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Sample records for 10th grade mathematics

  1. Evaluation of the 10th Grade Computerized Mathematics Curriculum from the Perspective of the Teachers and Educational Supervisors in the Southern Region in Jordan

    ERIC Educational Resources Information Center

    Al-Tarawneh, Sabri Hassan; Al-Qadi, Haitham Mamdouh

    2016-01-01

    This study aimed at evaluating the 10th grade computerized mathematics curriculum from the perspective of the teachers and supervisors in the southern region in Jordan. The study population consisted of all the teachers who teach the 10th grade in the southern region, with the total of (309) teachers and (20) supervisors. The sample consisted of…

  2. Teachers' and Students' Perceptions Regarding Technology-Assisted Instruction in 10th-Grade Mathematics Classrooms

    ERIC Educational Resources Information Center

    Brown, Martha Jean Ware

    2012-01-01

    Tenth grade students in a high school in the southern United States were not meeting minimum mathematics competencies. Educators, families, and students needed more information on ways to enhance mathematics understanding and performance. The purpose of this qualitative case study was to examine students' and teachers' perceptions…

  3. A Cross-Analysis of the Mathematics Teacher's Activity: An Example in a French 10th-Grade Class

    ERIC Educational Resources Information Center

    Robert, Aline; Rogalski, Janine

    2005-01-01

    The purpose of this paper is to contribute to the debate about how to tackle the issue of "the teacher in the teaching/learning process", and to propose a methodology for analysing the teacher's activity in the classroom, based on concepts used in the fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology…

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

    NASA Astrophysics Data System (ADS)

    Vogler, Kenneth E.

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

  5. Changes in Math Proficiency between 8th and 10th Grades. Statistics in Brief.

    ERIC Educational Resources Information Center

    Rock, Don; And Others

    Between 8th and 10th grades, many students are asked to make curriculum-related decisions that may ultimately influence their achievement in core academic subjects such as mathematics. While past achievement often limits the level of courses available to a student, aspirations for postsecondary education ultimately determine the level of…

  6. The School Compositional Effect of Single Parenthood on 10th-Grade Achievement.

    ERIC Educational Resources Information Center

    Pong, Suet-ling

    1998-01-01

    Uses data from the National Education Longitudinal Study (NELS) to reveal a detrimental contextual effect on 10th-grade mathematics and reading achievement associated with attending a school with a high concentration of children from single-parent homes. Maintains this effect is evident even when individual demographic characteristics and family…

  7. Predicting 10th Grade FCAT Success. Research Brief. Volume 0401

    ERIC Educational Resources Information Center

    Froman, Terry; Bayne, Joseph

    2004-01-01

    Florida law requires that students achieve a passing score on the Grade 10 Florida Comprehensive Assessment Test (FCAT) to qualify for a standard high school diploma (Section 1008.22(3)(c)5, Florida Statutes). Students who were administered the Grade 10 FCAT for the first time during the 2002 administrations or later must earn a developmental…

  8. Indiana's Academic Standards: 10th Grade English/Language Arts.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This booklet of academic standards spells out what students should know and be able to do in Grade 10 English/Language Arts. The booklet gives examples to help students understand what is required to meet the standards and provides a list of 10 things parents can do to help their child get a good education. It outlines the following seven…

  9. Classroom Achievement Goal Structure, School Engagement, and Substance Use among 10th Grade Students in Norway

    ERIC Educational Resources Information Center

    Diseth, Åge; Samdal, Oddrun

    2015-01-01

    The present study was aimed at investigating the relationships between students' perceived classroom achievement goals, school engagement and substance use in terms of smoking and drinking, and at investigating gender differences regarding these issues in a sample of 1,239 Norwegian 10th grade students. A multivariate analysis showed that…

  10. Predicting 3rd Grade and 10th Grade FCAT Success for 2006-07. Research Brief. Volume 0601

    ERIC Educational Resources Information Center

    Froman, Terry; Rubiera, Vilma

    2006-01-01

    For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10th graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students…

  11. The Implementation of Effective Teaching Practices in English Classroom for Grades 8th, 9th, and 10th.

    ERIC Educational Resources Information Center

    Al-Hilawani, Yasser A.; And Others

    This study explored teachers' behavior as related to effective teaching practices in 8th, 9th, and 10th grade English classrooms in Jordan. The study also examined some variables that could predict teachers' implementation of effective teaching practices and aimed at finding an estimate of the percentage of students in 8th, 9th, and 10th grades…

  12. The Effect of Case-Based Instruction on 10th Grade Students' Understanding of Gas Concepts

    ERIC Educational Resources Information Center

    Yalçinkaya, Eylem; Boz, Yezdan

    2015-01-01

    The main purpose of the present study was to investigate the effect of case-based instruction on remedying 10th grade students' alternative conceptions related to gas concepts. 128 tenth grade students from two high schools participated in this study. In each school, one of the classes was randomly assigned as the experimental group and the…

  13. Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?

    NASA Astrophysics Data System (ADS)

    Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri

    2010-07-01

    Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish "base lines" for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision-making capability, science-oriented (n = 142) and non-science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre-post development/change of students' decision-making capabilities via STES-oriented HOCS-promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision-making questionnaire was used for obtaining a research-based response to the guiding research questions. Our findings suggest that a long-term persistent application of purposed decision-making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high-school students' decision-making ability. The need for science teachers' involvement in the development of their students' HOCS capabilities is thus apparent.

  14. Attitudes towards Science Learning among 10th-Grade Students: A qualitative look

    NASA Astrophysics Data System (ADS)

    Raved, Lena; Ben Zvi Assaraf, Orit

    2011-06-01

    The twenty-first century is characterized by multiple, frequent and remarkable scientific advancements, which have a major effect on the decisions that govern everyday life. It is therefore vital to give proper comprehensive scientific education to the population and provide it with the right tools for decision-making. This in turn requires that we foster a positive attitude among students towards science studies and encourage them to choose sciences as their major subjects. The following study examines 10th-grade high school students in an attempt to understand and document the influential factors underlying their attitudes towards science studies. The study is conducted through a qualitative research methodology, gathering data based on interviews. This methodology exposes the students' feelings, views and beliefs, and explores the characteristics of the factors influencing students' attitudes. Of these factors, we found the most significant for high school students to be interpersonal interaction between teacher and student, the relevance and authenticity of the topics being studied, and the diversity of the teaching methods. We therefore suggest that these three elements should be given particular emphasis by teachers and teacher educators.

  15. Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

    2015-01-01

    The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population--adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to…

  16. Investigating the Effects of a DNA Fingerprinting Workshop on 10th Grade Students' Self Efficacy and Attitudes toward Science.

    ERIC Educational Resources Information Center

    Sonmez, Duygu; Simcox, Amanda

    The purpose of this study was investigate the effects of a DNA Fingerprinting Workshop on 10th grade students' self efficacy and attitudes toward science. The content of the workshop based on high school science curriculum and includes multimedia instruction, laboratory experiment and participation of undergraduate students as mentors. N=93…

  17. Influence of V-Diagrams on 10th Grade Turkish Students' Achievement in the Subject of Mechanical Waves

    ERIC Educational Resources Information Center

    Tekes, Hanife; Gonen, Selahattin

    2012-01-01

    The purpose of the present study was to examine how the use of V-diagrams one of the learning techniques used in laboratory studies in experiments conducted regarding the 10th grade lesson unit of "waves" influenced students' achievements. In the study, a quasi-experimental design with a pretest and posttest control group was used. The study was…

  18. Progression in Complexity: Contextualizing Sustainable Marine Resources Management in a 10th Grade Classroom

    NASA Astrophysics Data System (ADS)

    Bravo-Torija, Beatriz; Jiménez-Aleixandre, María-Pilar

    2012-01-01

    Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through discourse, and to connect them to actions and decisions in a real-life context. In this paper we examine the process of elaboration of plans for resources management in a marine ecosystem by 10th grade students (15-16 year) in the context of solving an authentic task. A complete class ( N = 14) worked in a sequence about ecosystems. Working in small groups, the students made models of energy flow and trophic pyramids, and used them to solve the problem of feeding a small community for a long time. Data collection included videotaping and audiotaping of all of the sessions, and collecting the students' written productions. The research objective is to examine the process of designing a plan for sustainable resources management in terms of the discursive moves of the students across stages in contextualizing practices, or different degrees of complexity (Jiménez-Aleixandre & Reigosa International Journal of Science Education, 14(1): 51-61 2006), understood as transformations from theoretical statements to decisions about the plan. The analysis of students' discursive moves shows how the groups progressed through stages of connecting different models, between them and with the context, in order to solve the task. The challenges related to taking this sustainability issue to the classroom are discussed.

  19. The Earlier the Better? Taking the AP® in 10th Grade. Research Report No. 2012-10

    ERIC Educational Resources Information Center

    Rodriguez, Awilda; McKillip, Mary E. M.; Niu, Sunny X.

    2013-01-01

    In this report, the authors examine the impact of scoring a 1 or 2 on an AP® Exam in 10th grade on later AP Exam participation and performance. As access to AP courses increases within and across schools, a growing number of students are taking AP courses and exams in the earlier grades of high school. Using a matched sample of AP and no-AP…

  20. Changes in Educational Expectations between 10th and 12th Grades across Cohorts

    ERIC Educational Resources Information Center

    Park, Sueuk; Wells, Ryan; Bills, David

    2015-01-01

    The mean levels of educational expectations of American high school students have increased over the past generation; individual educational expectations change as students mature. Using the National Education Longitudinal Study and the Education Longitudinal Study, we examined simultaneously the changes in individuals' expectations from 10th to…

  1. Factors Associated with the Persistence of Bullying Victimization From 10th grade to 13th Grade: A Longitudinal Study

    PubMed Central

    Lien, Lars; Welander-Vatn, Audun

    2013-01-01

    Background: Bullying among adolescents represents a major public health challenge. The aim of this study was to map the stability of bullying victimization across the transitional phase from lower to upper secondary school, and to describe the sociodemographic, academic and health-related characteristics of those bullied during the transition. Method: 3674 Norwegian adolescents were followed longitudinally from the age of 15/16 until the age of 18/19, answering questionnaires about health, academic achievements, life events, lifestyle and sociodemography. The 337 participants reporting exposure to bullying victimization at age 15/16 were the target group, as we made comparisons between those reporting victimization only at the age of 15/16 (n=289) with the participants for whom the bullying had continued into later adolescence (n = 48). Results: 14% of those victimized at age 15/16, reported continuation of bullying victimization into upper secondary school. These adolescents were significantly more likely to report having divorced parents, low parental educational level, poor self-perceived economy, muscle and skeletal pain, symptoms of mental distress, lower school marks in Norwegian and higher body-mass index (BMI) when group differences at age 18/19 were assessed through basic inferential statistical tests. However, the multivariate logistic regression analyses only revealed statistically significantly increased adjusted odds ratios for the variables mental distress and school-marks in Norwegian. Conclusion: The persistence of exposure to bullying from 10th grade to 13th grade is associated with mental health complaints and poor school performance. Preventive measures to take care of students being continuously bullied should be in place in secondary schools. PMID:24367391

  2. Substance use and youth violence. A study among 6th to 10th grade Israeli school children.

    PubMed

    Molcho, Michal; Harel, Yossi; Dina, Lache O

    2004-01-01

    This study examined the co-morbidity of substance use and violence among a representative sample of 8,394 6th-10th grade Israeli students. A representative national self report sample of 8,394 students in 6th through 10th grade. Measures included smoking, alcohol consumption, and illicit drug use, predicting involvement in bullying, injury during a fight and weapon-carrying in the past 30 days. We found across all grades, genders and ethnicities, daily smoking, use of hard drugs, history of drunkenness and binge drinking were the best predictors of violent behavior. Involvement in such behaviors put girls in higher risk for violent behaviors compared with boys. We concluded that use of substances immensely increased the odds of involvement in violent behavior, and this association was extremely strong for Arab girls. The study suggested that although girls were less frequently involved in substance use, the girls who did were at much higher risk for involvement in youth violence. PMID:15551841

  3. Water: How Good is Good Enough? Teacher's Guide. Science Module (9th-10th Grade Chemistry).

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Coll. of Education.

    This is a teacher's guide for a module designed to integrate environmental education into ninth- and tenth-grade chemistry classes. The module, pilot tested in Gwinnett County, Georgia in classes of students, many of whom had learning disabilities, emphasizes activity learning and considerable review. The module is divided into four parts. Part…

  4. Pre-Vocational Curriculum (Career Education) for 9th and 10th Grade Levels. (Teacher Guide).

    ERIC Educational Resources Information Center

    Arman, Ruby L.; Arman, Mohammad R.

    This curriculum guide consists of 17 units of study for use in a prevocational career education course geared toward ninth and tenth grade students. Covered in the individual lessons are the following topics: assessing personal characteristics, completing a personal aptitude inventory, assessing personal interests, using the Dictionary of…

  5. A Descriptive Guide to the 10th Grade ISTEP+ and High School Graduation Qualifying Exam for Indiana Parents and Students.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Public Instruction, Indianapolis.

    This booklet provides parents and students with answers to their questions about ISTEP+ (Indiana Statewide Testing for Educational Progress-Plus), which measures tenth-grade student achievement in English/language arts and mathematics. After a letter from Suellen Reed, Indiana's Superintendent of Public Instruction, the booklet discusses what…

  6. Predicting 3rd Grade and 10th Grade FCAT Success for 2007-08. Research Brief. Volume 0702

    ERIC Educational Resources Information Center

    Froman, Terry; Rubiera, Vilma

    2008-01-01

    For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10 graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students…

  7. Carpenter, Tractors and Microbes for the Development of Logical-Mathematical Thinking--The Way 10th Graders and Pre-Service Teachers Solve Thinking Challenges

    ERIC Educational Resources Information Center

    Gazit, Avikam

    2012-01-01

    The objective of this case study was to investigate the ability of 10th graders and pre-service teachers to solve logical-mathematical thinking challenges. The challenges do not require mathematical knowledge beyond that of primary school but rather an informed use of the problem representation. The percentage of correct answers given by the 10th…

  8. Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th–10th Grades

    PubMed Central

    Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

    2015-01-01

    The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population—adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a group-administered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor. PMID:26346839

  9. Energy-drink consumption and its relationship with substance use and sensation seeking among 10th grade students in Istanbul.

    PubMed

    Evren, Cuneyt; Evren, Bilge

    2015-06-01

    Aim of this study was to determine the prevalence and correlates of energy-drink (ED) consumption among 10th grade students in Istanbul/Turkey. Cross-sectional online self-report survey conducted in 45 schools from the 15 districts in Istanbul. The questionnaire included sections about demographic data, self-destructive behavior and use of substances including tobacco, alcohol and drugs. Also Psychological Screening Test for Adolescents (PSTA) was used. The analyses were conducted based on the 4957 subjects. Rate of those reported a ED consumption once within last year was 62.0% (n=3072), whereas rate of those reported ED consumption at least once in a month was 31.1%. There were consistent, statistically significant associations between genders, lifetime substance use (tobacco, alcohol and drug use), measures of sensation seeking, psychological problems (depression, anxiety, anger, impulsivity) and self-destructive behavior (self-harming behavior and suicidal thoughts) with ED consumption. In logistic regression models male gender, sensation seeking, life-time tobacco, alcohol and drug use predicted all frequencies of ED consumption. In addition to these predictors, anger and self-harming behavior also predicted ED consumption at least once in a month. There were no interactions between the associations of lifetime tobacco, alcohol and drug use with ED consumption. The findings suggest that the ED consumption of male students is related with three clusters of substances (tobacco, alcohol and drug) through sensation seeking and these relationships do not interact with each other. PMID:26006774

  10. Investigating the intrinsic and extrinsic work values of 10th grade students in science-oriented charter schools

    NASA Astrophysics Data System (ADS)

    Ozer, Ozgur

    The purpose of this study was to investigate to what extent gender, achievement level, and income level predict the intrinsic and extrinsic work values of 10th grade students. The study explored whether group differences were good predictors of scores in work values. The research was a descriptive, cross-sectional study conducted on 131 10th graders who attended science-oriented charter schools. Students took Super's Work Values Instrument, a Likert-type test that links to 15 work values, which can be categorized as intrinsic and extrinsic values (Super, 1970). Multiple regression analysis was employed as the main analysis followed by ANCOVA. Multiple regression analysis results indicated that there is evidence that 8.9% of the variance in intrinsic work values and 10.2% of the variance in extrinsic work values can be explained by the independent variables ( p < .05). Achievement Level and Income Level may help predict intrinsic work value scores; Achievement Level may also help predict extrinsic work values. Achievement Level was the covariate in ANCOVA. Results indicated that males (M = .174) in this sample have a higher mean of extrinsic work values than that of females (M = -.279). However, there was no statistically significant difference between the intrinsic work values by gender. One possible interpretation of this might be school choice; students in these science-oriented charter schools may have higher intrinsic work values regardless of gender. Results indicated that there was no statistically significant difference among the means of extrinsic work values by income level (p < .05). However, free lunch students (M = .268) have a higher mean of intrinsic work values than that of paid lunch students ( M = -.279). A possible interpretation of this might be that lower income students benefit greatly from the intrinsic work values in overcoming obstacles. Further research is needed in each of these areas. The study produced statistically significant results

  11. The Basic Program of Vocational Agriculture in Louisiana. Ag I and Ag II (9th and 10th Grades). Volume II. Bulletin 1690-II.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    This document is the second volume of a state curriculum guide on vocational agriculture for use in the 9th and 10th grades in Louisiana. Four instructional areas are profiled in this volume: environmental protection, career information, energy conservation, and agricultural mechanics. The environmental protection unit covers safe use of…

  12. The Basic Program of Vocational Agriculture in Louisiana. Ag I and Ag II (9th and 10th Grades). Volume I. Bulletin 1690-I.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    This document is the first volume of a state curriculum guide on vocational agriculture for use in the 9th and 10th grades in Louisiana. Three instructional areas are profiled in this volume: orientation to vocational agriculture, agricultural leadership, and soil science. The three units of the orientation area cover introducing beginning…

  13. Perceptions of 9th and 10th Grade Students on How Their Environment, Cognition, and Behavior Motivate Them in Algebra and Geometry Courses

    ERIC Educational Resources Information Center

    Harootunian, Alen

    2012-01-01

    In this study, relationships were examined between students' perception of their cognition, behavior, environment, and motivation. The purpose of the research study was to explore the extent to which 9th and 10th grade students' perception of environment, cognition, and behavior can predict their motivation in Algebra and Geometry…

  14. It takes a village: the effects of 10th grade college-going expectations of students, parents, and teachers four years later.

    PubMed

    Gregory, Anne; Huang, Francis

    2013-09-01

    Adolescents are surrounded by people who have expectations about their college-going potential. Yet, few studies have examined the link between these multiple sources of college-going expectations and the actual status of students in postsecondary education years later. The study draws on data collected in the 2002-2006 Educational Longitudinal Study and employs an underutilized statistical technique (cross-classified multilevel modeling) to account for teacher reports on overlapping groups of students (typical of high school research). Results showed that positive expectations of students, parents, English, and mathematics teachers in the 10th grade each uniquely predicted postsecondary status 4 years later. As a group, the four sources of expectations explained greater variance in postsecondary education than student characteristics such as socioeconomic status and academic performance. This suggests positive expectations are additive and promotive for students regardless of their risk status. Teacher expectations were also found to be protective for low income students. Implications for future expectancy research and equity-focused interventions are discussed. PMID:23564059

  15. Mathematics, Grade 5 Part 1.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    This curriculum bulletin is one of a planned series of bulletins designed to meet the needs of teachers and supervisors who are working to improve the achievement level of mathematics. The material has been planned to help teachers meet the diverse mathematical needs of the children in fifth-grade classes. In addition to the emphasis that is…

  16. A Comparison of 9th and 10th Grade Boys' and Girls' Bullying Behaviors in Two States.

    ERIC Educational Resources Information Center

    Isernhagen, Jody; Harris, Sandy

    This study examined the incidences of bullying behaviors among male and female 9th and 10th graders in rural Nebraska and suburban Texas schools. Nebraska students were predominantly Caucasion, and Texas students were African American, Hispanic American, and Caucasion. Student surveys examined such issues as how often bullying occurred, where it…

  17. Statistical Content in Middle Grades Mathematics Textbooks

    ERIC Educational Resources Information Center

    Pickle, Maria Consuelo Capiral

    2012-01-01

    This study analyzed the treatment and scope of statistical concepts in four, widely-used, contemporary, middle grades mathematics textbook series: "Glencoe Math Connects," "Prentice Hall Mathematics," "Connected Mathematics Project," and "University of Chicago School Mathematics Project." There were three…

  18. Mathematics, Grade 5, Part 2.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY.

    This curriculum bulletin is designed to help teachers meet the diverse needs in mathematics of the children in fifth grade classes. In addition to the emphasis that is placed on arithmetic computational skills, the bulletin shows how to include other areas considered important, such as concepts, skills, and ideas from algebra and geometry. The 80…

  19. Guidelines for Teaching Grade 7 Mathematics.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Curriculum Development.

    This document is designed to assist teachers and other school personnel in the planning and teaching of the seventh grade mathematics course. Contents include: (1) Overview of Grade 7 Mathematics (mission statement, purpose and philosophy, goals, National Council of Teachers of Mathematics' Professional Standards for Teaching Mathematics, and uses…

  20. Water: How Good is Good Enough? Student Book. Science Module (9th-10th Grade Chemistry). Revised Edition.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Coll. of Education.

    This learning module is designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in classes of students, many of whom had learning disabilities. It emphasizes activity learning. The module is divided into four parts.…

  1. Pre-Vocational Curriculum (Career Education) for 9th and 10th Grade Levels. (Student Study Guide).

    ERIC Educational Resources Information Center

    Arman, Ruby L.; Arman, Mohammad R.

    This student guide consists of 17 units of study for use in a prevocational career education course geared toward ninth and tenth grade students. Covered in the individual lessons are the following topics: assessing personal interests, using the Dictionary of Occupational Titles, identifying occupational choices, identifying vocational and…

  2. Growth: How Much is Too Much? Student Book. Social Studies Module (9th-10th Grade Social Studies). Revised Edition.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Coll. of Education.

    This learning module is designed to integrate environmental education into ninth- and tenth-grade social studies courses. The module and a parallel module designed for chemistry classes were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. The first part alerts students to the serious problems that growth…

  3. A Typology of Chemistry Classroom Environments: Exploring the Relationships between 10th Grade Students' Perceptions, Attitudes and Gender

    ERIC Educational Resources Information Center

    Giallousi, M.; Gialamas, V.; Pavlatou, E. A.

    2013-01-01

    The present study was the first in Greece in which educational effectiveness theory constituted a knowledge base for investigating the impact of chemistry classroom environment in 10 Grade students' enjoyment of class. An interpretive heuristic schema was developed and utilised in order to incorporate two factors of teacher behaviour at…

  4. Growth: How Much is Too Much? Student Book. Science Module (9th-10th Grade Biology). Revised Edition.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Coll. of Education.

    This learning module is designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. Part one provides a broad overview of unit content and proposes questions to…

  5. First Grade Teacher Expectations in Mathematics.

    ERIC Educational Resources Information Center

    Funkhouser, Charles P.

    The focus of this study was on the expectations that first-grade teachers have of the mathematics skills of their incoming first-grade students. At the end of one school year and at the beginning of the next school year, first-grade teachers (n=64) in rural and urban settings completed the Mathematics Skills Expectations Survey (MSES). The MSES…

  6. Mathematics, Grade 4, Grade 5, Scope and Sequence.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    Presented is the scope and sequence of mathematics for Grades 4 and 5. It is based on the program which is introduced in prekindergarten through Grade 3 and is designed to extend and strengthen the computational skills and mathematical understanding of children. The units described are organized around four main themes--sets, number, and…

  7. Grading Considerations in Mathematics Classrooms. Research Brief

    ERIC Educational Resources Information Center

    Williamson, Ronald

    2009-01-01

    Little research is available specifically about grading practices in mathematics classrooms. However, there is research about grading practices in high schools, across content areas. Since their first use students, parents and others have assumed that grades are reliable measures of student achievement. "In short, most Americans have a basic trust…

  8. Grade 10 to Grade 12 Mathematics Resources: Annotated Bibliography.

    ERIC Educational Resources Information Center

    Western Canadian Protocol for Collaboration in Basic Education, Edmonton (Alberta).

    This annotated bibliography identifies English language resources endorsed by all Western Canadian Protocol (WCP) jurisdictions implementing The Common Curriculum Framework for K-12 Mathematics Grade 10 to Grade 12. Resources in this annotated bibliography were selected through a collaborative review process based on their high level of fidelity…

  9. Mathematics, Grade 2, Grade 3, Scope and Sequence.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    This publication is designed to extend and strengthen the computational skills and mathematical understandings of children in Grades 2 and 3. It presents an overall scope and detailed sequence for implementation by teachers and supervisors, based on the modern program introduced in pre-kindergarten, kindergarten and first grade classes. The scope…

  10. Mountain Dew[R] or Mountain Don't?: A Pilot Investigation of Caffeine Use Parameters and Relations to Depression and Anxiety Symptoms in 5th- and 10th-Grade Students

    ERIC Educational Resources Information Center

    Luebbe, Aaron M.; Bell, Debora J.

    2009-01-01

    Background: Caffeine, the only licit psychoactive drug available to minors, may have a harmful impact on students' health and adjustment, yet little is known about its use or effects on students, especially from a developmental perspective. Caffeine use in 5th- and 10th-grade students was examined in a cross-sectional design, and relations and…

  11. Implementation and Evaluation of Web-Based Learning Activities on Bonding and the Structure of Matter for 10-th Grade Chemistry

    NASA Astrophysics Data System (ADS)

    Frailich, Marcel

    This study deals with the development, implementation, and evaluation of web-based activities associated with the topic of chemical bonding , as taught in 10th grade chemistry. A website was developed entitled: "Chemistry and the Chemical Industry in the Service of Mankind", its URL is: http://stwww.weizmann.ac.il/g-chem/learnchem (Kesner, Frailich, & Hofstein, 2003). The main goal of this study was to assess the educational effectiveness of website activities dealing with the chemical bonding concept. These activities include visualization tools, as well as topics relevant to daily life and industrial applications. The study investigated the effectiveness of a web-based learning environment regarding the understanding of chemical bonding concepts, students' perceptions of the classroom learning environment, their attitudes regarding the relevance of learning chemistry to everyday life, and their interest in chemistry studies. As mentioned before, in the present study we focused on activities (from the website), all of which deal with chemical bonding concept. The following are the reasons for the decision to focus on this topic: (1) Chemical bonding is a key concept that is taught in 10th grade chemistry in high school. It provides the basis for many other chemistry topics that are taught later, and (2) Chemical bonding is a difficult for students using existing tools (e. g., static models in books, ball-and- stick models), which are insufficient to demonstrate the abstract nature phenomena associated with this topic. The four activities developed for this study are (1) models of the atomic structure, (2) metals -- structure and properties, (3) ionic substances in everyday life and in industry, and (4) molecular substances -- structure, properties, and uses. The study analyzed both quantitative and qualitative research. The quantitative tools of the study included: A Semantic Differential questionnaire and a Chemistry Classroom Web-Based Learning Environment

  12. Graded Course of Study, Mathematics (K-12).

    ERIC Educational Resources Information Center

    Euclid City Schools, OH.

    This course of study specifies skills and concepts in mathematics that are to be taught in the various grades of the Euclid (Ohio) City School System. It is based on the philosophy that the purpose of the mathematics program of the Euclid City Schools is to provide students with the kinds of skills they will need to become productive members of…

  13. Construction Industry Related Mathematics: Seventh Grade.

    ERIC Educational Resources Information Center

    Mundell, Scott

    The field tested construction industry-related mathematics unit is intended to familiarize seventh grade students with various facets of the construction industry, including the various occupations available and the mathematical abilities and other skills and training necessary to pursue an occupation in the industry. The final set of activities…

  14. Affective decision-making deficits, linked to a dysfunctional ventromedial prefrontal cortex, revealed in 10th grade Chinese adolescent binge drinkers.

    PubMed

    Johnson, C Anderson; Xiao, Lin; Palmer, Paula; Sun, Ping; Wang, Qiong; Wei, Yonglan; Jia, Yong; Grenard, Jerry L; Stacy, Alan W; Bechara, Antoine

    2008-01-31

    The primary aim of this study was to test the hypothesis that adolescent binge drinkers, but not lighter drinkers, would show signs of impairment on tasks of affective decision-making as measured by the Iowa Gambling Test (IGT), when compared to adolescents who never drank. We tested 207 10th grade adolescents in Chengdu City, China, using two versions of the IGT, the original and a variant, in which the reward/punishment contingencies were reversed. This enables one to distinguish among different possibilities of impaired decision-making, such as insensitivity to long-term consequences, or hypersensitivity to reward. Furthermore, we tested working memory capacity using the Self-ordered Pointing Test (SOPT). Paper and pencil questionnaires were used to assess drinking behaviors and school academic performance. Results indicated that relative to never-drinkers, adolescent binge drinkers, but not other (ever, past 30-day) drinkers, showed significantly lower net scores on the original version of the IGT especially in the latter trials. Furthermore, the profiles of behavioral performance from the original and variant versions of the IGT were consistent with a decision-making impairment attributed to hypersensitivity to reward. In addition, working memory and school academic performance revealed no differences between drinkers (at all levels) and never-drinkers. Logistic regression analysis showed that after controlling for demographic variables, working memory, and school academic performance, the IGT significantly predicted binge-drinking. These findings suggest that a "myopia" for future consequences linked to hypersensitivity to reward is a key characteristic of adolescents with binge-drinking behavior, and that underlying neural mechanisms for this "myopia" for future consequences may serve as a predisposing factor that renders some adolescents more susceptible to future addictive behaviors. PMID:17996909

  15. Effect of cooperative learning strategies on student verbal interactions and achievement during conceptual change instruction in 10th grade general science

    NASA Astrophysics Data System (ADS)

    Lonning, Robert A.

    This study evaluated the effects of cooperative learning on students' verbal interaction patterns and achievement in a conceptual change instructional model in secondary science. Current conceptual change instructional models recognize the importance of student-student verbal interactions, but lack specific strategies to encourage these interactions. Cooperative learning may provide the necessary strategies. Two sections of low-ability 10th-grade students were designated the experimental and control groups. Students in both sections received identical content instruction on the particle model of matter using conceptual change teaching strategies. Students worked in teacher-assigned small groups on in-class assignments. The experimental section used cooperative learning strategies involving instruction in collaborative skills and group evaluation of assignments. The control section received no collaborative skills training and students were evaluated individually on group work. Gains on achievement were assessed using pre- and posttreatment administrations of an investigator-designed short-answer essay test. The assessment strategies used in this study represent an attempt to measure conceptual change. Achievement was related to students' ability to correctly use appropriate scientific explanations of events and phenomena and to discard use of naive conceptions. Verbal interaction patterns of students working in groups were recorded on videotape and analyzed using an investigator-designed verbal interaction scheme. The targeted verbalizations used in the interaction scheme were derived from the social learning theories of Piaget and Vygotsky. It was found that students using cooperative learning strategies showed greater achievement gains as defined above and made greater use of specific verbal patterns believed to be related to increased learning. The results of the study demonstrated that cooperative learning strategies enhance conceptual change instruction. More

  16. Affective decision-making deficits, linked to a dysfunctional ventromedial prefrontal cortex, revealed in 10th-grade Chinese adolescent smokers.

