NASA Astrophysics Data System (ADS)
Radencic, S.; McNeal, K. S.; Pierce, D.
2012-12-01
The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in
ERIC Educational Resources Information Center
LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine
2016-01-01
This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…
Curriculum Manual: 6th, 7th, 8th Grades.
ERIC Educational Resources Information Center
Snell, Ednell M.; Snapp, Betty Lou
This home economics curriculum for the middle school (grades 6-8) is designed to assist students in developing self-concept, making decisions, and developing basic skills. Written by a group of home economics teachers, this curriculum contains nine learning packages on the following topics: (1) consumer management; (2) decision management; (3)…
The Effects of Animation Technique on the 7th Grade Science and Technology Course
ERIC Educational Resources Information Center
Aksoy, Gökhan
2012-01-01
The purpose of this study is to determine the effect of animation technique on academic achievement of students in the "Human and Environment" unit lectured as part of the Science and Technology course of the seventh grade in primary education. The sample of the study consists of 58 students attending to the 7th grade of Erzurum MEB…
ERIC Educational Resources Information Center
Adams, Gerald J.; Dial, Micah
1998-01-01
The cyclical nature of mathematics grades was studied for a cohort of elementary school students from a large metropolitan school district in Texas over six years (average cohort size of 8495). The study used an autoregressive integrated moving average (ARIMA) model. Results indicate that grades do exhibit a significant cyclical pattern. (SLD)
Assessment of an Engineering Technology Outreach Program for 4th-7th Grade Girls
ERIC Educational Resources Information Center
Dell, Elizabeth M.; Christman, Jeanne; Garrick, Robert D.
2011-01-01
This paper describes a workshop led by female Engineering Technology students, with support from female faculty, to provide an introduction to Engineering Technology to 4th-7th grade girls through a series of interactive laboratory experiments. This outreach program was developed to improve attitudes towards science and engineering in middle…
The Contribution of Morphological Knowledge to 7th Grade Students' Reading Comprehension Performance
ERIC Educational Resources Information Center
Mokhtari, Kouider; Neel, Joanna; Matatall, Abbey; Richards, Andrea
2015-01-01
In this study, we examined the role of morphology, an important yet largely understudied source of difficulty, in reading ability among 7th grade students in one junior high school in the southwestern United States. We sought to find out how much variance in reading ability is accounted for by these students' morphological knowledge, and whether…
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…
Opinions of 7th Grade Students about Enriched Educational Practices in the Scope of Science Course
ERIC Educational Resources Information Center
Idin, Sahin; Aydogdu, Cemil
2016-01-01
The purpose of this research was to determine the opinions of the students about 7th grade science courses carried out with enriched educational practices. The research was conducted throughout fall semester of 2014-2015 academic year in the scope of Systems within our Body Unit (SBU), Force and Motion Unit (FMU), and Electric within our Lives…
Conceptions of Mathematics in Different Ability and Achievement Groups among 7th Grade Students
ERIC Educational Resources Information Center
Lepmann, Lea; Afanasjev, Juri
2005-01-01
This report deals with 7th grade pupils' conceptions of mathematics, its learning and teaching. The report focuses on the identification and comparison of views expressed by pupil groups of different mathematical ability and achievement. The analysis is based on the results of the ability tests, subject tests and a questionnaire conducted among…
ERIC Educational Resources Information Center
Florian, Gabriel
2014-01-01
In the present article, we aim at analysing the results obtained by the 7th grade students who participated in the 50th edition of the Physics National Contest, which took place in Cluj-Napoca between the 6th and the 11th of April, 2014. Why have we chosen the 7th grade? One of the reasons is represented by the good results obtained by the…
ERIC Educational Resources Information Center
Olson, Mark E.
2013-01-01
In this study, the researcher sought to determine whether Nebraska teachers and administrators agreed about what constitutes sound grading practice. The results of this study indicated that Nebraska teachers and administrators working in public schools in 7th-12th grade settings did not always agree about what constituted sound grading practice.…
Charge It! Translating Electric Vehicle Research Results to Engage 7th and 8th Grade Girls
NASA Astrophysics Data System (ADS)
Egbue, Ona; Long, Suzanna; Ng, Ean-Harn
2015-10-01
Despite attempts to generate interest in science and technology careers, US students continue to show reduced interest in science, technology, engineering and mathematics (STEM) majors at the collegiate level. If girls are not engaged in STEM learning by the middle school level, studies show that they are even less likely to choose a science- or engineering-related major. This article presents results from a workshop for 7th and 8th grade girls designed to promote knowledge building in the area of sustainability and alternative energy use in transportation and to stimulate greater interest in STEM subjects. The workshop based on research conducted at University X focused on basic concepts of electric vehicles and electric vehicles' batteries. Tests were conducted to evaluate the students' knowledge and perceptions of electric vehicles and to determine the impact of the workshop. Early exposure to meaningful engineering experiences for these young girls may boost interest and the eventual pursuit of engineering and technology education paths.
ERIC Educational Resources Information Center
Ersen Yanik, Asli
2008-01-01
This study aims to investigate how the teachers who have different background characteristics perceive the goals and content of the English language curriculum implemented at the 6th, 7th and 8th grades of public primary schools. The study was conducted during the 2004-2005 school year with 368 English teachers selected from the seven regions of…
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…
Teacher Quality and Teaching Quality of 7th-Grade Algebra I Honors Teachers
ERIC Educational Resources Information Center
Perez, Barbara
2013-01-01
With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected to pass standardized Algebra achievement tests in order to satisfy graduation requirements. The purpose of this study was to identify teacher qualities and teaching qualities linked to…
First-Year Chemistry Grades and SAT Math Scores.
ERIC Educational Resources Information Center
Andrews, Marjorie H.; Andrews, Lester
1979-01-01
Comparison of SAT math scores, high school grade point averages (GPAs), and final chemistry grades for both the 1972 and 1976 fall semester classes of the first-year chemistry course at the University of Virginia showed that SAT math scores were a much better predictor of final chemistry grades than were high school GPAs. (BB)
ERIC Educational Resources Information Center
Liu, Yuliang
2013-01-01
This quasi-experimental study was to design, develop, and implement one multimedia math lesson in third grade to improve students' math learning. The non-equivalent control group design was used. The experimental group had 11 third grade students and the control group had 15 third grade students in an African American predominated elementary…
Supporting English Language Learners in Math Class, Grades K-2
ERIC Educational Resources Information Center
Bresser, Rusty; Melanese, Kathy; Sphar, Christine
2009-01-01
More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…
Home Economics for 7th and 8th Grade Boys and Girls. Final Report.
ERIC Educational Resources Information Center
East Stroudsburg Area School District, PA.
Adapted to meet local needs and goals, this curriculum guide for grades 7 and 8 is designed to help develop behaviors and skills to use in solving family-life problems. The guide consists of a course outline and separate lessons for both grades, grouped according to the major topics of human development and the family, home management and consumer…
Solar Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.
ERIC Educational Resources Information Center
Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.
This curriculum guide, the third in a set of six, contains teacher and student materials for a unit on solar energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades 8-10…
Classroom Discussions: Seeing Math Discourse in Action, Grades K-6
ERIC Educational Resources Information Center
Anderson, Nancy; Chapin, Suzanne; O'Connor, Cathy
2011-01-01
"Classroom Discussions: Seeing Math Discourse in Action, Grades K-6" provides preservice and inservice instructors, coaches and facilitators with real, classroom-based video examples that illustrate the principles and practices covered in the authors' best-selling book, "Classroom Discussions: Using Math Talk to Help Students Learn, Grade K-6,…
Mechanical Advantage. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.
ERIC Educational Resources Information Center
Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.
This curriculum guide, the fourth in a set of six, contains teacher and student materials for a unit on mechanical engineering prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in…
Environmental Studies Center Teacher Books. 7th Grade - Spoil Island Investigation.
ERIC Educational Resources Information Center
Martin County Schools, Jensen Beach, FL. Environmental Studies Center.
This teacher's guide, one of nine teacher packages developed for use in the sequential, hands-on, field-oriented, K-8 environmental education program of the Martin County Schools in Florida, was developed for use with secondary students in grade seven prior to and after a visit to an environmental studies center located near an estuarine area. The…
Predictors of Digital Competence in 7th Grade: A Multilevel Analysis
ERIC Educational Resources Information Center
Hatlevik, O. E.; Ottestad, G.; Throndsen, I.
2015-01-01
Since 2006, the ability to use information and communication technology (ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict…
Electrical Energy. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.
ERIC Educational Resources Information Center
Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.
This curriculum guide, the fifth in a set of six, contains teacher and student materials for a unit on electrical energy prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for students in grades…
Mississippi Curriculum Framework for Career Discovery (7th Grade). CIP: 00.0251.
ERIC Educational Resources Information Center
Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
This curriculum framework provides a 22-unit curriculum for seventh-grade career discovery. It provides a variety of experiences and activities that promote self-awareness, career exploration, and educational planning related to future educational and occupational plans. Introductory materials include a course description, course outline, and…
Electromagnetic Spectrum. 7th and 8th Grade Agriculture Science Curriculum. Teacher Materials.
ERIC Educational Resources Information Center
Southern Illinois Univ., Carbondale. Dept. of Agricultural Education and Mechanization.
This curriculum guide, the second in a set of six, contains teacher and student materials for a unit on the electromagnetic spectrum prepared as part of a seventh- and eighth-grade agricultural science curriculum that is integrated with science instruction. The guide contains the state goals and sample learning objectives for each goal for…
7th Grade Life Science Units Modified for ESOL Students--Middle School.
ERIC Educational Resources Information Center
Bernache, Carolyn; Jones, Jacqueline
A set of supplemental materials for teaching grade 7 life sciences to beginning and intermediate students of English as a second language (ESL) includes an introductory section on teaching the ESL student and six instructional units. The introductory section discusses the special classroom needs and characteristics of the ESL student and provides…
ERIC Educational Resources Information Center
Teke, Huseyin; Dogan, Bekir; Duran, Ahmet
2015-01-01
This study aimed to make a comparative analysis of seventh-grade (the second level of the primary education) students' achievement in "Systems of The Human Body" unit in Science and Technology lesson which was taught using both the simulation method and the traditional method along with the influence of these methods on students'…
Math and Economics: Implementing Authentic Instruction in Grades K-5
ERIC Educational Resources Information Center
Althauser, Krista; Harter, Cynthia
2016-01-01
The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The "Economics: Math in Real Life" program was provided in…
Teaching Strategies for Effective Fifth Grade Math Intervention
ERIC Educational Resources Information Center
Zank, Alicia A.
2015-01-01
The purpose of the study is to determine what effects explicit and systematic math intervention instruction will have on student's performance on math assessments. The study will focus on a small group of fifth grade students that have been identified as needing targeted intervention (tier 2) and intensive interventions (tier 1) through the…
First Grade Study Groups Deepen Math Learning
ERIC Educational Resources Information Center
Sloane, Marie W.
2007-01-01
Experts say that good mathematics instruction engages all students as active learners (NAEYC & NCTM 2002). It begins with their current skills and builds new knowledge that is meaningful and appropriate for each child (Baroody 1998). Effective math instruction allows children to develop positive attitudes toward math instead of negative ones…
Pettigrew, Jonathan; Graham, John W.; Miller-Day, Michelle; Hecht, Michael L.; Krieger, Janice L.; Shin, Young Ju
2014-01-01
Poor implementation quality (IQ) is known to reduce program effects making it important to consider IQ for evaluation and dissemination of prevention programs. However, less is known about the ways specific implementation variables relate to outcomes. In this study, two versions of the keepin’ it REAL, 7th grade drug prevention intervention were implemented in 78 classrooms in 25 schools in rural districts in Pennsylvania and Ohio. IQ was measured through observational coding of 276 videos. IQ variables included adherence to the curriculum, teacher engagement (attentiveness, enthusiasm, seriousness, clarity, positivity), student engagement (attention, participation), and a global rating of teacher delivery quality. Factor analysis showed that teacher engagement, student engagement, and delivery quality formed one factor, which was labeled delivery. A second factor was adherence to the curriculum. Self-report student surveys measured substance use, norms (beliefs about prevalence and acceptability of use), and efficacy (beliefs about one’s ability to refuse substance offers) at two waves (pretest, immediate posttest). Mixed model regression analysis which accounted for missing data and controlled for pretest levels examined implementation quality’s effects on individual level outcomes, statistically controlling for cluster level effects. Results show that when implemented well, students show positive outcomes compared to students receiving a poorly implemented program. Delivery significantly influenced substance use and norms, but not efficacy. Adherence marginally significantly predicted use and significantly predicted norms, but not efficacy. Findings underscore the importance of comprehensively measuring and accounting for IQ, particularly delivery, when evaluating prevention interventions. PMID:24442403
ERIC Educational Resources Information Center
Kesan, Cenk; Caliskan, Sevdane
2013-01-01
The aim of this study is to investigate the effect of learning geometry topics of 7th grade in primary education with dynamic geometer's sketchpad geometry software to student's success and retention. The experimental research design with The Posttest-Only Control Group was used in this study. In the experimental group, dynamic geometer's…
ERIC Educational Resources Information Center
Martin, Bruce; Bright, Alan; Cafaro, Philip; Mittelstaedt, Robin; Bruyere, Brett
2009-01-01
This study attempted to assess the development of environmental virtue in 7th and 8th grade students in an Expeditionary Learning Outward Bound (ELOB) school using an instrument developed for this study--the Children's Environmental Virtue Scale (CEVS). Data for this study were obtained by administering the CEVS survey (pretest and posttest) to…
ERIC Educational Resources Information Center
Ding, Kele; Olds, R. Scott; Thombs, Dennis L.
2009-01-01
This retrospective case study assessed the influence of item non-response error on subsequent response to questionnaire items assessing adolescent alcohol and marijuana use. Post-hoc analyses were conducted on survey results obtained from 4,371 7th to 12th grade students in Ohio in 2005. A skip pattern design in a conventional questionnaire…
ERIC Educational Resources Information Center
Uzoglu, Mustafa
2014-01-01
The purpose of the study is to determine the effects of using writing activities with different learning purposes by the secondary school 7th grade students on their academic achievement and attitudes towards the course. The study was carried out in a secondary school located in the centre of Erzurum in 2012-2013 academic year; the study is a…
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…
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…
Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability
ERIC Educational Resources Information Center
Browder, Diane M.; Jimenez, Bree A.; Trela, Katherine
2012-01-01
The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…
Performing Big Math Ideas across the Grades
ERIC Educational Resources Information Center
Gadanidis, George; Hughes, Janette M.
2011-01-01
A storied math context helps students engage both emotionally and cognitively with mathematics and helps show that mathematics develops out of human experience. Children's literature also models mathematical storytelling for students, and creates opportunities for them to retell and extend stories. This article describes mathematics investigations…
ERIC Educational Resources Information Center
Burns, Matthew K.; Kanive, Rebecca; DeGrande, Megan
2012-01-01
The current study reviews a computer-based math fluency intervention with 216 third- and fourth-grade students who were at risk for math difficulties. The intervention used a computer software program to practice math facts an average of three times per week for 8 to 15 weeks. Data were compared to those of 226 students in a control group. Results…
Determinants of Grades in Maths for Students in Economics
ERIC Educational Resources Information Center
Cappellari, Lorenzo; Lucifora, Claudio; Pozzoli, Dario
2012-01-01
This paper investigates the determinants of grades achieved in maths by first-year students in economics. We use individual administrative data from 1993 to 2005 to fit an educational production function. Our main findings suggest that good secondary school achievements and the type of school attended are significantly associated with maths…
Math Process Standards Series, Grades 3-5
ERIC Educational Resources Information Center
O'Connell, Susan, Ed.
