131.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1126.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1126.50 Section 1126.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1131.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1131.50 Section 1131.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
7 CFR 1131.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1131.50 Section 1131.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1126.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1126.50 Section 1126.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1131.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1131.50 Section 1131.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1126.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1126.50 Section 1126.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2013 CFR
2013-01-01
... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2012 CFR
2012-01-01
... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2010 CFR
2010-01-01
... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2011 CFR
2011-01-01
... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....
7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.
Code of Federal Regulations, 2014 CFR
2014-01-01
... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....
The Impact of an Online Component in a Face-to-Face Community College Mathematics Class
ERIC Educational Resources Information Center
Dawson, Caroline
2013-01-01
A recent trend in the traditional mathematics classroom is the use of online homework systems. Where traditional homework problems are retrieved from a textbook, online homework systems provide problems online and permit students to interact with the system in order to complete homework assignments. Mathematics instructors who use or who wish to…
Geometry Students' Self-Determination and Their Engagement in Mathematical Whole Class Discussion
ERIC Educational Resources Information Center
Kosko, Karl W.
2015-01-01
Prevalent characteristics of effective mathematical discourse in the literature include student autonomy, a positive social environment, and a degree of perceived mathematical competence. These characteristics are also found in Self-Determination Theory (SDT), which posits that actions are self-regulated when students' autonomy, competence, and…
ERIC Educational Resources Information Center
Fuller, Edgar; Deshler, Jessica M.; Kuhn, Betsy; Squire, Douglas
2014-01-01
In 2007 the Department of Mathematics at our institution began developing a placement process designed to identify at-risk students entering mathematics courses at the College Algebra and Calculus levels. Major changes in our placement testing process and the resulting interventions for at-risk students were put in place in Fall of 2008. At the…
Historical Research: How to Fit Minority and Women's Studies into Mathematics Class
ERIC Educational Resources Information Center
Saraco, Margaret R.
2008-01-01
This article presents a lesson for studying minority and women's contributions to the field of mathematics in the middle school classroom. This lesson may be able to stem the tide of the shrinking number of students entering the field of mathematics by helping them become interested in its history. Nonetheless, this project encourages students to…
The Problem Is the Solution: Creating Original Problems in Gifted Mathematics Classes
ERIC Educational Resources Information Center
Matsko, Vince; Thomas, Jerald
2014-01-01
The purpose of this exploratory study was to assess the effect of a novel approach to mathematics instruction on gifted high school students' engagement, motivation, and metacognition. Participants in this study included gifted students who were enrolled in a 3-year, residential, specialized mathematics and science high school. Rather than…
Effectiveness of Variations in Collaborative Cooperative Learning in RDS Mathematics Classes.
ERIC Educational Resources Information Center
Harding, R. Frederick; Fletcher, Richard K., Jr.
Alarming questions are being asked of the teaching methods in present use. Are we maximizing the time on task in the classroom? Students (n=98) in a remedial mathematics course were studied for one semester and students (n=56) from a developmental mathematics course were studied in the second semester, at Tennessee Technological University.…
ERIC Educational Resources Information Center
Stathopoulou, Charoula; Kalabasis, Fragiskos
2007-01-01
This communication discusses an aspect of language and culture that informs the identity of a group of Romany students as they learn mathematics. Observations were made by the authors in a multicultural community in Athens. We explore how Romany language roles and features significantly affect the teaching and learning of mathematics. As examples,…
ERIC Educational Resources Information Center
Githua, Bernard N.; Nyabwa, Rachel Angela
2008-01-01
Students have continued to perform poorly in KCSE examinations in certain mathematics topics taught in secondary schools in Kenya. One such topic is commercial arithmetic. Successful teaching of mathematics depends partly on correct use of teaching methods in classroom settings. This study sought to examine how the use of advance organisers during…
Schissel, D.P.