    PubMed

    Xiao, Lin; Bechara, Antoine; Cen, Steven; Grenard, Jerry L; Stacy, Alan W; Gallaher, Peggy; Wei, Yonglan; Jia, Yong; Anderson Johnson, C

    2008-06-01

    This study addressed the question of whether poor decision making would be associated with adolescent past 7-day smoking. We conducted a cross-sectional study of 208 10th-grade adolescents in Chengdu City, China. We used the Iowa Gambling Task (IGT) to assess decision-making, and the Self-ordered Pointing Task (SOPT) to assess working memory capacity. Paper and pencil questionnaires assessed the school academic performance (SAP) and smoking variables. The results showed that a significantly higher proportion of past 7-day smokers (91.7%) were susceptible to future smoking and cigarette offers from best friends compared to other levels of smokers (never, ever and past 30-day smokers). Consistent with these behavioral data, the neuropsychological assessments revealed that relative to never smokers, past 7-day adolescent smokers (but not ever smokers or past 30-day smokers) demonstrated significantly lower scores on the IGT. Moreover, a higher proportion of past 7-day smokers (91.7%) performed poorly (no more than an overall net score of 10) on the IGT than nonsmokers and irregular (ever or past 30-day) smokers (about 65.3%). There were no differences on working memory performance for smokers (at any level) compared to never smokers after adjusting for school-type. In addition, logistic regression showed that the IGT significantly predicted past 7-day smoking after controlling for the working memory, school academic performance and demographic variables. These results suggest that poor affective decision making might predispose some adolescents to smoking in the future or in the social situations where their peers are smoking. Intervention targeting affective decision making might hold promise for reducing adolescents' risks for substance use. PMID:18584472

  17. Affective decision-making deficits, linked to a dysfunctional ventromedial prefrontal cortex, revealed in 10th-grade Chinese adolescent smokers

    PubMed Central

    Xiao, Lin; Bechara, Antoine; Cen, Steven; Grenard, Jerry L.; Stacy, Alan W.; Gallaher, Peggy; Wei, Yonglan; Jia, Yong; Johnson, C. Anderson

    2008-01-01

    This study addressed the question of whether poor decision making would be associated with adolescent past 7-day smoking. We conducted a cross-sectional study of 208 10th-grade adolescents in Chengdu City, China. We used the Iowa Gambling Task (IGT) to assess decision-making, and the Self-ordered Pointing Task (SOPT) to assess working memory capacity. Paper and pencil questionnaires assessed the school academic performance (SAP) and smoking variables. The results showed that a significantly higher proportion of past 7-day smokers (91.7%) were susceptible to future smoking and cigarette offers from best friends compared to other levels of smokers (never, ever and past 30-day smokers). Consistent with these behavioral data, the neuropsychological assessments revealed that relative to never smokers, past 7-day adolescent smokers (but not ever smokers or past 30-day smokers) demonstrated significantly lower scores on the IGT. Moreover, a higher proportion of past 7-day smokers (91.7%) performed poorly (no more than an overall net score of 10) on the IGT than nonsmokers and irregular (ever or past 30-day) smokers (about 65.3%). There were no differences on working memory performance for smokers (at any level) compared to never smokers after adjusting for school-type. In addition, logistic regression showed that the IGT significantly predicted past 7-day smoking after controlling for the working memory, school academic performance and demographic variables. These results suggest that poor affective decision making might predispose some adolescents to smoking in the future or in the social situations where their peers are smoking. Intervention targeting affective decision making might hold promise for reducing adolescents’ risks for substance use. PMID:18584472

  18. [Bilingual Bicultural Curriculum for Mathematics: Grade Three.

    ERIC Educational Resources Information Center

    Axelson, Roland; And Others

    Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural mathematics curriculum guide for third grade is one of a series for preschool through fifth grade. The overall focus is on Puerto…

  19. Trends in Substance Use among 6th-to 10th-Grade Students from 1998 to 2010: Findings from a National Probability Study

    ERIC Educational Resources Information Center

    Brooks-Russell, Ashley; Farhat, Tilda; Haynie, Denise; Simons-Morton, Bruce

    2014-01-01

    Of the handful of national studies tracking trends in adolescent substance use in the United States, only the Health Behavior in School-Aged Children (HBSC) study collects data from 6th through 10th graders. The purpose of this study was to examine trends from 1998 to 2010 (four time points) in the prevalence of tobacco, alcohol, and marijuana use…

  20. What Your 9th, 10th, and 11th Grader Should Know about Reading, Writing, and Math [and] Science.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    Three guides provide sample problems like the ones students would solve on the Colorado Student Assessment Program tests. For each question, the pertinent Colorado state standard is identified. The ninth grade guide contains questions in reading, writing and mathematics; the guide to the 10th grade examination also contains questions related to…

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

    PubMed

    Bryant, Brian R; Bryant, Diane Pedrotty; Porterfield, Jennifer; Dennis, Minyi Shih; Falcomata, Terry; Valentine, Courtney; Brewer, Chelsea; Bell, Kathy

    2016-01-01

    The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performance on number and operations concepts and procedures, which are the foundation for later mathematics success. In the previous year, 12 participants had experienced two doses (first and second semesters) of a Tier 2 intervention. In second grade, the participants continued to demonstrate low performance, falling below the 10th percentile on a researcher-designed universal screener and below the 16th percentile on a distal measure, thus qualifying for the intensive intervention. A project interventionist, who met with the students 5 days a week for 10 weeks (9 weeks for one group), conducted the intensive intervention. The intervention employed more intensive instructional design features than the previous Tier 2 secondary instruction, and also included weekly games to reinforce concepts and skills from the lessons. Spring results showed significantly improved mathematics performance (scoring at or above the 25th percentile) for most of the students, thus making them eligible to exit the Tier 3 intervention. PMID:24968860

  2. A Comparison Study of AVID and GEAR UP 10th-Grade Students in Two High Schools in the Rio Grande Valley of Texas

    ERIC Educational Resources Information Center

    Watt, Karen M.; Huerta, Jeffery; Lozano, Aliber

    2007-01-01

    This study examines 4 groups of high school students enrolled in 2 college preparatory programs, AVID and GEAR UP. Differences in student educational aspirations, expectations and anticipations, knowledge of college entrance requirements, knowledge of financial aid, and academic achievement in mathematics were examined. Adelman's (1999)…

  3. The Basic Program of Vocational Agriculture in Louisiana. Ag I and Ag II (9th and 10th Grades). Volume III. Bulletin 1690-III.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    This curriculum guide, the third volume of the series, outlines the basic program of vocational agriculture for Louisiana students in the ninth and tenth grades. Covered in the five units on plant science are growth processes of plants, cultural practices for plants, insects affecting plants, seed and plant selection, and diseases that affect…

  4. The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

    ERIC Educational Resources Information Center

    Yang, Kun-Yuan; Heh, Jia-Sheng

    2007-01-01

    The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private…

  5. Grade 8 Mastery Test in Mathematics. Handbook for Teachers.

    ERIC Educational Resources Information Center

    Carter, Betsy Y.

    This handbook is part of a series of three, corresponding to the three grades (4, 6, and 8) at which Mastery Tests are administered. This publication was written as a resource for teachers developing mathematics programs for students in grades 7 and 8. The Mastery Test in Mathematics at Grade 8 assesses student performance for 36 instructional…

  6. Grade 4 Mastery Test in Mathematics. Handbook for Teachers.

    ERIC Educational Resources Information Center

    Carter, Betsy Y.

    This handbook is part of a series of three, corresponding to the three grades (4, 6, and 8) at which Mastery Tests are administered. This publication was written as a resource for teachers for developing mathematics programs for students in grades 3 and 4. The Mastery Test in Mathematics at Grade 4 assesses student performance for 25 instructional…

  7. Grade 6 Mastery Test in Mathematics. Handbook for Teachers.

    ERIC Educational Resources Information Center

    Carter, Betsy Y.

    This handbook is part of a series of three, corresponding to the three grades (4, 6, and 8) at which Mastery Tests are administered. This publication was written as a resource for teachers developing mathematics programs for students in grades 4, 5, and 6. The Mastery Test in Mathematics at Grade 6 assesses student performance for 36 instructional…

  8. Christi Makes Sense of Sixth-Grade Mathematics.

    ERIC Educational Resources Information Center

    Ridlon, Candice L.

    2000-01-01

    Discusses experiences using a new mathematics curriculum with sixth grade students for nine weeks. Presents a student's discovery of her power in mathematics through this problem-centered curriculum. (ASK)

  9. Teaching Middle-Grades Mathematics through Financial Literacy

    ERIC Educational Resources Information Center

    Crawford-Ferre, Heather Glynn; Wiest, Lynda R.; Vega, Stephanie

    2016-01-01

    Because financial literacy is an important skill for middle-grades students, this article suggests numerous personal financial literacy tasks for use in the mathematics classroom. Also provided are specifics for implementing one of these tasks to address mathematical content.

  10. Wyoming Mathematics Curriculum Guide, Grades 7-12.

    ERIC Educational Resources Information Center

    Wyoming State Dept. of Education, Cheyenne.

    GRADES OR AGES: 7-12; SUBJECT MATTER: Mathematics. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has an introduction and four chapters: 1) A Sample Mathematics Curriculum; 2) The Exceptional Student in Mathematics; 3) Mathematics Components for Comprehensive Occupational Education; 4) Reference Materials. The guide is printed and spiral bound…

  11. Secondary Schools Curriculum Guide, Mathematics, Grades 10-12. Revised.

    ERIC Educational Resources Information Center

    Cranston School Dept., RI.

    Behavioral objectives for grades 10 through 12 are specified for plane geometry, algebra, general mathematics, computer mathematics, slide rule mathematics, basic college mathematics, trigonometry, analytic geometry, calculus and probability. Most sections present material in terms of portions of a school year. At least one major objective is…

  12. Cognitive Predictors of Final Grades in Finite Mathematics.

    ERIC Educational Resources Information Center

    Troutman, James G.

    1978-01-01

    Grades in a college freshman course in finite mathematics were predicted from IQ, high school math grades, college board scores, and high school class ranks. The squared multiple correlation for the full model was .611. (JKS)

  13. Trends in Bullying, Physical Fighting, and Weapon Carrying Among 6th- Through 10th-Grade Students From 1998 to 2010: Findings From a National Study

    PubMed Central

    Brooks-Russell, Ashley; Wang, Jing; Iannotti, Ronald J.

    2014-01-01

    Objectives. We examined trends from 1998 to 2010 in bullying, bullying victimization, physical fighting, and weapon carrying and variations by gender, grade level, and race/ethnicity among US adolescents. Methods. The Health Behavior in School-Aged Children surveys of nationally representative samples of students in grades 6 through 10 were completed in 1998 (n = 15 686), 2002 (n = 14 818), 2006 (n = 9229), and 2010 (n = 10 926). We assessed frequency of bullying behaviors, physical fighting, and weapon carrying as well as weapon type and subtypes of bullying. We conducted logistic regression analyses, accounting for the complex sampling design, to identify trends and variations by demographic factors. Results. Bullying perpetration, bullying victimization, and physical fighting declined from 1998 to 2010. Weapon carrying increased for White students only. Declines in bullying perpetration and victimization were greater for boys than for girls. Declines in bullying perpetration and physical fighting were greater for middle-school students than for high-school students. Conclusions. Declines in most violent behaviors are encouraging; however, lack of decline in weapon carrying merits further attention. PMID:24825213

  14. Rates of Substance Use of American Indian Students in 8th, 10th, and 12th Grades Living on or Near Reservations: Update, 2009–2012

    PubMed Central

    Harness, Susan D.; Swaim, Randall C.; Beauvais, Fred

    2014-01-01

    Objectives Understanding the similarities and differences between substance use rates for American Indian (AI) young people and young people nationally can better inform prevention and treatment efforts. We compared substance use rates for a large sample of AI students living on or near reservations for the years 2009–2012 with national prevalence rates from Monitoring the Future (MTF). Methods We identified and sampled schools on or near AI reservations by region; 1,399 students in sampled schools were administered the American Drug and Alcohol Survey. We computed lifetime, annual, and last-month prevalence measures by grade and compared them with MTF results for the same time period. Results Prevalence rates for AI students were significantly higher than national rates for nearly all substances, especially for 8th graders. Rates of marijuana use were very high, with lifetime use higher than 50% for all grade groups. Other findings of interest included higher binge drinking rates and OxyContin® use for AI students. Conclusions The results from this study demonstrate that adolescent substance use is still a major problem among reservation-based AI adolescent students, especially 8th graders, where prevalence rates were sometimes dramatically higher than MTF rates. Given the high rates of substance use-related problems on reservations, such as academic failure, delinquency, violent criminal behavior, suicidality, and alcohol-related mortality, the costs to members of this population and to society will continue to be much too high until a comprehensive understanding of the root causes of substance use are established. PMID:24587550

  15. Effects of a novel science curriculum versus traditional science curriculum on problem solving skills and attitudes for 10th grade students

    NASA Astrophysics Data System (ADS)

    Gauchat, Carrie

    This study utilized both quantitative and qualitative methods in investigating how a novel science curriculum, geared towards the 21 st century student, affected skills and attitudes towards science for tenth grade students. The quantitative portion of the study was a quasi-experimental design since random groups were not possible. This portion of the study used a pretest/posttest design to measure any improvement in science skills, and a Likert scale survey to measure any improvements in students' attitudes. Statistical tests revealed no significant differences between students who received the novel curriculum versus those students who received a traditional curriculum. Both groups showed significant improvements in all skill areas. Qualitatively, the researcher used informal teacher interviews and student surveys to identify the most relevant and effective curriculum components for the 21st century student. The findings suggest that the task of creating a meaningful and relevant curriculum based on the necessary skills of this century is not an easy task. There is much more work to be done in this area, but according to the qualitative findings integrated design and student technology are promising.

  16. Middle Grades Teachers' Characterizations of Integrated Mathematics and Science Instruction

    ERIC Educational Resources Information Center

    Meyer, Helen; Stinson, Kevin; Harkness, Shelly Sheats; Stallworth, James

    2010-01-01

    The research reported here addresses 2 aspects of integrated mathematics and science instruction. First we provide insights into how middle grades teachers' characterize integrated mathematics and science instruction. Then we discuss how middle grades teachers see an integrated curriculum fitting into their teaching contexts and how these contexts…

  17. Mathematical SAT Test Scores and College Chemistry Grades.

    ERIC Educational Resources Information Center

    Spencer, Harry E.

    1996-01-01

    Explores the comparative performance of various segments of the student sample in general chemistry courses relative to their scores on the mathematical SAT test. Results indicate that mathematical skill measured by the SAT scores is an important factor in determining grades while factors that are not important in determining grades are gender…

  18. Developing Mathematical Reasoning in Grades K-12. 1999 Yearbook.

    ERIC Educational Resources Information Center

    Stiff, Lee V., Ed.; Curcio, Frances R., Ed.

    This yearbook sharpens the views of mathematical reasoning and its development at all grade levels. Various perspectives about the nature of reasoning and addresses the many issues and concerns involving mathematical reasoning such as how learners reason in mathematics, how communication promotes reasoning, how teachers gather evidence of student…

  19. A Pilot Mathematics Assessment of Arizona Sixth-Grade Students.

    ERIC Educational Resources Information Center

    Arizona State Dept. of Education, Phoenix.

    Student achievement in mathematics at the sixth-grade level was assessed in this study. A sample of 4,047 students under 160 teachers in 114 schools, 26 school districts, and 10 counties are given a criterion-referenced mathematics test. The McGraw-Hill Prescriptive Mathematics Inventory (PMI-Aqua Level) was selected for use in this pilot program.…

  20. Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

    ERIC Educational Resources Information Center

    Rabab'h, Belal; Veloo, Arsaythamby

    2015-01-01

    Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…

  1. Mathematics Program Evaluation Grades K-12.

    ERIC Educational Resources Information Center

    Armstrong, Raymond; Drake, Thomas; Cunningham, Judith; Arevalo, Cheryl L.

    This paper evaluates the mathematics program of the Des Moines (Iowa) Independent Community School district. The mathematics curricula in the Des Moines schools is in a state of transition to meet national standards in mathematics. The national standards are completely in agreement with the district's mission statement, which is to provide a…

  2. Sixth Grade Mathematics. A Needs Assessment Report.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Program Planning and Needs Assessment.

    The Prescriptive Mathematics Inventory (PMI)-Level B and a Pupil identification Form (PID) were administered to 22,055 sixth graders in Texas. Results from the PMI are reported in terms of the percentage of students marking the correct response for each of 209 objectives. Panels of mathematics teachers and of mathematics experts rated 40 of these…

  3. Elementary Mathematics, Grades 1-6.

    ERIC Educational Resources Information Center

    Nederland Independent School District, TX.

    GRADES OR AGES: Grades 1-6. SUBJECT MATTER: Elementary math. ORGANIZATION AND PHYSICAL APPEARANCE: Introductory material focuses on the philosophy and objectives of instructional material. The guide is divided into six units covering grades 1-6. Each unit presents the general goals, materials needed, minimum program, skills to be developed,…

  4. Mathematics in North Dakota. Summary of Performance for Fourth and Eighth Grade Mathematics Assessment, Spring, 1979.

    ERIC Educational Resources Information Center

    Lacher, S. R.; Torgeson, Ronald M.

    In response to citizens' need and right to know about how North Dakota students perform in mathematics, the Department of Public Instruction and the North Dakota Council of Teachers of Mathematics administered a criterion-referenced mathematics assessment in grades 4 (1,298 students) and 8 (1,475 students). Also included were items from the…

  5. Mathematics, Grade 8, De Soto Parish Curriculum Guide.

    ERIC Educational Resources Information Center

    Sanders, Marguerite

    This guide is designed to aid the teacher in planning and teaching an eighth-grade mathematics course which should strengthen the student's understanding of the basic structure of mathematics through experience with and appreciation of abstract concepts. Thirteen units outlined are entitled: Numeration Systems; Natural Numbers and Zero; Integers;…

  6. More than Numbers: Teaching ELLs Mathematical Language in Primary Grades

    ERIC Educational Resources Information Center

    Sistla, Michelle; Feng, Jay

    2014-01-01

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

  7. Mathematics Program for Grades K-12

    ERIC Educational Resources Information Center

    Montgomery County Public Schools, 2013

    2013-01-01

    In the 21st century, a deep understanding of mathematics, and the ability to apply that understanding, is more important than it has ever been. In Montgomery County (Maryland) Public Schools (MCPS), and across the country, mathematics instruction is changing to provide students with the skills and knowledge they need for success in college and the…

  8. Mathematics Achievement of Vietnamese Grade 5 Pupils

    ERIC Educational Resources Information Center

    Griffin, Patrick

    2007-01-01

    This article reports the results of a national survey of mathematics achievement at the end of primary school in Vietnam. A sample of more than 72000 students were assessed from 61 provinces. The items were matched to the Vietnam Mathematics curriculum for Year 5 students. Using a skills audit of the items, a variable of Vietnamese mathematics…

  9. High School Mathematics Teachers: Grading Practice and Pupil Control Ideology.

    ERIC Educational Resources Information Center

    Cicmanec, Karen Mauck; Johanson, George; Howley, Aimee

    Survey data gathered from 230 respondents from a random sample of 500 Ohio public school teachers explores the association between teachers' practice of assigning grades based on nonachievement grading factors and teachers' pupil control orientation (PCI). Responding high school mathematics teachers provided information that relates to the use of…

  10. Arizona Mathematics Standard Articulated by Grade Level, Grade 5

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…

  11. Arizona Mathematics Standard Articulated by Grade Level, Grade 3

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…

  12. Grade 10 to Grade 12 Mathematics Resources: Annotated Bibliography. Common Curriculum Framework.

    ERIC Educational Resources Information Center

    Western Canadian Protocol for Collaboration in Basic Education, Edmonton (Alberta).

    This annotated bibliography identifies the new English-language resources with new components endorsed by all Western Canadian Protocol (WCP) jurisdictions implementing "The Common Curriculum Framework for K-12 Mathematics Grade 10 to Grade 12." Resources listed in this annotated bibliography were selected through a collaborative review process…

  13. Grade 10 to Grade 12 Mathematics Resources: Annotated Bibliography. Common Curriculum Framework.

    ERIC Educational Resources Information Center

    Western Canadian Protocol for Collaboration in Basic Education, Edmonton (Alberta).

    This annotated bibliography identifies the new English-language resources with new components endorsed by all Western Canadian Protocol (WCP) jurisdictions implementing the Common Curriculum Framework for K-12 Mathematics Grade 10 to Grade 12. Resources listed in this annotated bibliography were selected through a collaborative review process…

  14. Mathematics Achievement of Serbian Eighth Grade Students and Characteristics of Mathematics Curriculum

    ERIC Educational Resources Information Center

    Antonijevic, Radovan

    2006-01-01

    This paper considers the main results and some educational implications of the TIMSS 2003 assessment conducted in Serbia, in the fields of mathematics achievement of Serbian eighth grade students and the mathematics curriculum context of their achievement. It was confirmed that Serbian eighth graders have made average scale score of 477 points,…

  15. Science, Technology, Engineering, and Mathematics (STEM) Curriculum and Seventh Grade Mathematics and Science Achievement

    ERIC Educational Resources Information Center

    James, Jamie Smith

    2014-01-01

    The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the a = 0.05 level to evaluate…

  16. Mathematics for the Middle Grades (5-9). 1982 Yearbook.

    ERIC Educational Resources Information Center

    Silvey, Linda, Ed.; Smart, James R., Ed.

    This yearbook for teachers of mathematics in grades 5-9 contains three sections: (1) critical issues; (2) learning activities; and (3) games, contests, and student presentations. The first section includes articles on sex-related differences, learning disabled students, computer literacy, mental arithmetic, rational numbers, and problem solving.…

  17. Career Activities in Mathematics: Grades 7, 8, 9.

    ERIC Educational Resources Information Center

    Boise City Independent School District, ID.

    The career activities guide in mathematics, part of an Idaho State Department of Vocational Education career exploration series for grades 7, 8, and 9, is designed as supplementary material to enrich the regular curriculum. Any one activity in the guide might be used without involving any other activities. The cross-referenced index indicates…

  18. Web-Based Progress Monitoring in First Grade Mathematics

    ERIC Educational Resources Information Center

    Salaschek, Martin; Souvignier, Elmar

    2013-01-01

    The purpose of our research was to examine a web-based tool for mathematics progress monitoring in first grade. The newly developed assessment tool uses several robust indicators and curriculum-based measures forming three competences (Basic Precursors, Advanced Precursors, and Computation) to determine comprehensive early numeracy skills in…

  19. CSMP Mathematics for the Intermediate Grades. Part V. Worksheets.

    ERIC Educational Resources Information Center

    CEMREL, Inc., St. Louis, MO.

    This book contains all the worksheets needed to accompany the Comprehensive School Mathematics Program books for the Intermediate Grades, Part V. It includes 66 worksheets for The World of Numbers, 12 worksheets for the Languages of Strings and Arrows, 15 worksheets for Geometry and Measurement, and 11 worksheets for Probability and Statistics.…

  20. Research Ideas for the Classroom: Middle Grades Mathematics.

    ERIC Educational Resources Information Center

    Owens, Douglas T., Ed.

    Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the middle…

  1. Beginning Eleventh Grade Student Profile, Mathematics Standards, Citrus County, Florida.

    ERIC Educational Resources Information Center

    Citrus County Board of Public Instruction, Inverness, FL.

    This collection of booklets deals with minumum standards in mathematics for beginning eleventh grade students. There is a statement of the standards with related skills, a test to assess competency with accompanying answer sheet and answer key, and eight booklets presenting problems covered by six of the standards. The booklets cover: percentages;…

  2. Mathematics: Common Curriculum Goals. Curriculum Mapping: End of Eleventh Grade.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    This document is designed to help school personnel analyze their current curriculum for grades 9, 10, and 11 in terms of the Mathematics Common Curriculum for Oregon. The common curriculum goals are organized into nine content strands: (1) number and numeration; (2) appropriate computational skills; (3) problem solving; (4) geometry and…

  3. Mathematics: Common Curriculum Goals. Curriculum Mapping: End of Fifth Grade.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    This document is designed to help school personnel analyze their current curriculum for grades 4 and 5 in terms of the Mathematics Common Curriculum for Oregon. The common curriculum goals are organized into nine content strands: (1) number and numeration; (2) appropriate computational skills; (3) problem solving; (4) geometry and visualization…

  4. Mathematics: Common Curriculum Goals. Curriculum Mapping: End of Eighth Grade.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    This document is designed to help school personnel analyze their current curriculum for grades 6, 7, and 8 in terms of the Mathematics Common Curriculum for Oregon. The common curriculum goals are organized into nine content strands: (1) number and numeration; (2) appropriate computational skills; (3) problem solving; (4) geometry and…

  5. Mathematics: Common Curriculum Goals. Curriculum Mapping: End of Third Grade.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    This document is designed to help school personnel analyze their current curriculum for grades 1, 2, and 3 in terms of the Mathematics Common Curriculum for Oregon. The common curriculum goals are organized into nine content strands: (1) number and numeration; (2) appropriate computational skills; (3) problem solving; (4) geometry and…

  6. Improving Critical Thinking and Problem Solving in Fifth Grade Mathematics.

    ERIC Educational Resources Information Center

    Kjos, Ruth; Long, Kathryn

    This report describes an intervention designed to assist students in creating and accepting divergent solutions to problems in mathematics. The targeted population consisted of fifth-grade students from a multicultural setting with varied economic backgrounds, and the sample included 171 fifth graders in two school districts. Underdeveloped…

  7. Mathematical SAT Test Scores and College Chemistry Grades

    NASA Astrophysics Data System (ADS)

    Spencer, Harry E.

    1996-12-01

    The relationships between mathematical SAT scores (SAT-M) and grades earned by students in eight consecutive years of first- and second-semester general chemistry courses at Oberlin College are reported. The academic years surveyed are 1987-1988 through 1994-1995. SAT-M scores are grouped within seven ranges from 450 and less to 710-800. Within any range of scores, students in both courses earned a wide variety of grades, but those within the higher ranges tended to earn higher grades and fewer failures relative to students in the lower ranges. For all students within each range of SAT-M scores, the fraction earning each grade are calculated. These fractions along with the numbers of students and their SAT-M scores in a subset are used to calculate grades expected for that subset. In the first-semester course, the expected and actual grades for subsets of males, females, first-year students, non-first-year students, Asians, Blacks, and Latinos are not significantly different. Those who eventually majored in chemistry or biochemistry attained grades very significantly higher than expected. Most students tended to achieve grades in the second-semester course that were similar to those earned in the first-semester course.

  8. Eighth Grade Algebra Course Placement and Student Motivation for Mathematics

    PubMed Central

    Simzar, Rahila M.; Domina, Thurston; Tran, Cathy

    2016-01-01

    This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210

  9. Increasing Fourth-Grade Students' Proficiency at Solving Mathematical Word Problems

    ERIC Educational Resources Information Center

    Norford, Jennifer A.

    2012-01-01

    The purpose of the study was to identify effective pedagogical strategies to increase 4th grade students' mathematics problem-solving skills. Numerous researchers have looked at mathematics problem solving; however, there is a scarcity of data relating to 4th grade mathematics problem solving proficiency. Fourth grade students at the…

  10. Implementing the Standards. Teaching Discrete Mathematics in Grades 7-12.

    ERIC Educational Resources Information Center

    Hart, Eric W.; And Others

    1990-01-01

    Discrete mathematics are defined briefly. A course in discrete mathematics for high school students and teaching discrete mathematics in grades 7 and 8 including finite differences, recursion, and graph theory are discussed. (CW)

  11. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (10th, Dekalb, Illinois, November 2-5, 1988).

    ERIC Educational Resources Information Center

    Behr, Merlyn J., Ed.; Lacampagne, Carole B., Ed.; Wheeler, Margariete Montague, Ed.

    This proceedings of the annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education includes the following papers: "Affective Representation and Mathematical Problem Solving" (Goldin); "Cognitive Readiness and Process-Oriented Instruction in Secondary School Mathematics" (Harrison); "An…

  12. Mathematical tasks, study approaches, and course grades in undergraduate mathematics: a year-by-year analysis

    NASA Astrophysics Data System (ADS)

    Maciejewski, Wes; Merchant, Sandra

    2016-04-01

    Students approach learning in different ways, depending on the experienced learning situation. A deep approach is geared toward long-term retention and conceptual change while a surface approach focuses on quickly acquiring knowledge for immediate use. These approaches ultimately affect the students' academic outcomes. This study takes a cross-sectional look at the approaches to learning used by students from courses across all four years of undergraduate mathematics and analyses how these relate to the students' grades. We find that deep learning correlates with grade in the first year and not in the upper years. Surficial learning has no correlation with grades in the first year and a strong negative correlation with grades in the upper years. Using Bloom's taxonomy, we argue that the nature of the tasks given to students is fundamentally different in lower and upper year courses. We find that first-year courses emphasize tasks that require only low-level cognitive processes. Upper year courses require higher level processes but, surprisingly, have a simultaneous greater emphasis on recall and understanding. These observations explain the differences in correlations between approaches to learning and course grades. We conclude with some concerns about the disconnect between first year and upper year mathematics courses and the effect this may have on students.

  13. Assessing the Relation between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance

    ERIC Educational Resources Information Center

    Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.

    2016-01-01

    In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

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

    ERIC Educational Resources Information Center

    Powell, Sarah R.; Driver, Melissa K.