2008-01-01
NCTM's Process Standards support teaching that helps upper elementary level children develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every intermediate-grades teacher the opportunity to explore each standard in depth. With language and examples that don't require prior math…
Differentiating Instruction with Menus Grades 3-5: Math
ERIC Educational Resources Information Center
Westphal, Laurie E.
2007-01-01
"Differentiating Instruction With Menus Grades 3-5" offers teachers everything they need to create a student-centered learning environment based on choice. Addressing the four main subject areas (language arts, math, science, and social studies) and the major concepts taught within these areas, these books provide a number of different types of…
Seasoning Math and Science: Fall & Winter. Second Grade Book A.
ERIC Educational Resources Information Center
Wiebe, Arthur, Ed.; And Others
The activities in this booklet were designed to provide second grade children with opportunities to explore areas of natural interest to them while gaining knowledge and practice in math skills and with science processes. Seasonal activities which are appropriate for the first half of the school year are offered on the topics of: holidays, seeds…
Developmental Dynamics of Math Performance From Preschool to Grade 2
ERIC Educational Resources Information Center
Aunola, Kaisa; Leskinen, Esko; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
2004-01-01
This study investigated the developmental dynamics of mathematical performance during children's transition from preschool to Grade 2 and the cognitive antecedents of this development. 194 Finnish children were examined 6 times according to their math performance, twice during each year across a 3-year period. Cognitive antecedents, that is,…
ERIC Educational Resources Information Center
Stephens, Summer Elizabeth
2010-01-01
A problem exists in grading practices accurately measuring student achievement. Both students' academic achievements and nonacademic factors, such as effort, homework completion, and behaviors continue to factor into grades. This combination can lead to inaccurate representation of true academic ability, rendering a grade useless. While…
Supporting English Language Learners in Math Class, Grades 6-8
ERIC Educational Resources Information Center
Melanese, Kathy; Chung, Luz; Forbes, Cheryl
2011-01-01
This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…
The relation between 1st grade grey matter volume and 2nd grade math competence.
Price, Gavin R; Wilkey, Eric D; Yeo, Darren J; Cutting, Laurie E
2016-01-01
Mathematical and numerical competence is a critical foundation for individual success in modern society yet the neurobiological sources of individual differences in math competence are poorly understood. Neuroimaging research over the last decade suggests that neural mechanisms in the parietal lobe, particularly the intraparietal sulcus (IPS) are structurally aberrant in individuals with mathematical learning disabilities. However, whether those same brain regions underlie individual differences in math performance across the full range of math abilities is unknown. Furthermore, previous studies have been exclusively cross-sectional, making it unclear whether variations in the structure of the IPS are caused by or consequences of the development of math skills. The present study investigates the relation between grey matter volume across the whole brain and math competence longitudinally in a representative sample of 50 elementary school children. Results show that grey matter volume in the left IPS at the end of 1st grade relates to math competence a year later at the end of 2nd grade. Grey matter volume in this region did not change over that year, and was still correlated with math competence at the end of 2nd grade. These findings support the hypothesis that the IPS and its associated functions represent a critical foundation for the acquisition of mathematical competence. PMID:26334946
Grade One: Math Computation. Case Study #1
ERIC Educational Resources Information Center
Powell, Sarah R.; Seethaler, Pamela M.
2007-01-01
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any Response to Intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional first-grade classroom as the setting for…
Tsai, Meng-Che; Strong, Carol; Lin, Chung-Ying
2015-07-01
We investigated the relationship between pubertal timing and deviant behaviors in Taiwan using Taiwan Youth Project (TYP) data. The TYP used multistage-stratified and class-clustered methods in 40 randomly selected schools. We analyzed 1541 adolescents (770 boys; 50.0%) who self-reported their deviant behaviors in 7th, 8th, 10th, and 12th grades. Participants were assigned to early- (n = 244; 15.8%), on-time- (n = 992; 64.4%), and late- (n = 305; 19.8%) puberty groups, and one-way analysis of variance and latent growth modeling were used to examine the frequency of deviant behaviors between them. Early-puberty adolescents had more deviant behaviors (mean = 0.43, SD = 0.74) than did late-puberty adolescents during 7th grade (mean = 0.27, SD = 0.59; p = 0.004), but not after 8th grade. There were no significant differences in the deviance level between on-time-puberty and early- and late-puberty adolescents. Moreover, puberty was not correlated with the growth of deviant behaviors, which decreased with age. However, boys seemed to engage in more deviant behaviors at the beginning, but their engagement seemed to decline faster than it did for girls. In sum, the deviance of early-puberty adolescents seemed to diminish as they got older. PMID:25956430
ERIC Educational Resources Information Center
Çakirer, H. Serdar
2014-01-01
The aim of the present study is to compare the values in the songs of 5th, 6th, 7th and 8th grade primary education music classes students? workbooks according to the value categorizations proposed by Rockeach and Akbas and which values among the categories mentioned are taught to the students in the 5th, 6th, 7th and 8th grade primary education…
ERIC Educational Resources Information Center
Elek, Elvira; Wagstaff, David A.; Hecht, Michael L.
2010-01-01
This study assessed the outcomes of adapting the culturally-grounded, middle school, substance-use prevention intervention, "keepin' it REAL" ("kiR"), to target elementary school students and to address acculturation. At the beginning of 5th grade, 29 schools were randomly assigned to conditions obtained by crossing grade of implementation (5th,…
The long-term impact of a math, science and technology program on grade school girls
NASA Astrophysics Data System (ADS)
Sullivan, Sandra Judd
The purpose of this study was to determine if a math, science, and technology intervention program improved grade school girls' attitudes and stereotypes toward science and scientists, as well as participation levels in science-related activities, two years after their participating in the program. The intervention program evaluated was Operation SMART, developed by Girls Incorporated. Participants were recruited from the 6th and 7th grades from two public middle schools in Northern California. One hundred twenty-seven girls signed up for the survey and were assigned to either the SMART group (previous SMART participants) or Non-SMART group (no previous experience with SMART). The survey consisted of five parts: (1) a background information sheet, (2) the Modified Attitudes Toward Science Inventory, (3) the What Do You Do? survey, (4) the Draw-A-Scientist Test-Revised, and (5) a career interests and role models/influencer survey. Results indicated that there were no significant differences between the SMART and Non-SMART groups on any of the test measures. However, middle school attended did have a significant effect on the outcome variables. Girls from Middle School A reported more positive attitudes toward science, while girls from Middle School B reported higher participation levels in extracurricular science activities. Possible explanations for these findings suggest too much time had passed between treatment effect and time of measurement as well as the strong influence of teacher and school environment on girls' attitudes and stereotypes. Recommendations for future research are discussed.
ERIC Educational Resources Information Center
Kemp, Louie E., Comp.
The four learning packages for exploratory career education are designed for use at the seventh and eighth grade levels. Each unit includes coordinated teacher and student editions. The units are: Culinary Cubs, focusing on occupations in the areas of food management, production, and services, with special reference to dietitians; Mini Nursery,…
ERIC Educational Resources Information Center
Matz, Debbie S.
2012-01-01
This study examined how the use of teacher think-alouds influenced and transferred to the reading comprehension and metacognition of seventh grade middle school social studies students in two Reading Apprenticeship classrooms. The researcher conducted classroom observations at a middle school in a mid-size suburban and rural school district in…
Impact of TI MathForward on Mathematics Achievement for General Mathematics and Algebra I Students
ERIC Educational Resources Information Center
Empirical Education Inc., 2009
2009-01-01
At Richardson Independent School District (RISD), 7th and 8th grade students who used TI MathForward achieved higher scores on the Texas Assessment of Knowledge and Skills (TAKS) Mathematics than similar 7th and 8th grade students who used other mathematics programs during previous years. This study found evidence that the strongest application of…
The Effectiveness of the Touch Math Program with Fourth and Fifth Grade Special Education Students
ERIC Educational Resources Information Center
Green, Nora D.
2009-01-01
The math achievement of third and fourth grade special education students has been identified as an area of concern within a public school located in a small rural town located on the east coast. The purpose of this action research study was to investigate whether or not the Touch Math strategy increased the math ability of third and fourth grade…
Supporting English Language Learners in Math Class, Grades 3-5
ERIC Educational Resources Information Center
Bresser, Rusty; Melanese, Kathy; Sphar, Christine
2009-01-01
More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…
Patterns of Hispanic Students' Math Skill Proficiency in the Early Elementary Grades
ERIC Educational Resources Information Center
Reardon, Sean F.; Galindo, Claudia
2007-01-01
In this article, we describe patterns of Hispanic students' math skill development during elementary school using data from a nationally representative sample of Hispanic students assessed in math skills from kindergarten through 5th grade. Several robust patterns are evident. First, Hispanic students enter kindergarten with average math skills…
ERIC Educational Resources Information Center
Rowan-Kenyon, Heather T.; Swan, Amy K.; Creager, Marie F.
2012-01-01
The authors examined the central hypothesis that students' early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th-, 7th-, and 9th-grade students during the 2007-2008…
ERIC Educational Resources Information Center
Kariuki, Patrick; Gentry, Christi
2010-01-01
The purpose of this study was to examine the effects of Accelerated Math utilization on students' grade equivalency scores. Twelve students for both experimental and control groups were randomly selected from 37 students enrolled in math in grades four through six. The experimental group consisted of the students who actively participated in…
Teaching Math in the Primary Grades: The Learning Trajectories Approach
ERIC Educational Resources Information Center
Sarama, Julie; Clements, Douglas
2009-01-01
Children's thinking follows natural developmental paths in learning math. When teachers understand those paths and offer activities based on children's progress along them, they build developmentally appropriate math environments. The authors explain math learning trajectories and why teaching math using the trajectories approach is effective. A…
NASA Astrophysics Data System (ADS)
Radencic, S.; McNeal, K. S.
2013-05-01
Observation and evaluation of STEM graduate students from Mississippi State University communicating their research of the Earth and Space Sciences in rural 7th-12th grade classrooms participating in the Initiating New Science Partnerships in Rural Education (INSPIRE) NSF GK-12 project. The methods they utilize to communicate their STEM research includes introducing new technologies and inquiry based learning experiences. These communication experiences have been observed and evaluated using two observational systems, the Mathematics Science Classroom Observational Profile System (M-SCOPS) and the Presentation Skills Protocol (PSP). M-SCOPS has been used over the first three years of the project to evaluate what Earth and Space research the STEM graduate students communicate in classroom activities along with how they are introducing STEM research through a variety of communication methods and levels of understanding. PSP, which INSPIRE began using this year, evaluates and provides feedback to the STEM graduate students on their communication during these classroom experiences using a rubric covering a range of skills for successful communication. PSP also allows the participating INSPIRE teacher partners to provide feedback to the STEM graduate students about development of their communication skills over the course of the year. In addition to feedback from the INSPIRE project and participating teachers, the STEM graduate students have the opportunity to evaluate their personal communication skills through video documentation to determine specific skills they would like to improve. Another area of research to be discussed is how the STEM graduate students communicating Earth and Space sciences research in the participating classrooms is impacting student attitudes about science and mathematics over the last three years. Student Attitudinal Surveys (SAS) are administered as a pre-evaluation tool in the fall when the STEM graduate students first enter into their
ERIC Educational Resources Information Center
O'Connell, Susan; Croskey, Suzanne G.
2008-01-01
The National Council of Teachers of Mathematics' (NCTM's) Process Standards support teaching that helps students develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every middle grades math teacher the opportunity to explore each standard in depth. The series offers friendly,…
An Analysis of Math Congress in an Eighth Grade Classroom
ERIC Educational Resources Information Center
Kotsopoulos, Donna; Lee, Joanne
2012-01-01
A "math congress" is a pedagogical approach in which students present their solutions from their mathematical work completed individually, in pairs, or in small groups, and share and defend their mathematical thinking. Mathematical artifacts presented during math congress remain on display as community records of practice. Math congress has four…
A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities
ERIC Educational Resources Information Center
Orosco, Michael J.
2014-01-01
Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…
Outcomes of Placing Low Performing Eighth Grade Students in Algebra Content Courses
ERIC Educational Resources Information Center
Taylor, Donald Joseph
2011-01-01
In California, Algebra I is the 8th grade math content standard. The United States Department of Education found the annual 8th grade General Math California Standards Test to be out of compliance with the federal No Child Left Behind Act of 2001 since it assesses 6th and 7th grade math standards and not Algebra I math content. In response to the…
Reactivity to Stress and the Cognitive Components of Math Disability in Grade 1 Children
ERIC Educational Resources Information Center
MacKinnon McQuarrie, Maureen A.; Siegel, Linda S.; Perry, Nancy E.; Weinberg, Joanne
2014-01-01
This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary…
Examining the Influence of a Mobile Learning Intervention on Third Grade Math Achievement
ERIC Educational Resources Information Center
Kiger, Derick; Herro, Dani; Prunty, Deb
2012-01-01
Third grade students at a Midwestern elementary school participated in a 9-week mobile learning intervention (MLI). Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn multiplication. Two other classrooms used Everyday Math and web applications for the iPod touch for daily practice. MLI students outperformed…
Family Factors Associated with Sixth-Grade Adolescents' Math and Science Career Interests
ERIC Educational Resources Information Center
Turner, Sherri L.; Steward, Jason C.; Lapan, Richard T.
2004-01-01
This study tested a causal model, based on social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994, 2000), of math and science career interests among 6th-grade adolescents (N = 318). Consistent with SCCT, it was found that career gender-typing, mother's and father's support for pursuing math and science careers, as well…
ERIC Educational Resources Information Center
Gomez, Angela Nicole
2012-01-01
The purpose of this study was to investigate the effectiveness of "MathFacts in a Flash" software in helping students learn math standards. In each of their classes, the third-, fourth-, and fifth-grade students in a small private Roman Catholic school from the Pacific Northwest were randomly assigned either to a control group that used…
ERIC Educational Resources Information Center
Cleary, Timothy J.; Chen, Peggy P.
2009-01-01
The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify…
ERIC Educational Resources Information Center
Hemphill, David C.
2011-01-01
The first pretest-posttest hypothesis was tested using the dependent t test. Null hypotheses for test score improvement over time were rejected for the end of fifth-grade pretest compared to ending sixth-grade posttest math Essential Learner Outcome scores converted to standard scores for randomly selected sixth-grade girls meeting measured test…
The Tale of Two Noras: How a Yup'ik Middle Schooler Was Differently Constructed as a Math Learner
ERIC Educational Resources Information Center
Hogan, Maureen P.