1996-08-01
This report discusses advancing precollege science and mathematics education in San Diego Count. Described in this report are: curriculum and teacher development; pre-tour material; facility tour; student workbook; evaluation and assessment; and internet access.
ERIC Educational Resources Information Center
Turner, Erin E.; Drake, Corey; McDuffie, Amy Roth; Aguirre, Julia; Bartell, Tonya Gau; Foote, Mary Q.
2012-01-01
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural,…
ERIC Educational Resources Information Center
Luther, Kenneth H.
2012-01-01
Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…
NASA Astrophysics Data System (ADS)
Ganguly, Sujoy; Liang, Xin; Grace, Michael; Lee, Daniel; Howard, Jonathon
The morphology of neurons is diverse and reflects the diversity of neuronal functions, yet the principles that govern neuronal morphogenesis are unclear. In an effort to better understand neuronal morphogenesis we will be focusing on the development of the dendrites of class IV sensory neuron in Drosophila melanogaster. In particular we attempt to determine how the the total length, and the number of branches of dendrites are mathematically related to the dynamics of neurite growth and branching. By imaging class IV neurons during early embryogenesis we are able to measure the change in neurite length l (t) as a function of time v (t) = dl / dt . We found that the distribution of v (t) is well characterized by a hyperbolic secant distribution, and that the addition of new branches per unit time is well described by a Poisson process. Combining these measurements with the assumption that branching occurs with equal probability anywhere along the dendrite we were able to construct a mathematical model that provides reasonable agreement with the observed number of branches, and total length of the dendrites of the class IV sensory neuron.
ERIC Educational Resources Information Center
Sanderson, Geoffrey T.
2014-01-01
Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County Public Schools (MCPS) Class of 2013 continued to outperform students in the state of Maryland and the nation on AP examinations, based on…
ERIC Educational Resources Information Center
Marks, Susan F.
2013-01-01
Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2012 continued to outperform Maryland and the nation on Advanced Placement (AP) examinations based on the "AP Report to the Nation" released by the College Board on February 20, 2013. In 2012, 67.3 percent of MCPS graduates took one or more AP exams. A striking…
ERIC Educational Resources Information Center
Bell, Mozelle Sawyer; Arribas, E. Jaime
This Spanish ecology packet contains resource units and materials for intermediate and advanced Spanish classes. It is designed to be used for individual and small-group instruction in the senior high school to supplement the Spanish language curriculum. Included are articles, pictures, and cartoons from Spanish-language newspapers and magazines…
ERIC Educational Resources Information Center
Sanderson, Geoffrey T.
2015-01-01
Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 continued to outperform students in the state of Maryland on AP examinations based on AP…
The Effectiveness of Single-Gender Eighth-Grade English, History, Mathematics and Science Classes
ERIC Educational Resources Information Center
Roth, Douglas Jeffrey
2009-01-01
Purpose, scope, and method of study. The purpose of this study was to compare the effectiveness of eighth-grade single-gender classes with coed classes across subject area, gender, at-risk status, and socioeconomic status (SES). The sample was drawn from one school, DeSoto West Junior High School, where enrollment averages 80% African American,…
Not Available
1990-12-01
The issue of global warming and related climatic changes from increasing concentrations of greenhouse gases in the atmosphere has received prominent attention during the past few years. The Computer Hardware, Advanced Mathematics, and Model Physics (CHAMMP) Climate Modeling Program is designed to contribute directly to this rapid improvement. The goal of the CHAMMP Climate Modeling Program is to develop, verify, and apply a new generation of climate models within a coordinated framework that incorporates the best available scientific and numerical approaches to represent physical, biogeochemical, and ecological processes, that fully utilizes the hardware and software capabilities of new computer architectures, that probes the limits of climate predictability, and finally that can be used to address the challenging problem of understanding the greenhouse climate issue through the ability of the models to simulate time-dependent climatic changes over extended times and with regional resolution.