    2015-01-01

    Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

  15. Children's mathematical performance: five cognitive tasks across five grades.

    PubMed

    Moore, Alex M; Ashcraft, Mark H

    2015-07-01

    Children in elementary school, along with college adults, were tested on a battery of basic mathematical tasks, including digit naming, number comparison, dot enumeration, and simple addition or subtraction. Beyond cataloguing performance to these standard tasks in Grades 1 to 5, we also examined relationships among the tasks, including previously reported results on a number line estimation task. Accuracy and latency improved across grades for all tasks, and classic interaction patterns were found, for example, a speed-up of subitizing and counting, increasingly shallow slopes in number comparison, and progressive speeding of responses especially to larger addition and subtraction problems. Surprisingly, digit naming was faster than subitizing at all ages, arguing against a pre-attentive processing explanation for subitizing. Estimation accuracy and speed were strong predictors of children's addition and subtraction performance. Children who gave exponential responses on the number line estimation task were slower at counting in the dot enumeration task and had longer latencies on addition and subtraction problems. The results provided further support for the importance of estimation as an indicator of children's current and future mathematical expertise. PMID:25814266

  16. The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six

    NASA Astrophysics Data System (ADS)

    Hill, Mary Denise

    The purpose of this study was to determine whether integrating mathematics and science curriculum and teaching practices significantly improves achievement in mathematics and attitudes towards mathematics among sixth grade students in South Texas. The study was conducted during the 2001--2002 school year. A causal-comparative ex post facto research design was used to explore the effects of integrated mathematics and science classrooms compared to classrooms of traditional, isolated mathematics and science teaching practices on student achievement and student attitudes. Achievement was based on the Spring 2002 Mathematics portion of the standardized Texas Assessment of Academic Skills (TAAS) Texas Learning Index (TLI) scores and individual student's mathematics Grade Point Average (GPA). Measurement of student attitudes was based on the results of the Integrated Mathematics Attitudinal Survey (IMAS), created by the researcher for this study. The sample population included 349 Grade 6 mathematics students attending one middle school involved in a pilot program utilizing integrated mathematics/science curriculum and teaching practices in a South Texas urban school district. The research involved 337 of the 349 sixth grade students to study the effects of mathematics/science curriculum and teaching practices on achievement and 207 of the 349 sixth grade students to study the effects of mathematics/science curriculum on attitudes concerning mathematics. The data were analyzed using chi square analyses, independent samples t-tests, and the analysis of variance (ANOVA). Statistical significance was determined at the .05 level of significance. Significant relationships were found when analyzing the proficiency of mathematics skills and individual growth of mathematics achievement. Chi square analyses indicated that the students in the integrated mathematics/science classrooms were more likely to exhibit individual growth and proficiency of mathematics skills based on the

  17. Accounting Clerk Guide, Learner Packet--Part II. A Spec Unit for the 10th, 11th, or 12th Grade. A Career Education Unit (An Edited Developmental Draft).

    ERIC Educational Resources Information Center

    Foster, Brian; And Others

    The learner packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing the student for entry into the occupation of accounting clerk. Intended to be used on an individual basis at the student's own speed, the learner packet contains vocabulary, suggested lesson time, self-check keys, and…

  18. Accounting Clerk Guide, Instructor Packet--Part II. A Spec Unit for the 10th, 11th, or 12th Grade. A Career Education Unit (An Edited Developmental Draft).

    ERIC Educational Resources Information Center

    Foster, Brian; And Others

    The instructor packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. The instructor packet lists performance objectives, vocabulary, learning tasks, and supplemental activities for lessons 12 through 21. Pretest and…

  19. Accounting Clerk Guide, Instructor Packet--Part I. A Spec Unit for the 10th, 11th, or 12th Grade. A Career Education Unit (An Edited Developmental Draft).

    ERIC Educational Resources Information Center

    Foster, Brian; And Others

    The instructor packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. The instructor packet lists performance objectives, vocabulary, learning tasks, and supplemental activities for lessons 1 through 11. It also includes…

  20. Accounting Clerk Guide, Learner Packet--Part I. A Spec Unit for the 10th, 11th, or 12th Grade. A Career Education Unit (An Edited Developmental Draft).

    ERIC Educational Resources Information Center

    Foster, Brian; And Others

    The learner packet is part of an eight volume unit for grades 10, 11, and 12, designed for individualized progression in preparing students for entry into the occupation of accounting clerk. Intended to be used on an individual basis at the student's own speed, the learner packet contains vocabulary, suggested lesson time, self-check keys, and…

  1. The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability.

    PubMed

    Cowan, Richard; Powell, Daisy

    2014-02-01

    Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills such as number system knowledge and estimation. This study of 3rd graders (N = 258) finds both domain-general and numerical factors contribute independently to explaining variation in 3 significant arithmetic skills: basic calculation fluency, written multidigit computation, and arithmetic word problems. Estimation accuracy and number system knowledge show the strongest associations with every skill, and their contributions are independent of both each other and other factors. Different domain-general factors independently account for variation in each skill. Numeral comparison, a single digit processing skill, uniquely accounts for variation in basic calculation. Subsamples of children with MLD (at or below 10th percentile, n = 29) are compared with low achievement (LA, 11th to 25th percentiles, n = 42) and typical achievement (above 25th percentile, n = 187). Examination of these and subsets with persistent difficulties supports a multiple deficits view of number difficulties: Most children with number difficulties exhibit deficits in both domain-general and numerical factors. The only factor deficit common to all persistent MLD children is in multidigit skills. These findings indicate that many factors matter but multidigit skills matter most in 3rd grade mathematical achievement. PMID:24532854

  2. Columbines 10th Anniversary Finds Lessons Learned

    ERIC Educational Resources Information Center

    Trump, Kenneth S.

    2009-01-01

    When school administrators hear that the 10th anniversary of the Columbine High School attack is approaching, most shake their heads in disbelief. They are amazed that 10 years have passed since this watershed event, which changed the landscape of K-12 school safety. In this article, the author reflects on the lessons learned from the Columbine…

  3. Suggestions for Teaching Mathematics Using Laboratory Approaches Grades 1-6. 3. Geometry. Experimental Edition.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Elementary Curriculum Development.

    This guide describes activities and materials which can be used in a mathematics laboratory approach to a basic mathematics program for grades 1-6. Thirty-five activities pertaining to geometric concepts are described in terms of purpose, suggested grade levels, materials needed, and procedures. Some concepts included in the guide are: basic…

  4. How Rwandan Grade 6 Mathematics Teachers Teach--A First Investigation

    ERIC Educational Resources Information Center

    Maniraho, Jean Francois; Christiansen, Iben Maj

    2015-01-01

    This paper offers a tentative snapshot of Grade 6 mathematics classroom practices in Rwanda based on twenty video recorded lessons. It has an objective of investigating through evaluation, the teaching strategies used by Rwandan Grade 6 Mathematics teachers in their classrooms. In the absence of sufficient instruments to measure Pedagogical…

  5. Implications of Eighth Grade Algebra I on High School Mathematics Achievement

    ERIC Educational Resources Information Center

    Bayard, Robert

    2012-01-01

    As of 2008, approximately 40% of eighth grade students in the United States enroll in Algebra I (National Council of Teachers of Mathematics, 2008). Although research has shown that students have more opportunities to take advanced mathematics courses by taking eighth grade Algebra I, in the United States, approximately only one-third to one-half…

  6. Working Memory and Individual Differences in Mathematics Achievement: A Longitudinal Study from First Grade to Second Grade

    ERIC Educational Resources Information Center

    De Smedt, Bert; Janssen, Rianne; Bouwens, Kelly; Verschaffel, Lieven; Boets, Bart; Ghesquiere, Pol

    2009-01-01

    This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of…

  7. Recent Trends in Japanese Mathematics Textbooks for Elementary Grades: Supporting Teachers to Teach Mathematics through Problem Solving

    ERIC Educational Resources Information Center

    Takahashi, Akihiko

    2016-01-01

    Problem solving has been a major theme in Japanese mathematics curricula for nearly 50 years. Numerous teacher reference books and lesson plans using problem solving have been published since the 1960s. Government-authorized mathematics textbooks for elementary grades, published by six private companies, have had more and more problem solving over…

  8. Problem Fields in Mathematics Teaching. Part 3: Views of Finnish Seventh-Grades about Mathematics Teaching. Research Report 108.

    ERIC Educational Resources Information Center

    Pehkonen, Erkki

    This study was conducted to examine the views of seventh-grade students in Finland with regard to the teaching and learning of mathematics. Data were gathered by a questionnaire survey, with follow-up interviews to validate response reliability. Fifty junior high school mathematics teachers in southern Finland were asked to present the…

  9. Investigating Grade Nine Textbook Problems for Characteristics Related to Mathematical Literacy

    ERIC Educational Resources Information Center

    Gatabi, Abolfazl Rafiepour; Stacey, Kaye; Gooya, Zahra

    2012-01-01

    This study presents a content analysis of the new Iranian Grade 9 mathematics textbook and two Australian Year 9 mathematics textbooks, examining the extent to which the problems show characteristics associated in the literature with promoting mathematical literacy. The new Iranian book was produced to meet a range of needs including several well…

  10. Mathematics Homework: A Study of Three Grade Eight Classrooms in Singapore

    ERIC Educational Resources Information Center

    Kaur, Berinderjeet

    2011-01-01

    This paper explores the nature and source of mathematics homework and teachers' and students' perspectives about the role of mathematics homework. The subjects of the study are three grade 8 mathematics teachers and 115 of their students. Data from field notes, teacher interviews and student questionnaire are analysed using qualitative methods.…

  11. How Wide Is a Squid Eye? Integrating Mathematics into Public Library Programs for the Elementary Grades

    ERIC Educational Resources Information Center

    Kliman, Marlene; Jaumot-Pascual, Nuria; Martin, Valerie

    2013-01-01

    Although public library programs for the elementary grades offer explorations in a wide range of topics in which mathematics plays a role, are all too rare: Mathematics offerings are typically limited to homework help. Participating in out-of-school activities that embed mathematics in authentic ways bolsters children's skill development,…

  12. Mathematics Confidence, Grade-Level Choice, Gender, and Age in Preservice Teachers

    ERIC Educational Resources Information Center

    Pearson, Lesley Knoth

    2012-01-01

    Problem: The purpose of the study was to determine whether teachers' mathematics confidence influenced their choice of grade level. The study also examined whether there was a difference in teachers' mathematics confidence based on their age or gender. Method: A 6-item Mathematics Survey was distributed to 83 single-and multiple-subject…

  13. Technology in Support of Middle Grade Mathematics: What Have We Learned?

    ERIC Educational Resources Information Center

    Guerrero, Shannon; Walker, Norman; Dugdale, Sharon

    2004-01-01

    Use of technology in middle grade mathematics is controversial. Major policy documents have teachers torn between enthusiasm for technology-facilitated mathematical investigation and cautions about undermining students' computational skills. This article examines research concerning use of computers and calculators in mathematics at the middle…

  14. Teacher Practices and Hybrid Space in a Fifth-Grade Mathematics Classroom

    ERIC Educational Resources Information Center

    Cribbs, Jennifer D.; Linder, Sandra M.

    2013-01-01

    Providing students with a classroom environment that allows for meaningful learning experiences is important for students to develop deep and long lasting understanding about mathematics. This article adds to the literature on learning environments in mathematics by presenting a case study of one fifth-grade mathematics teacher and her classroom…

  15. 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…

  16. A Structural Equation Model Explaining 8th Grade Students' Mathematics Achievements

    ERIC Educational Resources Information Center

    Yurt, Eyüp; Sünbül, Ali Murat

    2014-01-01

    The purpose of this study is to investigate, via a model, the explanatory and predictive relationships among the following variables: Mathematical Problem Solving and Reasoning Skills, Sources of Mathematics Self-Efficacy, Spatial Ability, and Mathematics Achievements of Secondary School 8th Grade Students. The sample group of the study, itself…

  17. Does Mathematical Precision Ensure Valid Grades? What Every Veterinary Medical Educator Should Know.

    PubMed

    Royal, Kenneth D; Guskey, Thomas R

    2015-01-01

    Veterinary medical educators use a variety of methods for calculating student grades. Most educators assume grades will be valid as long as the mathematical calculations underpinning each grading method are correct. The purpose of this "teaching tip" is to demonstrate and discuss how mathematical precision does not necessarily equate to truthful scores that accurately reflect what students know or can do. We contend that this topic is of considerable importance to all veterinary educators who assign grades, and to academic deans who make decisions about grading policies. PMID:26075627

  18. Introducing Laptops to Children: An Examination of Ubiquitous Computing in Grade 3 Reading, Language, and Mathematics

    ERIC Educational Resources Information Center

    Bernard, Robert M.; Bethel, Edward Clement; Abrami, Philip C.; Wade, C. Anne

    2007-01-01

    This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-­called "ubiquitous computing" program in a Quebec school district. CAT­3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer…

  19. Mathematics & Economics: Connections for Life, Grades 6-8.

    ERIC Educational Resources Information Center

    Hoff, Jody; McCorkle, Sarapage; Suiter, Mary; Bettendorf, James; Breidenbach, Lisa; Cornwell, Pamela

    This book contains a set of 12 lessons for middle school students that demonstrate how mathematical processes and concepts may be applied to the study of economics and personal finance. Mathematics educators can find lessons connecting mathematics instruction to practical problems and issues that students encounter throughout their life. The…

  20. SEVENTH GRADE MATHEMATICS FOR THE ACADEMICALLY TALENTED, TEACHERS' GUIDE.

    ERIC Educational Resources Information Center

    HORN, R.A.

    MATERIALS FOR BOTH ENRICHED AND ACCELERATED MATHEMATICS COURSES ARE GIVEN. THE PRESENTATION OF THE MATERIALS IS INTENDED FOR EASY ADAPTATION OF MODIFICATION TO MEET THE NEEDS OF MOST MATHEMATICS CLASSES. SUGGESTIONS AND SUPPLEMENTARY REFERENCES IN EACH UNIT ARE OFFERED AS AIDS TO THE MATHEMATICS TEACHER IN REGULAR OR ACCELERATED CLASS. UNITS…

  1. Teachers' Self-Efficacy in Mathematics and Teaching Mathematics, Instructional Practices, and the Mississippi Curriculum Test, Second Edition for Mathematics in Grades 3-5

    ERIC Educational Resources Information Center

    Yates, Tracy Hardwell

    2014-01-01

    The purpose of this correlational study was to examine the relationship among the mathematical self-efficacies, mathematical teaching self-efficacies, and instructional practices of elementary teachers. This study was also designed to determine how these variables influence an individual teacher's QDI in relation to MCT2 math scores in grades 3-5.…

  2. PREFACE: 10th Joint Conference on Chemistry

    NASA Astrophysics Data System (ADS)

    2016-02-01

    The 10th Joint Conference on Chemistry is an international conference organized by 4 chemistry departments of 4 universities in central Java, Indonesia. The universities are Sebelas Maret University, Diponegoro University, Semarang State University and Soedirman University. The venue was at Solo, Indonesia, at September 8-9, 2015. The total conference participants are 133 including the invited speakers. The conference emphasized the multidisciplinary chemical issue and impact of today's sustainable chemistry which covering the following topics: • Material innovation for sustainable goals • Development of renewable and sustainable energy based on chemistry • New drug design, experimental and theoretical methods • Green synthesis and characterization of material (from molecule to functionalized materials) • Catalysis as core technology in industry • Natural product isolation and optimization

  3. Understanding the Gap in Mathematics Achievement of Malaysian Students

    ERIC Educational Resources Information Center

    Ismail, Noor Azina

    2009-01-01

    Of 46 countries that participated in the Trends in International Mathematics and Science Study in 2003 (I. V. S. Mullis, M. O. Martin, E. J. Gonzalez, & S. J. Chrostowski, 2004), Malaysia was ranked 10th in international scores of mathematics achievement for 8th-grade students. The present author aimed to examine the importance of students' home…

  4. Fifth-Grade Students' Use and Preferences for Mathematically and Practically Based Explanations

    ERIC Educational Resources Information Center

    Levenson, Esther

    2010-01-01

    This paper focuses on fifth-grade students' use and preference for mathematically (MB) and practically based (PB) explanations within two mathematical contexts: parity and equivalent fractions. Preference was evaluated based on three parameters: the explanation (1) was convincing, (2) would be used by the student in class, and (3) was one that the…

  5. SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Five.

    ERIC Educational Resources Information Center

    Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

    The SCOPE Mathematics Achievement Test booklet for grade 5 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items include: writing number words; reading and writing numerals in sequence from 0.001 to 100,000; adding and subtracting whole numbers; multiplying up to four…

  6. Testing Technology: Administrating Formative Mathematics Assessments in Kindergarten and First Grade

    ERIC Educational Resources Information Center

    Hill-Cunningham, Pamela Renee

    2012-01-01

    Research was conducted to examine the effectiveness of the use of handheld technology to administer mathematics assessments in kindergarten and 1 st grade classes in North Carolina. This research was a review of secondary data from the first year of implementation of the Mathematics Assessment Pilot Project conducted by the North Carolina…

  7. Early Numeracy Intervention Program for First-Grade Students with Mathematics Difficulties

    ERIC Educational Resources Information Center

    Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hughes; Porterfield, Jennifer; Gersten, Russell

    2011-01-01

    The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…

  8. SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Four.

    ERIC Educational Resources Information Center

    Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

    The SCOPE Mathematics Achievement Test booklet for grade 4 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items are: writing number words to 100; giving the place value of any digit and using this to write in expanded form; finding a numeral between two given numerals…

  9. Selected Factors Related to the Mathematics Academic Achievement of Eighth Grade English Language Learners

    ERIC Educational Resources Information Center

    Garza, Anthony

    2012-01-01

    The purpose of this study was to examine selected factors related to the 8th grade mathematics achievement levels of English Language Learner (ELL) students in selected South Texas middle schools. The dependent variable, ELL mathematics achievement, was measured by the ELL student's raw score on the State of Texas Assessment of Academic…

  10. Effects of Integrating Multimedia into the Third Grade Mathematics Curriculum to Improve Student Learning

    ERIC Educational Resources Information Center

    Liu, Yuliang

    2012-01-01

    This project was designed to test Mayer's multimedia theory in an elementary school to improve students' mathematics learning for low-income children. The study designed and developed two multimedia mathematics experiments in 3rd grade: 9's multiplication experiment and geometric solids experiment. The two experimental lessons were implemented in…

  11. Differentials in Mathematics Achievement among Eighth-Grade Students in Malaysia

    ERIC Educational Resources Information Center

    Ismail, Noor Azina; Awang, Halimah

    2008-01-01

    This paper examines differences in mathematics achievement among eighth-grade students using a secondary analysis of the data. The students, who are from Malaysia, had participated in the Trend International Mathematics and Science Study (TIMSS) 1999. A series of school, home, demographic and socio-economic variables were used to investigate the…

  12. Conceptions of Mathematics in Different Ability and Achievement Groups among 7th Grade Students

    ERIC Educational Resources Information Center

    Lepmann, Lea; Afanasjev, Juri

    2005-01-01

    This report deals with 7th grade pupils' conceptions of mathematics, its learning and teaching. The report focuses on the identification and comparison of views expressed by pupil groups of different mathematical ability and achievement. The analysis is based on the results of the ability tests, subject tests and a questionnaire conducted among…

  13. A Case Study of How Ninth Grade Mathematics Students Construct Knowledge during a Productive Failure Model

    ERIC Educational Resources Information Center

    Westbrook, Amy Franks

    2014-01-01

    This study addresses the problem of mathematics teachers' resistance to problem-solving models that align with constructivist perspectives because they feel pressure to utilize more teaching approaches that focus on preparing students for high-stakes tests. The purpose of this qualitative study was to explain how ninth grade mathematics students…

  14. The Nation's Report Card Mathematics 2009 State Snapshot Report. South Dakota. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2010

    2010-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This paper presents the results for South Dakota's student achievement in mathematics.…

  15. Effects of Grade Retention on Achievement and Self-Concept in Science and Mathematics

    ERIC Educational Resources Information Center

    Ehmke, Timo; Drechsel, Barbara; Carstensen, Claus H.

    2010-01-01

    The study analyzes the effects of grade repetition on science and mathematics achievement and on self-concept in mathematics using longitudinal data from a representative sample of 9th graders in Germany. Same-age comparisons were applied between three groups: (a) the retained students, (b) a matched group of promoted students, and (c) the entire…

  16. The Autonomy to Choose--The Case of Ninth-Grade Mathematics Students

    ERIC Educational Resources Information Center

    Lavy, Ilana; Zarfin, Orly

    2013-01-01

    In this study we explored the effects of providing ninth-grade students with the chance to take part in decision making concerning the mathematics level they would be assigned to in high school. Decisions concerned their self-competence regarding their mathematical abilities, their learning goals and the class atmosphere. The students were taught…

  17. A Study of Placement and Grade Prediction in First College Mathematics Courses

    ERIC Educational Resources Information Center

    Madison, Bernard L.; Linde, Cassandra S.; Decker, Blake R.; Rigsby, E. Myron; Dingman, Shannon W.; Stegman, Charles E.

    2015-01-01

    A college mathematics placement test with 25 basic algebra items and 15 calculus readiness items was administered to 1572 high school seniors, and first college mathematics course grades were obtained for 319 of these students. Test results indicated that more than two thirds of the high school graduates were not college ready, and the test…

  18. Effect of Digital Game Based Learning on Ninth Grade Students' Mathematics Achievement

    ERIC Educational Resources Information Center

    Swearingen, Dixie K.

    2011-01-01

    This experimental study examined the effect of an educational massive multiplayer online game (MMOG) on achievement on a standards-based mathematics exam. It also examined the interaction of student characteristics (gender and socioeconomic status) with digital game play on mathematics achievement. Two hundred eighty ninth grade students from a…

  19. Calculator Use on NAEP: A Look at Fourth- and Eighth-Grade Mathematics Achievement

    ERIC Educational Resources Information Center

    Walcott, Crystal; Stickles, Paula R.

    2012-01-01

    This article summarizes research conducted on calculator block items from the 2007 fourth- and eighth-grade National Assessment of Educational Progress Main Mathematics. Calculator items from the assessment were categorized into two categories: problem-solving items and noncomputational mathematics concept items. A calculator has the potential to…

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

    ERIC Educational Resources Information Center

    Morgan, Paul L.; Farkas, George; Maczuga, Steve

    2015-01-01

    We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by first-grade teachers in the United States and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered,…

  1. Supporting Students' Strategic Competence: A Case of a Sixth-Grade Mathematics Classroom

    ERIC Educational Resources Information Center

    Ozdemir, I. Elif Yetkin; Pape, Stephen J.

    2012-01-01

    Mathematics education research has documented several classroom practices that might influence student self-regulation. We know little, however, about the ways these classroom practices could be structured in real classroom settings. In this exploratory case study, we purposefully selected a sixth-grade mathematics teacher who had participated in…

  2. The Use of Microcomputers for Mathematics Instruction in Grades 1-4.

    ERIC Educational Resources Information Center

    Kraus, William H.

    The purpose of the project was to develop computer games that could be used by students in grades 1-4 as part of their mathematics instruction. Eight games were developed, covering a wide variety of mathematical topics, including number/numeration, computation, geometry, measurement, statistics, and probability. The games were field tested in 20…

  3. When Less Is More: Effects of Grade Skipping on Adult STEM Productivity among Mathematically Precocious Adolescents

    ERIC Educational Resources Information Center

    Park, Gregory; Lubinski, David; Benbow, Camilla P.

    2013-01-01

    Using data from a 40-year longitudinal study, the authors examined 3 related hypotheses about the effects of grade skipping on future educational and occupational outcomes in science, technology, engineering, and mathematics (STEM). From a combined sample of 3,467 mathematically precocious students (top 1%), a combination of exact and propensity…

  4. Building on Children's Mathematics--A Teaching Experiment in Grade Three.

    ERIC Educational Resources Information Center

    Selter, Christoph

    1998-01-01

    Describes a teaching experiment in grade three based on (Adrian) Treffers' idea of vertical mathematization. Discusses the central components of the developed course. The teaching experiment is illustrated by means of children's own productions and put into broader context as contributing to the design science approach of mathematics education.…

  5. Developing Fluency in the Mathematical Register through Conversation in a Tenth-Grade Classroom

    ERIC Educational Resources Information Center

    Temple, Codruta; Doerr, Helen M.

    2012-01-01

    The purpose of this study was to identify the interactional strategies that one teacher used in a discourse-rich tenth-grade classroom to develop her students' facility with the mathematical register. Viewing the mathematical register as multi-semiotic and having a specific grammatical patterning, we used discourse analysis (Sinclair & Coulthard,…

  6. 4th Grade Direct Mathematics Assessment Toolkit. Revised 2000.

    ERIC Educational Resources Information Center

    Idaho State Dept. of Education, Boise. Dept. of Public Instruction.

    The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…

  7. 8th Grade Direct Mathematics Assessment Toolkit. Revised 2000.

    ERIC Educational Resources Information Center

    Idaho State Dept. of Education, Boise. Dept. of Public Instruction.

    The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…

  8. Teaching and Learning Middle Grades Mathematics with Understanding

    ERIC Educational Resources Information Center

    Kulm, Gerald; Capraro, Robert M.; Capraro, Mary Margaret

    2007-01-01

    This study addresses the nexus of two critical challenges for today's mathematics teacher. On the one hand, teaching for understanding for all students is the goal of most mathematics teachers. However, many teachers also must acknowledge and address the requirement that students do well on high stakes tests. This study analyzed data on 6th grade…

  9. Learning Mathematics in First-Grade Classrooms: On Whose Authority?

    ERIC Educational Resources Information Center

    Hamm, Jill V.; Perry, Michelle

    2002-01-01

    The present investigation focused on classroom discourse processes and participatory structures that grant sources of mathematical authority. In general, teachers firmly and with few exceptions positioned themselves as the sole mathematical authority in classrooms. There was, however, one significant exception in one classroom that provided a…

  10. Eighth Grade Assessment of Mathematics and Reading. 1989 Summary Report.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    In February 1989, statewide assessment tests in reading, mathematics, and writing were given to a sample of eighth graders throughout Oregon. The results and analyses of reading and mathematics assessments are presented. Important trends are described based on the analysis of data from 1985, 1987, and 1989. The 1989 information provides the first…

  11. Democratizing Access to Core Mathematics across Grades 9-12

    ERIC Educational Resources Information Center

    Hegedus, Stephen; Dalton, Sara; Brookstein, Arden; Tapper, John; Heller, Eric

    2011-01-01

    The authors' proposed work builds upon 12+ years of research collectively known as the "SimCalc Projects." SimCalc Connected MathWorlds (SCM) combines two innovative technological ingredients to address core mathematical ideas in deep and sustainable ways for mathematics learners. Software that addresses content issues through dynamic…

  12. The Importance of Number Sense to Mathematics Achievement in First and Third Grades

    ERIC Educational Resources Information Center

    Jordan, Nancy C.; Glutting, Joseph; Ramineni, Chaitanya

    2010-01-01

    Children's symbolic number sense was examined at the beginning of first grade with a short screen of competencies related to counting, number knowledge, and arithmetic operations. Conventional mathematics achievement was then assessed at the end of both first and third grades. Controlling for age and cognitive abilities (i.e., language, spatial,…

  13. The Effects of Adult Literacy and Demographics on Eighth Grade Mathematics and Language Arts Literacy Scores

    ERIC Educational Resources Information Center

    Powell, David V.

    2004-01-01

    The purpose of this study was to determine the effects of environmental conditions of adult literacy and demographics prevalent during infancy and early childhood on mathematics and language arts literacy scores on eighth grade achievement tests. This study collected published scores for eighth grade math and language literacy from public schools…

  14. A Model of Academic Enablers and Mathematics Achievement in the Elementary Grades

    ERIC Educational Resources Information Center

    DiPerna, James C.; Volpe, Robert J.; Elliott, Stephen N.

    2005-01-01

    The purpose of this study was to test a model of the relations between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and mathematics achievement. Using teacher judgments of academic enablers and achievement, we examined the fit of this model for primary (Grades K-2) and intermediate (Grades 3-6)…

  15. Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

    ERIC Educational Resources Information Center

    Pimta, Sakorn; Tayraukham, Sombat; Nuangchalerm, Prasart

    2009-01-01

    Problem statement: This study aims to investigate factors influencing mathematic problem-solving ability of sixth grade students. One thousand and twenty eight of sixth grade students, studying in the second semester of academic year 2007 were sampled by stratified random sampling technique. Approach: The research instruments used in the study…

  16. The Impact of Computer-Assisted Instruction on Mathematics Achievement of Underachieving Fifth-Grade Students

    ERIC Educational Resources Information Center

    Bruce-Simmons, Christine

    2013-01-01

    This study examined the impact of computer-assisted instruction on the mathematics performance of underachieving fifth-grade students in a rural school district in South Carolina. The instructional technology program ([IF) is South Carolina's response to addressing the needs of its young, struggling math students. The 449 fifth-grade students in…

  17. Determination of the Relationship between 8th Grade Students Learning Styles and TIMSS Mathematics Achievement

    ERIC Educational Resources Information Center

    Yilmaz, Gül Kaleli; Koparan, Timur; Hanci, Alper

    2016-01-01

    In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eighth grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female…

  18. Math Play Therapy. Volume II. CSMP Mathematics for the Intermediate Grades.

    ERIC Educational Resources Information Center

    Papy, Frederique

    This material is the result of 1 year of experimental work during the 1976-77 school year with pupils at the fifth-grade level. Once a week students participated in half-hour, small-group sessions in addition to their regular classroom mathematics period. It is felt that the activities described might be appropriate for additional grade levels. It…

  19. Metacognitive Prediction and Evaluation Skills and Mathematical Learning in Third-Grade Students

    ERIC Educational Resources Information Center

    Desoete, Annemie

    2009-01-01

    In a 2-year longitudinal study, 66 children were assessed in Grades 3 and 4 with a within-method-and-time design on metacognition (including the computerized Evaluation and Prediction Assessment [EPA2000]) and mathematics. Moreover, half of the children were trained in Grade 3 in the metacognitive skill of predicting their abilities in solving…

  20. 10th Arnual Great Moonbuggy Race

    NASA Technical Reports Server (NTRS)

    2003-01-01

    Students from across the United States and as far away as Puerto Rico came to Huntsville, Alabama for the 10th annual Great Moonbuggy Race at the U.S. Space Rocket Center. Sixty-eight teams, representing high schools and colleges from all over the United States, and Puerto Rico, raced human powered vehicles over a lunar-like terrain. Vehicles powered by two team members, one male and one female, raced one at a time over a half-mile obstacle course of simulated moonscape terrain. The competition is inspired by development, some 30 years ago, of the Lunar Roving Vehicle (LRV), a program managed by the Marshall Space Flight Center. The LRV team had to design a compact, lightweight, all-terrain vehicle that could be transported to the Moon in the small Apollo spacecraft. The Great Moonbuggy Race challenges students to design and build a human powered vehicle so they will learn how to deal with real-world engineering problems similar to those faced by the actual NASA LRV team. In this photograph, racers from C-1 High School in Lafayette County, Missouri, get ready to tackle the course. The team pedaled its way to victory over 29 other teams to take first place honors. It was the second year in a row a team from the school has placed first in the high school division. (NASA/MSFC)

  1. 10th Arnual Great Moonbuggy Race

    NASA Technical Reports Server (NTRS)

    2003-01-01

    Students from across the United States and as far away as Puerto Rico came to Huntsville, Alabama for the 10th annual Great Moonbuggy Race at the U.S. Space Rocket Center. Sixty-eight teams, representing high schools and colleges from all over the United States, and Puerto Rico, raced human powered vehicles over a lunar-like terrain. Vehicles powered by two team members, one male and one female, raced one at a time over a half-mile obstacle course of simulated moonscape terrain. The competition is inspired by development, some 30 years ago, of the Lunar Roving Vehicle (LRV), a program managed by the Marshall Space Flight Center. The LRV team had to design a compact, lightweight, all-terrain vehicle that could be transported to the Moon in the small Apollo spacecraft. The Great Moonbuggy Race challenges students to design and build a human powered vehicle so they will learn how to deal with real-world engineering problems similar to those faced by the actual NASA LRV team. In this photograph, Team No. 1 from North Dakota State University in Fargo conquers one of several obstacles on their way to victory. The team captured first place honors in the college level competition.