2008-01-01
This case study seeks to explain why a Yup'ik middle schooler, Nora, from a remote Alaskan village, was differently constructed as a math learner by her 6th- and 7th-grade math teachers. When a culturally relevant curriculum was used in 6th grade, Nora had a greater opportunity for leadership, ownership of knowledge, collaborative problem solving,…
2011-01-01
Background Violence by young people is one of the most visible forms of violence and contributes greatly to the global burden of premature death, injury and disability. Methods The Global School-based Student Health Survey (GSHS), State of Lara, Venezuela (GSHS-Lara) is a school-based surveillance system. It comprises a repeated, cross-sectional, self-administered survey drawn from a representative sample of 7th to 9th grade students, performed in the school years 2003-2004 (GSHS-Lara 2004) and 2007-2008 (GSHS-Lara 2008). It explores, among other things, a general violence indicator such as school absenteeism due to feeling unsafe at school or on the way to or from school for any reason; and more specific indicators of violence such as robbery, bullying, physical fights and use of weapons, as well as exposure to lectures on how to prevent violence. Results are given in terms of prevalence percentage. Results Absenteeism doubled between the two study periods (10.8% to 20.8%). The number of students that were a victim of robbery remained high and without change both outside (14.2% and 14.8%) and inside school (21.7% and 22.0%). The number of victims of bullying was high and increasing (33.4% and 43.6%). Bullying associated with being physically attacked decreased (18.5% to 14.3%). Physical attacks without active participation and not associated with bullying were frequent (21.5%). Physical fighting with active participation prevalence remained high and without change (27.5% and 28.2%). Carrying a weapon almost doubled (4.3% to 7.1%). Less than 65% reported classes for violence prevention. Conclusions The GSHS-Lara shows that violence is an important public health problem that needs to be addressed by the community and its authorities. PMID:22958602
The Impact of Single-Gender Classrooms on Student Achievement in Seventh Grade Math Classes
ERIC Educational Resources Information Center
Sutton, Antwon M.
2009-01-01
A mathematics achievement gap exists between males and females. The measurement of achievement was compared between single-gender and traditional classroom students in the 7th grade to assess whether or not a single-gender environment affected their scores. The Measures of Academic Progress (MAP) state assessment served as the data collection…
Cognitive Correlates of Math Skills in Third-Grade Students
ERIC Educational Resources Information Center
Mannamaa, Mairi; Kikas, Eve; Peets, Katlin; Palu, Anu
2012-01-01
Math achievement is not a unidimensional construct but includes different skills that require different cognitive abilities. The focus of this study was to examine associations between a number of cognitive abilities and three domains of math skills (knowing, applying and problem solving) simultaneously in a multivariate framework. Participants…
Math Academy: Are You Game? Explorations in Probability. Supplemental Math Materials for Grades 3-6
ERIC Educational Resources Information Center
Rimbey, Kimberly
2007-01-01
Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the themed program "Are You Game? Math Academy--Explorations in Probability," which teachers can use to…
ERIC Educational Resources Information Center
Parra, Gilbert R.; Jobe-Shields, Lisa; Kitzmann, Katherine M.; Luebbe, Aaron M.; Olsen, James P.; Davis, Genevieve L.
2011-01-01
The purpose of the present study was to examine whether adolescent perceptions of mothers' and fathers' contributions to interparental discord changed from early to middle adolescence and if the changes were related to adolescent negative mood. Data were drawn from the National Longitudinal Survey of Youth 1997. Adolescents who were in 7th grade…
Examining Teacher-Assigned Math Grades as Predictors for High-Stakes Testing
ERIC Educational Resources Information Center
Denson, Bettina Coley
2013-01-01
This study sought to determine whether a relationship existed between teacher-assigned classroom grades and high-stakes test scores. The study examined teacher-assigned math grades in correlation to the student scores on the Florida Comprehensive Assessment test (FCAT) in a selected Florida high school. It also sought to determine the relationship…
Reactivity to Stress and the Cognitive Components of Math Disability in Grade 1 Children
MacKinnon McQuarrie, Maureen A.; Siegel, Linda S.; Perry, Nancy E.; Weinberg, Joanne
2016-01-01
This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary cortisol levels) to measure children’s reactivity while completing tasks that assess the core components of MD: working memory for numbers, working memory for words, digits backward, letter number sequence, digit span forward, processing speed for numbers and words, block rotation, and math tasks. Grade 1 children with MD obtained significantly lower scores on the letter number sequence and quantitative concepts tasks. Higher levels of reactivity significantly predicted poorer performance on the working memory for numbers, working memory for words, and quantitative concepts tasks for Grade 1 children, regardless of math ability. Grade 1 children with MD and higher reactivity had significantly lower scores on the letter number sequence task than the children with MD and low reactivity. The findings suggest that high reactivity impairs performance in working memory and math tasks in Grade 1 children, and young children with high reactivity may benefit from interventions aimed at lowering anxiety in stressful situations, which may improve learning. PMID:23124381
Reactivity to stress and the cognitive components of math disability in grade 1 children.
MacKinnon McQuarrie, Maureen A; Siegel, Linda S; Perry, Nancy E; Weinberg, Joanne
2014-01-01
This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary cortisol levels) to measure children's reactivity while completing tasks that assess the core components of MD: working memory for numbers, working memory for words, digits backward, letter number sequence, digit span forward, processing speed for numbers and words, block rotation, and math tasks. Grade 1 children with MD obtained significantly lower scores on the letter number sequence and quantitative concepts tasks. Higher levels of reactivity significantly predicted poorer performance on the working memory for numbers, working memory for words, and quantitative concepts tasks for Grade 1 children, regardless of math ability. Grade 1 children with MD and higher reactivity had significantly lower scores on the letter number sequence task than the children with MD and low reactivity. The findings suggest that high reactivity impairs performance in working memory and math tasks in Grade 1 children, and young children with high reactivity may benefit from interventions aimed at lowering anxiety in stressful situations, which may improve learning. PMID:23124381
ERIC Educational Resources Information Center
Fuchs, Lynn S.; Seethaler, Pamela M.; Powell, Sarah R.; Hamlett, Carol L.; Fletcher, Jack M.
2008-01-01
This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks.…
ERIC Educational Resources Information Center
Mottet, Timothy P.; Garza, Ruben; Beebe, Steven A.; Houser, Marian L.; Jurrells, Summer; Furler, Lisa
2008-01-01
The purpose of this study was to examine how students' perceptions of their teachers' instructional communication behaviors were related to their affective learning in math and science. A survey was used to collect perceptions from 497 ninth-grade students. The following conclusions were yielded from the data: (1) students' perceptions of their…
Teaching the Common Core Math Standards with Hands-On Activities, Grades 6-8
ERIC Educational Resources Information Center
Muschla, Judith A.; Muschla, Gary Robert; Muschla, Erin
2012-01-01
The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. "Hands-on Activities for Teaching the Common Core Math…
ERIC Educational Resources Information Center
Milwaukee Public Schools, WI.
This workbook contains "skill sharpening" math problems presented in Spanish. These problems have been designed as supplementary work for students at the eighth grade level. Functions and topics such as addition, subtraction, division, multiplication, decimals, scientific notation (exponents), fractions, symmetry, angles, the metric weight system,…
ERIC Educational Resources Information Center
Lewis, Lawanna M.
2010-01-01
The purpose of this correlational quantitative study was to examine the extent to which teachers perceive the use of benchmark assessment data as effective; the extent to which the time spent teaching mathematics is associated with students' mathematics grades, and the extent to which the results of math benchmark assessment influence teachers'…
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…
Review of "The Misplaced Math Student: Lost in Eighth-Grade Algebra"
ERIC Educational Resources Information Center
Burris, Carol Corbett
2008-01-01
The Brookings Institution report questions the efficacy of increasing the number of students who take algebra in eighth grade. Although this policy has resulted in more equitable access to advanced math study, the report argues that a subgroup of students enrolled lack the basic mathematical skills needed to succeed. The report further argues that…
SCDC Spanish Curricula Units. Science/Math, Unit 10, Grade 3, Teacher's Guide.
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
Unit 10 of a Spanish science/math curriculum for grade three, composed of kits 37-40, has as its theme "communities around the world". The unit's teacher's guide contains both learning and assessment activities, with the focus, objective, and materials needed for each activity listed. Specific attention is placed on four spiraling questions…
Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.
Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana
2016-06-01
Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success. PMID:26885828
ERIC Educational Resources Information Center
Solomon, Pearl Gold
2007-01-01
In a new edition of her standards-based math workbook, author Pearl Gold Solomon covers essential concepts and skills as defined by the National Council of Teachers of Mathematics for learners in middle schools. Designed as a comprehensive resource for planning curriculum, instruction, and assessment, The Math We Need to Know and Do in Grades 6-9,…
ERIC Educational Resources Information Center
Schackow, Joy Bronston; O'Connell, Susan
2008-01-01
The National Council of Teachers of Mathematics' (NCTM's) Process Standards support teaching that helps students develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every middle grades math teacher the opportunity to explore each standard in depth. The series offers friendly,…
12 Math Rules That Expire in the Middle Grades
ERIC Educational Resources Information Center
Karp, Karen S.; Bush, Sarah B.; Dougherty, Barbara J.
2015-01-01
Many rules taught in mathematics classrooms "expire" when students develop knowledge that is more sophisticated, such as using new number systems. For example, in elementary grades, students are sometimes taught that "addition makes bigger" or "subtraction makes smaller" when learning to compute with whole numbers,…
Grade Three: Math Concepts/Applications. Case Study #2
ERIC Educational Resources Information Center
Powell, Sarah R.; Seethaler, Pamela M.
2008-01-01
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any response to intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional third-grade classroom as the setting for…
Viterbori, Paola; Usai, M Carmen; Traverso, Laura; De Franchis, Valentina
2015-12-01
This longitudinal study analyzes whether selected components of executive function (EF) measured during the preschool period predict several indices of math achievement in primary school. Six EF measures were assessed in a sample of 5-year-old children (N = 175). The math achievement of the same children was then tested in Grades 1 and 3 using both a composite math score and three single indices of written calculation, arithmetical facts, and problem solving. Using previous results obtained from the same sample of children, a confirmatory factor analysis examining the latent EF structure in kindergarten indicated that a two-factor model provided the best fit for the data. In this model, inhibition and working memory (WM)-flexibility were separate dimensions. A full structural equation model was then used to test the hypothesis that math achievement (the composite math score and single math scores) in Grades 1 and 3 could be explained by the two EF components comprising the kindergarten model. The results indicate that the WM-flexibility component measured during the preschool period substantially predicts mathematical achievement, especially in Grade 3. The math composite scores were predicted by the WM-flexibility factor at both grade levels. In Grade 3, both problem solving and arithmetical facts were predicted by the WM-flexibility component. The results empirically support interventions that target EF as an important component of early childhood mathematics education. PMID:26218333
ERIC Educational Resources Information Center
Reid, Jennifer L.
2011-01-01
The purpose of the study was to determine the reading, math, and language proficiency outcomes of 4th-grade through 7th-grade students with limited English proficiency following nearly two years or more of instruction in the English Language Learner Program (ELL) and concurrent general education studies. The maximum accrual for this study was…
From Reading to Math: How Best Practices in Literacy Can Make You a Better Math Teacher, Grades K-5
ERIC Educational Resources Information Center
Siena, Maggie
2009-01-01
Are your students engaged and motivated to read and write but hesitant during math instruction? Do you want your students to be as excited about math as they are about literacy? This unique resource explores how best practices for teaching reading and writing can help you become a better math teacher. Drawing on the work of such educators as…
NASA Astrophysics Data System (ADS)
Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.
2014-12-01
Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to
ERIC Educational Resources Information Center
Dougherty, Shaun M.; Goodman, Joshua S.; Hill, Darryl V.; Litke, Erica G.; Page, Lindsay C.
2015-01-01
Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based…
Math Circles: A Tool for Promoting Engagement among Middle School Minority Males
ERIC Educational Resources Information Center
Kennedy, Eugene; Smolinsky, Lawrence
2016-01-01
This article presents results of a case study of a math circle designed for low income, minority students from an inner city middle school. The students were 6th, 7th and 8th grade African American and Hispanic males enrolled in a science, technology, engineering and mathematics focused charter school. The study focused on the impact of…
Stability of computational deficits in math learning disability from second through fifth grades.
Chong, Suet Ling; Siegel, Linda S
2008-01-01
This study utilized growth modeling to investigate the stability of two computational deficits that are strongly associated with math learning disability (MLD)-procedural deficits and fact fluency deficits. Math "deficit" was defined in two ways-having scores in the lower 10th percentile (MLD) and between the 11th and 25th percentiles (LA, low achieving). The longitudinal sample was composed of 214 children. Between the second and fifth grades, children who started at grade 2 with procedural deficits showed more rapid growth in procedural skills than typically achieving (TA) children. The procedural deficits group was able to narrow the initial gap in procedural skills and catch up with their normal peers. In contrast, children who started at grade 2 with fact fluency deficits showed the same growth in fact fluency skills as TA children. The fact fluency deficits group maintained their initial gap and was not able to catch up. This pattern of results held for both the MLD and LA criteria. Fact fluency deficits are more stable in the elementary years. Further results showed that fact fluency deficits may be associated with more pervasive and persistent cognitive deficits than procedural deficits. The fact fluency group showed persistent cognitive deficits in working memory, processing speed, and phonological processing, from grades 2-5. The group with procedural deficits at grade 2 showed persistent deficits in working memory and processing speed, but closed the gap in phonological skills. In addition, only the MLD procedural deficits group showed these cognitive deficits; the LA group was no different than the typical achievers. The present results support the hypothesis that fact fluency deficits and procedural deficits are dissociable and may represent distinct subgroups of MLD. PMID:18473201
ERIC Educational Resources Information Center
Spann, Mary Beth
This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…
ERIC Educational Resources Information Center
Rimbey, Kimberly
2007-01-01
Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Dining Out! Explorations in Fractions, Decimals, and Percents," which teachers can use…
ERIC Educational Resources Information Center
Rimbey, Kimberly
2008-01-01
Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Play Ball! Explorations in Data Analysis & Statistics," which teachers can use to…
ERIC Educational Resources Information Center
Rimbey, Kimberly
2008-01-01
Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Let's Go to the Mall! Explorations in Combinatorics," which teachers can use to enhance…
ERIC Educational Resources Information Center
Flaherty, John, Jr.; Sobolew-Shubin, Alexandria; Heredia, Alberto; Chen-Gaddini, Min; Klarin, Becca; Finkelstein, Neal D.
2014-01-01
Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in mathematics (CCSS-M) across grades K-8. As the MiC initiative moves into its second year, one of the central activities that each of the districts is undergoing to support CCSS…
ERIC Educational Resources Information Center
Hammond, Ormond W.; Wilson, Melly; Barros, Corrin
2011-01-01
Native Hawaiian students represent the largest single ethnic group in Hawai'i, at 27 percent of the student population in 2008/09. This REL Pacific report, "Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math," reports the reading and math proficiency rates of grade 8 Native Hawaiian…
ERIC Educational Resources Information Center
Al-Makahleh, Ahmad Abdulhameed Aufan
2011-01-01
This study seeks to verify the effect of direct instruction strategy on Math achievment of students with learning difficulties in the fourth and fifth grade levels and measure the improvement in their attitudes to Mathematics. Sample consisted of sixty (60) students with Math learning difficulties attending 4th and 5th grade level resource rooms…
Contextual Factors Related to Math Anxiety in Second-Grade Children
ERIC Educational Resources Information Center
Jameson, Molly M.
2014-01-01
As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students' poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research.…
Math and science technology access and use in South Dakota public schools grades three through five
NASA Astrophysics Data System (ADS)
Schwietert, Debra L.
The development of K-12 technology standards, soon to be added to state testing of technology proficiency, and the increasing presence of computers in homes and classrooms reflects the growing importance of technology in current society. This study examined math and science teachers' responses on a survey of technology use in grades three through five in South Dakota. A researcher-developed survey instrument was used to collect data from a random sample of 100 public schools throughout the South Dakota. Forced choice and open-ended responses were recorded. Most teachers have access to computers, but they lack resources to purchase software for their content areas, especially in science areas. Three-fourths of teachers in this study reported multiple computers in their classrooms and 67% reported access to labs in other areas of the school building. These numbers are lower than the national average of 84% of teachers with computers in their classrooms and 95% with access to computers elsewhere in the building (USDOE, 2000). Almost eight out of 10 teachers noted time as a barrier to learning more about educational software. Additional barriers included lack of school funds (38%), access to relevant training (32%), personal funds (30%), and poor quality of training (7%). Teachers most often use math and science software as supplemental, with practice tutorials cited as another common use. The most common interest for software was math for both boys and girls. The second most common choice for boys was science and for girls, language arts. Teachers reported that there was no preference for either individual or group work on computers for girls or boys. Most teachers do not systematically evaluate software for gender preferences, but review software over subjectively.