Characterizing Instructor Gestures in a Lecture in a Proof-Based Mathematics Class
ERIC Educational Resources Information Center
Weinberg, Aaron; Fukawa-Connelly, Tim; Wiesner, Emilie
2015-01-01
Researchers have increasingly focused on how gestures in mathematics aid in thinking and communication. This paper builds on Arzarello's (2006) idea of a "semiotic bundle" and several frameworks for describing individual gestures and applies these ideas to a case study of an instructor's gestures in an undergraduate abstract algebra…
Single-Sex Mathematics Classes in a Co-Educational Setting: A Case Study.
ERIC Educational Resources Information Center
Leder, Gilah C.; Forgasz, Helen J.
Gender differences in mathematics learning continue to attract much research attention. Single-sex settings as the preferred option for improving schooling for girls have evoked fierce advocates as well as critics. This case study, undertaken in response to a specific request from a co-educational state school in the outer area of Melbourne,…
ERIC Educational Resources Information Center
Hernandez-Martinez, Paul; Black, Laura; Williams, Julian; Davis, Pauline; Pampaka, Maria; Wake, Geoff
2008-01-01
This paper reports how students talk about their aspirations in regard to higher education (HE) and their mathematics, what "repertoires" they use to mediate this discourse, and how students' predominant "repertoire style" relates to their cultural background. Our analyses draw on an interview sample (n=40) of students selected because they are…
ERIC Educational Resources Information Center
Seo, Daeryong; Park, Yong Hui
A goal mediational model to conceptualize the effects of students' motivational beliefs on their learning strategies was modified with the three goal orientations: task, performance-approach, and performance-avoidance goals. Questionnaires were administered to 161 Korean fifth graders (boys = 88; girls = 73) in an elementary school math class.…
ERIC Educational Resources Information Center
Cohen, Jeremy A.
2012-01-01
This study concentrated on the characteristics of Grade 2 students' writing in mathematics class who used the Project M[superscript 2] units to learn geometry and measurement. Included in the study were students with high and low levels of content knowledge. Archived data from the Project M[superscript 2] study were analyzed to determine the…
Mathematical Modeling of Food Supply for Long Term Space Missions Using Advanced Life Support
NASA Technical Reports Server (NTRS)
Cruthirds, John E.
2003-01-01
A habitat for long duration missions which utilizes Advanced Life Support (ALS), the Bioregenerative Planetary Life Support Systems Test Complex (BIO-Plex), is currently being built at JSC. In this system all consumables will be recycled and reused. In support of this effort, a menu is being planned utilizing ALS crops that will meet nutritional and psychological requirements. The need exists in the food system to identify specific physical quantities that define life support systems from an analysis and modeling perspective. Once these quantities are defined, they need to be fed into a mathematical model that takes into consideration other systems in the BIO-Plex. This model, if successful, will be used to understand the impacts of changes in the food system on the other systems and vice versa. The Equivalent System Mass (ESM) metric has been used to describe systems and subsystems, including the food system options, in terms of the single parameter, mass. There is concern that this approach might not adequately address the important issues of food quality and psychological impact on crew morale of a supply of fiesh food items. In fact, the mass of food can also depend on the quality of the food. This summer faculty fellow project will involve creating an appropriate mathematical model for the food plan developed by the Food Processing System for BIO-Plex. The desired outcome of this work will be a quantitative model that can be applied to the various options of supplying food on long-term space missions.
Teachers' strategies for implementation of de-streaming in secondary mathematics classes
NASA Astrophysics Data System (ADS)
Haimes, David
1999-09-01
Moves toward the adoption of a middle school philosophy and to outcomes-focused education, both of which are apparent in Australia, are likely to be accompanied by a move away from streaming or tracking students into ability groups. It is claimed that successful teaching of students in unstreamed classes requires an enriched program that caters for the needs of the wide range of students, new approaches to instruction, and the adoption of a variety of assessment strategies. This study reports on the strategies adopted by a group of teachers in Ontario, Canada, as they implemented de-streaming with Grade 9 classes. Teachers were found to be making special provision for both low- and high-achieving students and employing a wide range of techniques for assessing student progress. However, they did not embrace cooperative learning techniques as one of their teaching strategies, nor was problem solving found to be a prominent feature of their lessons.