  2. Do Mathematics Textbooks Cultivate Shallow Teaching? Applying the TIMSS Video Study Criteria to Australian Eighth-Grade Mathematics Textbooks

    ERIC Educational Resources Information Center

    Vincent, Jill; Stacey, Kaye

    2008-01-01

    Australian eighth-grade mathematics lessons were shown by the 1999 TIMSS Video Study to use a high proportion of problems of low procedural complexity, with considerable repetition, and an absence of deductive reasoning. Using definitions from the Video Study, this study re-investigated this "shallow teaching syndrome" by examining the problems on…

  3. Domain General Mediators of the Relation between Kindergarten Number Sense and First-Grade Mathematics Achievement

    PubMed Central

    Hassinger-Das, Brenna; Jordan, Nancy C.; Glutting, Joseph; Irwin, Casey; Dyson, Nancy

    2013-01-01

    Domain general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that attention problems and executive functioning both were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance while executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. PMID:24237789

  4. Analysis of Item Difficulty and Change in Mathematical Achievement from 6th to 8th Grade's Longitudinal Data

    ERIC Educational Resources Information Center

    Kim-O, Mee-Ae Mia

    2011-01-01

    Mathematics is an increasingly important aspect of education because of its central role in technology (Kuenzi, 2008). Mathematical achievement tests are universally applied throughout schooling in the US to assess yearly progress. The middle school years (e.g., Grade 6-Grade 8) are especially crucial to success in mathematics because students…

  5. Treatment of Variables in Popular Middle-Grades Mathematics Textbooks in the USA: Trends from 1957 through 2009

    ERIC Educational Resources Information Center

    Dogbey, James; Kersaint, Gladis

    2012-01-01

    This study investigated the development of the concept of variables in middle grades mathematics textbooks during four eras of mathematics education in the United States. Findings revealed that each of the middle grades mathematics curricula examined used variables, but in varied proportions and levels of complexity. Formal definitions for…

  6. An Evaluation of Grades 9 and 10 Mathematics Textbooks vis-a-vis Fostering Problem Solving Skills

    ERIC Educational Resources Information Center

    Buishaw, Alemayehu; Ayalew, Assaye

    2013-01-01

    This study sought to evaluate the adequacy of integration of problematic situations and general problem-solving strategies (heuristics) in grades 9 and 10 mathematics textbooks. Grade 9 and grade 10 mathematics textbooks were used for analysis. Document analysis and interview were used as data gathering instruments. Document analysis was carried…

  7. PREFACE: 10th International LISA Symposium

    NASA Astrophysics Data System (ADS)

    Ciani, Giacomo; Conklin, John W.; Mueller, Guido

    2015-05-01

    large mission in Europe, and a potential comprehensive technology development program followed by a number one selection in the 2020 Decadal Survey in the U.S. The selection of L2 was combined with the selection of L3 and the newly formed eLISA consortium submitted an updated NGO concept under the name eLISA, or Evolved LISA, to the competition. It was widely believed that the launch date of 2028 for L2, would be seen by the selection committee as providing sufficient time to retire any remaining technological risks for LISA. However, the committee selected the 'Hot and Energetic Universe', an X-ray mission, as the science theme for L2 and the 'Gravitational Universe', the eLISA science theme, for L3. Although very disappointed, it was not a surprising decision. LPF did experience further delays just prior to and during the selection process, which may have influenced the decision. The strong technology program in the U.S. never materialized because WFIRST, the highest priority large mission in the 2010 Decadal following JWST, not only moved ahead but was also up-scoped significantly. The L3 selection, the WFIRST schedule, and the missing comprehensive technology development in the U.S. will make a launch of a GW mission in the 2020s very difficult. Although many in the LISA community, including ourselves, did not want to accept this harsh reality, this was the situation just prior to the 10th LISA symposium. However, despite all of this, the LISA team is now hopeful! In May of 2014 the LISA community gathered at the University of Florida in Gainesville to discuss progress in both the science and technology of LISA. The most notable plenary and contributed sessions included updates on the progress of LISA Pathfinder, which remains on track for launch in the second half of 2015(!), the science of LISA which ranges from super-massive black hole mergers and cosmology to the study of compact binaries within our own galaxy, and updates from other programs that share some of

  8. Cognitive abilities as precursors of the early acquisition of mathematical skills during first through second grades.

    PubMed

    Passolunghi, M Chiara; Mammarella, Irene C; Altoe, Gianmarco

    2008-01-01

    The present longitudinal study was designed to investigate precursors of mathematics achievement in children. A total of 72 children were tested at both the beginning and end of first and second grades on measures of the following cognitive abilities: phonology, counting skills, short-term memory, working memory, and verbal and performance IQ. Path analysis models revealed differences in the variables predicting mathematics skills of first and second graders. Specifically, in first graders both short-term and working memory measures mediated the role of verbal IQ in predicting mathematics skills. Also, there was a direct relationship between performance IQ and mathematics at first grade. In contrast, in the longitudinal model, working memory measured both in first and second grades predicted mathematics achievement, whereas the relationship between performance IQ and mathematics disappeared. In conclusion, the results demonstrated that mathematics learning is predicted not by phonology or counting skills and that working memory is a plausible mediator in predicting mathematics achievement in primary school age children. PMID:18473198

  9. A Chemistry Course for High Ability 8th, 9th, and 10th Graders.

    ERIC Educational Resources Information Center

    Kilker, Richard, Jr.

    1985-01-01

    Describes a chemistry course designed, in cooperation with local public school districts, to intellectually challenge a group of 8th, 9th, and 10th grade students. Organic chemistry and biochemistry are integrated into the course (titled Chemistry and Everyday Life) to emphasize practical applications of chemistry. The course syllabus is included.…

  10. Self-Perception and Achievement of Black Urban 10th Graders.

    ERIC Educational Resources Information Center

    Reglin, Gary

    Explores the following five dimensions of self-perception held by black urban male 10th-grade students in North Carolina: (1) scholastic competence; (2) athletic competence; (3) physical appearance; (4) behavioral conduct; and (5) job competence. Investigates differences in these aspects of self-concept for 30 students scoring above and 30 scoring…

  11. Preschool predictors of mathematics in first grade children with autism spectrum disorder.

    PubMed

    Titeca, Daisy; Roeyers, Herbert; Josephy, Haeike; Ceulemans, Annelies; Desoete, Annemie

    2014-11-01

    Up till now, research evidence on the mathematical abilities of children with autism spectrum disorder (ASD) has been scarce and provided mixed results. The current study examined the predictive value of five early numerical competencies for four domains of mathematics in first grade. Thirty-three high-functioning children with ASD were followed up from preschool to first grade and compared with 54 typically developing children, as well as with normed samples in first grade. Five early numerical competencies were tested in preschool (5-6 years): verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. Four domains of mathematics were used as outcome variables in first grade (6-7 years): procedural calculation, number fact retrieval, word/language problems, and time-related competences. Children with ASD showed similar early numerical competencies at preschool age as typically developing children. Moreover, they scored average on number fact retrieval and time-related competences and higher on procedural calculation and word/language problems compared to the normed population in first grade. When predicting first grade mathematics performance in children with ASD, both verbal subitizing and counting seemed to be important to evaluate at preschool age. Verbal subitizing had a higher predictive value in children with ASD than in typically developing children. Whereas verbal subitizing was predictive for procedural calculation, number fact retrieval, and word/language problems, counting was predictive for procedural calculation and, to a lesser extent, number fact retrieval. Implications and directions for future research are discussed. PMID:25068926

  12. Introduction to High School Mathematics, Grade 9, Course 2.

    ERIC Educational Resources Information Center

    Baker, Bruno B., Ed.

    This guide outlines the curriculum for a ninth-year mathematics course for students not prepared to cope with the usual first-year algebra course. It is intended to provide personal relevance for these students by including supplementary units on probability and statistics, slide rule use, flow charting and use of calculators, consumer…

  13. Web-Based Mathematics Progress Monitoring in Second Grade

    ERIC Educational Resources Information Center

    Salaschek, Martin; Souvignier, Elmar

    2014-01-01

    We examined a web-based mathematics progress monitoring tool for second graders. The tool monitors the learning progress of two competences, number sense and computation. A total of 414 students from 19 classrooms in Germany were checked every 3 weeks from fall to spring. Correlational analyses indicate that alternate-form reliability was adequate…

  14. PARCC Model Content Frameworks: Mathematics--Grades 3-11

    ERIC Educational Resources Information Center

    Partnership for Assessment of Readiness for College and Careers (NJ1), 2011

    2011-01-01

    As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for mathematics to serve as a bridge between the Common Core State Standards and the PARCC assessments. The PARCC Model Content Frameworks were developed through a…

  15. TEACHERS' GUIDE. SEVENTH GRADE MATHEMATICS FOR THE ACADEMICALLY TALENTED.

    ERIC Educational Resources Information Center

    HORN, R.A.; AND OTHERS

    MATERIALS ARE INTENDED FOR USE BY BOTH ENRICHED AND ACCELERATED MATHEMATICS COURSES. TEXTBOOKS AND SUPPLEMENTARY TEXTS FOR THE COURSE ARE GIVEN. THE COURSE OF STUDY IS DIVIDED INTO BROAD UNITS FOR EACH OF THE SEMESTERS--SEMESTER I- LINES, ANGLES, NUMBER SYSTEMS, POLYGONS, COMMON AND DECIMAL FRACTIONS, PERCENTAGE, AND MEASUREMENTS, GRAPHS,…

  16. Course Goals in Mathematics, Grades K-12. Critique Draft.

    ERIC Educational Resources Information Center

    Multnomah County Intermediate Education District, Portland, OR.

    This document is one part of a critique series that deals with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to curriculum planning and…

  17. Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

    ERIC Educational Resources Information Center

    Platas, Linda M.; Ketterlin-Geller, Leanne R.; Sitabkhan, Yasmin

    2016-01-01

    This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers,…

  18. PREFACE: 10th International LISA Symposium

    NASA Astrophysics Data System (ADS)

    Ciani, Giacomo; Conklin, John W.; Mueller, Guido

    2015-05-01

    large mission in Europe, and a potential comprehensive technology development program followed by a number one selection in the 2020 Decadal Survey in the U.S. The selection of L2 was combined with the selection of L3 and the newly formed eLISA consortium submitted an updated NGO concept under the name eLISA, or Evolved LISA, to the competition. It was widely believed that the launch date of 2028 for L2, would be seen by the selection committee as providing sufficient time to retire any remaining technological risks for LISA. However, the committee selected the 'Hot and Energetic Universe', an X-ray mission, as the science theme for L2 and the 'Gravitational Universe', the eLISA science theme, for L3. Although very disappointed, it was not a surprising decision. LPF did experience further delays just prior to and during the selection process, which may have influenced the decision. The strong technology program in the U.S. never materialized because WFIRST, the highest priority large mission in the 2010 Decadal following JWST, not only moved ahead but was also up-scoped significantly. The L3 selection, the WFIRST schedule, and the missing comprehensive technology development in the U.S. will make a launch of a GW mission in the 2020s very difficult. Although many in the LISA community, including ourselves, did not want to accept this harsh reality, this was the situation just prior to the 10th LISA symposium. However, despite all of this, the LISA team is now hopeful! In May of 2014 the LISA community gathered at the University of Florida in Gainesville to discuss progress in both the science and technology of LISA. The most notable plenary and contributed sessions included updates on the progress of LISA Pathfinder, which remains on track for launch in the second half of 2015(!), the science of LISA which ranges from super-massive black hole mergers and cosmology to the study of compact binaries within our own galaxy, and updates from other programs that share some of

  19. Effects of the Classroom Assessment Environment on Achievement in Mathematics and Science.

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    The effects of classroom assessment environment (CAE) variables on yearly achievement in mathematics and science in grades 7 through 12 were studied through the Longitudinal Study of American Youth (LSAY), using cohorts of approximately 3,000 students each in the 7th and 10th grades who were followed for 4 years. While the LSAY did not include all…

  20. Investigating grade nine textbook problems for characteristics related to mathematical literacy

    NASA Astrophysics Data System (ADS)

    Rafiepour Gatabi, Abolfazl; Stacey, Kaye; Gooya, Zahra

    2012-12-01

    This study presents a content analysis of the new Iranian Grade 9 mathematics textbook and two Australian Year 9 mathematics textbooks, examining the extent to which the problems show characteristics associated in the literature with promoting mathematical literacy. The new Iranian book was produced to meet a range of needs including several well aligned with mathematical literacy for all students. Australia was selected as the comparison country because of its relatively high international achievement in mathematical literacy. Three comparable chapters in each book were analysed for these characteristics. When considering the percentages of problems showing each characteristic, there was considerable similarity between the textbooks. However, the Australian mathematics textbooks contain many more problems than the Iranian textbook and each chapter includes problems in a diverse range of contexts and the mathematical tasks range from simple applications of formulas to real world modelling although of a constrained nature. With many fewer problems, the Iranian textbook has considerably less diversity of context and very little opportunity for students to engage in mathematical modelling, the key process of mathematical literacy.

  1. Iowa Developed Energy Activity Sampler (IDEAS), Grades 7-12: Mathematics.

    ERIC Educational Resources Information Center

    Simonis, Doris G.

    Described is the Mathematics component of the Iowa Developed Energy Activity Sampler (IDEAS), a multidisciplinary energy education program designed for infusion into the curriculum of grades 7-12. Also included in the program are activity sets for Home Economics (SE 034 678), Industrial Arts (SE 034 679), Language Arts (SE 034 680), Science (SE…

  2. Effectiveness of Blended Teaching Strategy on the Achievement of Third Grade Students in Mathematics

    ERIC Educational Resources Information Center

    Yaghmour, Kholoud Subhi

    2016-01-01

    The study aimed to investigate the Blended Education strategy in the achievement of the third grade students in mathematics. The study sample consisted of (97) male and female students distributed on four classes: (47) male and female students in the experimental group and (50) male and female students in the control group. To achieve the…

  3. An Investigation of Learning Styles Influencing Mathematics Achievement of Seventh-Grade Students

    ERIC Educational Resources Information Center

    Sriphai, Sunan; Damrongpanit, Suntonrapot; Sakulku, Jaruwan

    2011-01-01

    This study aims to investigate the effect of learning styles, as well as compare the effect of two different variable structure models of learning styles on factors influencing mathematics achievement. The research sample was made up of 508 seventh-grade students. The findings were that the model including learning styles as factors influencing…

  4. The Effectiveness of Web-Based Curricula on Seventh Grade Mathematics Students in Jordan

    ERIC Educational Resources Information Center

    Muhanna, Wafa

    2012-01-01

    The purpose of this study is to investigate the effect of using web-based curricula on seventh grade students' achievement in mathematics in King Abdullah School in Irbid, Jordan. The researcher followed the equivalent pre/post T-test two group designs. To achieve the aim of the study, a pre/post-test was constructed to measure students'…

  5. Analysis the Competences and Contents of "Mathematics and Environmental Exploration" Subject Syllabus for Preparatory Grade

    ERIC Educational Resources Information Center

    Dulama, Maria Eliza; Magda?, Ioana

    2014-01-01

    In this paper, we analyze some aspects related to "Mathematics and Environmental Exploration" subject syllabus for preparatory grade approved by Minister of National Education of Romania. The analysis aim the place of the subject syllabus into the Framework Plan; the syllabus structure and the argumentation of studying this subject; the…

  6. Students' Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)

    ERIC Educational Resources Information Center

    Abed, Eman Rasmi; Abu Awwad, Ferial Mohammad

    2016-01-01

    This study aims to investigate the students' learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are…

  7. Prevalence, Stability, and Functionality of Achievement Goal Profiles in Mathematics from Third to Seventh Grade

    ERIC Educational Resources Information Center

    Schwinger, Malte; Wild, Elke

    2012-01-01

    This study examined the longitudinal trajectories of achievement goal profiles in mathematics from third to seventh grade in a sample of 302 German students. Latent profile analyses were conducted separately for each school year and revealed three subgroups of students with distinct goal profiles labeled high multiple goals, moderate multiple…

  8. Two Fifth Grade Teachers' Use of Real-World Situations in Science and Mathematics Lessons

    ERIC Educational Resources Information Center

    Yanik, H. Bahadir; Serin, Gokhan

    2016-01-01

    The purpose of this study was to investigate the types, sources, and cognitive levels of tasks that included real-life situations used in science and mathematics lessons in the classrooms of two 5th-grade teachers at an urban elementary school in Turkey. A qualitative approach was used to analyze data that included classroom observations, teacher…

  9. Mathematical Communications: Elementary Pre-Service Teachers' E-Mail Exchanges with Sixth Grade Students

    ERIC Educational Resources Information Center

    Tunc-Pekkan, Zelha; D'Ambrosio, Beatriz S.

    2009-01-01

    This study examines the communication between pre-service teachers and sixth grade students in a project in which email was used for communication as students learned about fractions and were supported by the pre-service teachers. Specifically, the study investigated how the pre-service teachers applied their mathematical knowledge to understand…

  10. Sex Stereotyping in Selected Mathematics Textbooks for Grades Two, Four, and Six.

    ERIC Educational Resources Information Center

    Jay, Winifred Tom

    The purpose of this study was to analyze the sex stereotyping in selected mathematics textbooks for grades two, four, and six. Twelve textbooks which appear on Hawaii's Approved Instructional Material List were chosen. As units of measure, the following four categories were delineated: (1) selected items of interest for classification according to…

  11. The Relationship between Mathematics and Reading/Language Arts TCAP Scores Among Third Grade Males

    ERIC Educational Resources Information Center

    Kariuki, Patrick; Shelton, Whitney

    2009-01-01

    The purpose of this study was to determine the relationship between mathematics and reading/language arts Comprehensive Assessment Program (TCAP) scores at a selected elementary school. The sample consisted of 12 randomly selected males in a third grade classroom. Data were collected for this study using the overall reading/language arts subtest…

  12. Examining Differences in Mathematics and Reading Achievement among Grade 5 Pupils in Vietnam

    ERIC Educational Resources Information Center

    Hungi, Njora

    2008-01-01

    This study employed a multilevel technique to examine pupil-, school- and province-level factors that influence achievement in mathematics and reading of Grade 5 primary school pupils in Vietnam. The data for this study were collected as part of a major survey that sought to examine the quality of education offered in Vietnam primary schools.…

  13. The Effect of Single Gender Instruction on Eighth Grade Students' Mathematics Achievement

    ERIC Educational Resources Information Center

    Hammel, David Michael

    2013-01-01

    In the research study, this investigator utilized a non-experimental, causal-comparative design (ex post facto) with archival data to determine the real impact single gender instruction had on eighth grade students' mathematics achievement. The purpose of this study was to quantitatively analyze the benefits of single gender mathematics…

  14. 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…

  15. Navigating through Mathematical Connections in Grades 9-12. Navigation Series

    ERIC Educational Resources Information Center

    National Council of Teachers of Mathematics, 2006

    2006-01-01

    Making connections becomes increasingly important as students proceed through middle school and high school. This book shows ways of embedding connective processes in instruction in grades 9-12. Problems invite mathematical modeling, unify diverse content, call for different representations, and encourage students to look back at their work to…

  16. The Effect of the Early Intervention Program (EIP) on 4th Grade Mathematic Achievement

    ERIC Educational Resources Information Center

    Reeves, Tiffany H.

    2014-01-01

    Some schools have adopted homogenous grouping of students for academic instruction in response to the No Child Left Behind Act, which requires school districts to ensure academic achievement for all students. The early intervention program (EIP) in mathematics is provided for below-grade level students, yet many of them continue to perform poorly…

  17. Testing the Theory of Successful Intelligence in Teaching Grade 4 Language Arts, Mathematics, and Science

    ERIC Educational Resources Information Center

    Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L.

    2014-01-01

    This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…

  18. Effective Instructional Strategies for Kindergarten and First-Grade Students at Risk in Mathematics

    ERIC Educational Resources Information Center

    Clarke, Ben; Doabler, Christian T.; Nelson, Nancy J.; Shanley, Caroline

    2015-01-01

    This article provides an overview of effective instructional strategies and interventions for kindergarten and first-grade students at risk in mathematics. The article reviews instructional strategies and interventions within a multitier instructional model in order to provide a framework for teachers and schools looking to increase the…

  19. Partial Credit Analysis of Mathematics Items from the Ohio-Off Grade Proficiency Tests.

    ERIC Educational Resources Information Center

    Dimitrov, Dimiter M.

    The Ohio Off-Grade Proficiency Tests help in monitoring students' progress toward Ohio's adapted model courses of study in reading, mathematics, citizenship, science, and writing. The purpose of this study was to provide item response theory (IRT) parameter estimates and descriptive statistics of the scoring categories of the short-response items…

  20. Accelerated Mathematics and High-Ability Students' Math Achievement in Grades Three and Four

    ERIC Educational Resources Information Center

    Stanley, Ashley M.

    2011-01-01

    The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as a supplement to traditional mathematics instruction on achievement as measured by TerraNova achievement tests of third and fourth grade high-ability students. Gender, socioeconomic status, and…

  1. Using Instructional Logs to Study Mathematics Curriculum and Teaching in the Early Grades

    ERIC Educational Resources Information Center

    Rowan, Brian; Harrison, Delena M.; Hayes, Andrew

    2004-01-01

    In this article we describe the mathematics curriculum and teaching practices in a purposive sample of high-poverty elementary schools working with 3 of the most widely disseminated comprehensive school reform programs in the United States. Data from 19,999 instructional logs completed by 509 first-, third-, and fourth-grade teachers in 53 schools…

  2. An Application of Cognitive Diagnostic Assessment on TIMMS-2007 8th Grade Mathematics Items

    ERIC Educational Resources Information Center

    Toker, Turker; Green, Kathy

    2012-01-01

    The least squares distance method (LSDM) was used in a cognitive diagnostic analysis of TIMSS (Trends in International Mathematics and Science Study) items administered to 4,498 8th-grade students from seven geographical regions of Turkey, extending analysis of attributes from content to process and skill attributes. Logit item positions were…

  3. Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base

    ERIC Educational Resources Information Center

    Gersten, Russell; Clarke, Ben; Jordan, Nancy C.; Newman-Gonchar, Rebecca; Haymond, Kelly; Wilkins, Chuck

    2012-01-01

    This article describes key findings from contemporary research on screening for early primary grade students in the area of mathematics. Existing studies were used to illustrate the constructs most worth measuring and the diverse strategies that researchers used to study potential measures. The authors discussed the strengths and weaknesses of…

  4. The Relationship between Comprehension and Conceptual Mathematics of Third Grade Students at a Selected Elementary School

    ERIC Educational Resources Information Center

    Kariuki, Patrick N.; Morris, Dustin A.

    2013-01-01

    The purpose of this study was to determine the relationship between reading comprehension scores and conceptual mathematics scores of third grade students at a selected elementary school. The sample consisted of 27 students of which 15 were females and 12 were males. Data were collected using a teacher made conceptual math exam and the scores from…

  5. Improving Fifth Grade Students' Mathematics Self-Efficacy Calibration and Performance through Self-Regulation Training

    ERIC Educational Resources Information Center

    Ramdass, Darshanand H.

    2009-01-01

    This primary goal of this study was to investigate the effects of strategy training and self-reflection, two subprocesses of Zimmerman's cyclical model of self-regulation, on fifth grade students' mathematics performance, self-efficacy, self-evaluation, and calibration measures of self-efficacy bias, self-efficacy accuracy, self-evaluation bias,…

  6. Patterns of Attainment in Standard Grade Mathematics 3-6. Interchange No. 21.

    ERIC Educational Resources Information Center

    Devine, Marion; And Others

    The interchange series of documents aims to improve the Research and Intelligence Unit's dissemination of the findings of research funded by the Scottish Office Education Department. In 1991 this department commissioned the Scottish Council for Research in Education to investigate the performance in Standard Grade mathematics of those candidates…

  7. Effects of Concept Cartoons on Mathematics Self-Efficacy of 7th Grade Students

    ERIC Educational Resources Information Center

    Sengul, Sare

    2011-01-01

    The purpose of this research is to determine the effect of concept cartoons on the students' perception of their levels of self-efficacy towards mathematics. The research has been designed as the pre-test post-test with quasi experimental control group. The research participants are composed of 94 7th grade students attending an elementary school…

  8. Selected South African Grade 10 Learners' Perceptions of Two Learning Areas: Mathematical Literacy and Life Orientation

    ERIC Educational Resources Information Center

    Geldenhuys, J. L.; Kruger, C.; Moss, J.

    2013-01-01

    In 2006, Mathematical Literacy (ML) and Life Orientation (LO) were introduced into South Africa's Grade 10 national curriculum. The implementation of the ML programme in schools stemmed from a need to improve the level of numeracy of the general population of South Africa, while LO was introduced to equip learners to solve problems and to make…

  9. Walking around the Curriculum Tree: An Analysis of a Third/Fourth-Grade Mathematics Lesson

    ERIC Educational Resources Information Center

    Ross, Vicki

    2003-01-01

    This study, part of a narrative classroom inquiry into the teaching and learning of mathematics in a Canadian elementary classroom, emerges from the three years I was a participant-observer in Janine O'Neil's 3rd/4th-grade classroom at Bay Street Community School. Drawing on the curriculum commonplaces of teacher, social milieu, subject matter,…

  10. Increasing Equity and Achievement in Fifth Grade Mathematics: The Contribution of Content Exposure

    ERIC Educational Resources Information Center

    Ottmar, Erin R.; Konold, Timothy R.; Berry, Robert Q.; Grissmer, David W.; Cameron, Claire E.

    2013-01-01

    This study uses a large nationally representative data set (ECLS-K) of 5,181 students to examine the extent to which exposure to content and instructional practice contributes to mathematics achievement in fifth grade. Using hierarchical linear modeling, results suggest that more exposure to content beyond numbers and operations (i.e., geometry,…

  11. The Effects of Response to Intervention on the Mathematics Achievement of Seventh and Eighth Grade Students

    ERIC Educational Resources Information Center

    Cornelius, Annette Sargent

    2013-01-01

    The purpose of this quantitative study was to investigate the effectiveness of a system-wide Response to Intervention (RTI) program on the mathematical achievement of seventh and eighth grade students. The study consisted of five district schools with a total of 502 participants. The students were identified as belonging to one of two tiers, which…

  12. Pre Vocational Interdisciplinary Education: Consumer and Homemaking, Industrial Arts, Mathematics. 8th Grade.

    ERIC Educational Resources Information Center

    North Dakota State Board for Vocational Education, Bismarck. Research Coordinating Unit.

    The guideline presents two 12-week courses involving an interdisciplinary, partly coeducational, prevocational career exploration program in consumer and homemaking and industrial arts at the eighth grade level, and also a supplementary mathematics program. It is designed to give students an opportunity to explore occupations for themselves and to…

  13. Impact of Student Calculator Use on the 2013 NAEP Twelfth-Grade Mathematics Assessment

    ERIC Educational Resources Information Center

    Klecker, Beverly M.; Klecker, Richard L.

    2014-01-01

    This descriptive research study examined 2013 NAEP 12th-grade mathematics scores by students' use of graphing calculators in math classes and the kind of calculator students used during NAEP assessment. NAEP Data Explorer analysis included two questions from Student Factors: How often do you use these different kinds of calculators in math…

  14. Effects of Calculators on Mathematics Achievement and Attitudes of Ninth-Grade Students

    ERIC Educational Resources Information Center

    Close, Sean; Oldham, Elizabeth; Shiel, Gerry; Dooley, Therese; O'Leary, Michael

    2012-01-01

    Three calculator tests were administered to a national sample of 1,469 Irish students in Grade 9--the last cohort to study mathematics without calculators (Phase 1). Three years later, the same tests were administered to a similar sample with calculators (Phase 2). Scores on a test of calculator-inappropriate items showed no significant change…

  15. Primary Grades Teachers' Instructional Decisions during Online Mathematics Professional Development Activities

    ERIC Educational Resources Information Center

    Polly, Drew; Martin, Christie S.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

    2016-01-01

    This study examines primary grades teachers' instructional decisions in their mathematics classroom during their participation in a year-long professional development program on formative assessment. Teachers participated in 40 h of face-to-face workshops followed by 40 h of classroom-embedded activities that were facilitated in an asynchronous…

  16. Justification as a Teaching and Learning Practice: Its (Potential) Multifacted Role in Middle Grades Mathematics Classrooms

    ERIC Educational Resources Information Center

    Staples, Megan E.; Bartlo, Joanna; Thanheiser, Eva

    2012-01-01

    Justification is a core mathematics practice. Although the purposes of justification in the mathematician community have been studied extensively, we know relatively little about its role in K-12 classrooms. This paper documents the range of purposes identified by 12 middle grades teachers who were working actively to incorporate justification…

  17. An Introduction to Mathematics of Grades K to 2. Teacher's Manual and Answer Key.

    ERIC Educational Resources Information Center

    Haag, Vincent H.; Hammond, Robert P.

    This manual is designed for use in inservice work with teachers preparing to use the Comprehensive School Mathematics Program (CSMP) in grades K-2, and as a resource guide for later use. In it, the nonstandard topics used in the CSMP primary program are developed through discussion and a variety of exercises. These topics include the minicomputer…

  18. Mathematics Curriculum Outline and Sample Activities for Gifted Students Grades 2 through 8.

    ERIC Educational Resources Information Center

    Barson, Alan; And Others

    This document includes a statement of 11 basic considerations for a mathematics curriculum for the gifted in grades two through eight and a series of activities appropriate for such a curriculum. The activities are grouped under five strands: (1) logic; (2) combinations (combinatorics), probability, introduction to statistics; (3) geometry,…

  19. An Analysis of the Influence of Gender, Grade Level, and Teacher on the Selection of Mathematics Software by Intermediate Students

    ERIC Educational Resources Information Center

    Ferguson-Pabst, Donna; Persichitte, Kay; Lohr, Linda; Pearman, Betsy

    2003-01-01

    The purpose of this study was to investigate the relationships between gender, grade level, teachers, and the selection of mathematics software as measured by the type of mathematics software chosen, and time-on-task. Research data were collected from 202 third, fourth, and fifth grade students in a single elementary school located in northeastern…

  20. Classification Accuracy of EasyCBM First-Grade Mathematics Measures: Findings and Implications for the Field

    ERIC Educational Resources Information Center

    Clarke, Ben; Nese, Joseph F. T.; Alonzo, Julie; Smith, Jean Louise M.; Tindal, Gerald; Kame'enui, Edward J.; Baker, Scott K.

    2011-01-01

    The results from a year-long study to investigate the technical features of easyCBM mathematics screening measures for first grade are presented. Measures were designed based on the National Council of Teachers of Mathematics Curriculum Focal Point standards, which for Grade 1 include (a) Number and Operations and Algebra, (b) Number and…

  1. The Effect of 3D Virtual Learning Environment on Secondary School Third Grade Students' Attitudes toward Mathematics

    ERIC Educational Resources Information Center

    Simsek, Irfan

    2016-01-01

    With this research, in Second Life environment which is a three dimensional online virtual world, it is aimed to reveal the effects of student attitudes toward mathematics courses and design activities which will enable the third grade students of secondary school (primary education seventh grade) to see the 3D objects in mathematics courses in a…

  2. Delaware Student Testing Program. State Summary Report: Reading, Mathematics, Writing Spring. 2002 Administration: Grades 3, 5, 8, and 10.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Education, Dover. Assessment and Accountability Branch.