NASA Astrophysics Data System (ADS)
Aktas, İdris; Bılgın, İbrahim
2015-01-01
Background:Many researchers agree that students, especially primary students, have learning difficulties on the 'Particulate Nature of Matter' unit. One reason for this difficulty is not considering individual differences for teaching science. In 4MAT model learning, environment is arranged according to individual differences. Purpose:The purpose of this study is to examine (1) the effects of the 4MAT learning model on the7th grade students' academic achievement and motivation on the 'Particulate Nature of Matter' unit and (2) identify student opinions on the 4MAT model. Sample:The sample consists of 235 students (115 experimental, 120 control) in Turkey. Design and methods:Experimental groups were instructed with the 4MAT model while control groups were instructed with a traditional method. Achievement Test (AchToM) and Motivation Scale (MotScl) were administered to students as pre- and post-tests. Moreover, the opinions of students in the experimental groups on the 4MAT model were ascertained through open-ended questions after the application. Results:According to independent t-test results, statistical difference in favour of the experimental groups was detected between the post-AchToM (ES = 1.43; p < .0001) and post-MotScl (ES = 0.32; p < .05) scores. According to data obtained from the questionnaire, the application of the 4MAT model increases student motivation and participation in the lesson, lessons are more amusing and enjoyable, and the self-confidence of the students increases. Besides these positive opinions, however, a few students stated that the method took too much time, they were not motivated and it did not help them in understanding the subject. Conclusions:The 4MAT model is more effective than traditional method in terms of increasing achievement and motivation. The model takes all learners into account. Thus, the teacher or educator should use the 4MAT model to ensure all students' learning in their classroom.
ERIC Educational Resources Information Center
Montague, Marjorie; Krawec, Jennifer; Enders, Craig; Dietz, Samantha
2014-01-01
The effects of a mathematical problem-solving intervention on students' problem-solving performance and math achievement were measured in a randomized control trial with 1,059 7th-grade students. The intervention, "Solve It!," is a research-based cognitive strategy instructional intervention that was shown to improve the problem-solving…
ERIC Educational Resources Information Center
Gable, Sara; Krull, Jennifer L.; Chang, Yiting
2012-01-01
This study tests a mediated model of boys' and girls' weight status and math performance with 6,250 children from the Early Childhood Longitudinal Study. Five data points spanning kindergarten entry (mean age = 68.46 months) through fifth grade (mean age = 134.60 months) were analyzed. Three weight status groups were identified: persistent…
ERIC Educational Resources Information Center
Martin, Merissa R.; Pickett, Matt T.
2013-01-01
The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites…
ERIC Educational Resources Information Center
Rave, Kristen; Golightly, Amy F.
2014-01-01
This study examined the impact of a commercially available math fluency intervention program on the basic multiplication fluency of three classrooms of fifth grade students. Baseline assessment and progress monitoring of thirty-three regular- and eleven special education students occurred over nine weeks. Within-group analyses revealed significant…
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
Built around a theme of communities in the nation, this teacher's guide for unit eight of a science/math strand for Spanish-speaking children in grade three contains both learning and assessment activities. This unit addresses what the elements are, how needs and wants are satisfied, how change occurs, and what the results of change are. The guide…
Paradoxes and Paradigms in an Eighth Grade Pre-Algebra Class: A Case Study of a "Good" Math Teacher.
ERIC Educational Resources Information Center
Gregoire, Michele
Evidence is presented from an ethnographic study of an eighth grade pre-algebra teacher's classroom in support of the idea that teachers' beliefs about the ontology and epistemology of math profoundly influence how they teach and thus what students learn. Specifically, beliefs based on a traditional view of mathematics as procedurally-based are…
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
Instructional and assessment activities for unit seven of a science/math strand for Spanish-speaking students in grade three focus on the extended community. Activities support four spiraling questions on the elements, wants and needs, change occurrence, and results of change. For each activity, the focus, objective, and materials needed are…
ERIC Educational Resources Information Center
Loveless, Tom
2008-01-01
This new study is being released as an advance excerpt of the 2008 Brown Center Report on American Education. This new report finds that the nation's push to challenge more students by placing them in advanced math classes in eighth grade has had unintended and damaging consequences, as some 120,000 middle-schoolers are now struggling in advanced…
Concept Mapping Improves Metacomprehension Accuracy among 7th Graders
ERIC Educational Resources Information Center
Redford, Joshua S.; Thiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D.
2012-01-01
Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a…
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer
2011-01-01
Reduce the number of discipline issues that arise in your math classroom with ideas from math education expert Jennifer Taylor-Cox. In this book, you'll learn a variety of ways to handle disruptive, disinterested, avoidant, and/or disrespectful students in K-12 math classrooms. Using realistic, case-by-case examples, the author reveals practical…
Supekar, Kaustubh; Swigart, Anna G; Tenison, Caitlin; Jolles, Dietsje D; Rosenberg-Lee, Miriam; Fuchs, Lynn; Menon, Vinod
2013-05-14
Now, more than ever, the ability to acquire mathematical skills efficiently is critical for academic and professional success, yet little is known about the behavioral and neural mechanisms that drive some children to acquire these skills faster than others. Here we investigate the behavioral and neural predictors of individual differences in arithmetic skill acquisition in response to 8-wk of one-to-one math tutoring. Twenty-four children in grade 3 (ages 8-9 y), a critical period for acquisition of basic mathematical skills, underwent structural and resting-state functional MRI scans pretutoring. A significant shift in arithmetic problem-solving strategies from counting to fact retrieval was observed with tutoring. Notably, the speed and accuracy of arithmetic problem solving increased with tutoring, with some children improving significantly more than others. Next, we examined whether pretutoring behavioral and brain measures could predict individual differences in arithmetic performance improvements with tutoring. No behavioral measures, including intelligence quotient, working memory, or mathematical abilities, predicted performance improvements. In contrast, pretutoring hippocampal volume predicted performance improvements. Furthermore, pretutoring intrinsic functional connectivity of the hippocampus with dorsolateral and ventrolateral prefrontal cortices and the basal ganglia also predicted performance improvements. Our findings provide evidence that individual differences in morphometry and connectivity of brain regions associated with learning and memory, and not regions typically involved in arithmetic processing, are strong predictors of responsiveness to math tutoring in children. More generally, our study suggests that quantitative measures of brain structure and intrinsic brain organization can provide a more sensitive marker of skill acquisition than behavioral measures. PMID:23630286
Expedition Zenith: Experiences of eighth grade girls in a non-traditional math/science program
NASA Astrophysics Data System (ADS)
Ulm, Barbara Jean
2004-11-01
This qualitative study describes the experiences of a group of sixteen, eighth grade girls participating in a single-sex, math/science program based on gender equity research and constructivist theory. This phenomenological case study highlights the individual changes each girl perceives in herself as a result of her involvement in this program which was based at a suburban middle school just north of New York City. Described in narrative form is what took place during this single-sex program. At the start of the program the girls worked cooperatively in groups to build canoes. The canoes were then used to study a wetland during the final days of the program. To further immerse the participants into nature, the girls also camped during these final days. Data were collected from a number of sources to uncover, as fully as possible, the true essence of the program and the girls' experiences in it. The data collection methods included direct observation; in-depth, open-ended interviews; and written documentation. As a result of data collection, the girls' perceived outcomes and assessment of the program, as well as their recommendations for future math/science programs are revealed. The researcher in this study also acted as teacher, directing the program, and as participant to better understand the experiences of the girls involved in the program. Thus, unique insights could be made. The findings in this study provide insight into the learning of the participants, as well as into the relationships they formed both inside and outside of the program. Their perceived experiences and assessment of the program were then used to develop a greater understanding as to the effectiveness of this non-traditional program. Although this study echoed much of what research says about the needs of girls in learning situations, and therefore, reinforces previously accepted beliefs, it also reveals significant findings in areas previously unaddressed by gender studies. For example
ERIC Educational Resources Information Center
Ruff, Sarah E.; Boes, Susan R.
2014-01-01
Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…
ERIC Educational Resources Information Center
Nelson, Vaunda; Stanko, Anne
1992-01-01
Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)
ERIC Educational Resources Information Center
Abel, Brian B.
2011-01-01
This study was designed to investigate the differences between two groups of fifth grade students' performance on the 2010 fifth grade Texas Assessment of Knowledge and Skills (TAKS) math test. The sample consisted of a group of fifth grade students receiving the traditional instruction from their classroom teacher and a group of fifth grade…
ERIC Educational Resources Information Center
Kuhlmann, Jim
1986-01-01
This activity for grades 6-12 is designed to promote an increased interest in mathematics and its study. Directions for the game "Math Trivia" are given, with questions ready for cards and additional questions listed. (MNS)
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Wiscasset Middle School, ME.
This career-based mathematics text book was written for eighth grade students by eighth grade students at Wiscasset Middle School, Wiscasset, Maine. The text has an innovative format and features interviews with various townspeople of Wiscasset concerning their occupations; from the interviews, information is presented about training needed,…
ERIC Educational Resources Information Center
Clark, David M.; Slate, John R.; Combs, Julie P.; Moore, George W.
2013-01-01
We analyzed the effect of grade span configurations (i.e., 6-8 versus K-8) on reading and math performance in Texas public schools for the last 5 school years. Participants in this study were 628 Texas schools (i.e., 314 middle schools and 314 K-8 schools) distributed across the 5 school years examined. Schools configured as K-8 schools were…
NASA Astrophysics Data System (ADS)
Ramsey, Whitney J.
The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K--8 schools with those in 6--8 schools. The data were gathered from an analysis of 6th grade students' scores on the 2006--2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined. The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K--8 or 6--8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K--8 schools meeting AYP versus the proportion of 6--8 schools meeting AYP. The study showed no relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K--8 schools scored below proficient than did 6th grade students in 6--8 schools. In science, a higher
NASA Astrophysics Data System (ADS)
Wagner, Judson
Today's technology driven global economy has put pressure on the American education system to produce more students who are prepared for careers in Science, Technology, Engineering, and Math (STEM). Adding to this pressure is the demand for a more diverse workforce that can stimulate the development of new ideas and innovation. This in turn requires more female and under represented minority groups to pursue future careers in STEM. Though STEM careers include many of the highest paid professionals, school systems are dealing with exceptionally high numbers of students, especially female and under represented minorities, who begin but do not persist to STEM degree completion. Using the Expectancy-Value Theory (EVT) framework that attributes student motivation to a combination of intrinsic, utility, and attainment values, this study analyzed readily available survey data to gauge students' career related values. These values were indirectly investigated through a longitudinal approach, spanning five years, on the predictive nature of 8 th grade survey-derived recommendations for students to pursue a future in a particular career cluster. Using logistic regression analysis, it was determined that this 8 th grade data, particularly in STEM, provides significantly high probabilities of a 12th grader's average grade, SAT-Math score, the math and science elective courses they take, and most importantly, interest in the same career cluster.
Martin, Daniel P; Rimm-Kaufman, Sara E
2015-10-01
This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. PMID:26407834
ERIC Educational Resources Information Center
Ramsey, Laura R.; Sekaquaptewa, Denise
2011-01-01
Previous research has illuminated an important connection between stereotypes and the performance of those targeted by a stereotype. This body of work suggests that even implicit (i.e., nonconscious and unintended) math-gender stereotyping is related to poor math performance among women. Our longitudinal study sought to measure students'…
ERIC Educational Resources Information Center
Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.
2013-01-01
Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…
Supermath: An Alternative Approach to Improving Math Performance in Grades 4 through 9
ERIC Educational Resources Information Center
Pogrow, Stanley
2004-01-01
In this article, the author shares a decade's worth of experience in developing an approach to teaching math to upper-elementary and middle school students that simultaneously increases basic skills, improves problem solving, raises test scores, and sparks student interest in math. Sections include: (1) Background Of Supermath; (2) Description Of…
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer
2009-01-01
Useful for small groups or one-on-one instruction, this book offers successful math interventions and response to intervention (RTI) connections. Teachers will learn to target math instruction to struggling students by: (1) Diagnosing weaknesses; (2) Providing specific, differentiated instruction; (3) Using formative assessments; (4) Offering…
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer
2009-01-01
Useful for small groups or one-on-one instruction, this book offers successful math interventions and response to intervention (RTI) connections. Teachers will learn to target math instruction to struggling students by: (1) Diagnosing weaknesses; (2) Providing specific, differentiated instruction; (3) Using formative assessments; (4) Offering…
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
ERIC Educational Resources Information Center
Reardon, Sean F.; Galindo, Claudia
2009-01-01
This article describes the developmental patterns of Hispanic-White math and reading achievement gaps in elementary school, paying attention to variation in these patterns among Hispanic subgroups. Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by…
Examining the Effects of Blended Learning for Ninth Grade Students Who Struggle with Math
ERIC Educational Resources Information Center
Bolley, Staci
2013-01-01
Many students in the United States are graduating from high school without the math skills they need to be considered college ready. For many of these graduates, who find themselves starting their higher education at a community college, remedial math can become an insurmountable barrier that ends their aspirations for a degree or certificate.…
ERIC Educational Resources Information Center
Ramos-Christian, Vanessa; Schleser, Robert; Varn, Mary E.
2008-01-01
Cognitive abilities as well as math fluency play an important role in mathematical skills. Understanding the relationship between cognitive abilities and mathematical skills is imperative to teaching effective arithmetic skills. The present study aimed to investigate the relationship between cognitive ability and math fluency with 38 first and…
ERIC Educational Resources Information Center
Zhang, Meilan; Trussell, Robert P.; Gallegos, Benjamin; Asam, Rasmiyeh R.
2015-01-01
Recent years have seen a quick expansion of tablet computers in households and schools. One of the educational affordances of tablet computers is using math apps to engage students in mathematics learning. However, given the short history of the mobile devices, little research exists on the effectiveness of math apps, particularly for struggling…
Math Trivial Pursuit, Junior High Level. A Good Apple Math Activity Book for Grades 7-9.
ERIC Educational Resources Information Center
Dunn, Pat
The purpose of this game, intended for grades 7-9, is to enable students to have fun and enjoy mathematics while learning and reinforcing: (1) mathematical concepts and applications; (2) mathematical computations; (3) geometry; and (4) mathematics for daily living. A gameboard and 232 question/answer cards are provided. Rules for play are…
ERIC Educational Resources Information Center
Dorn, Ronald I.; Douglass, John; Ekiss, Gale Olp; Trapido-Lurie, Barbara; Comeauz, Malcolm; Mings, Robert; Eden, Rebecca; Davis, Cathy; Hinde, Elizabeth; Ramakrishna, B.
2005-01-01
The "No Child Left Behind" (NCLB) legislation has resulted in declining classroom time dedicated to geography instruction, especially in grades K-8. To combat this problem, a National Geographic Society Grosvenor grant provided resources allowing 28 teacher-authors to generate a package of more than 80 lessons that combine the teaching of…
ERIC Educational Resources Information Center
Warnimont, Chad S.