NASA Astrophysics Data System (ADS)
Gonczarek, Ryszard; Krzyzosiak, Mateusz; Gonczarek, Adam; Jacak, Lucjan
2015-06-01
In this paper, we discuss the mathematical structure of the s-wave superconducting gap and other quantitative characteristics of superconducting systems. In particular, we evaluate and discuss integrals inherent in fundamental equations describing superconducting systems. The results presented here extend the approach formulated by Abrikosov and Maki, which was restricted to the first-order expansion. A few infinite families of integrals are derived and allow us to express the fundamental equations by means of analytic formulas. They can be then exploited in order to find some quantitative characteristics of superconducting systems by the method of successive approximations. We show that the results can be applied to some modern formalisms in order to study high-Tc superconductors and other superconducting materials of the new generation.
In-Situ Assays Using a New Advanced Mathematical Algorithm - 12400
Oginni, B.M.; Bronson, F.L.; Field, M.B.; Lamontagne, J.; LeBlanc, P.J.; Morris, K.E.; Mueller, W.F.; Atrashkevich, V.
2012-07-01
Current mathematical efficiency modeling software for in-situ counting, such as the commercially available In-Situ Object Calibration Software (ISOCS), typically allows the description of measurement geometries via a list of well-defined templates which describe regular objects, such as boxes, cylinder, or spheres. While for many situations, these regular objects are sufficient to describe the measurement conditions, there are occasions in which a more detailed model is desired. We have developed a new all-purpose geometry template that can extend the flexibility of current ISOCS templates. This new template still utilizes the same advanced mathematical algorithms as current templates, but allows the extension to a multitude of shapes and objects that can be placed at any location and even combined. In addition, detectors can be placed anywhere and aimed at any location within the measurement scene. Several applications of this algorithm to in-situ waste assay measurements, as well as, validations of this template using Monte Carlo calculations and experimental measurements are studied. Presented in this paper is a new template of the mathematical algorithms for evaluating efficiencies. This new template combines all the advantages of the ISOCS and it allows the use of very complex geometries, it also allows stacking of geometries on one another in the same measurement scene and it allows the detector to be placed anywhere in the measurement scene and pointing in any direction. We have shown that the template compares well with the previous ISOCS software within the limit of convergence of the code, and also compare well with the MCNPX and measured data within the joint uncertainties for the code and the data. The new template agrees with ISOCS to within 1.5% at all energies. It agrees with the MCNPX to within 10% at all energies and it agrees with most geometries within 5%. It finally agrees with measured data to within 10%. This mathematical algorithm can now be
ERIC Educational Resources Information Center
Stanford Univ., CA. School Mathematics Study Group.
This text is the fourth of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. This text begins with a brief discussion of quadratic equations which motivates the…
ERIC Educational Resources Information Center
Richardson, Sandra
2009-01-01
This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers' mathematical…
ERIC Educational Resources Information Center
Roschelle, Jeremy; Shechtman, Nicole; Tatar, Deborah; Hegedus, Stephen; Hopkins, Bill; Empson, Susan; Knudsen, Jennifer; Gallagher, Lawrence P.
2010-01-01
The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. The studies evaluated the SimCalc approach, which integrates an interactive representational technology, paper curriculum,…
ERIC Educational Resources Information Center
Scarborough, Jule Dee
2004-01-01
This document (book) reports on the Strategic Alliance to Advance Technological Education through Enhanced Mathematics, Science, Technology, and English Education at the Secondary Level, funded by National Science Foundation. It was a collaborative partnership involving the Rockford Public Schools, Rock Valley College, and Northern Illinois…