    The results in this report, from the fifth administration of the grades 3, 5, 8, and 10 reading, mathematics, and writing portions of the Delaware Student Testing Program (DSTP), represent an important step in Delawares efforts to educate all students to a higher level. Reading, mathematics, and writing data for grades 3, 5, 8, and 10 are…

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

    PubMed Central

    Morgan, Paul L.; Farkas, George; Maczuga, Steve

    2015-01-01

    We used population-based, longitudinal data to investigate the relation between mathematics instructional practices used by 1st grade teachers in the U.S. and the mathematics achievement of their students. Factor analysis identified four types of instructional activities (i.e., teacher-directed, student-centered, manipulatives/calculators, movement/music) and eight types of specific skills taught (e.g., adding two-digit numbers). First-grade students were then classified into five groups on the basis of their fall and/or spring of kindergarten mathematics achievement—three groups with mathematics difficulties (MD) and two without MD. Regression analysis indicated that a higher percentage of MD students in 1st grade classrooms was associated with greater use by teachers of manipulatives/calculators and movement/music to teach mathematics. Yet follow-up analysis for each of the MD and non-MD groups indicated that only teacher-directed instruction was significantly associated with the achievement of students with MD (covariate-adjusted ESs = .05–.07). The largest predicted effect for a specific instructional practice was for routine practice and drill. In contrast, for both groups of non-MD students, teacher-directed and student-centered instruction had approximately equal, statistically significant positive predicted effects (covariate-adjusted ESs = .03–.04). First-grade teachers in the U.S. may need to increase their use of teacher-directed instruction if they are to raise the mathematics achievement of students with MD. PMID:26180268

  4. Examination of the 8th grade students' TIMSS mathematics success in terms of different variables

    NASA Astrophysics Data System (ADS)

    Kaleli-Yılmaz, Gül; Hanci, Alper

    2016-07-01

    The aim of this study is to determine how the TIMSS mathematics success of the 8th grade students differentiates according to the school type, gender, mathematics report mark, parents' education level, cognitive domains and cognitive domains by gender. Relational survey method was used in the study. Six-hundred fifty two 8th grade students studying in the same city in Turkey participated in this study. In this study, a 45 question test that was made up by choosing TIMSS 2011 mathematics questionnaire was used as a data collection tool. Quantitative data analysis methods were used in the data analysis, frequency, percentage, average, standard deviation, independent sample test, one-way analysis of variance and post-hoc tests were applied to data by using SPSS packaged software. At the end of the study, it was determined that the school type, mathematics school mark, parents' education level and cognitive domains influenced the students' TIMSS mathematics success but their gender was a neutral element. Moreover, it was seen that schools which are really successful in national exams are more successful in TIMSS exam; students whose mathematics school marks are 5 and whose parents graduated from university are more successful in TIMSS exams than others. This study was produced from Alper HANCİ's master thesis that is made consulting Asst. Prof. Gül KALELİ YILMAZ.

  5. A Cardiovascular Mathematical Model of Graded Head-Up Tilt

    PubMed Central

    Lim, Einly; Chan, Gregory S. H.; Dokos, Socrates; Ng, Siew C.; Latif, Lydia A.; Vandenberghe, Stijn; Karunanithi, Mohan; Lovell, Nigel H.

    2013-01-01

    A lumped parameter model of the cardiovascular system has been developed and optimized using experimental data obtained from 13 healthy subjects during graded head-up tilt (HUT) from the supine position to . The model includes descriptions of the left and right heart, direct ventricular interaction through the septum and pericardium, the systemic and pulmonary circulations, nonlinear pressure volume relationship of the lower body compartment, arterial and cardiopulmonary baroreceptors, as well as autoregulatory mechanisms. A number of important features, including the separate effects of arterial and cardiopulmonary baroreflexes, and autoregulation in the lower body, as well as diastolic ventricular interaction through the pericardium have been included and tested for their significance. Furthermore, the individual effect of parameter associated with heart failure, including LV and RV contractility, baseline systemic vascular resistance, pulmonary vascular resistance, total blood volume, LV diastolic stiffness and reflex gain on HUT response have also been investigated. Our fitted model compares favorably with our experimental measurements and published literature at a range of tilt angles, in terms of both global and regional hemodynamic variables. Compared to the normal condition, a simulated congestive heart failure condition produced a blunted response to HUT with regards to the percentage changes in cardiac output, stroke volume, end diastolic volume and effector response (i.e., heart contractility, venous unstressed volume, systemic vascular resistance and heart rate) with progressive tilting. PMID:24204817

  6. An Examination of the Levels of Cognitive Demand Required by Probability Tasks in Middle Grades Mathematics Textbooks

    ERIC Educational Resources Information Center

    Jones, Dustin L.; Tarr, James E.

    2007-01-01

    We analyze probability content within middle grades (6, 7, and 8) mathematics textbooks from a historical perspective. Two series, one popular and the other alternative, from four recent eras of mathematics education (New Math, Back to Basics, Problem Solving, and Standards) were analyzed using the Mathematical Tasks Framework (Stein, Smith,…

  7. An Investigation of Relationships between Seventh-Grade Students' Beliefs and Their Participation during Mathematics Discussions in Two Classrooms

    ERIC Educational Resources Information Center

    Jansen, Amanda

    2008-01-01

    As mathematics teachers attempt to promote classroom discourse that emphasizes reasoning about mathematical concepts and supports students' development of mathematical autonomy, not all students will participate similarly. For the purposes of this research report, I examined how 15 seventh-grade students participated during whole-class discussions…

  8. Understanding Teachers in the Midst of Reform: Teachers' Concerns about Reformed Sixth Grade Mathematics Curriculum in Turkey

    ERIC Educational Resources Information Center

    Cetinkaya, Bulent

    2012-01-01

    The purpose of this study was to investigate mathematics teachers' concerns about the reformed 6th grade mathematics curriculum in Turkey and to identify the possible relations between teachers' personal characteristics and their concerns about the curriculum. 306 in-service mathematics teachers teaching in Ankara participated in the study.…

  9. Trends in the Mathematical Competency of University Entrants in Ireland by Leaving Certificate Mathematics Grade

    ERIC Educational Resources Information Center

    Faulkner, Fiona; Hannigan, Ailish; Gill, Olivia

    2010-01-01

    This article reports on the mathematical competency of students entering third-level education in the University of Limerick (UL). Data from diagnostic testing, gathered on 5,949 students between the years 1998 and 2008, are used to demonstrate the changes in competency levels of students entering UL. There has been a significant decline in the…

  10. Mathematical Readiness of Six-Year-Olds and the Placement of First Grade Mathematical Topics.

    ERIC Educational Resources Information Center

    Murray, Dennis E.

    This study investigated the relationships among mathematics achievement scores of first graders, the order of presentation of difficult topics, the use of readiness activities, and scores on a conservation test. The study was developed and conducted in four phases. Phase 1 included analysis of 70 randomly selected first-graders' work on the…

  11. Secondary Mathematics Course Trajectories: Understanding Accumulated Disadvantages in Mathematics in Grades 9-12

    ERIC Educational Resources Information Center

    Schiller, Kathryn S.; Hunt, Donald J.

    2011-01-01

    Schools are institutions in which students' course taking creates series of linked learning opportunities continually shaped by not only curricular structures but demographic and academic backgrounds. In contrast to a seven-step normative course sequence reflecting the conventional hierarchical structure of mathematics, analysis of more than…

  12. The Differential Effects of Age and First Grade Schooling on the Development of Infralogical and Logico-Mathematical Concrete Operations

    ERIC Educational Resources Information Center

    Cahan, Sorel; Greenbaum, Charles; Artman, Lavee; Deluya, Nilly; Gappel-Gilon, Yael

    2008-01-01

    Using the ''between-grade levels'' regression discontinuity design, this study examined the hypothesized differential sensitivity of logico-mathematical (LM) and infralogical (IL) operational tasks to the effects of chronological age and first grade schooling in a sample of 580 1st and 2nd grade Israeli children. The results indicate that the…

  13. Mathematics achievement based on gender among eight grade school students in Jordan

    NASA Astrophysics Data System (ADS)

    Rabab'h, Belal Sadiq Hamed; Veloo, Arsaythamby; Perumal, Selvan

    2015-05-01

    The purpose of this study is to identify the differences in gender base on numbers, algebra, geometry and mathematics achievement among Jordanian 8th grade school students. The respondent of this study were 337 students from eight public secondary schools in Alkoura district and selected by using stratified random sampling. The study comprised of 179 (53%) males and 158 (47%) females students. The mathematics test comprises of 30 items which has eight items for numbers, 14 items for algebra and eight items for geometry. Finding from independent sample t-test shows that female student score higher than male students in numbers, algebra, mathematics achievement and spatial visualization. There is no significant difference in geometry base for gender. This study also indicates that numbers, algebra and mathematics achievement favorable to female and bias to male students. The main recommendations from this study are for teachers and other educational professionals to focus on the numbers and algebra for male students to improve the learning of mathematics, and feeding program through benefiting from tutorial classes to avoid of weakness in different aspects of mathematics achievement. Gender differences in mathematics in secondary school students in Jordan continue to exist and these differences may influence future educational and occupational pathways.

  14. Curriculum-Based Measurement and Standards-Based Mathematics: Monitoring the Arithmetic Word Problem-Solving Performance of Third-Grade Students at Risk for Mathematics Difficulties

    ERIC Educational Resources Information Center

    Jitendra, Asha K.; Dupuis, Danielle N.; Zaslofsky, Anne F.

    2014-01-01

    This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS…

  15. EDITORIAL: 10th anniversary of attosecond pulses 10th anniversary of attosecond pulses

    NASA Astrophysics Data System (ADS)

    Kienberger, Reinhard; Chang, Zenghu; Nam, Chang Hee

    2012-04-01

    times in atoms and molecules, such as Auger decay time and autoionization lifetime, have been measured directly as compared to indirect spectroscopic measurements normally done using synchrotron light sources. The reconstruction of molecular orbital wave functions has been demonstrated by developing the molecular tomography method. Ultrafast phenomena in condensed matter and in nanostructures have been tackled also. The successful development of attosecond light sources has thus opened up a variety of new research activities in ultrafast optical science; it will be continued and accelerated further in coming years with intensive research investments by more groups joining the field of attosecond science. In this special issue celebrating the 10th year of attosecond pulse generation 6 review articles and 16 regular articles are included. Although it does not cover all active research areas, we sincerely hope it gives a glimpse of active research activities in attosecond science throughout the world.

  16. EDITORIAL: STAM celebrates its 10th anniversary STAM celebrates its 10th anniversary

    NASA Astrophysics Data System (ADS)

    Ushioda, Sukekatsu

    2010-02-01

    I would like to extend my warmest greetings to the readers and staff of Science and Technology of Advanced Materials (STAM), on the occasion of its 10th anniversary. Launched in 2000, STAM marks this year an important milestone in its history. This is a great occasion to celebrate. STAM was founded by Tsuyoshi Masumoto in collaboration with Teruo Kishi and Toyonobu Yoshida as a world-class resource for the materials science community. It was initially supported by several materials research societies and was published as a regular peer-reviewed journal. Significant changes occurred in 2008, when the National Institute for Materials Science (NIMS) became solely responsible for all the costs of maintaining the journal. STAM was transformed into an open-access journal published by NIMS in partnership with IOP Publishing. As a result, the publication charges were waived and the entire STAM content, including all back issues, became freely accessible through the IOP Publishing website. The transition has made STAM more competitive and successful in global publication communities, with innovative ideas and approaches. The journal has also changed its publication strategy, aiming to publish a limited number of high-quality articles covering the frontiers of materials science. Special emphasis has been placed on reviews and focus issues, providing recent summaries of hot materials science topics. Publication has become electronic only; however, selected issues are printed and freely distributed at major international scientific events. The Editorial Board has been expanded to include leading experts from all over the world and, together with the Editorial Office, the board members are doing their best to transform STAM into a leading materials science journal. These efforts are paying off, as shown by the rapidly increasing number of article downloads and citations in 2009. I believe that the STAM audience can not only deepen their knowledge in their own specialties but

  17. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  18. Nineth Rib Syndrome after 10th Rib Resection

    PubMed Central

    Yu, Hyun Jeong; Jeong, Yu Sub; Lee, Dong Hoon

    2016-01-01

    The 12th rib syndrome is a disease that causes pain between the upper abdomen and the lower chest. It is assumed that the impinging on the nerves between the ribs causes pain in the lower chest, upper abdomen, and flank. A 74-year-old female patient visited a pain clinic complaining of pain in her back, and left chest wall at a 7 on the 0-10 Numeric Rating scale (NRS). She had a lateral fixation at T12-L2, 6 years earlier. After the operation, she had multiple osteoporotic compression fractures. When the spine was bent, the patient complained about a sharp pain in the left mid-axillary line and radiating pain toward the abdomen. On physical examination, the 10th rib was not felt, and an image of the rib-cage confirmed that the left 10th rib was severed. When applying pressure from the legs to the 9th rib of the patient, pain was reproduced. Therefore, the patient was diagnosed with 9th rib syndrome, and ultrasound-guided 9th and 10th intercostal nerve blocks were performed around the tips of the severed 10th rib. In addition, local anesthetics with triamcinolone were administered into the muscles beneath the 9th rib at the point of the greatest tenderness. The patient's pain was reduced to NRS 2 point. In this case, it is suspected that the patient had a partial resection of the left 10th rib in the past, and subsequent compression fractures at T8 and T9 led to the deformation of the rib cage, causing the tip of the remaining 10th rib to impinge on the 9th intercostal nerves, causing pain. PMID:27413484

  19. Georgia Criterion-Referenced Tests Objectives and Assessment Characteristics for Sixth Grade Mathematics and Reading Tests (Second Edition).

    ERIC Educational Resources Information Center

    Georgia State Dept. of Education, Atlanta. Office of Planning and Development.

    Examples are given of criterion-referenced test items in mathematics and reading used at the sixth grade level in Georgia. Three skill areas are identified for mathematics: concept identification, component operations, and problem solving. Tests measure students' ability to: (1) recognize whole numbers, fractions, and decimals; (2) identify…

  20. A Comparison of Fourth Grade Students with Learning Disabilities and Their Nondisabled Peers on Mathematics Reasoning Performance

    ERIC Educational Resources Information Center

    Bressette, Sandra J.

    2010-01-01

    Students with specific learning disabilities (SLD) tend to have difficulty with reasoning and communication across many mathematical domains. The purpose of this study was, through open response questions, to examine the mathematics reasoning performance of 4 th grade students with SLD. Using the learner centered principles outlined by the…

  1. TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade--Implications for Early Learning

    ERIC Educational Resources Information Center

    Martin, Michael O., Ed.; Mullis, Ina V. S., Ed.

    2013-01-01

    TIMSS (Trends in International Mathematics and Science Study) is an international assessment of mathematics and science at the fourth and eighth grades that has been conducted every four years since 1995, with the most recent assessment in 2011. PIRLS (Progress in International Reading Literacy Study) is an international assessment of reading…

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

    ERIC Educational Resources Information Center

    Iglesias-Sarmiento, Valentin; Deano, Manuel

    2011-01-01

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

  3. Opportunities to Learn and Achievement in Mathematics in a Sample of Sixth Grade Students in Lima, Peru

    ERIC Educational Resources Information Center

    Cueto, Santiago; Ramirez, Cecilia; Leon, Juan

    2006-01-01

    In recent years, the mathematics achievement of Peruvian students has been evaluated in three national and two international studies. The results in all cases suggest very poor learning. A similar situation is found in many developing countries. In this study, we analyzed the opportunities to learn (OTL) mathematics of sixth grade students from…

  4. An Interaction of Learning and Teaching Styles Influencing Mathematic Achievements of Ninth-Grade Students: A Multilevel Approach

    ERIC Educational Resources Information Center

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2014-01-01

    The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were…

  5. The Validity of SAT® Scores in Predicting First-Year Mathematics and English Grades. Research Report 2012-1

    ERIC Educational Resources Information Center

    Mattern, Krista D.; Patterson, Brian F.; Kobrin, Jennifer L.

    2012-01-01

    This study examined the validity of the SAT for predicting performance in first-year English and mathematics courses. Results reveal a significant positive relationship between SAT scores and course grades, with slightly higher correlations for mathematics courses compared to English courses. Correlations were estimated by student characteristics…

  6. Individual Learner Variables and Their Effect on Mathematics Achievement as Students Advance from Fifth to Sixth Grade

    ERIC Educational Resources Information Center

    Shores, Melanie L.; Shannon, David M.; Smith, Tommy G.

    2010-01-01

    A total of 761 students (58.1% female) from selected fifth- and sixth-grade mathematics classrooms in Alabama were examined to investigate the relationships between individual learner variables (gender, ethnicity, socioeconomic status [SES]) and mathematics performance. Specifically, this portion of the study examined individual learner variables…

  7. Teachers' Motivating Methods to Support Thai Ninth Grade Students' Levels of Motivation and Learning in Mathematics Classrooms

    ERIC Educational Resources Information Center

    Nenthien, Sansanee; Loima, Jyrki

    2016-01-01

    The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…

  8. Grade 3 Students' Mathematization through Modeling: Situation Models and Solution Models with Mutli-Digit Subtraction Problem Solving

    ERIC Educational Resources Information Center

    Murata, Aki; Kattubadi, Sailaja

    2012-01-01

    In considering mathematics problem solving as a model-eliciting activity (Lesh & Doerr, 2003; Lesh & Harel, 2003; Lesh & Zawojewski, 2008), it is important to know "what" students are modeling for the problems: situations or solutions. This study investigated Grade 3 students' mathematization process by examining how they modeled different…

  9. The Compatibility of Developed Mathematics Textbooks' Content in Saudi Arabia (Grades 6-8) with NCTM Standards

    ERIC Educational Resources Information Center

    Alshehri, Mohammed Ali; Ali, Hassan Shawki

    2016-01-01

    This study aimed to investigate the compatibility of developed mathematics textbooks' content (grades 6-8) in Saudi Arabia with NCTM standards in the areas of: number and operations, algebra, geometry, measurement, data analysis and probability. To achieve that goal, a list of (NCTM) standards for grades (6-8) were translated to Arabic language,…

  10. Gender Differences in Attitudes toward Mathematics between Low-Achieving and High-Achieving Fifth Grade Elementary Students.

    ERIC Educational Resources Information Center

    Rathbone, A. Sue

    Possible gender differences in attitudes toward mathematics were studied between low-achieving and high-achieving fifth-grade students in selected elementary schools within a large, metropolitan area. The attitudes of pre-adolescent children at an intermediate grade level were assessed to determine the effects of rapidly emerging gender-related…

  11. Factors Related to Alcohol Use among 6th through 10th Graders: The Sarasota County Demonstration Project

    ERIC Educational Resources Information Center

    Eaton, Danice K.; Forthofer, Melinda S.; Zapata, Lauren B.; Brown, Kelli R. McCormack; Bryant, Carol A.; Reynolds, Sherri T.; McDermott, Robert J.

    2004-01-01

    Alcohol consumption by youth can produce negative health outcomes. This study identified correlates of lifetime alcohol use, recent alcohol use, and binge drinking among youth in sixth through 10th grade (n = 2,004) in Sarasota County, Fla. Results from a closed-ended, quantitative survey acknowledged a range of personal, social and environmental…

  12. The Effect of Constructivist Learning Using Scientific Approach on Mathematical Power and Conceptual Understanding of Students Grade IV

    NASA Astrophysics Data System (ADS)

    Kusmaryono, Imam; Suyitno, Hardi

    2016-02-01

    This study used a model of Concurrent Embedded with the aim of: (1) determine the difference between the conceptual understanding and mathematical power of students grade fourth who take the constructivist learning using scientific approach and direct learning, (2) determine the interaction between learning approaches and initial competence on the mathematical power and conceptual of understanding, and (3) describe the mathematical power of students grade fourth. This research was conducted in the fourth grade elementary school early 2015. Data initial competence and mathematical power obtained through tests, and analyzed using statistical tests multivariate and univariate. Statistical analysis of the results showed that: (1) There are differences in the concept of understanding and mathematical power among the students who follow the scientifically-based constructivist learning than students who take the Direct Learning in terms of students initial competency (F = 5.550; p = 0.007 < 0.05), and (2) There is an interaction between the scientific-based constructivist learning approach with an initial competence (high and low) on the ability of concept of understanding and mathematical power (F = 5.259; p =0.033 < 0,05). Observations and in-depth interviews with students, shows that the construction of mathematical power of students have influenced the thinking of students in problem solving and contributes tremendous increase students' math skills. Researcher suggested that the learning of mathematics in schools using scientifically- based constructivist approach to improve the mathematical power of students and conceptual understanding.

  13. NADEOSA 10th Anniversary Conference Formal Evaluation Report

    ERIC Educational Resources Information Center

    South African Journal of Higher Education, 2007

    2007-01-01

    NADEOSA held its 10th anniversary conference during August 2006 on the theme "Celebrating 10 years of NADEOSA. Exploring the role of ICTs in addressing educational needs: Identifying the myths and miracles." The conference evaluation strategy consisted of a number of consciously planned processes, a dialogical and reflective account which had been…

  14. Beyond Discipline: From Compliance to Community. 10th Anniversary Edition

    ERIC Educational Resources Information Center

    Kohn, Alfie

    2006-01-01

    In this 10th anniversary edition of an Association for Supervision and Curriculum Development (ASCD) best seller, the author reflects on his revolutionary ideas in the context of today's emphasis on school accountability and high-stakes testing. The author relates how his innovative approach--where teachers learn to work with students, rather than…

  15. Domain-general mediators of the relation between kindergarten number sense and first-grade mathematics achievement.

    PubMed

    Hassinger-Das, Brenna; Jordan, Nancy C; Glutting, Joseph; Irwin, Casey; Dyson, Nancy

    2014-02-01

    Domain-general skills that mediate the relation between kindergarten number sense and first-grade mathematics skills were investigated. Participants were 107 children who displayed low number sense in the fall of kindergarten. Controlling for background variables, multiple regression analyses showed that both attention problems and executive functioning were unique predictors of mathematics outcomes. Attention problems were more important for predicting first-grade calculation performance, whereas executive functioning was more important for predicting first-grade performance on applied problems. Moreover, both executive functioning and attention problems were unique partial mediators of the relationship between kindergarten and first-grade mathematics skills. The results provide empirical support for developing interventions that target executive functioning and attention problems in addition to instruction in number skills for kindergartners with initial low number sense. PMID:24237789

  16. State Summary Grade 10: Spring 1989 High School Proficiency Test, New Jersey Statewide Testing System.

    ERIC Educational Resources Information Center

    New Jersey State Dept. of Education, Trenton.

    The New Jersey High School Proficiency Test (HSPT) consists of reading, writing, and mathematics sections and must be passed as one of the requirements for a high school diploma. This report includes a series of tables summarizing grade 10 test results statewide for April 11-13, 1989. The results for 6,352 10th graders are given separately for…

  17. The Effects of Multiple Assessments of the Discovery Education Assessment on Teacher Self-Efficacy of Eighth-Grade Mathematics Teachers

    ERIC Educational Resources Information Center

    McKinzie, Abasi H.

    2012-01-01

    This study utilized the student scores of eighth-grade mathematics students on the "Discovery Education Assessment," as well as the self-efficacy perceptions of eighth-grade mathematics teachers as determined by the "Teachers' Sense of Efficacy Scale" ("TSES") from seven middle schools that encompassed grades 6-8…

  18. Cognitive processing and mathematical achievement: a study with schoolchildren between fourth and sixth grade of primary education.

    PubMed

    Iglesias-Sarmiento, Valentín; Deaño, Manuel

    2011-01-01

    This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving group (TA). For this purpose, performance in verbal memory and in the PASS cognitive processes of planning, attention, and simultaneous and successive processing was assessed at the end of the academic course. Correlational analyses showed that phonological loop and successive and simultaneous processing were related to mathematical achievement at all three grades. Regression analysis revealed simultaneous processing as a cognitive predictor of mathematical performance, although phonological loop was also associated with higher achievement. Simultaneous and successive processing were the elements that differentiated the MLD group from the LA group. These results show that, of all the variables analyzed in this study, simultaneous processing was the best predictor of mathematical performance. PMID:21444928

  19. Social Capital and Adolescents Mathematics Achievement: A Comparative Analysis of Eight European Cities

    ERIC Educational Resources Information Center

    Gisladottir, Berglind

    2013-01-01

    This study examines the impact of social capital on mathematics achievement in eight European cities. The study draws on data from the 2008 Youth in Europe survey, carried out by the Icelandic Center for Social Research and Analysis. The sample contains responses from 17,312 students in 9th and 10th grade of local secondary schools in the…

  20. The relationship between standards-based reporting systems and third-grade mathematics and science achievement

    NASA Astrophysics Data System (ADS)

    Prejean-Harris, Rose M.

    Over the last decade, accountability has been the driving force for many changes in education in the United States. One major educational reform effort is the standards-based movement with a focus of combining a number of processes that involve aligning curriculum, instruction, assessment and feedback to specific standards that are measureable and indicative of student achievement. The purpose of this study is to determine if the type of report card is a possible predictor of third grade student achievement on standardized tests in mathematics and science for the 2012 Criterion-Referenced Competency Test (CRCT). The results of this study concluded that the difference in test scores in mathematics and science for students in the traditional report card group was not statistically significant when compared to the scores of students in the standards-based report card group when controlling for poverty level, school locale, and school district. However, students in the traditional report card group scored an average of 1.01 point higher in mathematics and 2.27 points higher in science than students in the standards-based report card group.

  1. Small Schools Mathematics Curriculum, Grades 7-8: Reading, Language Arts, Mathematics, Science, Social Studies. Scope, Objectives, Activities, Resources, Monitoring Procedures.

    ERIC Educational Resources Information Center

    Hartl, David, Ed.; And Others

    Developed during the 1976-77 school year to assist Washington grade 7-8 teachers in small school districts with the improvement of curriculum and instruction, this learning-objective-based curriculum suggests activities, monitoring procedures and resources for mathematics. Introductory materials describe the organization of Small School materials,…

  2. Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students with Mathematics Difficulties: A Randomized Experiment

    ERIC Educational Resources Information Center

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

    2012-01-01

    The present research assessed the efficacy of two tutoring protocols for improving the mathematics outcomes of at-risk third-grade students. Results indicated that students in the schema-based instruction (SBI) group outperformed students in the control group on word problem solving performance after 30 hours of problem-solving experience, but the…

  3. Effects of Using History as a Tool to Teach Mathematics on Students' Attitudes, Anxiety, Motivation and Achievement in Grade 11 Classrooms

    ERIC Educational Resources Information Center

    Lim, Siew Yee; Chapman, Elaine

    2015-01-01

    For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students' mathematics achievement. Effects in three affective…

  4. EFFECTS OF EXPERIMENTAL PROGRAMS IN MATHEMATICS ON RELEVANT ATTITUDES AND INTERESTS OF NINTH GRADE PUPILS AS MEASURED BY QUESTIONNAIRE INDICES. INTERIM REPORT.

    ERIC Educational Resources Information Center

    RYAN, JAMES J.

    THIS INTERIM REPORT COVERS ONE PHASE OF A BROADER PROGRAM AIMED AT STUDYING THE EFFECTS OF THREE EXPERIMENTAL MATHEMATICS PROGRAMS IN NINTH-GRADE ALGEBRA--BALL STATE, THE UNIVERSITY OF ILLINOIS COMMITTEE ON SCHOOL MATHEMATICS (UICSM), AND SCHOOL MATHEMATICS STUDY GROUP (SMSG)--ON THE ATTITUDES AND INTERESTS PUPILS DEVELOP TOWARD MATHEMATICS. THE…

  5. [Treat Princes in Cordoue (9th-10th centuries)].

    PubMed

    Ricordel, Joëlle

    2016-03-01

    It is proposed, through biographic notes and historical reports, to observe the physicians/power relationships in one hand, and power/medical institutions relationships on the other, in Cordoue, during omeyades' emirate and caliphate, between the 9th and 10th centuries. The gathered information allows to describe the social position of physicians who received marks of favor from princes, but also served the power in place for various responsabilities. These documents are also able to make an evaluation of the role of princes for the development of medico-pharmaceutical subjects and give indications on the health of great figures, on their diseases and the conditions of their death. PMID:27281934

  6. Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve

    NASA Astrophysics Data System (ADS)

    Bitner, Betty L.

    To test the hypothesis that formal operational reasoning modes are predictors of critical thinking abilities and grades assigned by teachers in science and mathematics, in September 1986 the Group Assessment of Logical Thinking (GALT) and in December 1986 the Watson-Glaser Critical Thinking Appraisal (WGCTA) were administered to 101 rural students in Grades 9 through 12. The grades assigned by teachers were collected in May 1987. Construct and criterion-related validities and internal-consistency reliability using Cronbach's alpha method were established on the GALT. On the WGCTA, content and construct validities and internal consistency reliability using the split-half procedure, coefficient of stability, and coefficient of equivalence were established. The five formal operational reasoning modes in the GALT were found to be significant predictors of critical thinking abilities and grades assigned by teachers in science and mathematics. The variance in the five critical thinking abilities attributable to the five formal operational reasoning modes ranged between 28% and 70%. The five formal operational reasoning modes explained 29% of the variance in mathematics achievement and 62% of the variance in science achievement.

  7. The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap between Hispanic and White Students

    ERIC Educational Resources Information Center

    Stevens, Tara; Olivarez, Arturo, Jr.; Hamman, Doug

    2006-01-01

    The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback…

  8. Teaching Mathematical Modeling in Mathematics Education

    ERIC Educational Resources Information Center

    Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

    2016-01-01

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

  9. The Influence of Advanced Mathematics Units Implementing Reform-Based Discourse on Grade 2 Students' Writing

    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…

  10. Gendered Socialization with an Embodied Agent: Creating a Social and Affable Mathematics Learning Environment for Middle-Grade Females

    ERIC Educational Resources Information Center

    Kim, Yanghee; Lim, Jae Hoon

    2013-01-01

    This study examined whether or not embodied-agent-based learning would help middle-grade females have more positive mathematics learning experiences. The study used an explanatory mixed methods research design. First, a classroom-based experiment was conducted with one hundred twenty 9th graders learning introductory algebra (53% male and 47%…

  11. Advancing Fourth-Grade Students' Understanding of Arithmetic Properties with Instruction That Promotes Mathematical Argumentation

    ERIC Educational Resources Information Center

    Rumsey, Chepina Witkowski

    2012-01-01

    The goals for this study were to investigate how fourth-grade students developed an understanding of the arithmetic properties when instruction promoted mathematical argumentation and to identify the characteristics of students' arguments. Using the emergent perspective as an overarching theoretical perspective helped distinguish between two…

  12. Domain-Specific and Domain-General Precursors of Mathematical Achievement: A Longitudinal Study from Kindergarten to First Grade

    ERIC Educational Resources Information Center

    Passolunghi, Maria Chiara; Lanfranchi, Silvia

    2012-01-01

    Background: Many contributing factors, both domain specific and domain general, influence children's performance in school achievement. Aims: This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade.…

  13. Factors that Influence Eighth Grade African American and White Students' Mathematics Scores on the Missouri Assessment Program

    ERIC Educational Resources Information Center

    Grana, David P.