2010-01-01
The purpose of this quantitative study was to examine the relationship between students' performance on the Cognitive Abilities Test (CogAT) and the fourth and fifth grade Reading and Math Achievement Tests in Ohio. The sample utilized students from a suburban school district in Northwest Ohio. Third grade CogAT scores (2006-2007 school year), 4th…
ERIC Educational Resources Information Center
Nelson, Steven; Greenough, Richard; Sage, Nicole
2009-01-01
This document presents a summary of a larger report that focuses on student proficiency reading and math from 2003-04 to 2006-07. The report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and…
ERIC Educational Resources Information Center
Nelson, Steven; Greenough, Richard; Sage, Nicole
2009-01-01
Focusing on student proficiency in reading and math from 2003-04 to 2006-07, this report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. In response to a request by…
SCDC Spanish Curricula Units. Science/Math Strand, Unit 4, Grade 2, Supplements & Ditto Packet.
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
Designed for use with unit four of the science/math strand for second graders, the supplement and ditto packet contain visuals, worksheets, and instructional aids referred to in the teacher's guide corresponding to this unit. The brief introductions to kits 13-16 are written in both English and Spanish; all classroom materials for students are in…
SCDC Spanish Curricula Units. Science/Math Strand, Unit 4, Grade Two, Teacher's Guide.
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
The teacher's guide for unit four of a Spanish science/math strand for second graders contains instructional and assessment activities for kits 13-16. Each designed for a two- to three-week teaching period, the kits' activities are geared toward guiding the child to discover correct answers through methods provided and, by putting materials in his…
Math Process Standards Series, Grades PreK-2 [with CD-ROMs
ERIC Educational Resources Information Center
O'Connell, Susan, Ed.
2007-01-01
The National Council of Teachers of Mathematics (NCTM)'s Process Standards support teaching that helps children develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every primary teacher the opportunity to explore each standard in depth. With language and examples that don't require…
SCDC Spanish Curricula Units. Science/Math Strand, Unit 8, Grade 3, Supplement & Ditto Packet.
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
A supplement to the teacher's guide for unit eight of a math/science strand for Spanish-speaking third graders, these instructional aids and ditto masters are designed to help the teacher carry out the instructional and assessment activities for kits 29-32. The guide gives the timetable for when these materials are to be used. Basic theme for the…
How to Assess while You Teach Math: Formative Assessment Practices and Lessons, Grades K-2
ERIC Educational Resources Information Center
Islas, Dana
2011-01-01
"How to Assess While You Teach Math" is the ideal resource for further understanding the process of formative assessment in addition to improving your teaching of mathematics. All lessons are correlated to the Common Core State Standards for Mathematics and Standards for Mathematical Practice. In this multimedia resource, award-winning teacher…
Math on the Menu: Real-Life Problem Solving For Grades 3-5. Teacher's Guide.
ERIC Educational Resources Information Center
Barber, Jacqueline; Beals, Kevin; Bergman, Lincoln
There is plenty of "math on the menu" in the series of activities featured in this book. Students help the Rosada family start a Mexican restaurant featuring a variety of tostadas. Over the course of the unit, students apply different problem-solving strategies as they plan and expand the menu, determine different combinations of ingredients,…
Number Sense: Strategies for Helping Preschool through Grade 3 Children Develop Math Skills
ERIC Educational Resources Information Center
Witzel, Bradley S.; Ferguson, Christine J.; Mink, Deborah V.
2012-01-01
Number sense development in young children has been linked to future math achievement in a manner similar to the way phonological awareness (i.e., children's awareness and use of sounds within a language to make meaning) has been linked to reading achievement (e.g., Kosanovich, Weinstein, & Goldman 2009). That is, they may be indicators of future…
Innovative Instructional Strategies and Improved Math Learning among Grades 2 to 6 Students
ERIC Educational Resources Information Center
Xiong, Ia Vang
2010-01-01
The purpose of this study was to evaluate the effectiveness of information processing and cognitive learning instructional strategies that were succinctly prescribed, scripted, and followed through in the Beyond the Basic Facts math program, which was uniformly implemented in a large, urban school district in the Central Valley of California in…
Gobble Up Math: Fun Activities To Complete and Eat for Kids in Grades K-3.
ERIC Educational Resources Information Center
Mogard, Sue; McDonnell, Ginny
This book uses foods as catalysts for learning mathematical concepts. Each hands-on activity in this math center suggests accessible, healthful, and easy-to-prepare foods to be used in school or at home. An introduction to parents and teachers includes supplies list, gobble-up germs poster, and food guide pyramid and serving information. The…
SCDC Spanish Curricula Units. Science/Math Strand, Unit 3, Grade One, Supplement & Ditto Packet.
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
Instructional aids and ditto masters for unit three of a science/math curriculum in Spanish for first graders are included in this supplement and ditto packet. Encompassing kits 9-12, these materials are designed for use with learning activities referred to in the teacher's guide corresponding to this unit. Illustrations and materials for both…
On the Money: Math Activities to Build Financial Literacy, Grades 6-8
ERIC Educational Resources Information Center
Bay-Williams, Jennifer M.; Bush, Sarah B.; Peters, Susan A.; McGatha, Maggie B.
2015-01-01
To succeed in college, career, and life, students need to become financially literate. But understanding the basics of a long-term investment or a short-term loan is not enough without the math skills to make financially sound choices. In the already full curriculum of middle schools today, how can teachers find room to include financial literacy?…
Improving Upper Grade Math Achievement via the Integration of a Culturally Responsive Curriculum.
ERIC Educational Resources Information Center
Pajkos, Diane; Klein-Collins, John
This report describes an intervention program for increasing mathematical achievement of African American students. Within the targeted population, it was evident that the disparity in math achievement between African American and White students was increasing each year. The targeted population consisted of sixth, seventh, and eighth grade…
SCDC Spanish Curricula Units. Science/Math Strand, Unit 9, Grade 3, Supplement & Ditto Packet.
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
Designed to help the teacher in presenting the material of unit nine's science-math strand for third graders, this supplement and ditto packet contains both group visual aids and seatwork activities for individual students. Notations in the teacher's guide indicate when the supplementary materials should be used. Concepts explored in the four kits…
ERIC Educational Resources Information Center
Davis-Wiley, Patricia; Miller, Roy V.
2013-01-01
Among the reported proven positive results of early world Language (WL) study are improved cognitive abilities and "higher achievement test scores in reading and math" (Stewart: 11), which are expected student performance outcomes for the Common Core Standards. The future viability of Foreign Language in Elementary Schools (FLES)…
ERIC Educational Resources Information Center
Cheadle, Jacob E.
2008-01-01
Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piece-wise growth models regressing children's math and reading achievement…
ERIC Educational Resources Information Center
Mayes, Donald Roy
2010-01-01
This research has been conducted in response to struggling math students and parents who become frustrated while trying to help their student at home. A need remains for a treatment that can increase math success and lower the anxiety level associated with math. The rationale for this research is an attempt to increase students' math success by…
ERIC Educational Resources Information Center
Manitoba Dept. of Education, Winnipeg. Bureau of French Education.
Official instructional materials for the second three years (grades 7-9) of the Manitoba Department of Education's core French language program are presented. These materials, intended for teachers, consist of units of instruction for each year, which contain notes for the teacher, suggestions for class activities, materials for student use, and…
ERIC Educational Resources Information Center
Oklahoma City Public School System, OK. Dept. of Home Economics.
Prevocational materials for use at the seventh and/or eighth grade levels are presented in this curriculum guide. Materials cover six areas, each consisting of several instructional units planned for more than one lesson or class period. Each unit includes behavioral objectives, suggested activities for teacher and students, information sheets,…
ERIC Educational Resources Information Center
Rimbey, Kimberly
2007-01-01
Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to students. This booklet contains the "Math Academy--Can You See It in Nature? Explorations in Patterns & Functions," which a teacher can use to…
7th International Meshing Roundtable '98
Eldred, T.J.
1998-10-01
The goal of the 7th International Meshing Roundtable is to bring together researchers and developers from industry, academia, and government labs in a stimulating, open environment for the exchange of technical information related to the meshing process. In the past, the Roundtable has enjoyed significant participation from each of these groups from a wide variety of countries.
Sex differences in math performance: The role of children's approach to schoolwork.
Kenney-Benson, Gwen A; Pomerantz, Eva M; Ryan, Allison M; Patrick, Helen
2006-01-01
This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests. PMID:16420115
ERIC Educational Resources Information Center
Hammond, Ormond W.; Wilson, Melly; Barros, Corrin
2011-01-01
This summary describes a larger report that discusses how Native Hawaiian students represent the largest single ethnic group in Hawai'i, at 27 percent of the student population in 2008/09. This larger REL Pacific report, "Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math," reports…
ERIC Educational Resources Information Center
Mathis, Anita Cannon
2010-01-01
The research literature on computer based (assisted) instruction is mixed. Some researchers say it improves and motivates student achievement. Some researchers say it has no effect on learning. Alarmingly, the data on eighth grade performance in math is low across the United States. In the state of Georgia there are gaps in the performance of…
ERIC Educational Resources Information Center
Peklaj, Cirila; Podlesek, Anja; Pecjak, Sonja
2015-01-01
The aim of the study was to examine the relationships between gender, previous knowledge, different personality traits, subject-specific motivational dimensions and students' math grade in secondary school. A total of 386 first-year students (142 boys and 244 girls) from secondary schools in Slovenia (mean age was 15.7 years) participated in the…
ERIC Educational Resources Information Center
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald
2012-01-01
The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8. For all operational 2012 research version test forms (10…
ERIC Educational Resources Information Center
Oguntoyinbo, Lekan
2012-01-01
Many experts give the nation's schools a poor grade for their approach to teaching mathematics and for their preparation of mathematics teachers. While many policymakers make much of data that suggest children in the United States lag behind many other advanced countries in math, many experts call for a change in mathematics education,…
The Use of Fuzzy Theory in Grading of Students in Math
ERIC Educational Resources Information Center
Bjelica, Momcilo; Rankovic, Dragica
2010-01-01
The development of computer science, statistics and other technological fields, give us more opportunities to improve the process of evaluation of degree of knowledge and achievements in a learning process of our students. More and more we are relying on the computer software to guide us in the grading process. An improved way of grading can help…
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…
Bubbleology: Teacher's Guide, Grades 5-9. Great Explorations in Math and Science (GEMS).
ERIC Educational Resources Information Center
Barber, Jacqueline; And Others
This guide describes six bubble activities for developing a variety of process skills in grades 5-9. Activities included are: (1) "Bubble Technology"; (2) "Comparing Bubble Solutions"; (3) "The Chemistry of Bigger Bubbles"; (4) "Bernoulli's Bubbles"; (5) "Predict-a-Pop" for studying interference; and (6) "Longer-lasting Bubbles." In each activity,…
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…
Early-Grade Retention and Children's Reading and Math Learning in Elementary Years
ERIC Educational Resources Information Center
Hong, Guanglei; Yu, Bing
2007-01-01
Many schools have adopted early-grade retention as an intervention strategy for children displaying academic or behavioral problems. Previous analyses of the Early Childhood Longitudinal Study Kindergarten Cohort data have found evidence of negative effects of kindergarten retention on academic learning during the repeated year. Will kindergarten…
An Alternative Path to Becoming a Successful Middle Grades Math and Science Teacher
ERIC Educational Resources Information Center
Jeanpierre, Bobby; Lewis, Nancy
2007-01-01
In 2003, the University of Central Florida began a Transition to Mathematics and Science Teaching (T-MAST) program, a one-year, fast-track program that prepares and certifies bachelor's degree holders who will work as teachers in a job-sharing paid internship, while completing a Master of Arts degree in middle grades (5-9) mathematics education or…
Effect of Computer-Aided Instruction on Attitude and Achievement of Fifth Grade Math Students
ERIC Educational Resources Information Center
Shoemaker, Traci L.
2013-01-01
The purpose of this quasi-experimental non-equivalent control group study was to test theories of constructivism and motivation, along with research-based teaching practices of differentiating instruction and instructing within a child's Zone of Proximal Development, in measuring the effect of computer-aided instruction on fifth grade students'…
Using Graded Quizzes, Homework, and Attendance for Motivating Study in a College Math Class.
ERIC Educational Resources Information Center
Wiebe, James H.
1982-01-01
The effects of actions taken to ensure that students properly manage their study time are examined. Two treatments were designed and followed over a two-month period in 1978. Results indicated that grading homework, administering quizzes, and keeping track of attendance do not increase achievement or improve attitudes toward mathematics. (MP)
Cognitive Processes and Math Performance: A Study with Children at Third Grade of Basic Education
ERIC Educational Resources Information Center
Campos, Isabel S.; Almeida, Leandro S.; Ferreira, Aristides I.; Martinez, Luis F.; Ramalho, Gloria
2013-01-01
The present study aims to examine the relationship between cognitive factors and mathematical achievement in primary education. Participants were 103 Portuguese third grade students, aged 8 and 9. All participants completed a battery for working memory (WMTB-C), a test of general intelligence (Raven's Progressive Color Matrices), a selective…
ERIC Educational Resources Information Center
Meyer, Jo Ann; Wurster, Stanley R.
For this study, a 5th and 6th grade team taught classroom of 66 children was chosen. Three equivalent groups of 22 children each were matched on the basis of a pretest in math. Each group was given a different noise level treatment: quiet (45-55 decibels), average (55-70 decibels), and noisy (75-90 decibels). A tape recording of actual classroom…
Flick, L.B.
1995-12-31
This report describes the progress of a project to encourage students and professionals to participate in math, science, and technology education at the elementary and middle grades. The topics of the report include developing a model laboratory/classroom for teacher education, providing financial incentives for students with technical majors to complete the program, and emphasizing issues of equity and minority participation in mathematics, science and technology education through recruitment procedures and in course content.
Nutrition Super Stars [7th and 8th Grades].
ERIC Educational Resources Information Center
Houtkooper, Linda; And Others
This kit is designed to be used as part of health, science, physical education, and home economics education at the middle school level. It provides current information about and describes student learning activities in food, nutrition, physical fitness, and ecology. Class plans are offered for five lesson topics: (1) Food supplies nutrients,…
ERIC Educational Resources Information Center
Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal
2015-01-01
The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…
How Do Teachers' Beliefs Predict Children's Interest in Math from Kindergarten to Sixth Grade?
ERIC Educational Resources Information Center
Upadyaya, Katja; Eccles, Jacquelynne S.
2014-01-01
The present study investigated to what extent teachers' beliefs about children's achievement contribute to the development of children's math interest. In addition, the extent to which other possible predictors, such as performance in math, gender, and race/ethnicity would contribute to the development of children's math…
ERIC Educational Resources Information Center
Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M.
2009-01-01
The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD-only) or have concurrent difficulty with math and reading (MDRD). Third graders (n = 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring…
ERIC Educational Resources Information Center
Fries, Karen M.
2013-01-01
Students with specific learning disabilities (SLD) in mathematics can typically experience long-lasting problems when developing fluency with basic math facts despite the use of evidence-based practices. One recently developed intervention to promote memorization and fact-fluency is Mastering Math Facts (MMF). MMF is a commercially-available…
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
The second unit of instructional and evaluation activities for a science/math curriculum in Spanish developed for first graders make up this teacher's guide. Kits five-eight, each covering a period of two to three weeks, present science and math instruction around the family. The guide lists focus, objective, and materials in English and Spanish…
Criterion Validity Evidence for the easyCBM© CCSS Math Measures: Grades 6-8. Technical Report #1402
ERIC Educational Resources Information Center
Anderson, Daniel; Rowley, Brock; Alonzo, Julie; Tindal, Gerald
2012-01-01
The easyCBM© CCSS Math tests were developed to help inform teachers' instructional decisions by providing relevant information on students' mathematical skills, relative to the Common Core State Standards (CCSS). This technical report describes a study to explore the validity of the easyCBM© CCSS Math tests by evaluating the relation…
ERIC Educational Resources Information Center
Ng, Florrie Fei-Yin; Tamis-LeMonda, Catherine; Yoshikawa, Hirokazu; Sze, Irene Nga-Lam
2015-01-01
Preschoolers' inhibitory control and early math skills were concurrently and longitudinally examined in 255 Chinese, African American, Dominican, and Mexican 4-year-olds in the United States. Inhibitory control at age 4, assessed with a peg-tapping task, was associated with early math skills at age 4 and predicted growth in such skills from…
ERIC Educational Resources Information Center
New York State Education Dept., Albany. Bureau of Elementary Curriculum Development.