    2010-01-01

    The disparity in academic achievement between African American and White students in all levels of education has been one of the critical issues in education. The purpose of this study was to determine the influence of school, community, and family on African American and White students' on the 8 th grade mathematics scores on the Missouri…

  14. Teacher Implementation of Reform-Based Mathematics and Implications for Algebra Readiness: A Qualitative Study of 4th Grade Classrooms

    ERIC Educational Resources Information Center

    Sher, Stephen Korb

    2011-01-01

    This study looked at 4th grade classrooms to see "how" teachers implement NCTM standards-based or reform-based mathematics instruction and then analyzed it for the capacity to improve students' "algebra readiness." The qualitative study was based on classroom observations, teacher and administrator interviews, and teacher surveys. The study took…

  15. The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's 2013 student achievement in…

  16. Explanations of Mathematical Concepts in Japanese, Chinese, and U.S. First- and Fifth-Grade Classrooms.

    ERIC Educational Resources Information Center

    Perry, Michelle

    2000-01-01

    Documented differences in frequency and type of mathematical explanations during lessons in U.S., Taiwanese, and Japanese first- and fifth-grade classrooms. Found that explanations occurred more frequently in Japanese and Taiwanese classrooms than in U.S. classrooms. Typical explanations in Asian classrooms were more substantive than in U.S.…

  17. CSMP Mathematics for the Intermediate Grades, Part VI, Student Materials: Worksheets; Collage of Problems 1, 2, 3, 4, 5, 6.

    ERIC Educational Resources Information Center

    CEMREL, Inc., St. Ann, MO.

    These are some of the individual materials needed by students using the Comprehensive School Mathematics Program for the Intermediate Grades, Part VI. The book of "Worksheets" contains materials that are labeled with the same letter and number as the lessons with which they are to be used. The six "Collage of Problems" booklets provide exercises…

  18. "Prime Online": Developing Grades 3-5 Teachers' Content Knowledge for Teaching Mathematics in an Online Professional Development Program

    ERIC Educational Resources Information Center

    Pape, Stephen J.; Prosser, Sherri K.; Griffin, Cynthia C.; Dana, Nancy Fichtman; Algina, James; Bae, Jungah

    2015-01-01

    This study sought to identify components of an asynchronous online teacher professional development program, "Prime Online," that potentially affected participants' mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade general education and special education teachers completed a yearlong online teacher…

  19. Parent-Child Home Numeracy Intervention and the Mathematics Scores of First Grade Students in Urban Catholic Schools

    ERIC Educational Resources Information Center

    Lavelle-Lore, Millicent D.

    2014-01-01

    This study investigated the effects of a parent-child home numeracy intervention on the mathematics scores of first grade students attending urban, Catholic schools. The participants included 60 parents (29 Black; 2 Asian; 1 Latino; 26 White; and 2 other) from two urban, Catholic schools. Parents, randomly assigned to the experimental group,…

  20. The Effect of Learning Integers Using Cartoons on 7th Grade Students' Attitude to Mathematics

    ERIC Educational Resources Information Center

    Sengül, Sare; Dereli, Mehtap

    2013-01-01

    The purpose of this research is to investigate the effect on students' attitudes toward mathematics when cartoons are used in teaching integers. The research was designed in the form of a pre-test and post-test with a quasi experimental control group. The research participant group was composed of sixty-one (61) 7th grade students attending…

  1. The Effect of a Computer Based Story on 6th Grade Students' Mathematics Word Problem Solving Achievement

    ERIC Educational Resources Information Center

    Gunbas, Nilgun

    2012-01-01

    The purpose of this study was to investigate the effect of a computer-based story on sixth grade students' mathematics word problem solving achievement. Problems were embedded in a story presented on a computer, and then compared to a paper-based story and to a condition that presented the problems as typical, isolated words problems. One hundred…

  2. How to Classify the Diversity of Seventh Grade Students' Mathematical Process Skills: An Application of Latent Profile Analysis

    ERIC Educational Resources Information Center

    Kaosa-ard, Chanapat; Erawan, Waraporn; Damrongpanit, Suntonrapot; Suksawang, Poonpong

    2015-01-01

    The researcher applied latent profile analysis to study the difference of the students' mathematical process skill. These skills are problem solving skills, reasoning skills, communication and presentation skills, connection knowledge skills, and creativity skills. Samples were 2,485 seventh-grade students obtained from Multi-stage Random…

  3. The Nation's Report Card Mathematics 2013 State Snapshot Report. South Dakota. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for South Dakota's 2013 student achievement in…

  4. Kindergarten Predictors of Mathematical Growth in the Primary Grades: An Investigation Using the Early Childhood Longitudinal Study--Kindergarten Cohort

    ERIC Educational Resources Information Center

    DiPerna, James Clyde; Lei, Pui-Wa; Reid, Erin E.

    2007-01-01

    This study examined longitudinal predictive relationships between young children's classroom behaviors and their growth in mathematics skills during the primary grades. Using the Early Childhood Longitudinal Study--Kindergarten cohort, the authors tested a longitudinal model featuring positive (interpersonal skills and approaches to learning) and…

  5. Developing Representational Ability in Mathematics for Students with Learning Disabilities: A Content Analysis of Grades 6 and 7 Textbooks

    ERIC Educational Resources Information Center

    van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa

    2012-01-01

    This study was an examination of the extent to which sixth- and seventh-grade mathematics textbooks incorporated recommended instructional practices for students with learning disabilities to help develop representational ability. Results indicated that the textbooks (a) provided very little explicit instructional information about representations…

  6. Evansville: A City on the Ohio River. An Interdisciplinary Unit for Grade 3: Language Arts, Mathematics, Science, Social Studies.

    ERIC Educational Resources Information Center

    Evansville-Vanderburgh School Corp., IN.

    This grade 3 interdisciplinary resource unit uses Evansville, Indiana and the Ohio River as its focus for social studies, language arts, mathematics, and science lessons. Text, pictures, and maps are provided to teach social studies lessons in history, geography, and map skills, and the student exercises include tests on vocabulary words and map…

  7. All Students Can Learn: Effects of Curriculum Alignment on the Mathematics Achievement of Third-Grade Students.

    ERIC Educational Resources Information Center

    Mitchell, Felicia Moss

    This study involved over 4,000 third grade students in a large (90,000+) suburban-emerging-urban school district. The purpose of the study was to examine the effectiveness of curriculum alignment on student achievement in mathematics as measured by the Iowa Tests of Basic Skills (IOWA) after one year of implementation in the DeKalb County School…

  8. The Nation's Report Card Mathematics 2013 State Snapshot Report. Arkansas. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' 2013 student achievement in…

  9. The Nation's Report Card Mathematics 2013 State Snapshot Report. Michigan. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Michigan's 2013 student achievement in…

  10. The Nation's Report Card Mathematics 2013 State Snapshot Report. Massachusetts. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Massachusetts' 2013 student achievement in…

  11. The Nation's Report Card Mathematics 2013 State Snapshot Report. Connecticut. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's 2013 student achievement in…

  12. The Nation's Report Card Mathematics 2013 State Snapshot Report. New Jersey. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Jersey's 2013 student achievement in…

  13. The Nation's Report Card Mathematics 2013 State Snapshot Report. Iowa. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's 2013 student achievement in…

  14. The Nation's Report Card Mathematics 2013 State Snapshot Report. Florida. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Florida's 2013 student achievement in…

  15. The Nation's Report Card Mathematics 2013 State Snapshot Report. Idaho. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Idaho's 2013 student achievement in…

  16. The Nation's Report Card Mathematics 2013 State Snapshot Report. New Hampshire. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Hampshire's 2013 student achievement in…

  17. The Nation's Report Card Mathematics 2013 State Snapshot Report. Tennessee. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Tennessee's 2013 student achievement in…

  18. The Nation's Report Card Mathematics 2013 State Snapshot Report. Illinois. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois's 2013 student achievement in…

  19. The TI-Nspire CAS: A Happy-Medium Mobile Device for Grades 8-16 Mathematics Classrooms

    ERIC Educational Resources Information Center

    Zelkowski, Jeremy

    2011-01-01

    This article justifies classifying the TI-Nspire CAS Touchpad as a mobile device for grades 8-16 mathematics classrooms equipped with a Navigator system. The 2010 Horizon Report: K-12 indicates virtually every secondary school aged child has some sort of mobile device. Yet, many school policies ban the use of mobile devices, preventing students…

  20. Positioning of Fifth Grade Students in Small-Group Settings: Naming Participation in Discussion-Based Mathematics

    ERIC Educational Resources Information Center

    Graves, Ingrid S.

    2010-01-01

    Through the lens of Schegloff's (1996) Action Theory, this study examined the dynamics of four groups of fifth-grade students as they learned to talk about academic mathematical reasoning over the course of a school year using Freeze Frame Analysis (Leander & Rowe, 2006) to help map "talking spaces" and Critical Discourse Analysis to understand…

  1. The Effects of a Traditional and Technology-Based After-School Program on 6th Grade Student's Mathematics Skills

    ERIC Educational Resources Information Center

    Hu, Xiangen; Craig, Scotty D.; Bargagliotti, Anna E.; Graesser, Arthur C.; Okwumabua, Theresa; Anderson, Celia; Cheney, Kyle R.; Sterbinsky, Allan

    2012-01-01

    This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve…

  2. A Multiple Intelligence Pedagogical Approach in Fifth Grade Mathematics: A Mixed Method Study

    ERIC Educational Resources Information Center

    Davis, Claudine Davillier

    2012-01-01

    The need for mathematics intervention has increased tremendously over the years, particularly after the No Child Left Behind Act of 2001.Students who lack basic mathematics skills and students who experience mathematics difficulties greatly benefit from mathematics interventions. This study examined mathematics intervention through the use of the…

  3. The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students

    ERIC Educational Resources Information Center

    Curry, Steven James

    2012-01-01

    This quantitative study investigated relationships between higher level mathematics learning and multiplication fact fluency, multiplication fact speed-recall, and reading grade equivalency of eighth grade students in Algebra I and Pre-Algebra. Higher level mathematics learning was indicated by an average score of 80% or higher on first and second…

  4. Exploring Relationships between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction

    ERIC Educational Resources Information Center

    Jackson, Kara; Garrison, Anne; Wilson, Jonee; Gibbons, Lynsey; Shahan, Emily

    2013-01-01

    This article specifies how the setup, or introduction, of cognitively demanding tasks is a crucial phase of middle-grades mathematics instruction. The authors report on an empirical study of 165 middle-grades mathematics teachers' instruction that focused on how they introduced tasks and the relationship between how they introduced tasks and…

  5. Examining school effectiveness at the fourth grade: A hierarchical analysis of the Third International Mathematics and Science Study (TIMSS)

    NASA Astrophysics Data System (ADS)

    Stemler, Steven Edward

    This study explored school effectiveness in mathematics and science at the fourth grade using data from IEA's Third International Mathematics and Science Study (TIMSS). Fourteen of the 26 countries participating in TIMSS at the fourth grade possessed sufficient between-school variability in mathematics achievement to justify the creation of explanatory models of school effectiveness while 13 countries possessed sufficient between-school variability in science achievement. Exploratory models were developed using variables drawn from student, teacher, and school questionnaires. The variables were chosen to represent the domains of student involvement, instructional methods, classroom organization, school climate, and school structure. Six explanatory models for each subject were analyzed using two-level hierarchical linear modeling (HLM) and were compared to models using only school mean SES as an explanatory variable. The amount of variability in student achievement in mathematics attributable to differences between schools ranged from 16% in Cyprus to 56% in Latvia, while the amount of between-school variance in science achievement ranged from 12% in Korea to 59% in Latvia. In general, about one-quarter of the variability in mathematics and science achievement was found to lie between schools. The research findings revealed that after adjusting for differences in student backgrounds across schools, the most effective schools in mathematics and science had students who reported seeing a positive relationship between hard work, belief in their own abilities, and achievement. In addition, more effective schools had students who reported less frequent use of computers and calculators in the classroom. These relationships were found to be stable across explanatory models, cultural contexts, and subject areas. This study has contributed a unique element to the literature by examining school effectiveness at the fourth grade across two subject areas and across 14

  6. Prevalence and Patterns of Polysubstance Use in a Nationally Representative Sample of 10th Graders in the United States

    PubMed Central

    Conway, Kevin P.; Vullo, Genevieve C.; Nichter, Brandon; Wang, Jing; Compton, Wilson M.; Iannotti, Ronald J.; Simons-Morton, Bruce

    2013-01-01

    Purpose The current study examines the prevalence and demographic correlates of self-reported substance use and identifies subgroups of polysubstance users among a cohort of US 10th grade students. Methods A nationally representative school-based cohort of US 10th grade students completed the NEXT Generation Health Study baseline survey in the spring of 2010 (N = 2,524). Results Past-year use of marijuana was most common among illicit drugs (26%), followed by misuse of medication (9%) and use of other illicit drugs (8%). During the past month, alcohol use was reported by more than one-third (35%), binge drinking by 27%, and cigarette smoking by 19%. Results further show that substance use varied somewhat by demographic characteristics. Results from the latent class analysis of polysubstance use indicated a 4-class solution as the best-fitting model; Class 1 (59%) included the ‘non-user’ group; Class 2 (23%) comprised the ‘predominant alcohol user’ group; Class 3 (11%) formed the ‘predominant marijuana user’ group; Class 4 (8%) was characterized as the ‘predominant polysubstance user’ group. Somatic and depressive symptoms varied significantly by class membership, with predominant polysubstance users reporting elevated levels of somatic and depressive symptoms. Conclusions The findings from this national study of 10th-grade students indicate high rates of substance and polysubstance use. The high level of depressive and somatic symptoms among polysubstance users indicates the need for mental health screening and referral. PMID:23465320

  7. Developing Mathematical Thinking and Self-Regulated Learning: A Teaching Experiment in a Seventh-Grade Mathematics Classroom

    ERIC Educational Resources Information Center

    Pape, S. J.; Bell, C. V.; Yetkin, IE.

    2003-01-01

    Mathematics educators have found sociocultural models of teaching and learning to be powerful in their ability to describe and support the pursuit of instruction based on recent standards documents (e.g., National Council of Teachers of Mathematics [NCTM], 1989, 2000). These models of instruction, however, have been criticized for their lack of…

  8. Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region. Final Report. NCEE 2012-4017

    ERIC Educational Resources Information Center

    Martin, Taylor; Brasiel, Sarah J.; Turner, Herb; Wise, John C.

    2012-01-01

    This study examines the effects of Connected Mathematics Project 2 (CMP2) on grade 6 student mathematics achievement and engagement using a cluster randomized controlled trial (RCT) design. It responds to a need to improve mathematics learning in the Mid-Atlantic Region (Delaware, Maryland, New Jersey, Pennsylvania, and Washington, DC). Findings…

  9. The Nation's Report Card: Reading and Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. Findings in Brief. NCES 2012-459

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number…

  10. The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number…

  11. Studying the Ability of 7th Grade Students to Define the Circle and Its Elements in the Context of Mathematical Language

    ERIC Educational Resources Information Center

    Akarsu, Esra; Yilmaz, Süha

    2015-01-01

    In this study, it was aimed to study the mathematical language skills that the 7th grade students use in defining the circle and its elements. In the study, the mathematical language skills of students that they use in defining the circle and its elements in a scenario were compared to the mathematical language skills they use in defining them…

  12. Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students

    NASA Astrophysics Data System (ADS)

    Burt, Stacey M.

    The problem addressed in this project is the lack of mathematically gifted females choosing to pursue advanced science, technology, engineering, and mathematics (STEM) courses in secondary education due to deficiencies in self-efficacy. The purpose of this project was to study the effects of a child-guided robotics program as it relates to the self-efficacy of mathematically gifted 6th grade female students and their future course choices in the advanced STEM content areas. This mixed-model study utilized a STEM attitude survey, artifacts, interviews, field notes, and standardized tests as measurement tools. Significance was found between genders in the treatment group for the standardized science scores, indicating closure in the achievement gap. Research suggests that STEM enrichment is beneficial for mathematically gifted females.

  13. The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4.

    PubMed

    Lefevre, Jo-Anne; Berrigan, Lindsay; Vendetti, Corrie; Kamawar, Deepthi; Bisanz, Jeffrey; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda L

    2013-02-01

    We examined the role of executive attention, which encompasses the common aspects of executive function and executive working memory, in children's acquisition of two aspects of mathematical skill: (a) knowledge of the number system (e.g., place value) and of arithmetic procedures (e.g., multi-digit addition) and (b) arithmetic fluency (i.e., speed of solutions to simple equations such as 3+4 and 8-5). Children in Grades 2 and 3 (N=157) completed executive attention and mathematical tasks. They repeated the mathematical tasks 1 year later. We used structural equation modeling to examine the relations between executive attention and (a) concurrent measures of mathematical knowledge and arithmetic fluency and (b) growth in performance on these measures 1 year later. Executive attention was concurrently predictive of both knowledge and fluency but predicted growth in performance only for fluency. A composite language measure predicted growth in knowledge from Grade 2 to Grade 3. The results support an important role for executive attention in children's acquisition of novel procedures and the development of automatic access to arithmetic facts. PMID:23168083

  14. Why Singaporean 8th Grade Students Gain Highest Mathematics Ranking in TIMSS (1999-2011)

    ERIC Educational Resources Information Center

    Lessani, Abdolreza; Yunus, Aida Suraya Md; Tarmiz, Rohani Ahmad; Mahmud, Rosnaini

    2014-01-01

    The international comparison of students' mathematics knowledge and competencies is an effective method of evaluating students' mathematics performance and developing policies to improve their achievements in mathematics. Trends in International Mathematics and Science Study (TIMSS) are among the most well-recognized international comparisons that…

  15. Authority and Authority Relations in Mathematics Education: A View from an 8th Grade Classroom

    ERIC Educational Resources Information Center

    Amit, Miriam; Fried, Michael N.

    2005-01-01

    Compared to studies in general education, authority has received little attention in mathematics education, despite an increasing interest in sociological perspectives in mathematics classroom research. The subject of authority is particularly important in mathematics education, on the one hand, because of the immense authority mathematics itself…

  16. Effects of Perceived Teacher Practices on Latino High School Students' Interest, Self-Efficacy, and Achievement in Mathematics

    ERIC Educational Resources Information Center

    Riconscente, Michelle M.

    2014-01-01

    The author examined the effects of teacher caring, teacher content explanations, and teacher interest promotion on Latino students' interest, self-efficacy, and achievement in mathematics. Participants in the year-long study were 326 Latino 9th- and 10th-grade students attending a large urban high school in southern California. Teacher…

  17. The Comparative Toxicogenomics Database's 10th year anniversary: update 2015

    PubMed Central

    Davis, Allan Peter; Grondin, Cynthia J.; Lennon-Hopkins, Kelley; Saraceni-Richards, Cynthia; Sciaky, Daniela; King, Benjamin L.; Wiegers, Thomas C.; Mattingly, Carolyn J.

    2015-01-01

    Ten years ago, the Comparative Toxicogenomics Database (CTD; http://ctdbase.org/) was developed out of a need to formalize, harmonize and centralize the information on numerous genes and proteins responding to environmental toxic agents across diverse species. CTD's initial approach was to facilitate comparisons of nucleotide and protein sequences of toxicologically significant genes by curating these sequences and electronically annotating them with chemical terms from their associated references. Since then, however, CTD has vastly expanded its scope to robustly represent a triad of chemical–gene, chemical–disease and gene–disease interactions that are manually curated from the scientific literature by professional biocurators using controlled vocabularies, ontologies and structured notation. Today, CTD includes 24 million toxicogenomic connections relating chemicals/drugs, genes/proteins, diseases, taxa, phenotypes, Gene Ontology annotations, pathways and interaction modules. In this 10th year anniversary update, we outline the evolution of CTD, including our increased data content, new ‘Pathway View’ visualization tool, enhanced curation practices, pilot chemical–phenotype results and impending exposure data set. The prototype database originally described in our first report has transformed into a sophisticated resource used actively today to help scientists develop and test hypotheses about the etiologies of environmentally influenced diseases. PMID:25326323

  18. The Comparative Toxicogenomics Database's 10th year anniversary: update 2015.

    PubMed

    Davis, Allan Peter; Grondin, Cynthia J; Lennon-Hopkins, Kelley; Saraceni-Richards, Cynthia; Sciaky, Daniela; King, Benjamin L; Wiegers, Thomas C; Mattingly, Carolyn J

    2015-01-01

    Ten years ago, the Comparative Toxicogenomics Database (CTD; http://ctdbase.org/) was developed out of a need to formalize, harmonize and centralize the information on numerous genes and proteins responding to environmental toxic agents across diverse species. CTD's initial approach was to facilitate comparisons of nucleotide and protein sequences of toxicologically significant genes by curating these sequences and electronically annotating them with chemical terms from their associated references. Since then, however, CTD has vastly expanded its scope to robustly represent a triad of chemical-gene, chemical-disease and gene-disease interactions that are manually curated from the scientific literature by professional biocurators using controlled vocabularies, ontologies and structured notation. Today, CTD includes 24 million toxicogenomic connections relating chemicals/drugs, genes/proteins, diseases, taxa, phenotypes, Gene Ontology annotations, pathways and interaction modules. In this 10th year anniversary update, we outline the evolution of CTD, including our increased data content, new 'Pathway View' visualization tool, enhanced curation practices, pilot chemical-phenotype results and impending exposure data set. The prototype database originally described in our first report has transformed into a sophisticated resource used actively today to help scientists develop and test hypotheses about the etiologies of environmentally influenced diseases. PMID:25326323

  19. An Examination of the Correlation between Ninth Grade Mathematics Grades and Student Performance on the Mathematics Portion of the California High School Exit Examination

    ERIC Educational Resources Information Center

    Steffan, Andrea Lynn

    2010-01-01

    This study examines the relationship between ninth graders' math course grades (passing or failing) and future performance on the California High School Exit Examination (CAHSEE). Although correlative data is not predictive, it is able to give a sense of which students one can expect to be successful and which students are more likely to benefit…

  20. The Impact of Computer Assisted Instruction on Seventh-Grade Students' Mathematics Achievement

    ERIC Educational Resources Information Center

    Tienken, Christopher H.; Wilson, Michael J.

    2007-01-01

    The perceived problem of low mathematics achievement is a concern to education leaders at all levels of PK-16 education. Results from various research raise concerns about mathematics learning of U.S. middle school students. Education leaders search for interventions to address issues related to improving mathematics achievement. This article…

  1. Unraveling the Culture of the Mathematics Classroom: A Video-Based Study in Sixth Grade

    ERIC Educational Resources Information Center

    Depaepe, Fien; De Corte, Erik; Verschaffel, Lieven

    2007-01-01

    Changing perspectives on mathematics teaching and learning resulted in a new generation of mathematics textbooks, stressing among others the importance of mathematical reasoning and problem-solving skills and their application to real-life situations. The article reports a study that investigates to what extent the reform-based ideas underlying…

  2. Meeting the Curricular Needs of Academically Low-Achieving Students in Middle Grade Mathematics

    ERIC Educational Resources Information Center

    Woodward, John; Brown, Cyrus

    2006-01-01

    An important component of the National Council of Teachers of Mathematics Standards is the equity principle: All students should have access to a coherent, challenging mathematics curriculum. Many in the mathematics reform community have maintained that this principle can be achieved through one well-designed curriculum. However, the extant…

  3. Student Participation in Mathematics Discourse in a Standards-Based Middle Grades Classroom

    ERIC Educational Resources Information Center

    Lack, Brian

    2010-01-01

    The vision of K-12 standards-based mathematics reform embraces a greater emphasis on students' ability to communicate their understandings of mathematics by utilizing adaptive reasoning (i.e., reflection, explanation, and justification of thinking) through mathematics discourse. However, recent studies suggest that many students lack the…

  4. Supracostal Approach for PCNL: Is 10th and 11th Intercostal Space Safe According to Clavien Classification System?

    PubMed

    Kara, Cengiz; Değirmenci, Tansu; Kozacioglu, Zafer; Gunlusoy, Bulent; Koras, Omer; Minareci, Suleyman

    2014-01-01

    The purpose of this study was to evaluate the success and morbidity of percutaneous nephrolithotomy (PCNL) performed through the 11th and 10th intercostal space. Between March 2005 and February 2012, 612 patients underwent PCNL, 243 of whom had a supracostal access. The interspace between the 11th and 12th rib was used in 204 cases (group 1) and between the 10th and 11th interspaces in 39 cases (group 2). PCNL was performed using standard supracostal technique in all patients. The operative time, success rate, hospital stay, and complications according to the modified Clavien classification were compared between group 1 and group 2. The stone-free rate was 86.8% in group 1 and 84.6% in group 2 after one session of PCNL. Auxiliary procedures consisting of ureterorenoscopy (URS) and shock wave lithotripsy (SWL) were required in 5 and 7 patients, respectively, in group 1; and in 1 patient each in group 2 . After the auxiliary procedures, stone-free rates increased to 92.6% in group 1 and 89.7% in group 2. A total of 74 (30.4%) complications were documented in the 2 groups according to modified Clavien classification. Grade-I complications were recorded in 20 (8.2%), grade-II in 38 (15.6%), grade-IIIa in 13 (5.3%), and grade-IIIb in 2 (0.8%) patients; grade-IVa was recorded in 1 (0.4%) patient. There were no grade-IVb or grade-V complications. Overall complication rate was 30.9% in group 1 and 28.2% in group 2. Supracostal PCNL in selected cases is effective and safe with acceptable complications. The modified Clavien system provides a standardized grading system for complications of PCNL. PMID:25437600

  5. Tenth-Grade High School Students' Mathematical Self-Efficacy, Mathematics Anxiety, Attitudes toward Mathematics, and Performance on the New York State Integrated Algebra Regents Examination

    ERIC Educational Resources Information Center

    Catapano, Michael

    2013-01-01

    Strong mathematical abilities are important for the continuation of a successful society. Mathematics is required and involved in all aspects of daily life: banking, communications, business, education, and travel are just a few examples. More specifically the areas of finance, engineering, architecture, and technology require individuals with…

  6. Predicting Development of Mathematical Word Problem Solving across the Intermediate Grades

    ERIC Educational Resources Information Center

    Tolar, Tammy D.; Fuchs, Lynn; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Fletcher, Jack M.

    2012-01-01

    This study addressed predictors of the development of word problem solving (WPS) across the intermediate grades. At beginning of 3rd grade, 4 cohorts of students (N = 261) were measured on computation, language, nonverbal reasoning skills, and attentive behavior and were assessed 4 times from beginning of 3rd through end of 5th grade on 2 measures…

  7. Excusing Elementary School Students from Regular Classroom Activities for the Study of Instrumental Music: The Effect on Sixth-Grade Reading, Language, and Mathematics Achievement.

    ERIC Educational Resources Information Center

    Kvet, Edward J.

    1985-01-01

    No significant difference was found in sixth-grade reading, language, and mathematics achievement between students who were excused from regular classroom activities for the study of instrumental music and students not studying instrumental music. (Author/RM)

  8. The Typologies of Successful and Unsuccessful Students in the Core Subjects of Language Arts, Mathematics, Science, and Social Studies Using the Theory of Multiple Intelligences in a High School Environment in Tennessee.

    ERIC Educational Resources Information Center

    Smith, Wade; Odhiambo, Eucabeth; El Khateeb, Hebatella

    The purpose of this research was to use a Tennessee high school as a research site to assess the impact of H. Gardner's Multiple Intelligences (MI) on students' academic successes in 10th grade English, social studies, mathematics, and science classes. The research used a two-part minimally intrusive data collection protocol. The student…

  9. An Evaluation of Integrated Curriculum as It Exists in Mathematics and Science SSS as Well as the Subsequent Supportive Presentation of Those Standards in Eighth Grade Mathematics and Science Textbooks

    ERIC Educational Resources Information Center

    Gill, Clara Joanne Schneberger

    2010-01-01

    This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and…

  10. Design Document for 12th Grade NAEP Preparedness Research Judgmental Standard Setting Studies: Setting Standards on the National Assessment of Educational Progress in Reading and Mathematics for 12th Grade Preparedness

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2010

    2010-01-01

    The National Assessment Governing Board adopted a Program of Preparedness Research in March 2009. Several categories of research studies were recommended to produce results for reporting 12th grade preparedness for the 2009 grade 12 National Assessment of Educational Progress (NAEP) in reading and mathematics. The categories included content…

  11. Las Matematicas: Lenguaje Universal. Grados Intermedios, Nivel 5b: Medida Lineal, Perimetro y Area (Mathematics: A Universal Language. Intermediate Grades, Level 5b: Linear Measure, Perimeter and Area).

    ERIC Educational Resources Information Center

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include measurement, perimeter, and area. (MK)

  12. Las Matematicas: Lenguaje Universal. Grados Intermedios, Nivel 4b: Division de Fracciones (Mathematics: A Universal Language. Intermediate Grades, Level 4b: Division of Fractions).

    ERIC Educational Resources Information Center

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include reciprocals, complex fractions, and division of fractions. (MK)

  13. Las Matematicas: Lenguaje Universal. Grados Intermedios, Nivel 4a: Multiplicacion de Fracciones (Mathematics: A Universal Language. Intermediate Grades, Level 4a: Multiplication of Fractions).

    ERIC Educational Resources Information Center

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include equivalent fractions, mixed numbers, and multiplication of fractions and mixed numbers. (MK)

  14. Las Matematicas: Lenguaje Universal. Grados Intermedios, Nivel 5a: Geometria - Conjuntos de Puntos (Mathematics: A Universal Language. Intermediate Grades, Level 5a: Geometry - Sets of Points).

    ERIC Educational Resources Information Center

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in the booklet include points, lines, planes, space, angles, and intersection and union of sets. (MK)

  15. Las Matematicas: Lenguaje Universal. Grados Intermedios, Nivel 6a: Suma de Fracciones (Mathematics: A Universal Language. Intermediate Grades, Level 6a: Addition of Fractions).

    ERIC Educational Resources Information Center

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include addition of fractions and mixed numbers. (MK)

  16. Las Matematicas: Lenguaje Universal. Grados Intermedios, Nivel 6b: Resta de Fracciones (Mathematics: A Universal Language. Intermediate Grades, Level 6b: Subtraction of Fractions).

    ERIC Educational Resources Information Center

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    This is one of a series of student booklets designed for use in a bilingual mathematics program in grades 6-8. The general format is to present each page in both Spanish and English. The mathematical topics in this booklet include subtraction of fractions and mixed numbers. (MK)

  17. Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7-12: A 3-Year Study of Attitudes and Perceptions Related to Integration

    ERIC Educational Resources Information Center

    Berlin, Donna F.; White, Arthur L.