The rationale behind the use of mathematics laboratories is stated, then directions for organizing and implementing a math lab are given. Topics such as housekeeping, keeping an inventory, noise level, record keeping and assignments, giving grades, correlating textbooks with a math lab, and finding meaningful laboratory problems are each discussed…
ERIC Educational Resources Information Center
Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.
2013-01-01
It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…
ERIC Educational Resources Information Center
Brown, Joan Marie
1996-01-01
Describes a multimedia math activity for sixth-grade students who have access to a computer lab. Students work in groups and interview an adult who uses math in his or her job. Then, they write an explanatory narrative describing how that adult uses math. Finally, they create a KidPix video slideshow with voice overlays to share with the class.…
ERIC Educational Resources Information Center
Roettinger, Theresa Marie
2014-01-01
Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy…
7th Annual European Antibody Congress 2011
2012-01-01
The 7th European Antibody Congress (EAC), organized by Terrapin Ltd., was again held in Geneva, Switzerland, following on the tradition established with the 4th EAC. The 2011 version of the EAC was attended by nearly 250 delegates who learned of the latest advances and trends in the global development of antibody-based therapeutics. The first day focused on advances in understanding structure-function relationships, choosing the best format, glycoengineering biobetter antibodies, improving the efficacy and drugability of mAbs and epitope mapping. On the second day, the discovery of novel targets for mAb therapy, clinical pipeline updates, use of antibody combinations to address resistance, generation and identification of mAbs against new targets and biosimilar mAb development were discussed. Antibody-drug conjugates, domain antibodies and new scaffolds and bispecific antibodies were the topics of the third day. In total, nearly 50 speakers provided updates of programs related to antibody research and development on-going in the academic, government and commercial sectors. PMID:22453093
Flick, L.B.
1995-12-31
This report describes the progress of a project to encourage students and professionals to participate in math, science, and technology education at the elementary and middle grades. The topics of the report include documenting activities and procedures for the purposes of evaluation and dissemination of descriptive information, generating case studies of the students going through this program to provide research and evaluation data on the process of attracting technically qualified people into elementary and middle school teaching, establishing a program of mentoring between scientists, engineers, and mathematicians and prospective teachers in the program, and establishing a program of mentoring between master teachers in area schools and prospective teachers.
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
ERIC Educational Resources Information Center
Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.
2013-01-01
Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…
The Power of Probability: Poster/Teaching Guide for Grades 6-8. Expect the Unexpected with Math[R
ERIC Educational Resources Information Center
Actuarial Foundation, 2013
2013-01-01
"The Power of Probability" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) and Common Core State Standards, which gives students opportunities to practice their skills and knowledge of the mathematics of probability. Developed by The Actuarial Foundation, the program's lessons and worksheets motivate…
ERIC Educational Resources Information Center
Allen, Vikki Renee
2012-01-01
Critical issues are confronting educators regarding increasing student achievement levels in reading, math and science in United States' public schools. Educators and legislators are attempting to make radical changes in instructional methodology and to find viable and sustainable solutions to problems associated with poor student…
ERIC Educational Resources Information Center
Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje
2015-01-01
Word problems are math- or science-related problems presented in the context of a story or real-life scenario. Literature suggests that, to solve these problems, advanced reading skills are required, in addition to content-related skills in, for example, mathematics. In the present study, we investigated the relation between students' reading…
ERIC Educational Resources Information Center
Berrong, Darren Andrew
2012-01-01
This study examined the relationship between principal turnover rate, percentage of minority students, percentage of students with disabilities, and percentage of students who are economically disadvantaged and student achievement in reading/English language arts and math measured by Adequate Yearly Progress (AYP) on the Georgia Criterion…
ERIC Educational Resources Information Center
Poncy, Brian C.; McCallum, Elizabeth; Schmitt, Ara J.
2010-01-01
Although basic math skill deficits are commonly encountered across elementary and secondary school students, few empirically validated, group-administered interventions are available for educators attempting to prevent or remedy such problems. This study compared the effectiveness of two theoretically distinct interventions for improving the…
An Analysis of the Impact of Single-Sex Schools on Seventh Grade Math and Reading Tasks Scores
ERIC Educational Resources Information Center
Groves-Redwood, Tarawa F.
2012-01-01
The purpose of this study was to determine if there is a statistically significant mean difference in math and reading student performance by types of schools. The types of schools were identified as all-male and all-female public middle schools. Specifically, this study examined the impact of public single-sex schools on the mathematics and…
ERIC Educational Resources Information Center
Operations Research Society of America, Arlington, VA.
Continuing the theme of the school as a community, the teacher's guide to the science/math strand of unit five presents both instructional and assessment activities for kits 17-20. Focus, materials and objective for each activity are in Spanish and English; teacher instructions are in Spanish only. In kit 17 the science activities deal with the…
ERIC Educational Resources Information Center
Spanish Curricula Development Center, Miami Beach, FL.
Instructional and assessment activities in unit three of a Spanish science/math curriculum for first graders are built around the central theme of the school. Kits 9-12, each designed for a two to three week teaching period, contain activities which also support who the child is, what his needs and wants are, what his resources are, and how he…
Making Early Math Education Work for All Children
ERIC Educational Resources Information Center
Fuson, Karen C.; Clements, Douglas H.; Sarama, Julie
2015-01-01
Preparing children to be successful in mathematics begins with what they learn before they reach 1st grade. Math knowledge in prekindergarten and kindergarten predicts school achievement in math and in other topics, such as reading. Indeed, early math knowledge is one of the strongest predictors of math grades in high school, high school…
ERIC Educational Resources Information Center
Eubanks-Turner, Christina; Hajj, Najat
2015-01-01
In this article, Christina Eubanks-Turner and Najat Hajj describe a planning process that they used to create a fun-filled eighth-grade math activity that focused on parade planning. The activity was designed to enhance and supplement the eighth-grade algebra curriculum on linear equations and functions, help students use mathematical habits of…
The 7th International Cryocooler Conference
NASA Astrophysics Data System (ADS)
1993-04-01
The partial contents of this document include the following: SDIO and Air Force Cryocooler Technology Developments at USAF Phillips Laboratory; JPL Cryocooler Development and Test Program Overview; Development and Demonstration of a Diaphragm Stirling 65 K Standard Spacecraft Cryocooler; Stirling Space Cooler; Thermal, Vibration, and Reliability Test Results for a Balanced 80 K Cryocooler; Spacecraft Cooler Characterization; Performance of a Long Life Reverse Brayton Cryocooler; SDI Cryocooler Producibility Program; Miniature Pulse Tube Cooler; Flow Patterns Intrinsic to the Pulse Tube Refrigerator; Experimental Investigation of the Regenerative Magnetic Refrigerator Operating Between 4.2 K and 1.8 K; A 4 K Gifford-McMahon Refrigerator for Radio Astronomy; A Stirling Cycle Cryocooler for 4 K Applications; Regenerator Performance and Refrigeration Mechanism for 4 K GM Refrigerator Using Rare Earth Compound Regenerator Materials; Superfluid Stirling Refrigerator with a Counterflow Regenerator; Graded and Nongraded Regenerator Performance; Evolution of the 10 K Periodic Sorption Refrigerator Concept; Development of a Periodic 10 K Sorption Cryocooler; Assessment of a Hydrogen Joule-Thomson Expander and Vanadium Hydride Sorption Beds for 20 K Cryocoolers; Design of a Metal Hydride Sorption Cryocooler System; Linear Compressor for JT Cryocooler; JT Cryostat with Liquid-Solid Cryogen Reservoir; Design of A Metal Hydride Sorption Cryocooler System; Linear Compressor for JT Cooler; and Phase Equilibria in Cryogenic Mixtures.
How 7th Graders Are Using Asynchronous Resources in an Online Science Course: A Mixed Methods Study
ERIC Educational Resources Information Center
Schafer-Mayse, Diane L.
2013-01-01
In this study 7th grade students were observed completing a series of lessons in an online science course to explore their thinking and strategies for using curriculum resources for learning, to explore their thinking and strategies for self-assessing their readiness for lesson assessment, and to explore the relationship between resource use and…
ERIC Educational Resources Information Center
Martin, Bruce; Bright, Alan; Cafaro, Philip; Mittelstaedt, Robin; Bruyere, Brett
2008-01-01
This study attempted to assess the development of environmental virtue in 7th and 8th grade students in an Expeditionary Learning Outward Bound school. The purpose of this study was twofold. First, the researchers were interested in introducing a virtue ethics perspective into their teaching of environmental ethics. Second, the researchers were…
Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.
Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L
2015-09-01
A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. PMID:26253552
ERIC Educational Resources Information Center
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald
2012-01-01
In this technical report, we describe the results of a study of mathematics items written to align with the Common Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental form including items aligned with the National Council of…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2011
2011-01-01
"Saxon Math" is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. A distinguishing feature of "Saxon Math" is its use of a distributed approach--spreading practice and instruction for any single math content…
7th IGRSM International Remote Sensing & GIS Conference and Exhibition
NASA Astrophysics Data System (ADS)
Shariff, Abdul Rashid Mohamed
2014-06-01
IGRSM This proceedings consists of the peer-reviewed papers from the 7th IGRSM International Conference and Exhibition on Remote Sensing & GIS (IGRSM 2014), which was held on 21-22 April 2014 at Berjaya Times Square Hotel, Kuala Lumpur, Malaysia. The conference, with the theme Geospatial Innovation for Nation Building was aimed at disseminating knowledge, and sharing expertise and experiences in geospatial sciences in all aspects of applications. It also aimed to build linkages between local and international professionals in this field with industries. Highlights of the conference included: Officiation by Y B Datuk Dr Abu Bakar bin Mohamad Diah, Deputy Minister of Minister of Science, Technology & Innovation Keynote presentations by: Associate Professor Dr Francis Harvey, Chair of the Geographic Information Science Commission at the International Geographical Union (IGU) and Director of U-Spatial, University of Minnesota, US: The Next Age of Discovery and a Future in a Post-GIS World. Professor Dr Naoshi Kondo, Bio-Sensing Engineering, University of Kyoto, Japan: Mobile Fruit Grading Machine for Precision Agriculture. Datuk Ir Hj Ahmad Jamalluddin bin Shaaban, Director-General, National Hydraulic Research Institute of Malaysia (NAHRIM), Malaysia: Remote Sensing & GIS in Climate Change Analyses. Oral and poster presentations from 69 speakers, from both Malaysia (35) and abroad (34), covering areas of water resources management, urban sprawl & social mobility, agriculture, land use/cover mapping, infrastructure planning, disaster management, technology trends, environmental monitoring, atmospheric/temperature monitoring, and space applications for the environment. Post-conference workshops on: Space Applications for Environment (SAFE), which was be organised by the Japan Aerospace Exploration Agency (JAXA) Global Positioning System (GPS) Receiver Evaluation Using GPS Simulation, which was be organised by the Science & Technology Research Institute for Defence
Measurement of math beliefs and their associations with math behaviors in college students.
Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara
2014-12-01
Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. PMID:25133460
ERIC Educational Resources Information Center
What Works Clearinghouse, 2009
2009-01-01
"Singapore Math" is a collection of math curricula originally developed by Singapore's Ministry of Education and private textbook publishers for use in Singapore schools. "Singapore Math" curricula were developed under a national framework centered on problem solving that emphasizes computational skills as well as conceptual and strategic thinking…
ERIC Educational Resources Information Center
Raymond, Allen
2004-01-01
Since 1990, the January issue of "Teaching Pre K-8" has highlighted a school visit by the president of the National Council of Teachers of Mathematics. This article discusses Cathy Seeley's visit to a 6th grade classroom at the J. E. Pearce Middle School in Austin, Texas, where she participated in a math activity from the Connected Mathematics…
ERIC Educational Resources Information Center
Erturan, Selin; Jansen, Brenda
2015-01-01
Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math…
ERIC Educational Resources Information Center
Ross, John A.
Grade 7 mathematics students (n=18) were audiotaped while working in cooperative learning groups on 4 occasions over a 16 week period. After the second and third recordings, students were given edited transcripts of their discussions and were trained in how to interpret them. They used an instrument to appraise their group processes 1-2 times per…
ERIC Educational Resources Information Center
Lambert, Michael Charles; Cartledge, Gwendolyn; Heward, William L.; Lo, Ya-yu
2006-01-01
The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms. Two conditions, single-student responding and write-on response cards, were alternated in an ABAB design. During single-student responding, the teacher called on one student who had raised his or…
Growth in Rapid Automatized Naming from Grades K to 8 in Children with Math or Reading Disabilities
ERIC Educational Resources Information Center
Mazzocco, Michèle M. M.; Grimm, Kevin J.
2013-01-01
Rapid automatized naming (RAN) is widely used to identify reading disabilities (RD) and has recently been considered a potential predictor of risk for mathematics learning disabilities (MLD). Here we longitudinally examine RAN performance from Grades K to 8, to view how growth on RAN response time differs for children with RD versus MLD. Across…
ERIC Educational Resources Information Center
Hocking, Colin; And Others
This series of educational activities is intended to help teachers communicate basic scientific concepts related to global warming and the greenhouse effect to students grades 7-10. Seven sessions provide laboratory activities, simulations, and discussions that can be used to improve student understanding of a number of important scientific…
ERIC Educational Resources Information Center
Windingstad, Sunny; Skinner, Christopher H.; Rowland, Emily; Cardin, Elizabeth; Fearrington, Jamie Y.
2009-01-01
A multiple-baseline, across-tasks design was used to extend research on the taped-problems (TP) intervention with an intact, rural, second-grade classroom. During TP sessions an audio recording paced the class through a series of 15 or 16 addition facts four times. Problems and answers were read and students were instructed to attempt to provide…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2013
2013-01-01
"Saxon Math", published by Houghton Mifflin Harcourt, is a core curriculum for students in grades K-12. This report includes studies that investigate the potential impact of "Saxon Math" for students in grades 6-8. A distinguishing feature of the curriculum is its use of an incremental approach for instruction and assessment. This approach limits…
Cardboard Boat Building in Math Class
ERIC Educational Resources Information Center
Omundsen, John
2014-01-01
If you want to get the attention of a group of eighth grade math students, tell them they are going to build a life-size cardboard boat. To increase interest, follow up this statement by telling them that two to four of them will actually be rowing this boat across a small pond. Eighth grade math students at Oasis Charter Middle School in…
Growth in rapid automatized naming from grades K to 8 in children with math or reading disabilities.
Mazzocco, Michèle M M; Grimm, Kevin J
2013-01-01
Rapid automatized naming (RAN) is widely used to identify reading disabilities (RD) and has recently been considered a potential predictor of risk for mathematics learning disabilities (MLD). Here we longitudinally examine RAN performance from Grades K to 8, to view how growth on RAN response time differs for children with RD versus MLD. Across all participants, there was significant stability of RAN performance for all three subtests. For all three subtests, there was significant between-child variability in response times (RTs) at kindergarten and Grade 8; for select combinations of subtests, there was also between-child variability in difference scores over time. Relative to typically achieving peers, children with MLD or RD were slower on all three subtests at kindergarten, but these deficits were most pronounced for children with MLD versus RD at kindergarten and more persistent through Grade 8 for children with RD. RAN numbers and letters performance was closely related in the RD group, more so than in the MLD group, despite deficits on both subtests across groups. Our findings indicate that empirically guided modifications of RAN are needed for extending its use for evaluating risk for MLD. PMID:23449728
Math's Double Standard. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
Far too many students in the U.S. give up on math early because it does not come easy and they believe only students with innate ability can really be "good" at mathematics, a notion that is all too often reinforced by adults who believe the same thing. There is a serious gap between how Americans value math generally and how they value math for…
ERIC Educational Resources Information Center
Burns, Marilyn
2004-01-01
Teaching teachers to become observers and inquirers into mathematics will help change how they teach math to students. Essential to all professional development in mathematics is the idea that making sense of mathematics is key to learning. Just as learning to read calls for bringing meaning to the printed page, learning math calls for bringing…
ERIC Educational Resources Information Center
Thaler, Cheryl D.
2013-01-01
Since the United States Congress enacted the No Child Left Behind Act in 2001, school districts have been charged with ensuring that all students are proficient in reading and math by 2014. Schools failing to achieve are labeled as failing or needing improvement. This study sought to determine if commercially produced elementary math curricula…
ERIC Educational Resources Information Center
Whitby, Sarah Elizabeth
2012-01-01
To help teachers improve their efficiency and effectiveness, this dissertation study uses regression analysis to assess two middle Georgia counties' CRCT and Math 1 EOCT data in order to determine the usability of the CRCT to enhance instruction in Math 1. Data were collected from the 2009 and 2010 CRCT administrations and the 2010 and 2011…
ERIC Educational Resources Information Center
Abreu, Julio
2000-01-01
Four decades ago following Russia's Sputnik satellite launching, the nation embraced "new" math as part of its commitment not to fall behind its global neighbors. Issues addressed in "new-new" math include equal access to challenging learning, problem solving, reasoning and proof, communications, multiple ways to solve problems, and the influence…
ERIC Educational Resources Information Center
O'Brien, Thomas C.
1999-01-01
Parrot math (memorization) seeks to control children through external rewards and punishments, rather than harness their intelligence and curiosity. Recent standardized test results document parrot math's failure. Activities-based approaches, supported by a constructivist philosophy (involving classifying, inferring, generalizing, and…
ERIC Educational Resources Information Center
Lorenzi, Natalie
2012-01-01
Math games bring out kids' natural love of numbers. Yet in the waning days of school, students can't wait for that final bell to ring. Each summer, most students lose about two months of mathematical computation skills. So how do teachers keep their students focused on math up till the end? Before sending them off for the summer, get them hooked…
Teaching Math: Speaking of Math.
ERIC Educational Resources Information Center
May, Lola
1995-01-01
Provides tips and guidelines for teaching students how to speak the universal language of mathematics. Recommends the unlearning of faulty vocabulary, adopting workable strategies to teach math language, and teaching appropriate names of operations, shapes, and angles. Emphasizes need for mastering math vocabulary to be able to communicate in…
ERIC Educational Resources Information Center
Rock, JoAnn L.; Courtney, Rosalea; Handwerk, Philip G.
2009-01-01
This study examined math achievement of elementary school students when Math Out of the Box (MTB), an inquiry-based math program, was used to supplement curriculum. The sample consisted of 767 New Jersey students in the third, fourth, and fifth grades, with approximately one third using MTB. Math achievement was measured by an assessment…
Five Keys for Teaching Mental Math
ERIC Educational Resources Information Center
Olsen, James R.
2015-01-01
After studying the Common Core State Standards for Mathematics (CCSSM) and brain-based learning research, James Olsen believes mental math instruction in secondary school mathematics (grades 7-12) and in teacher education programs needs increased attention. The purpose of this article is to share some keys for teaching mental math. Olsen also…
Math 110 Sticker Caper: A Retention Intervention.
ERIC Educational Resources Information Center
Boyd, Vivian; And Others
Students enrolled in two sections of college algebra (Math 110) at the University of Maryland in spring 1984 were informed about assistance available from the Math Lab. They were also informed that a sticker would be attached to any one of the four semester exams when grades indicated that the student should pursue one or more of the Lab services.…
Is Victor Better than Victoria at Maths?
ERIC Educational Resources Information Center
Georgiou, Stelios N.; Stavrinides, Panayiotis; Kalavana, Theano
2007-01-01
The aim of this study was to examine whether there are gender differences in actual maths achievement, in attitudes towards maths, and in relevant achievement attributions among early adolescents. The participants were 255 eighth grade students (mean age 14.2) from 10 randomly selected public junior high schools in Cyprus. They completed a…
Why the Common Core Changes Math Instruction
ERIC Educational Resources Information Center
Faulkner, Valerie N.
2013-01-01
The Common Core math standards promote several important differences in how math concepts are taught and should be talked about. These changes will make it easier for younger students to comprehend and adapt to more complex concepts in the later grades. This guide should help elementary teachers make changes and adaptations that are in line the…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2016
2016-01-01
"Saxon Math" is a core curriculum for students in grades K-12 that uses an incremental approach to instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2013
2013-01-01
"Saxon Math," published by Houghton Mifflin Harcourt, is a core curriculum for students in grades K-5. A distinguishing feature of the curriculum is its use of an incremental approach for instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts…
Meeting Report: 7th World Congress on Itch
Azimi, Ehsan; Lerner, Ethan A.
2014-01-01
The 7th World Congress on Itch was held in Boston in September 2013. This is the biennial meeting of the International Forum for the Study of Itch (IFSI), www.itchforum.net, There were 240 attendees from 17 countries. They spanned clinical practice, academics and patient advocacy while the opportunity for translation was demonstrated as 80 attendees were from industry. A large academic neuroscience contingent was present. There were plenary sessions, basic and clinical tracts, and sixty posters during the 2½ day meeting. The meeting program and 160 abstracts are available at www.itchboston.org and the open access journal, Acta Dermato-Venereologica, www.medicaljournals.se/acta/. This report highlights selected aspects of the congress and the latest advances in the field. PMID:24924756
Accelerated Math[TM]. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2011
2011-01-01
"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1-12. The "Accelerated Math"[TM] software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates reports on student…
Elementary Math Achievement in Texas: What Is Working?
ERIC Educational Resources Information Center
Moore, Linda H.
2011-01-01
Elementary math teachers (76) from selected Texas schools that included Grade 5 responded to an online self-report survey with respect to school-level factors that may be associated with student math achievement. Questions on the survey focused on school-level factors related to math, campus leadership, integration of technology in the math…
ERIC Educational Resources Information Center
Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa
2015-01-01
The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…
Career Related Math Units for General Math 9.
ERIC Educational Resources Information Center
Grotenhuis, Paul; Purcell, Carol
In this collection of four career-oriented units designed to enhance a ninth grade general math curriculum, the objectives listed are (1) to provide a job oriented environment in which students are encouraged to develop responsible attitudes toward employer and self and to find interest areas to use as the basis for career choices, (2) to provide…
NASA Astrophysics Data System (ADS)
Caldwell, Janet E.
The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher certification program in LBS I perceive their preparedness to teach these subjects. Participants provided information about coursework and life experiences, and they made suggestions about teacher preparation and professional development programs. Six key items forming the composite variable focused on level of preparation in (a) best practices, (b) selecting materials, (c) selecting objectives, (d) adapting instructional strategies, (e) planning lessons, and (f) and evaluating outcomes. Only 30 LBS I teachers of the 282 contacted by e-mail completed surveys. Of 115 graduates contacted, 71 participated in the original survey and 23 participated in a follow-up survey. Data were analyzed to learn more about the teachers' self-perceptions regarding preparedness to teach math, science, or social science. There was a correlation between perceived level of knowledge and the composite preparation variable for all subjects, but no correlation with length of teaching. Both groups indicated high school content courses were important in preparation to teach. Teachers also indicated collaboration and graduates indicated grade school learning. The most frequent recommendation for both teacher preparation and professional development was additional methods courses. A survey distributed to math, science, and social science teachers of Grades 7--12 asked about their perceptions of the preparedness of LBS I teachers to teach their area of content. Few surveys were completed for each subject so they were examined qualitatively. There was variability among participants, but generally the content area teachers rated themselves as more prepared than
Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children with Math Difficulties
ERIC Educational Resources Information Center
Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn
2009-01-01
Errors in written multi-digit computation were investigated in children with math difficulties. Third- and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low…
ERIC Educational Resources Information Center
Volpe, Betty J.
1999-01-01
Shares experiences with coaching the Sixth-grade Math Olympiad Team in a middle school. Discusses the Olympiad and concludes that this activity is one way of providing mathematical experiences that have an enriching effect on young women and encourage their personal and mathematical growth. (ASK)
ERIC Educational Resources Information Center
Zeman, Anne; Kelly, Kate
This book is written to answer commonly asked homework questions of fourth, fifth, and sixth graders. Included are facts, charts, definitions, explanations, examples, and illustrations. Topics include ancient number systems; decimal system; math symbols; addition; subtraction; multiplication; division; fractions; estimation; averages; properties;…
ERIC Educational Resources Information Center
Smith, Barriett Jackson
2011-01-01
The participating school system's minority population, notably African Americans, ranked in the top five school systems in academic performance in reading and math when compared to other states and other African American populations across the United States. These measurements were taken from the National Assessment of Educational Progress (NAEP).…
ERIC Educational Resources Information Center
Neu, Jessica Adele
2013-01-01
I conducted two studies on the comparative effects of the observation of learn units during (a) reinforcement or (b) correction conditions on the acquisition of math objectives. The dependent variables were the within-session cumulative numbers of correct responses emitted during observational sessions. The independent variables were the…
ERIC Educational Resources Information Center
Scarlatos, Lori L.
2006-01-01
Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives--such as pattern blocks and number lines--have increasingly been making their way into classrooms and children's museums. Yet without the constant guidance…
ERIC Educational Resources Information Center
Green, Daniel; Kearney, Thomas
2015-01-01
Emperor penguins, the largest of all the penguin species, attain heights of nearly four feet and weigh up to 99 pounds. Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how…
ERIC Educational Resources Information Center
Murray, Jenny
2006-01-01
Discussion in maths lessons has always been something encouraged by ATM but can be difficult to initiate for non-specialist and inexperienced teachers who may feel they need material in books to get them going. In this article, the author describes resources aimed at encouraging discussion among primary mathematicians. These resources include: (1)…
Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California
ERIC Educational Resources Information Center
Wendt, Staci; Rice, John; Nakamoto, Jonathan
2014-01-01
The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level…
The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness
ERIC Educational Resources Information Center
Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal
2016-01-01
To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…
Brief Report: Gum Chewing Affects Standardized Math Scores in Adolescents
ERIC Educational Resources Information Center
Johnston, Craig A.; Tyler, Chermaine; Stansberry, Sandra A.; Moreno, Jennette P.; Foreyt, John P.
2012-01-01
Gum chewing has been shown to improve cognitive performance in adults; however, gum chewing has not been evaluated in children. This study examined the effects of gum chewing on standardized test scores and class grades of eighth grade math students. Math classes were randomized to a gum chewing (GC) condition that provided students with gum…
Relations among Peer Acceptance, Inhibitory Control, and Math Achievement in Early Adolescence
ERIC Educational Resources Information Center
Oberle, Eva; Schonert-Reichl, Kimberly A.
2013-01-01
This study examined relations among peer acceptance, inhibitory control, and math achievement in ninety-nine 4th and 5th grade early adolescents. Teachers rated students on peer acceptance and students completed a computerized executive function task assessing inhibitory control. Math achievement was assessed via end of year math grades. Results…
The 7th International Workshop on Chiral Dynamics
NASA Astrophysics Data System (ADS)
The 7th International Workshop Chiral Dynamics: Theory and Experiment (CD12) took place at Jefferson Lab, Newport News, Virginia, USA, from August 6 to 10, 2012. Following in the tradition of this triennial series of Conferences, it attracted theorists and experimentalists, who were brought together to highlight the recent progress in the field of low energy QCD, and to discuss and explore the direction for future development. The conference consisted of plenary talks and three working groups. We would like to thank the working group organizers for their dedicated effort, namely: Goldstone Bosons: Mario Antonelli, Liping Gan, Jorge Portoles and Urs Wenger; Hadron Structure: Alessandro Bacchetta, Bastian Kubis, Kostas Orginos and Karl Slifer and Few Body Physics: Andreas Nogga, Assumpta Parreno, Michele Viviani and Henry Weller. We would like to express our special thanks to our co-organizers, Patricia Solvignon, Harald Griesshammer, Rocco Schiavilla, Dinko Pocanic, Robert Edwards, and Alexandre Deur for their hard work and advice. Last but not least, we thank the International Advisory Committee for their very useful inputs to the CD12 program. The organizers thank the excellent logistic and administrative support provided by the Jefferson Lab Conference Staff, Ruth Bizot, Cynthia Lockwood, Stephanie Vermeire, Marti Hightower and MeLaina Evans, and the Conference Secretary Mary Fox, which was instrumental for the success of the organization of CD12. We thank Joanna Griffin for the poster design. CD12 was primarily sponsored by Jefferson Lab, along with generous supports from Old Dominion University and the European Physics Journal. The CD12 homepage is located at http://www.jlab.org/conference/CD12 The upcoming Chiral Dynamics Workshop will take place in Pisa, Italy, in 2015. We thank Laura Marcucci and Michele Viviani for graciously taking the baton from us. Jose Goity and Jianping Chen
PREFACE: 7th EEIGM International Conference on Advanced Materials Research
NASA Astrophysics Data System (ADS)
Joffe, Roberts
2013-12-01
The 7th EEIGM Conference on Advanced Materials Research (AMR 2013) was held at Luleå University of Technology on the 21-22 March 2013 in Luleå, SWEDEN. This conference is intended as a meeting place for researchers involved in the EEIGM programme, in the 'Erasmus Mundus' Advanced Materials Science and Engineering Master programme (AMASE) and the 'Erasmus Mundus' Doctoral Programme in Materials Science and Engineering (DocMASE). This is great opportunity to present their on-going research in the various fields of Materials Science and Engineering, exchange ideas, strengthen co-operation as well as establish new contacts. More than 60 participants representing six countries attended the meeting, in total 26 oral talks and 19 posters were presented during two days. This issue of IOP Conference Series: Materials Science and Engineering presents a selection of articles from EEIGM-7 conference. Following tradition from previous EEIGM conferences, it represents the interdisciplinary nature of Materials Science and Engineering. The papers presented in this issue deal not only with basic research but also with applied problems of materials science. The presented topics include theoretical and experimental investigations on polymer composite materials (synthetic and bio-based), metallic materials and ceramics, as well as nano-materials of different kind. Special thanks should be directed to the senior staff of Division of Materials Science at LTU who agreed to review submitted papers and thus ensured high scientific level of content of this collection of papers. The following colleagues participated in the review process: Professor Lennart Walström, Professor Roberts Joffe, Professor Janis Varna, Associate Professor Marta-Lena Antti, Dr Esa Vuorinen, Professor Aji Mathew, Professor Alexander Soldatov, Dr Andrejs Purpurs, Dr Yvonne Aitomäki, Dr Robert Pederson. Roberts Joffe October 2013, Luleå Conference photograph EEIGM7 conference participants, 22 March 2013 The PDF
PREFACE: 7th European Conference on Applied Superconductivity (EUCAS '05)
NASA Astrophysics Data System (ADS)
Weber, Harald W.; Sauerzopf, Franz M.