    2010-01-01

    The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7-12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in…

  18. The Effects of Using Drawings in Developing Young Children's Mathematical Word Problem Solving: A Design Experiment with Third-Grade Hungarian Students

    ERIC Educational Resources Information Center

    Csikos, Csaba; Szitanyi, Judit; Kelemen, Rita

    2012-01-01

    The present study aims to investigate the effects of a design experiment developed for third-grade students in the field of mathematics word problems. The main focus of the program was developing students' knowledge about word problem solving strategies with an emphasis on the role of visual representations in mathematical modeling. The experiment…

  19. Middle-Grade Students' Misconceptions about the Graphical Representation of Simple Fractions: An Assessment from the Eliciting Mathematical Misconceptions Project (EM[superscript 2])

    ERIC Educational Resources Information Center

    Clements, Peggy; Buffington, Pamela; Tobey, Cheryl

    2013-01-01

    Rational number concepts underpin many topics in advanced mathematics and understanding these concepts is a prerequisite for students' success in high-school level courses. Students with rational number misconceptions that are not diagnosed and remediated in the middle grades are likely to encounter difficulty in high-school mathematics courses.…

  20. Four Seventh Grade Students Who Qualify for Academic Intervention Services in Mathematics Learning Multi-Digit Multiplication with the Montessori Checkerboard

    ERIC Educational Resources Information Center

    Donabella, Mark A.; Rule, Audrey C.

    2008-01-01

    This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares…

  1. Mathematics Curriculum Changes in Republic of Serbia for Grades 5-8 After the Break-Up of Socialist Federal Republic of Yugoslavia

    ERIC Educational Resources Information Center

    Vlajic, Jovana

    2011-01-01

    The purpose of this study was to determine the changes in the mathematics curriculum for grades 5-8 in the Republic of Serbia after the break-up of SFRY. In particular, the research sought to identify the changes in the mathematics curriculum in terms of curriculum content and learning objectives, textbooks, and high school entrance examination…

  2. A Comparative Analysis of Questions in American, Singaporean, and Turkish Mathematics Textbooks Based on the Topics Covered in 8th Grade in Turkey

    ERIC Educational Resources Information Center

    Ozer, Eren; Sezer, Renan

    2014-01-01

    This study offers a comparative analysis of questions found in Turkish, Singaporean, and American mathematics textbooks and workbooks based on topics covered in the 8th grade mathematics curriculum in Turkey. To this end, the study utilizes the 3-dimensional framework developed by Li. When the questions in the textbooks and workbooks…

  3. The Effects of White Boards on Student Achievement in Fourth Grade Mathematics as Measures on the Palmetto Achievement Test (PACT) at Selected Schools in North Central South Carolina

    ERIC Educational Resources Information Center

    Campbell, Tanya Lighty

    2010-01-01

    The purpose of this study was to investigate whether the use of interactive Whiteboard technology in mathematics class could improve student achievement as measured by scores achieved on the South Carolina State Palmetto Achievement Test (PACT). The study examined fourth grade mathematics achievement test scores for students whose teachers used…

  4. Developing Productive Dispositions during Small-Group Work in Two Sixth-Grade Mathematics Classrooms: Teachers' Facilitation Efforts and Students' Self-Reported Benefits

    ERIC Educational Resources Information Center

    Jansen, Amanda

    2012-01-01

    Through this exploratory study, I developed conjectures about classroom conditions that had the potential to support (or not) the development of productive dispositions toward mathematics. To do so, I listened to sixth-grade students' voices about their experiences with small-group work in 2 mathematics classrooms and contrasted their teachers'…

  5. Mission Mathematics II: Prekindergarten-Grade 2 (with CD-ROM)

    ERIC Educational Resources Information Center

    Hynes, Ellen Mary, Ed.; Blair, Catherine, Ed.

    2005-01-01

    Get students into math using outer space! Mission Mathematics translates the NASA experience into language and experiences appropriate for young learners, and provides teachers with mathematics activities that complement many of the available NASA resources for students and educators. In these motivating investigations, young children engage in…

  6. The Relationship between Reading Level and Sixth Grade Students' Acquisition of Mathematics Standards

    ERIC Educational Resources Information Center

    Caruthers, Tarchell Peeples

    2013-01-01

    Current research shows that, despite standards-based mathematics reform, American students lag behind in mathematics achievement when compared to their counterparts in other countries. The purpose of this mixed methods study was to examine if reading level, as measured by the Scholastic Reading Inventory, is related to standards-based mathematics…

  7. NLSMA Reports, No. 13, Patterns of Mathematics Achievement in Grade 9: Y-Population.

    ERIC Educational Resources Information Center

    Kilpatrick, Jeremy; McLeod, Gordon K.

    This is one of a series of reports on the National Longitudinal Study of Mathematical Abilities (NLSMA). Further, it is of the subseries that analyzed data for the purpose of identifying differential patterns of mathematics achievement which are correlated with different textbook series. This particular report considers comparisons made for the…

  8. The Influence of Computer-Assisted Instruction on Eighth Grade Mathematics Achievement

    ERIC Educational Resources Information Center

    Tienken, Christopher H.; Maher, James A.

    2008-01-01

    The issue of lower than expected mathematics achievement is a concern to education leaders and policymakers at all levels of the U.S. PK-12 education system. The purpose of this quantitative, quasi-experimental study was to determine if there was a measurable difference in achievement on the mathematics section of the state test for students (n =…

  9. Designing and Developing Assessments of Complex Thinking in Mathematics for the Middle Grades

    ERIC Educational Resources Information Center

    Graf, Edith Aurora; Arieli-Attali, Meirav

    2015-01-01

    Designing an assessment system for complex thinking in mathematics involves decisions at every stage, from how to represent the target competencies to how to interpret evidence from student performances. Beyond learning to solve particular problems in a particular area, learning mathematics with understanding involves comprehending connections…

  10. Utilizing Marzano's Summarizing and Note Taking Strategies on Seventh Grade Students' Mathematics Performance

    ERIC Educational Resources Information Center

    Jeanmarie-Gardner, Charmaine

    2013-01-01

    A quasi-experimental research study was conducted that investigated the academic impact of utilizing Marzano's summarizing and note taking strategies on mathematic achievement. A sample of seventh graders from a middle school located on Long Island's North Shore was tested to determine whether significant differences existed in mathematic test…

  11. A Comparison of Single and Multiple Strategy Instruction on Third-Grade Students' Mathematical Problem Solving

    ERIC Educational Resources Information Center

    Jitendra, Asha K.; Griffin, Cynthia C.; Haria, Priti; Leh, Jayne; Adams, Aimee; Kaduvettoor, Anju

    2007-01-01

    The purposes of this study were to assess the differential effects of a single strategy (schema-based instruction; SBI) versus multiple strategies (general strategy instruction, GSI) in promoting mathematical problem solving and mathematics achievement as well as to examine the influence of word problem-solving instruction on the development of…

  12. Modelling of and Conjecturing on a Soccer Ball in a Korean Eighth Grade Mathematics Classroom

    ERIC Educational Resources Information Center

    Lee, Kyeong-Hwa

    2011-01-01

    The purpose of this article was to describe the task design and implementation of cultural artefacts in a mathematics lesson based on the integration of modelling and conjecturing perspectives. The conceived process of integrating a soccer ball into mathematics lessons via modelling- and conjecturing-based instruction was first detailed. Next, the…

  13. Exploring Logical Reasoning and Mathematical Proof in Grade 6 Elementary School Students

    ERIC Educational Resources Information Center

    Flegas, Konstantinos; Charalampos, Lemonidis

    2013-01-01

    Research and classroom experience reveal that the construction of mathematical proofs is difficult for all students. While many contemporary mathematics curricula recognize the importance of teaching reasoning and proof, in Greece these concepts are introduced at the secondary education level. In this study, we will attempt to investigate a group…

  14. Evolving Polygons and Spreadsheets: Connecting Mathematics across Grade Levels in Teacher Education

    ERIC Educational Resources Information Center

    Abramovich, Sergei; Brouwer, Peter

    2009-01-01

    This paper was prepared in response to the Conference Board of Mathematical Sciences recommendations for the preparation of secondary teachers. It shows how using trigonometry as a conceptual tool in spreadsheet-based applications enables one to develop mathematical understanding in the context of constructing geometric representations of unit…

  15. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 4. Technical Report # 09-03

    ERIC Educational Resources Information Center

    Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  16. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 8. Technical Report # 09-04

    ERIC Educational Resources Information Center

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  17. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 5. Technical Report # 09-01

    ERIC Educational Resources Information Center

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  18. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 2. Technical Report # 0920

    ERIC Educational Resources Information Center

    Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  19. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 7. Technical Report 0908

    ERIC Educational Resources Information Center

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  20. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 3. Technical Report # 09-02

    ERIC Educational Resources Information Center

    Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  1. Associations of Temperament Traits and Mathematics Grades in Adolescents Are Dependent on the Rater but Independent of Motivation and Cognitive Ability

    ERIC Educational Resources Information Center

    Hintsanen, Mirka; Alatupa, Saija; Jokela, Markus; Lipsanen, Jari; Hintsa, Taina; Leino, Mare

    2012-01-01

    The current study examines associations between self- and teacher-rated temperament traits (activity, inhibition, negative emotionality, persistence, distractibility, and mood) and mathematics grades. The sample includes 310 ninth grade students (mean age 15.0) from several schools in Finland. Analyses were conducted with multilevel modeling.…

  2. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 6. Technical Report 09-07

    ERIC Educational Resources Information Center

    Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald

    2008-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

  3. Delaware Student Testing Program: Report of Student Questionnaire Survey, 2002 DSTP Administration for Grades 3, 5, 8, 10, and 11 in Reading, Writing, Mathematics, Science, and Social Studies.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Education, Dover. Assessment and Accountability Branch.

    With the administration of the 2002 Delaware Student Testing Program (DSTP), a questionnaire was given to students in grades 3, 5, 8, and 10 about Opportunity to Learn, Reading, Writing, and Mathematics, and to all students in grades 4, 6, 8, and 11 about Opportunity to Learn, Science, and Social Studies. Students responses to the questions were…

  4. Searching for the Exit in a Maze? Or Setting Sail for New Horizons? Metaphors by Twelfth Grade Students for Learning Mathematics

    ERIC Educational Resources Information Center

    Guner, Necdet

    2013-01-01

    This study examines and classifies the metaphors that twelfth grade students formulated to describe the concept of "learning mathematics". The sample of the study consists of 669 twelfth grade students (317 female, 352 male) of two Anatolian and two vocational high schools located in the city center of Denizli. The following questions…

  5. Factors Predictive of Mathematics Achievement in Kindergarten, First and Third Grades: An Opportunity-Propensity Analysis

    ERIC Educational Resources Information Center

    Byrnes, James P.; Wasik, Barbara A.

    2009-01-01

    A secondary analysis of the Early Childhood Longitudinal Study-Kindergarten Sample (N = 17,401) was conducted to determine the factors that are most strongly associated with math achievement during kindergarten, first grade, and third grade. Factors from the following three categories were considered: antecedent factors (e.g., family…

  6. A Quantitative Analysis of Uncertainty in the Grading of Written Exams in Mathematics and Physics

    ERIC Educational Resources Information Center

    Hammer, Hugo Lewi; Habib, Laurence

    2016-01-01

    The most common way to grade students in courses at university and university college level is to use final written exams. The aim of final exams is generally to provide a reliable and a valid measurement of the extent to which a student has achieved the learning outcomes for the course. A source of uncertainty in grading students based on an exam…

  7. A Comparison of Concrete and Virtual Manipulative Use in Third- and Fourth-Grade Mathematics

    ERIC Educational Resources Information Center

    Burns, Barbara A.; Hamm, Ellen M.

    2011-01-01

    The primary purpose of this classroom experiment was to examine the effectiveness of concrete (hands-on) manipulatives as compared with virtual (computer-based) manipulatives on student review of fraction concepts in third grade and introduction of symmetry concepts in fourth grade. A pretest-posttest design was employed with a sample of 91…

  8. Examination of the Relationship between Eighth Grade Students' Learning Styles and Attitudes towards Mathematics

    ERIC Educational Resources Information Center

    Aydin, Bünyamin

    2016-01-01

    The aim of this research is to determine eighth grade students' learning styles and attitudes toward math class and to show the relationship between their learning styles and attitudes toward math class. Sample of the research consists of 100 eighth grade students having education in a school in the Central Anatolia of our country. As data…

  9. STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

    NASA Astrophysics Data System (ADS)

    Heaverlo, Carol Ann

    Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

  10. Relationship between High School Mathematics Grade and Number of Attempts Required to Pass the Medication Calculation Test in Nurse Education: An Explorative Study

    PubMed Central

    Alteren, Johanne; Nerdal, Lisbeth

    2015-01-01

    In Norwegian nurse education, students are required to achieve a perfect score in a medication calculation test before undertaking their first practice period during the second semester. Passing the test is a challenge, and students often require several attempts. Adverse events in medication administration can be related to poor mathematical skills. The purpose of this study was to explore the relationship between high school mathematics grade and the number of attempts required to pass the medication calculation test in nurse education. The study used an exploratory design. The participants were 90 students enrolled in a bachelor’s nursing program. They completed a self-report questionnaire, and statistical analysis was performed. The results provided no basis for the conclusion that a statistical relationship existed between high school mathematics grade and number of attempts required to pass the medication calculation test. Regardless of their grades in mathematics, 43% of the students passed the medication calculation test on the first attempt. All of the students who had achieved grade 5 had passed by the third attempt. High grades in mathematics were not crucial to passing the medication calculation test. Nonetheless, the grade may be important in ensuring a pass within fewer attempts.

  11. School Composition and Context Factors that Moderate and Predict 10th-Grade Science Proficiency

    ERIC Educational Resources Information Center

    Hogrebe, Mark C.; Tate, William F., IV

    2010-01-01

    Background: Performance in high school science is a critical indicator of science literacy and regional competitiveness. Factors that influence science proficiency have been studied using national databases, but these do not answer all questions about variable relationships at the state level. School context factors and opportunities to learn…

  12. Interests of 5th through 10th Grade Students toward Human Biology

    ERIC Educational Resources Information Center

    Erten, Sinan

    2008-01-01

    This study investigated the middle and high school students' interests towards the subjects of human biology, specifically, "Human Health and Nutrition" and "Human Body and Organs." The study also investigated sources of their interests and factors that impact their interests, namely people that they interact and courses that they take about…

  13. Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?

    ERIC Educational Resources Information Center

    Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri

    2010-01-01

    Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making…

  14. Interests of 5th through 10th Grade Students Regarding Enviromental Protection Issues

    ERIC Educational Resources Information Center

    Erten, Sinan

    2015-01-01

    This study investigates the extent of interest among middle and high school students in environmental protection issues along with the sources of their interests and factors that impact their interests, namely people with whom they interact and courses that they take related to the environment, science and technology. In addition, it is confirmed…

  15. Progression in Complexity: Contextualizing Sustainable Marine Resources Management in a 10th Grade Classroom

    ERIC Educational Resources Information Center

    Bravo-Torija, Beatriz; Jimenez-Aleixandre, Maria-Pilar

    2012-01-01

    Sustainable management of marine resources raises great challenges. Working with this socio-scientific issue in the classroom requires students to apply complex models about energy flow and trophic pyramids in order to understand that food chains represent transfer of energy, to construct meanings for sustainable resources management through…

  16. Vocational Agriculture II Curriculum Guide, 10th Grade. Kansas Vocational Agriculture Education: Basic Core Curriculum II.

    ERIC Educational Resources Information Center

    Pittsburg State Univ., KS. Kansas Vocational Curriculum and Research Center.

    This basic core curriculum for vocational agriculture education contains 35 units of instruction in five content areas: agricultural chemicals (1 unit), leadership (2 units), farm management (5 units), plant and soil science (10 units), animal science (8 units), and farm mechanics (9 units). Each unit follows a typical format that includes…

  17. General Shop Competencies in Vocational Agriculture for 9th and 10th Grade Classes.

    ERIC Educational Resources Information Center

    Novotny, Ronald; And Others

    The document presents unit plans which offer list of experiences and competencies to be learned for general shop occupations in vocational agriculture. The units include: (1) arc welding, (2) oxy-acetylene welding, (3) flat concrete, (4) concrete block, (5) lumber patterns and wood building materials, (6) metal fasteners, (7) wood adhesives, (8)…

  18. Using Diagrams versus Text for Spaced Restudy: Effects on Learning in 10th Grade Biology Classes

    ERIC Educational Resources Information Center

    Bergey, Bradley W.; Cromley, Jennifer G.; Kirchgessner, Mandy L.; Newcombe, Nora S.

    2015-01-01

    Background and Aim: Spaced restudy has been typically tested with written learning materials, but restudy with visual representations in actual classrooms is under-researched. We compared the effects of two spaced restudy interventions: A Diagram-Based Restudy (DBR) warm-up condition and a business-as-usual Text-Based Restudy (TBR) warm-up…

  19. An analysis of women's ways of knowing in a 10th grade integrated science classroom

    NASA Astrophysics Data System (ADS)

    Kochheiser, Karen Lynn

    All students can learn science, but how they learn science may differ. This study is about learning science and its relationship to gender. Women need to develop and establish connections with the objects that they are learning and be able to establish a voice in a science classroom. Unfortunately, traditional science classrooms still view science as a male domain and tend to discourage women from pursuing higher levels of science or science related careers. The ways that women learn science are a very complex set of interactions. In order to describe these interactions, this study explored how women's ways of knowing are represented in a high school science classroom. Nine women from an enriched integrated biology and earth science class contributed to this study. The women contributed to this study by participating in individual and group interviews, questionnaires, journals, observations and participant review of the interviews. The ways that these women learn science were described in terms of Belenky, Clinchy, Goldberger, and Tarule's Women's Ways of Knowing: The Development of Self, Voice, and Mind (1997). The women's ways of learning in this classroom tended to be situational with the women fitting different categories of knowing depending on the situation. Most of the women demonstrated periods of time where they wanted to be heard or tried to establish a voice in the classroom. The study helps to provide a theory for how women make choices in their learning of science and the struggle to be successful in a male dominated discipline. The women participating in this study gained an awareness of how they learn science and how that can be used to make them even more successful in the classroom. The awareness of how women learn science will also be of great benefit to other teachers and educators as the work for science reform continues to make science a 'science for all'.

  20. Predicting Reading, Spelling, and Mathematical Skills: A Longitudinal Study From Kindergarten Through First Grade.

    PubMed

    Pinto, Giuliana; Bigozzi, Lucia; Tarchi, Christian; Vezzani, Claudio; Accorti Gamannossi, Beatrice

    2016-04-01

    This two-year longitudinal study contributes to the debate between the school readiness and emergent literacy approaches, individuating early markers for reading, spelling, and mathematical skills. Two hundred and two Italian children participated in this study (M age = 5.6years, SD = 0.3). In kindergarten, a wide range of children's domain-general and domain-specific skills were assessed through standardized tests. In primary school, children's reading, spelling, and mathematical competences were assessed through standardized tests. Results showed that domain-specific predictors contribute to the explanation of reading, spelling, and mathematical performances more than domain-general predictors do. Each primary school skill is mainly predicted by their respective domain-specific kindergarten skill, although some cross-domain relations exist, for example, phonological awareness contributing to both reading and mathematical performances. PMID:27154371

  1. Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1.

    PubMed

    Georgiou, George K; Tziraki, Niki; Manolitsis, George; Fella, Argyro

    2013-07-01

    We examined (a) what rapid automatized naming (RAN) components (articulation time and/or pause time) predict reading and mathematics ability and (b) what processing skills involved in RAN (speed of processing, response inhibition, working memory, and/or phonological awareness) may explain its relationship with reading and mathematics. A sample of 72 children were followed from the beginning of kindergarten until the end of Grade 1 and were assessed on measures of RAN, general cognitive ability, speed of processing, attention, working memory, phonological awareness, reading, and mathematics. The results indicated that pause time was the critical component in both the RAN-reading and RAN-mathematics relationships and that it shared most of its predictive variance in reading and mathematics with speed of processing and working memory. Our findings further suggested that, unlike the relationship between RAN and reading fluency in Grade 1, there is nothing in the RAN task that is uniquely related to math. PMID:23506806

  2. 76 FR 33639 - Safety Zone; New York Water Taxi 10th Anniversary Fireworks

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-06-09

    ... SECURITY Coast Guard 33 CFR Part 165 RIN 1625-AA00 Safety Zone; New York Water Taxi 10th Anniversary... to celebrate the 10th Anniversary of New York Water Taxi. The fireworks will commence at 9 p.m. on... CFR Part 165 Harbors, Marine safety, Navigation (water), Reporting and recordkeeping...

  3. The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students

    NASA Astrophysics Data System (ADS)

    Bektasli, Behzat

    Graphs have a broad use in science classrooms, especially in physics. In physics, kinematics is probably the topic for which graphs are most widely used. The participants in this study were from two different grade-12 physics classrooms, advanced placement and calculus-based physics. The main purpose of this study was to search for the relationships between student spatial ability, logical thinking, mathematical achievement, and kinematics graphs interpretation skills. The Purdue Spatial Visualization Test, the Middle Grades Integrated Process Skills Test (MIPT), and the Test of Understanding Graphs in Kinematics (TUG-K) were used for quantitative data collection. Classroom observations were made to acquire ideas about classroom environment and instructional techniques. Factor analysis, simple linear correlation, multiple linear regression, and descriptive statistics were used to analyze the quantitative data. Each instrument has two principal components. The selection and calculation of the slope and of the area were the two principal components of TUG-K. MIPT was composed of a component based upon processing text and a second component based upon processing symbolic information. The Purdue Spatial Visualization Test was composed of a component based upon one-step processing and a second component based upon two-step processing of information. Student ability to determine the slope in a kinematics graph was significantly correlated with spatial ability, logical thinking, and mathematics aptitude and achievement. However, student ability to determine the area in a kinematics graph was only significantly correlated with student pre-calculus semester 2 grades. Male students performed significantly better than female students on the slope items of TUG-K. Also, male students performed significantly better than female students on the PSAT mathematics assessment and spatial ability. This study found that students have different levels of spatial ability, logical thinking

  4. Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades.

    PubMed

    Blair, Clancy; Ursache, Alexandra; Greenberg, Mark; Vernon-Feagans, Lynne

    2015-04-01

    The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children's effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter-word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self-regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed. PMID:25688999

  5. The Nation's Report Card Mathematics 2011 State Snapshot Report. Oklahoma. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  6. The Nation's Report Card Mathematics 2011 State Snapshot Report. Oklahoma. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  7. An Integrated Learning System: Impact on At-Risk Students' Ninth Grade TAKS Mathematics Achievement

    ERIC Educational Resources Information Center

    Harris, Tina D.

    2011-01-01

    The purpose of this study was to determine the impact of an integrated learning system on students who were considered at-risk of academic failure on the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment. Voyager Math (VMath), an integrated learning system had been implemented to address the needs of students at-risk of…

  8. Measuring Sixth-Grade Students' Problem Solving: Validating an Instrument Addressing the Mathematics Common Core

    ERIC Educational Resources Information Center

    Bostic, Jonathan David; Sondergeld, Toni A.

    2015-01-01

    This article describes the development of a problem-solving instrument intended for classroom use that addresses the Common Core State Standards for Mathematics. In this study, 137 students completed the assessment, and their responses were analyzed. Evidence for validity was collected and examined using the current standards for educational and…

  9. THE COMPUTER AS AN AID IN TEACHING MATHEMATICS, AN INSTRUCTIONAL BULLETIN, GRADES 7-10.

    ERIC Educational Resources Information Center

    LERNER, SEYMOUR

    THIS GUIDE EXPLAINS HOW A COMPUTER MIGHT BE USED IN MATHEMATICS EDUCATION IN CONJUNCTION WITH THE REGULAR COURSE OF STUDY. STARTING WITH THE PREMISE THAT A CHILD WHO LEARNS TO OPERATE A COMPUTER IS LED BY HIS NEW SELF ESTEEM TOWARD A GREATER INTEREST IN HIS COURSES, THE AUTHORS STATE THAT COMPUTER EDUCATION WILL ALSO MEET THESE OBJECTIVES--(1)…

  10. Designing Spaces: Visualizing, Planning, and Building. Seeing and Thinking Mathematically in the Middle Grades.

    ERIC Educational Resources Information Center

    Kleiman, Glenn; Zweig, Karen

    In this unit of the Seeing and Thinking Mathematically series, students use geometry to analyze buildings from around the world, design and build their own house models, create plans for their designs, and build from each other's plans. Students start out the unit building with cubes and later move to other geometric shapes. As they learn to…

  11. Mathematics in Technology & Engineering Education: Judgments of Grade-Level Appropriateness

    ERIC Educational Resources Information Center

    Flowers, Jim; Rose, Mary Annette

    2014-01-01

    Technology and engineering (TE) educators have long championed the infusion of mathematics into technology curriculum, especially to enhance TE learning goals and demonstrate "connections between technology and other fields of study." There is a need for curriculum development and professional development initiatives to purposefully…

  12. Relationship between Mathematics Anxiety and Multiple Intelligences among Rural and Suburban Sixth Grade Students

    ERIC Educational Resources Information Center

    Wilson, Carla F.

    2013-01-01

    Research indicates that mathematics anxiety interferes with solving math problems in everyday life as well as academic situations. In classrooms across the country, educators have utilized different methods to help students alleviate their irrational fears of completing even basic math problems. Critical constructivist educators have utilized…

  13. Enhancing Third-Grade Students' Mathematical Problem Solving with Self-Regulated Learning Strategies.

    ERIC Educational Resources Information Center

    Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Hamlett, Carol L.; Owen, Rhoda; Schroeter, Katie

    2003-01-01

    Assesses the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction, on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Contrasts the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. SRL…

  14. A Change in Emphasis (Mathematics in the Transition Years, Grades 7 & 8).

    ERIC Educational Resources Information Center

    Lodholz, Richard, Ed.

    This collection of papers was solicited from a variety of educators in an effort to provide direction to teachers, curriculum developers and textbook publishers on topics in mathematics education that are consistently mentioned in recent national reports and study groups. The consensus of reports sponsored by various professional associations…

  15. Eleventh-Grade High School Students' Accounts of Mathematical Metacognitive Knowledge: Explicitness and Systematicity

    ERIC Educational Resources Information Center

    van Velzen, Joke H.

    2016-01-01

    Theoretically, it has been argued that a conscious understanding of metacognitive knowledge requires that this knowledge is explicit and systematic. The purpose of this descriptive study was to obtain a better understanding of explicitness and systematicity in knowledge of the mathematical problem-solving process. Eighteen 11th-grade…

  16. Using Formative Assessment to Drive Mathematics Instruction in Grades 3-5

    ERIC Educational Resources Information Center

    Oberdorf, Christine; Taylor-Cox, Jennifer

    2012-01-01

    This book provides targeted mathematics instruction for every child. This book combines formative assessment with practical activities to differentiate the elementary classroom. The formative assessments include student work samples at varying levels. The authors: (1) Illustrate the distinction between a "traditional" assessment and an "enhanced"…

  17. The Nation's Report Card Mathematics 2011 State Snapshot Report. Georgia. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  18. The Nation's Report Card Mathematics 2011 State Snapshot Report. North Carolina. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  19. The Nation's Report Card Mathematics 2011 State Snapshot Report. North Carolina. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  20. The Nation's Report Card Mathematics 2011 State Snapshot Report. Kansas. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  1. The Nation's Report Card Mathematics 2011 State Snapshot Report. Kansas. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  2. Mathematics in a Second Grade Classroom: The Effects of Cognitively Guided Problem Solving

    ERIC Educational Resources Information Center

    Spilde, Amy

    2013-01-01

    The need for improved mathematics education in many of America's schools that serve students from low income households has been extensively documented. This practical action research study, set in a suburban Title I school with a primarily Hispanic, non-native English speaking population, is designed to explore the effects of the progression…

  3. Robotics: Assessing Its Role in Improving Mathematics Skills for Grades 4 to 5

    ERIC Educational Resources Information Center

    Laughlin, Sara Rose

    2013-01-01

    Inspiring and motivating students to pursue science, technology, engineering, and mathematics education continues to be an important educational focus in the United States. Robotics programs are one strategy developed to accomplish this goal. This causal comparative study focused on investigating whether a causal relationship exists between…

  4. Providing Student Opportunities to Respond in Reading and Mathematics: A Look across Grade Levels

    ERIC Educational Resources Information Center

    Whitney, Todd; Cooper, Justin T.; Lingo, Amy S.

    2015-01-01

    The evidence for providing sufficient opportunities for students to respond has been established in terms of student engagement and achievement in reading and mathematics. Although supported by research, the question remains whether teachers are incorporating this effective practice in their classroom instruction. This study examines the analysis…

  5. Gender Composition and Small-Group Learning in Fourth-Grade Mathematics.

    ERIC Educational Resources Information Center

    McCaslin, Mary; And Others

    1994-01-01

    Examined fourth graders' affective experiences and achievement outcomes in small-group learning in mathematics. Students reported that personal experiences changed with increased exposure to their small group and were adaptively reconstructed upon delayed reflection. There were no results associated with individual student gender; group gender…

  6. Development of Understanding and Self-Confidence in Mathematics; Grades 5-8

    ERIC Educational Resources Information Center

    Hannula, Markku S.; Maijala, Hanna; Pehkonen, Erkki

    2004-01-01

    This paper presents some preliminary results of the longitudinal aspect of a research project on self-confidence and understanding in mathematics. We have collected a survey data of 3057 fifth-graders and seventh-graders and a follow-up data of ten classes (191 pupils) one and a half years later. The longitudinal data indicates that the learning…

  7. Gendered Patterns in High Achievement in Mathematics for Grades 4, 6, and 8

    ERIC Educational Resources Information Center

    Falvey, Laura J.

    2012-01-01

    The issue of underrepresentation of women in science, technology, engineering, and mathematics (STEM) careers is especially important to the future of the United States in current times when STEM careers play an increasingly important role in the global economy (Toulmin & Groome, 2007; United States Department of Labor, 2007). The pool of…

  8. Neighborhood and School Influences on the Family Life and Mathematics Performance of Eighth-Grade Students.

    ERIC Educational Resources Information Center

    Catsambis, Sophia; Beveridge, Andrew A.

    This study examines how neighborhoods, schools, and families can influence the mathematics achievement of eighth graders, using data from the 1988 National Educational Longitudinal Study combined with U.S. Census data. These data allow simultaneous analysis of all aspects of students' lives. Results indicate that there are associations between…

  9. 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…

  10. The Nation's Report Card Mathematics 2011 State Snapshot Report. South Dakota. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  11. The Nation's Report Card Mathematics 2011 State Snapshot Report. South Dakota. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  12. Teaching Mathematical Connections to Financial Literacy in Grades K-8: Clarifying the Issues

    ERIC Educational Resources Information Center

    Lucey, Thomas A.; Maxwell, Sheryl A.

    2011-01-01

    Most teacher education programs do not incorporate financial education preparations into courses required for early childhood, elementary education, and middle level candidates. The authors of this manuscript explore the reasons for this omission, particularly the mathematics education component, and clarify the issues surrounding this decision.…

  13. A Study of the Relationship between Extended Time Courses and Mathematics Growth among Ninth Grade Students

    ERIC Educational Resources Information Center

    Staden, David P.

    2010-01-01

    Accountability in education with regard to student achievement, especially within core subject areas such as mathematics, has emerged over the past ten years that support the need for impactful educational reform. Educators have been asked to evaluate the distinctiveness of the students that they serve to determine if there are better ways to…

  14. The Nation's Report Card Mathematics 2011 State Snapshot Report. New Mexico. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  15. The Nation's Report Card Mathematics 2011 State Snapshot Report. New Mexico. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  16. Mental Number Line, Number Line Estimation, and Mathematical Achievement: Their Interrelations in Grades 5 and 6

    ERIC Educational Resources Information Center

    Schneider, Michael; Grabner, Roland H.; Paetsch, Jennifer

    2009-01-01

    As indicated by the distance effect and the spatial-numerical association of response codes (SNARC) effect, natural numbers are mentally represented on a number line. Purportedly, this number line underlies children's number sense, which supports the acquisition of more advanced mathematical competencies. In 3 studies with a total of 429 fifth and…

  17. Word Problem-Solving Instruction in Inclusive Third-Grade Mathematics Classrooms

    ERIC Educational Resources Information Center

    Griffin, Cynthia C.; Jitendra, Asha K.

    2009-01-01

    The authors examined the effectiveness of strategy instruction taught by general educators in mixed-ability classrooms. Specifically, the authors compared the mathematical word problem-solving performance and computational skills of students who received schema-based instruction (SBI) with students who received general strategy instruction (GSI).…

  18. The Range of Reading by Upper-Grade Students Who Are Interested in Mathematics or Physics.

    ERIC Educational Resources Information Center

    Gainer, M. L.; Ashkinazi, L. A.

    1995-01-01

    Reports on the reading interests of 450 Russian secondary school graduates enrolled in a mathematics and physics-oriented technical school in Moscow. Finds that students' interests changed during two periods in recent Russian history: (1) 1988-1990--the perestroika period; and (2) 1991-1992--the "market" period. (CFR)

  19. Gender Differences in First-Grade Mathematics Strategy Use: Social and Metacognitive Influences.

    ERIC Educational Resources Information Center

    Carr, Martha; Jessup, Donna L.

    1997-01-01

    Social and metacognitive contributors to gender differences in mathematics strategy use by first graders were studied with 58 children. Girls were more likely to use overt strategies, and boys were more likely to use retrieval (from memory) to solve addition and subtraction problems. (SLD)

  20. Risk and Protective Factors in Mathematically Talented Black Male Students: Snapshots from Kindergarten through Eighth Grade

    ERIC Educational Resources Information Center

    McGee, Ebony O.; Pearman, F. Alvin, II

    2014-01-01

    Within urban elementary schools are Black students who continue to challenge the normative deficit characterization of the educational opportunities of students like them. This study attempts to provide a more holistic picture of the scholarly trajectories of 13 African American males who are particularly talented in mathematics and who attended…

  1. Suggestions for Teaching Mathematics Using Laboratory Approaches, Grades 1-6. 1. Number & Numeration.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Curriculum Development.

    This guide describes 47 number and numeration learning activities that can be used with elementary school students. These activities have been developed using the mathematics laboratory approach. This publication is designed to serve as a stimulant to encourage teachers to open their minds and employ their imagination in developing further…

  2. The Effects of Cognitively Guided Instruction on Mathematics Achievement of Second Grade Children

    ERIC Educational Resources Information Center

    Hendricks, Cynthia

    2013-01-01

    In 2010, 6% of students in the United States were performing at an advanced level in mathematics. During the previous year, the United States produced over 987,000 low math achievers. The theoretical foundations of this research project study were found in Cognitively Guided Instruction (CGI). The research problem addressed in this study is the…

  3. The Nation's Report Card Mathematics 2011 State Snapshot Report. Minnesota. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  4. Developing Essential Understanding of Rational Numbers for Teaching Mathematics in Grades 3-5. Essential Understandings

    ERIC Educational Resources Information Center

    Clarke, Carne; Fisher, William; Marks, Rick; Ross, Sharon; Zbiek, Rose Mary

    2010-01-01

    This book focuses on essential knowledge for teachers about rational numbers. It is organized around four big ideas, supported by multiple smaller, interconnected ideas--essential understandings. Taking teachers beyond a simple introduction to rational numbers, the book will broaden and deepen their mathematical understanding of one of the most…

  5. Using Formative Assessment to Drive Mathematics Instruction in Grades PreK-2

    ERIC Educational Resources Information Center

    Oberdorf, Christine; Taylor-Cox, Jennifer

    2012-01-01

    Provide targeted mathematics instruction for every child. These books combine formative assessment with practical activities to differentiate the elementary classroom. The formative assessments include student work samples at varying levels. The authors: (1) Illustrate the distinction between a "traditional" assessment and an "enhanced"…

  6. The Nation's Report Card Mathematics 2011 State Snapshot Report. Tennessee. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  7. The Nation's Report Card Mathematics 2011 State Snapshot Report. Tennessee. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…

  8. The State of Mathematics Achievement in Hawaii: The Trial State Assessment at Grade Eight.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state…

  9. A Study of First Grade Children and Their Recall Memory When Using Active Learning in Mathematics.

    ERIC Educational Resources Information Center

    Fife, Britiney Michelle

    One of the most important concepts in the first grade math curriculum is learning addition facts. In schools today, teachers use many different methods to teach addition and subtraction concepts and the memorization of basic facts. A new movement in education advocates using movement to aid in rote memory of facts. In this project the researcher…

  10. Impact of Online Professional Development on Teacher Quality and Student Achievement in Fifth Grade Mathematics

    ERIC Educational Resources Information Center

    Dash, Sheralyn; de Kramer, Raquel Magidin; O'Dwyer, Laura M.; Masters, Jessica; Russell, Michael

    2012-01-01

    Despite the ever-increasing number of online professional development (OPD) programs, relatively few studies have been conducted to examine the efficacy of such programs for teachers and students. This manuscript presents findings from an impact study of OPD courses in fractions, algebraic thinking, and measurement on 79 fifth grade teachers'…

  11. Are You Convinced? Middle-Grade Students' Evaluations of Mathematical Arguments

    ERIC Educational Resources Information Center

    Bieda, Kristen N.; Lepak, Jerilynn

    2014-01-01

    Students learn norms of proving by observing teachers generating proofs, engaging in proving, and generalizing features of proofs deemed convincing by an authority, such as a textbook. Students at all grade levels have difficulties generating valid proof; however, little research exists on students' understandings about what makes a…

  12. Interactive Whiteboards in Early Childhood Mathematics: Strategies for Effective Implementation in Pre-K-Grade 3

    ERIC Educational Resources Information Center

    Linder, Sandra M.

    2012-01-01

    Teachers are using technological innovations--including interactive whiteboards--in pre-K-grade 3 classrooms across the country. An IWB is a wall-mounted, touch-sensitive flat screen. When connected to a computer (or another electronic device) and a projector, it displays enlarged instructional content (such as a math word problem, pictures or…

  13. 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,…

  14. Factors Influencing Mathematical Problem-Solving Achievement of Seventh Grade Turkish Students

    ERIC Educational Resources Information Center

    Guven, Bulent; Cabakcor, Buket Ozum

    2013-01-01

    It is known that there are many factors affecting students' problem-solving abilities. In this study, the influence of seventh-grade students' affective factors, their academic success, their gender and their families' educational levels on their problem-solving achievement was examined. To achieve this aim, a Problem-Solving Attitude Scale, a…

  15. Grade 3 Mathematics. Student Achievement Testing Program, 1985-86 School Year.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Background information on the testing program, administration details, and a description of the test are provided. The test, intended for administration in June 1986 to third-grade students in Alberta, Canada, consists of two sections. Section 1 is divided into two parts. Part A contains 25 questions covering numeration, geometry, and graphing; 12…

  16. A Study of Japanese Lesson Study with Third Grade Mathematics Teachers in a Small School District

    ERIC Educational Resources Information Center

    Hart, Lynn

    2009-01-01

    This paper describes implementation of a Lesson Study project with third grade teachers in a small school district to study the development of the critical lenses (perspectives) necessary for meaningful lesson study work. Adapting the Lesson Study process to meet school system needs, two outside facilitators stimulated teacher thinking with math…

  17. Some Mathematical Attitudinal Data on Eighth Grade Students in Japan Measured by a Semantic Differential.

    ERIC Educational Resources Information Center

    Minato, Saburoh

    1983-01-01

    Subjects were 175 eighth-grade students of a public lower secondary school in Akita Prefecture, Japan. Attitudes were measured by a version of a semantic differential scale originally developed to assess attitudes of prospective elementary school teachers. The hope is expressed that the instrument will be used in the West. (Author/MP)

  18. Developing Essential Understanding of Multiplication and Division for Teaching Mathematics in Grades 3-5

    ERIC Educational Resources Information Center

    Otto, Albert; Caldwell, Janet; Hancock, Sarah Wallus; Zbiek, Rose Mary

    2011-01-01

    This book identifies and examines two big ideas and related essential understandings for teaching multiplication and division in grades 3-5. Big Idea 1 captures the notion that multiplication is usefully defined as a scalar operation. Problem situations modeled by multiplication have an element that represents the scalar and an element that…

  19. Research and Education: The Foundations for Rehabilitation Service Delivery--10th Annual National Rehabilitation Educators Conference April 6th-10th, 2010

    ERIC Educational Resources Information Center

    Chou, Chih Chin

    2010-01-01

    The theme of the 10th annual National Rehabilitation Educators conference emphasized research and teaching ideals in the areas of clinical supervision, evidence-based practice in rehabilitation, rehabilitation counseling process, effective rehabilitation counseling training strategies, accreditation and licensure, rehabilitation ethics, and…

  20. 1. Historic American Buildings Survey Joseph Hill, Photographer August 10th, ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    1. Historic American Buildings Survey Joseph Hill, Photographer August 10th, 1936 (Copied from small photo taken by survey members) OLD APARTMENT HOUSE - Jansonist Colony, Old Apartment House, Main Street, Bishop Hill, Henry County, IL

  1. 16. NORTHEAST CORNER VIEW OF 10TH AND 11TH FLOOR WINDOWS. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    16. NORTHEAST CORNER VIEW OF 10TH AND 11TH FLOOR WINDOWS. CORNER SHOWS THE DIAGONALLY FLUTED SPIRAL DESIGN OF THE RELIEF COLUMN. - Pacific Telephone & Telegraph Company Building, 1519 Franklin Street, Oakland, Alameda County, CA

  2. A review of strategies to address the shortage of science and mathematics educators in grades 10-12

    NASA Astrophysics Data System (ADS)

    Magano, Florence Lesedi

    For an education system to function effectively it is important that its planning functions are executed effectively and efficiently. Among others this implies that the system must know what the teacher supply and demand is and how it will change in time. If the teacher supply and demand is known it could result in sound intervention strategies being developed and implemented. Education planners will be able to plan for the number of bursaries to be awarded and in which subject fields; it will be known how many foreign teachers to employ and for which subjects. This is the basic rationale that underpins this study. This study explored the problem of teacher demand and supply in the Further Education and Training (FET) phase (Grades 10 to 12) in South Africa and offers a critical analysis of strategies adopted by Provincial Education Departments in an endeavour to diminish the demand for teachers, specifically for Mathematics and Science, in rural and poor schools. Initially the study involved a secondary data analysis to extrapolate the demand and supply of teachers in Mathematics and Science over the next ten years. The first key finding of the study was that the data needed for such an analysis does not exist in any reliable form that would facilitate the development of such a projection. What the study had to rely on was anecdotal evidence that suggests that a shortage of Mathematics and Science teachers does exist and that posts are often filled by unqualified and under-qualified staff. In the second phase of the research in which the study explored the effectiveness of strategies developed to address the shortage of Mathematics and Science teachers, a qualitative research approach was adopted within a descriptive interpretive design. The views and opinions of human resource managers responsible for post provisioning in schools were explored through in-depth interviews to understand the types of strategy adopted by the provinces, their potential to alleviate

  3. Mathematization of experience in a grade 8 open-inquiry environment: An introduction to the representational practices of science

    NASA Astrophysics Data System (ADS)

    Roth, Wolff-Michael; Bowen, G. Michael

    The purpose of this classroom study was to investigate the use of mathematical representations in three Grade 8 general science classes that engaged in a 10-week open inquiry about the correlations between biological and physical variables in the environment. A constructivist perspective was used to design the study and to assemble the data sources. These data sources included videotapes of students in their work, audiotapes of teacher-student interactions and teacher interviews, the transcripts of these tapes, the students' field notebooks, field reports, special problem assignments, examinations, and the teachers' curriculum guides, field notes, and reflective journal. An interpretive method was used to construct assertions and the supporting data. In the setting provided, students increasingly used mathematical representations such as graphs and data tables to support their claims in a convincing manner; the use of abstract equations and percent calculations did not change over the course of the study. Representations such as graphs, maps, averages, and equations were not only useful as inscriptions (representations in some permanent medium, usually paper), but also as conscription devices in the construction of, and through which, students engaged each other to collaboratively construct meaning. This study demonstrates the use of representations as conscription devices, and illustrates how the use and understanding of inscriptions changes over time. Understanding representations as inscription and conscription devices focuses on the social aspects of knowing, which has important implications for teachers' conceptualization of learning and their organization of science classrooms.

  4. A Quantitative Examination of Grade Configuration and Achievement of Eighth-Grade Students in Georgia on the Mathematics and Reading Criterion-Referenced Competency Tests

    ERIC Educational Resources Information Center

    Edwards, Hannah

    2012-01-01

    The purpose of this causal comparative study was to examine effect of the K-8 grade span configuration on the academic achievement of 8th-grade students in the State of Georgia, and to determine the viability of the K-8 grade configuration as a strategy for improving the academic achievement of students at the middle grade levels. This study…

  5. Medicine Wheels: The Art and Culture of the Plains Indian. An Interdisciplinary Unit for Seventh-Grade Students Involving Art, Social Studies, [and] Mathematics.

    ERIC Educational Resources Information Center

    Britton, Jeanette; And Others

    The interdisciplinary unit for seventh grade students, involving art, social studies, and mathematics, focuses on a study of the forms, symbols, designs, and colors of the traditional art form of the Plains Indians, the Medicine Wheel. Objectives of the unit are for students to gain an understanding of the culture of the Plains Indians; to develop…

  6. The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 1. Technical Report # 0919

    ERIC Educational Resources Information Center

    Alonzo, Julie; Tindal, Gerald

    2009-01-01

    In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grade 1. These measures, available as part of easyCBM [TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from schools…

  7. The Impact of Birth Month, within Grade Levels, on Student Performance on the Pennsylvania System of School Assessment (PSSA) Mathematics Assessment

    ERIC Educational Resources Information Center

    Speziale, Kerry Maureen

    2011-01-01

    This study determined whether chronological age differences among students in the same grade level affected their respective levels of academic performance on the Pennsylvania System of School Assessment (PSSA) mathematics assessment. The study analyzed the additional independent variables of gender, socioeconomic status, and special education…

  8. Beginning the Year in a Fifth-Grade Reform-Based Mathematics Classroom: A Case Study of the Development of Norms

    ERIC Educational Resources Information Center

    Cheval, Kathryn Meador

    2009-01-01

    The purpose of this qualitative case study was to investigate the development of social norms in a fifth-grade reform-based mathematics classroom through a close examination of one teacher's actions during the first three weeks of school. This study offers insights into the following research questions: (1) How does an elementary teacher in a…

  9. Academic Growth Trajectories of ELLs in NAEP Data: The Case of Fourth- and Eighth-Grade ELLs and Non-ELLs on Mathematics and Reading Tests

    ERIC Educational Resources Information Center

    Polat, Nihat; Zarecky-Hodge, Ashley; Schreiber, James B.

    2016-01-01

    Utilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eighth-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns…

  10. The Influence of Gender, Parents and Background Factors on Grade 7 Students' Beliefs and Attitudes towards Mathematics in Mozambique

    ERIC Educational Resources Information Center

    Murimo, Adelino Evaristo

    2013-01-01

    The third study by the "Southern and Eastern Africa Consortium for Monitoring Education Quality" (SACMEQ) revealed that achievement in mathematics among Grade 6 children in Mozambique is declining, and gender differences favouring boys persist. This study examined the contribution of parents, economic resources and cultural factors on…

  11. The Impact of the Malcolm Baldrige Education Criteria for Performance Excellence on Eighth Grade Mathematics TAKS Scores for At-Risk Students

    ERIC Educational Resources Information Center

    Grover, Dennis

    2012-01-01

    The purpose of this study was to identify the impact the implementation of the Baldrige Education Criteria had on the mathematics portion of the Texas Assessment of Knowledge and Skills (TAKS) for eighth grade at-risk students. The three research questions (a) examined the effects the Baldrige Education Criteria had on individual institutions over…

  12. The Relationship between Computer-Assisted Instruction and Alternative Programs to Enhance Fifth-Grade Mathematics Success on the Annual Texas Assessment of Knowledge and Skills

    ERIC Educational Resources Information Center

    Tucker, Tommy Howard

    2009-01-01

    The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) size and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of…

  13. Ecological Contexts and Early Learning: Contributions of Child, Family, and Classroom Factors during Head Start, to Literacy and Mathematics Growth through First Grade

    ERIC Educational Resources Information Center

    Hindman, Annemarie H.; Skibbe, Lori E.; Miller, Alison; Zimmerman, Marc

    2010-01-01

    The current study investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade. Children and families (n = 945) were participating in the Family and Child Experiences Survey (FACES), a large-scale data…

  14. Eighth Grade Science Teachers Use of Instructional Time: Comparing Questions from the Third International Mathematics and Science Study (TIMSS) and National Science Foundation Questionnaires.

    ERIC Educational Resources Information Center

    Davidson, Anne Burgess

    Did the Third International Mathematics and Science Study (TIMSS) ask eighth grade science teachers the right questions about their use of instructional time? TIMSS asked teachers to recall a lesson that they had taught, and then group activities into 11 categories. This study examined the TIMSS question "How did the lesson proceed?" by…

  15. Technical Adequacy of the easyCBM[R] Mathematics Measures: Grades 3-8, 2009-2010 Version. Technical Report #1007

    ERIC Educational Resources Information Center

    Nese, Joseph F. T.; Lai, Cheng-Fei; Anderson, Daniel; Jamgochian, Elisa M.; Kamata, Akihito; Saez, Leilani; Park, Bitnara J.; Alonzo, Julie; Tindal, Gerald

    2010-01-01

    In this technical report, data are presented on the practical utility, reliability, and validity of the easyCBM[R] mathematics (2009-2010 version) measures for students in grades 3-8 within four districts in two states. Analyses include: minimum acceptable within-year growth; minimum acceptable year-end benchmark performance; internal and…

  16. Predictors of intent to pursue a college health science education among high achieving minority 10th graders

    PubMed Central

    Zebrak, Katarzyna A.; Le, Daisy; Boekeloo, Bradley O.; Wang, Min Qi

    2014-01-01

    Minority populations are underrepresented in fields of science, perhaps limiting scientific perspectives. Informed by recent studies using Social Cognitive Career Theory, this study examined whether three conceptual constructs: self-efficacy, perceived adult support, and perceptions of barriers, as well as several discrete and immutable variables, were associated with intent to pursue college science education in a sample (N = 134) of minority youth (70.1% female and 67.2% African American). A paper-and-pencil survey about pursuit of college science was administered to 10th graders with a B- or better grade point average from six high schools in an underserved community. Results indicated that the three conceptual constructs were bivariate correlates of intent to pursue college science education. Only perceived adult support and knowing whether a parent received college education were significant predictors in multivariate modeling. These results build on previous research and provide further insight into youth decision-making regarding pursuit of college science. PMID:25598654

  17. Assessing the Effectiveness of a Mathematics-Focused, Instructional Technology Program for Grades 6-8: A 5-Year Trend Analysis of NASA CONNECT(tm) Evaluation Data

    NASA Technical Reports Server (NTRS)

    Glassman, Nanci A.; Perry, Jeannine B.; Giersch, Christopher E.; Lambert, Matthew A.; Pinelli, Thomas E.

    2004-01-01

    NASA CONNECT is a research-, inquiry, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the series over the first five seasons (1998-99 through 2002-03) reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for the grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

  18. TIMSS 2003 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades

    ERIC Educational Resources Information Center

    Mullis, Ina V. S.; Martin, Michael O.; Gonzalez, Eugenio J.; Chrostowski, Steven J.

    2004-01-01

    The Trends in International Mathematics and Science Study (TIMSS) 2003 is the most recent in a very ambitious series of international assessments conducted in nearly 50 countries to measure trends in mathematics and science learning. The aim of TIMSS, the Trends in International Mathematics and Science Study, is to improve the teaching and…

  19. Delay effects in the response of low-grade gliomas to radiotherapy: a mathematical model and its therapeutical implications.

    PubMed

    Pérez-García, Víctor M; Bogdanska, Magdalena; Martínez-González, Alicia; Belmonte-Beitia, Juan; Schucht, Philippe; Pérez-Romasanta, Luis A

    2015-09-01

    Low-grade gliomas (LGGs) are a group of primary brain tumours usually encountered in young patient populations. These tumours represent a difficult challenge because many patients survive a decade or more and may be at a higher risk for treatment-related complications. Specifically, radiation therapy is known to have a relevant effect on survival but in many cases it can be deferred to avoid side effects while maintaining its beneficial effect. However, a subset of LGGs manifests more aggressive clinical behaviour and requires earlier intervention. Moreover, the effectiveness of radiotherapy depends on the tumour characteristics. Recently Pallud et al. (2012. Neuro-Oncology, 14: , 1-10) studied patients with LGGs treated with radiation therapy as a first-line therapy and obtained the counterintuitive result that tumours with a fast response to the therapy had a worse prognosis than those responding late. In this paper, we construct a mathematical model describing the basic facts of glioma progression and response to radiotherapy. The model provides also an explanation to the observations of Pallud et al. Using the model, we propose radiation fractionation schemes that might be therapeutically useful by helping to evaluate tumour malignancy while at the same time reducing the toxicity associated to the treatment. PMID:24860116

  20. County Data Book, 2000: Kentucky Kids Count. 10th Annual Edition.

    ERIC Educational Resources Information Center

    Albright, Danielle; Hall, Douglas; Mellick, Donna; Miller, Debra; Town, Jackie

    This 10th annual Kids Count data book reports on trends in the well-being of Kentucky's children. The statistical portrait is based on indicators in the areas of well being, child risk factors, and demography. The indicators are as follows: (1) healthy births, including birth weights and prenatal care; (2) maternal risk characteristics, including…

  1. MedlinePlus en español marks its 10th anniversary

    MedlinePlus

    ... medlineplus.gov/spanishanniversary.html MedlinePlus en español Marks its 10 th Anniversary To use the sharing features ... Spanish greatly expands NIH's ability to carry out its mission to communicate with the public.” MedlinePlus en ...

  2. Mental Retardation: Definition, Classification, and Systems of Supports. 10th Edition.

    ERIC Educational Resources Information Center

    Luckasson, Ruth; Borthwick-Duffy, Sharon; Buntinx, Wil H. E.; Coulter, David L.; Craig, Ellis M.; Reeve, Alya; Schalock, Robert L.; Snell, Martha E.; Spitalnik, Deborah M.; Spreat, Scott; Tasse, Marc J.

    This manual, the 10th edition of a regularly published definition and classification work on mental retardation, presents five key assumptions upon which the definition of mental retardation is based and a theoretical model of five essential dimensions that explain mental retardation and how to use the companion system. These dimensions include…

  3. Addition and Subtraction Word Problems in Greek Grade A and Grade B Mathematics Textbooks: Distribution and Children's Understanding

    ERIC Educational Resources Information Center

    Despina, Desli; Harikleia, Loukidou

    2014-01-01

    Mathematics textbooks are a predominant resource in primary school in Greece, as well as in many other countries. The present study reports on both a content analysis of Greek mathematics textbooks with regard to the types of word problems represented in them and a quantitative analysis of children's achievement in these problems. For the…

  4. Grade Level, Study Time, and Grade Retention and Their Effects on Motivation, Self-Regulated Learning Strategies, and Mathematics Achievement: A Structural Equation Model

    ERIC Educational Resources Information Center

    Rosário, Pedro; Núñez, José Carlos; Valle, António; González-Pienda, Julio; Lourenço, Abílio

    2013-01-01

    The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived…

  5. Promoting Social Change through Writing: A Quantitative Study of Research-Based Best Practices in Eighth-Grade Mathematics

    ERIC Educational Resources Information Center

    Bettencourt, Connie Lynn

    2009-01-01

    Studies report that U.S. students rank among the lowest in the area of mathematical knowledge of all industrialized countries. Schools in the United States are producing graduates ill-prepared to be successful at jobs which require mathematical competency. To increase mathematical understanding, this study examined the inclusion of writing in…

  6. The Effects of Physical Manipulatives on Achievement in Mathematics in Grades K-6: A Meta-Analysis

    ERIC Educational Resources Information Center

    Domino, Jadwiga

    2010-01-01

    Even though there numerous books, articles, research studies, and other publications written since National Council of Teacher of Mathematics (NCTM) published "Curriculum and Evaluation Standards of School Mathematics" in 1989 have advocated the use of manipulatives in the teaching of mathematics, there is no conclusive evidence showing that the…

  7. Early Mathematics Skills from Prekindergarten to First Grade: Score Changes and Ability Group Differences in Kentucky, Nebraska, and Shanghai Samples

    ERIC Educational Resources Information Center

    Ryoo, Ji Hoon; Molfese, Victoria J.; Heaton, Ruth; Zhou, Xin; Brown, E. Todd; Prokasky, Amanda; Davis, Erika

    2014-01-01

    The 2011 Trends in International Mathematics and Science Study shows average mathematics scores of U.S. fourth graders are lower than children in many Asian countries. There are questions about differences in mathematics skills at younger ages. This study examines differences in score growth for High-, Average-, and Low-performing children in two…

  8. A Longitudinal Study of Attitudes Toward Mathematics in 5th Through 12th Grades: Age and Sex Differences.

    ERIC Educational Resources Information Center

    Kaczala, Caroline M.

    The determinants of student decisions to take or not take mathematics were studied. The variables selected for the study were derived from the expectancy/valve model of behavior. Choice is found to be influenced most directly by the utility valve of mathematics for attaining future goals and the interest of on-going mathematics activities.…

  9. Reform-Oriented Mathematics in Three 6th Grade Classes: How Teachers Draw in ELLs to Academic Discourse

    ERIC Educational Resources Information Center

    Hansen-Thomas, Holly

    2009-01-01

    Traditionally, mathematics has been considered easy for English language learners (ELLs) due to the belief that math is a "universal language." At the same time, reform-oriented mathematics curricula, designed to promote mathematical discourse, are increasingly being adopted by schools serving large numbers of ELLs. CMP, the Connected Math…

  10. Confidence in Mathematics and Algebra Achievement of Eighth-Grade Students in Japan: Findings from the TIMSS 2011 Assessment

    ERIC Educational Resources Information Center

    House, J. Daniel; Telese, James A.

    2014-01-01

    There is continuing interest in the identification of student and instructional factors associated with the mathematics achievement of students in Japan. The Trends in International Mathematics and Science Study (TIMSS) assessments have provided opportunities to examine factors associated with mathematics achievement. The purpose of this study was…

  11. 14. CLOSEUP VIEW OF THE 10TH AND 11TH FLOOR WINDOWS. ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    14. CLOSE-UP VIEW OF THE 10TH AND 11TH FLOOR WINDOWS. WINDOWS HAVE WHITE TERRA COTTA SILLS, HEADS AND MULLIONS. ARCHES ARE OF TERRA COTTA INCLUDING ORNAMENTATION ABOVE THE 11TH FLOOR WINDOWS. CIRCULAR ORNAMENTATIONS BETWEEN ARCHES ARE TERRA COTTA PAINTED IN BRONZE COLOR. LOUVERS ON THE WINDOWS ARE NOT PART OF THE ORIGINAL DESIGN. THIS IS THE FRONT ELEVATION. - Pacific Telephone & Telegraph Company Building, 1519 Franklin Street, Oakland, Alameda County, CA

  12. From the corner of N. 10th St. and W. O'Neill ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    From the corner of N. 10th St. and W. O'Neill Ave. Looking west. Housing # 157-162 are on the right, building 156 is straight ahead, and buildings 153, 152, 116, and 115 are to the left. The golf course is directly west of these buildings. - Fitzsimons General Hospital, Bounded by East Colfax to south, Peoria Street to west, Denver City/County & Adams County Line to north, & U.S. Route 255 to east, Aurora, Adams County, CO

  13. The Relationship of Grade Span in 9th Grade to Math Achievement in High School

    ERIC Educational Resources Information Center

    West, John; Miller, Mary Lou; Myers, Jim; Norton, Timothy

    2015-01-01

    Purpose, Scope, and Method of Study: The purpose of this study was to determine if a correlation exists between grade span for ninth grade and gains in math achievement test scores in 10th grade and 12th grade. A quantitative, longitudinal, correlational research design was employed to investigate the research questions. The population was high…

  14. The relation between children’s constructive play activities, spatial ability, and mathematical word problem-solving performance: a mediation analysis in sixth-grade students

    PubMed Central

    Oostermeijer, Meike; Boonen, Anton J. H.; Jolles, Jelle

    2014-01-01

    The scientific literature shows that constructive play activities are positively related to children’s spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children’s constructive play and their performance on mathematical word problems is, however, not reported yet. The aim of the present study was to investigate whether spatial ability acted as a mediator in the relation between constructive play and mathematical word problem-solving performance in 128 sixth-grade elementary school children. This mediating role of spatial ability was tested by utilizing the current mediation approaches suggested by Preacher and Hayes (2008). Results showed that 38.16% of the variance in mathematical word problem-solving performance is explained by children’s constructive play activities and spatial ability. More specifically, spatial ability acted as a partial mediator, explaining 31.58% of the relation between constructive play and mathematical word problem-solving performance. PMID:25101038

  15. The Nation's Report Card Mathematics 2013 State Snapshot Report. Oklahoma. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  16. The Nation's Report Card Mathematics 2013 State Snapshot Report. Oklahoma. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  17. To What Extent Does the Responsive Classroom Approach Modify Fifth Grade Students' Efficacy and Anxiety in Mathematics and Science?

    ERIC Educational Resources Information Center

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

    2011-01-01

    The current analyses address two primary research aims: 1) Does students' anxiety in mathematics and science predict their self-efficacy in each subject area? The authors hypothesized that students' anxiety in mathematics and science would be negatively associated with their self-efficacy in each area. 2) Does being in a "Responsive Classroom[R]"…

  18. The Nation's Report Card Mathematics 2013 State Snapshot Report. Minnesota. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  19. The Nation's Report Card Mathematics 2013 State Snapshot Report. Massachusetts. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  20. The Nation's Report Card Mathematics 2013 State Snapshot Report. New Hampshire. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…