2006-07-01
This issue of Journal of Physics: Conference Series contains those contributed papers that were submitted to the Conference Proceedings of the 7th European Conference on Applied Superconductivity (EUCAS '05) on 11 - 15 September 2005. The plenary and invited papers were published in the journal Superconductor Science and Technology 19 2006 (March issue). The scientific aims of EUCAS '05 followed the tradition established at the preceding conferences in Göttingen, Edinburgh, Eindhoven, Sitges (Barcelona), Lyngby (Copenhagen) and finally Sorrento (Napoli). The focus was placed on the interplay between the most recent developments in superconductor research and the positioning of applications of superconductivity in the marketplace. Although initially founded as an exchange forum mainly for European scientists, it has gradually developed into a truly international meeting with significant attendance from the Far East and the United States. The Vienna conference attracted 813 participants in the scientific programme and 90 guests: of the particpants 59% were from Europe, 31% from the Far East, 6% from the United States and Canada and 4% from other nations worldwide. There were 32 plenary and invited lectures highlighting the state-of-the-art in the areas of materials, large-scale and small-scale applications, and 625 papers were contributed (556 of these were posters) demonstrating the broad range of exciting activities in all research areas of our field. A total of 27 companies presented their most recent developments in the field. This volume contains 349 papers, among them 173 on materials (49.6%), 90 on large scale applications (25.8%) and 86 on small scale applications (24.6%). EUCAS '05 generated a feeling of optimism and enthusiasm for this fascinating field of research and for its well established technological potential, especially among the numerous young researchers attending this Conference. We are grateful to all those who participated in the meeting and
Wang, Jia; Wu, Nan; Zheng, Qing-Feng; Yan, Shi; Lv, Chao; Li, Shao-Lei; Yang, Yue
2014-01-01
AIM: To evaluate the prognostic factors and tumor stages of the 7th edition TNM classification for esophageal cancer. METHODS: In total, 1033 patients with esophageal squamous cell carcinoma (ESCC) who underwent surgical resection with or without (neo)adjuvant therapy between January 2003 and June 2012 at the Thoracic Surgery Department II of the Beijing Cancer Hospital, Beijing, China were included in this study. The following eligibility criteria were applied: (1) squamous cell carcinoma of the esophagus or gastroesophageal junction identified by histopathological examination; (2) treatment with esophagectomy plus lymphadenectomy with curative intent; and (3) complete pathologic reports and follow-up data. Patients who underwent non-curative (R1) resection and patients who died in hospital were excluded. Patients who received (neo)adjuvant therapy were also included in this analysis. All patients were restaged using the 7th edition of the Union for International Cancer Control and the American Joint Committee on Cancer TNM staging systems. Univariate and multivariate analyses were performed to identify the prognostic factors for survival. Survival curves were plotted using the Kaplan-Meier method, and the log-rank test was used to evaluate differences between the subgroups. RESULTS: Of the 1033 patients, 273 patients received (neo)adjuvant therapy, and 760 patients were treated with surgery alone. The median follow-up time was 51.6 mo (range: 5-112 mo) and the overall 5-year survival rate was 36.4%. Gender, “pT” and “pN” descriptors, (neo)adjuvant therapy, and the 7th edition TNM stage grouping were independent prognostic factors in the univariate and multivariate analyses. However, neither histologic grade nor cancer location were independent prognostic factors in the univariate and multivariate analyses. The 5-year stage-based survival rates were as follows: IA, 84.9%; IB, 70.9%; IIA, 56.2%; IIB, 43.3%; IIIA, 37.9%; IIIB, 23.3%; IIIC,12.9% and IV, 3
3. PHOTOGRAPHIC COPY OF MASTER PLAN, DETAIL SITE PLAN, 7TH ...
3. PHOTOGRAPHIC COPY OF MASTER PLAN, DETAIL SITE PLAN, 7TH CAVALRY BUILDINGS, DATED SEPTEMBER 10, 1951, SEE ARROW, DRAWING # BM-036, COPY ON FILE IN THE ENVIRONMENTAL MANAGEMENT OFFICE, FORT BLISS - Fort Bliss, 7th Cavalry Buildings, U.S. Army Air Defence Artillery Center & Fort Bliss, El Paso, El Paso County, TX
ERIC Educational Resources Information Center
Wijekumar, Kay; Hitchcock, John; Turner, Herb; Lei, PuiWa; Peck, Kyle
2009-01-01
In an effort to identify instructional methods that might improve mathematics learning at the grade 4 level when used in a variety of educational settings under typical conditions, the REL Mid-Atlantic research team looked for promising, replicable practices that were being used broadly by teachers in U.S. schools, for which research showed…
7th International Conference on Mathematical Methods in Physics
NASA Astrophysics Data System (ADS)
Bonora, L.; Bytsenko, A. A.; Guimarães, M. E. X.; Helayël-Neto, J. A.
The 7th International Conference on Mathematical Methods in Physics took place in the Centro Brasileiro de Pesquisas Físicas (CBPF/MCT), Rio de Janeiro - RJ, Brazil, from 16 to 20 April 2012, and was jointly organized by the following Institutions: Centro Brasileiro de Pesquisas Físicas (CBPF/MCT), The Abdus Salam International Centre for Theoretical Physics (ICTP, Italy), Instituto Nacional de Matemática Pura e Aplicada (IMPA, Brazil), The Academy of Sciences for the Developing World (TWAS, Italy) and The Scuola Internazionale di Studi Avanzati (SISSA,Italy). The Organizing Committees were composed by: E. ABDALLA (USP, Brazil), L. BONORA (SISSA, Italy), H. BURSZTYN (IMPA, Brazil), A. A. BYTSENKO (UEL, Brazil), B. DUBROVIN (SISSA, Italy), M.E.X. GUIMARÃES (UFF, Brazil), J.A. HELAYËL-NETO (CBPF, Brazil). Advisory Committee: A. V. ASHTEKAR (Penn State University, U.S.A.), V. M. BUCHSTABER (Steklov Mathematical Institute, Russia), L. D. FADDEEV (St. Petersburg Dept. of Steklov Mathematical Institute, Russia), I. M. KRICHEVER (Columbia Univ., U.S.A./ Landau Institute of Theoretical Physics, Russia), S. P. NOVIKOV (Univ. of Maryland, U.S.A./Landau Institute of Theoretical Physics, Russia), J. PALIS (IMPA, Brazil), A. QADIR (National University of Sciences and Technology, Pakistan), F. QUEVEDO (ICTP, Italy), S. RANDJBAR-DAEMI (ICTP, Italy), G. THOMPSON (ICTP, Italy), C. VAFA (Harvard University, U.S.A.). The Main Goal: The aim of the Conference was to present the latest advances in Mathematical Methods of Physics to researchers, young scientists and students of Latin America in general, and Brazil in particular, in the areas of High Energy Physics, Cosmology, Mathematical Physics and Applied Mathematics. The main goal was to promote an updating of knowledge and to facilitate the interaction between mathematicians and theoretical physicists, through plenary sessions and seminars. This Conference can be considered as a part of a network activity in a special effort to
Wu, Wei; West, Stephen G.; Hughes, Jan N.
2008-01-01
We investigated the effects of grade retention in first grade on the growth of the Woodcock-Johnson broad mathematics and reading scores over three years using linear growth curve modeling on an academically at-risk sample. A large sample (n = 784) of first grade children who were at risk for retention were initially identified based on low literacy scores. Scores representing propensity for retention were constructed based on 72 variables collected in comprehensive baseline testing in first grade. We closely matched 97 pairs of retained and promoted children based on their propensity scores using optimal matching procedures. This procedure adjusted for baseline differences between the retained and promoted children. We found that grade retention decreased the growth rate of mathematical skills but had no significant effect on reading skills. In addition, several potential moderators of the effect of retention on growth of mathematical and reading skills were identified including limited English language proficiency and children's conduct problems. PMID:19083352
SWEETENED BEVERAGE SOURCES OF 7TH AND 8TH GRADE YOUTH
Technology Transfer Automated Retrieval System (TEKTRAN)
Purpose: Sweetened beverage (SB) consumption may impact energy balance and weight. For middle school youth, major SB sources include home, school snack bars and vending, and restaurants. Policies have attempted to reduce student access to SB in schools, and concerns about restaurant SB consumption h...
Charge It! Translating Electric Vehicle Research Results to Engage 7th and 8th Grade Girls
ERIC Educational Resources Information Center
Egbue, Ona; Long, Suzanna; Ng, Ean-Harn
2015-01-01
Despite attempts to generate interest in science and technology careers, US students continue to show reduced interest in science, technology, engineering and mathematics (STEM) majors at the collegiate level. If girls are not engaged in STEM learning by the middle school level, studies show that they are even less likely to choose a science- or…
Taking Math Anxiety out of Math Instruction
ERIC Educational Resources Information Center
Shields, Darla J.
2007-01-01
To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…
Family Math Night: Math Standards in Action
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer
2005-01-01
Why should your school have a Family Math Night?: (1) Help students learn essential math concepts; (2) Give parents a chance to serve as models of motivation, persistence and competence; and (3) Promote math success in a supportive setting. With its step-by-step directions and suggestions for both teachers and parents, this book takes the worry…
Huang, Yan; Guo, Weigang; Shi, Shiming
2016-01-01
Background To assess and evaluate the prognostic value of the 7th edition of the Union for International Cancer Control–American Joint Committee on Cancer (UICC-AJCC) tumor, node, metastasis (TNM) staging system for Chinese patients with esophageal cancer in comparison with the 6th edition. Methods A retrospective review was performed on 766 consecutive esophageal cancer patients treated with esophagectomy between 2008 and 2012. Patients were staged according to the 6th and 7th editions for esophageal cancer respectively. Survival was calculated by the Kaplan-Meier method, and multivariate analysis was performed using Cox regression model. Results Overall 3-year survival rate was 59.5%. There were significant differences in 3-year survival rates among T stages both according to the 6th edition and the 7th edition (P<0.001). According to the 7th edition, the 3-year survival rates of N0 (75.4%), N1 (65.2%), N2 (39.7%) and N3 (27.3%) patients were significant differences (P<0.001). Kaplan-Meier curve revealed a good discriminatory ability from stage I to IV, except for stage IB, IIA and IIB in the 7th edition staging system. Based on the 7th edition, the degree of differentiation, tumor length and tumor location were not independent prognostic factors on multivariate analysis. The multivariate analyses suggested that pT-, pN-, pTNM-category were all the independent prognostic factors based on the 6th and 7th edition staging system. Conclusions The 7th edition of AJCC TNM staging system of esophageal cancer should discriminate pT2–3N0M0 (stage IB, IIA and IIB) better when considering the esophageal squamous cell cancer patients. Therefore, to improve and optimize the AJCC TNM classification for Chinese patients with esophageal cancer, more considerations about the value of tumor grade and tumor location in pT2–3N0M0 esophageal squamous cell cancer should be taken in the next new TNM staging system. PMID:27499956
Redesigning Grading--Districtwide
ERIC Educational Resources Information Center
Townsley, Matt
2014-01-01
In the first years of his career as a high school math teacher, Matt Townsley was bothered by the fact that his grades penalized students for not learning content quickly. A student could master every standard, but low quiz grades and homework assignments they didn't complete because they didn't understand would lower their final grade,…
ERIC Educational Resources Information Center
2003
Math Sense consists of five books that develop from basic to more advanced math skills. This document contains a placement test used with Math Sense to help students and their teachers decide into which Math Sense book to begin working. The placement test is divided into six parts, each consisting of 10 to 22 problems, and is based on exit skill…
ERIC Educational Resources Information Center
Albrecht, Cathlene
2006-01-01
"When am I ever going to use this?" This question is heard or thought in every middle-level math class across the land. Teachers struggle to apply math lessons to everyday life and make math meaningful and useful for their students. This author, too, struggled with this problem, until she read the book "Math Curse" by Jon Scieszka (Viking Books,…
ERIC Educational Resources Information Center
Prescott, Jennifer O.
2001-01-01
Presents innovative, multiple intelligence math practices that can boost student learning and promote fun in the classroom. Suggestions include doing picture book math, working on open-ended problems, doing math all day and everywhere, and working on cooperative group math. (SM)
Proceedings of the 7th International Cryocooler Conference, part 3
NASA Astrophysics Data System (ADS)
1993-04-01
Partial contents include: SDIO and Air Force Cryocooler Technology Developments at USAF Phillips Laboratory; JPL Cryocooler Development and Test Program Overview; Development and Demonstration of a Diaphragm Stirling 65 K Standard Spacecraft Cryocooler; Stirling Space Cooler; Thermal, Vibration, and Reliability Test Results for a Balanced 80 K Cryocooler; Spacecraft Cooler Characterization; Performance of a Long Life Reverse Brayton Cryocooler; SDI Cryocooler Producibility Program; Miniature Pulse Tube Cooler; Flow Patterns Intrinsic to the Pulse Tube Refrigerator; Experimental Investigation of the Regenerative Magnetic Refrigerator Operating Between 4.2 K and 1.8 K; A 4 K Gifford-McMahon Refrigerator for Radio Astronomy; A Stirling Cycle Cryocooler for 4 K Applications; Regenerator Performance and Refrigeration Mechanism for 4 K GM Refrigerator Using Rare Earth Compound Regenerator Materials; Superfluid Stirling Refrigerator with a Counterflow Regenerator; Graded and Nongraded Regenerator Performance; Evolution of the 10 K Periodic Sorption Refrigerator Concept; Development of a Periodic 10 K Sorption Cryocooler; Assessment of a Hydrogen Joule-Thomson Expander and Vanadium Hydride Sorption Beds for 20 K Cryocoolers; Design of a Metal Hydride Sorption Cryocooler System; Linear Compressor for JT Cryocooler; JT Cryostat with Liquid-Solid Cryogen Reservoir; Design of A Metal Hydride Sorption Cryocooler System; Linear Compressor for JT Cooler; Phase Equilibria in Cryogenic Mixtures.
Proceedings of the 7th International Cryocooler Conference, part 2
NASA Astrophysics Data System (ADS)
1993-04-01
Partial contents include: SDIO and Air Force Cryocooler Technology Developments at USAF Phillips Laboratory; JPL Cryocooler Development and Test Program Overview; Development and Demonstration of a Diaphragm Stirling 65 K Standard Spacecraft Cryocooler; Stirling Space Cooler; Thermal, Vibration, and Reliability Test Results for a Balanced 80 K Cryocooler; Spacecraft Cooler Characterization; Performance of a Long Life Reverse Brayton Cryocooler; SDI Cryocooler Producibility Program; Miniature Pulse Tube Cooler; Flow Patterns Intrinsic to the Pulse Tube Refrigerator; Experimental Investigation of the Regenerative Magnetic Refrigerator Operating Between 4.2 K and 1.8 K; A 4 K Gifford-McMahon Refrigerator for Radio Astronomy; A Stirling Cycle Cryocooler for 4 K Applications; Regenerator Performance and Refrigeration Mechanism for 4 K GM Refrigerator Using Rare Earth Compound Regenerator Materials; Superfluid Stirling Refrigerator with a Counterflow Regenerator; Graded and Nongraded Regenerator Performance; Evolution of the 10 K Periodic Sorption Refrigerator Concept; Development of a Periodic 10 K Sorption Cryocooler; Assessment of a Hydrogen Joule-Thomson Expander and Vanadium Hydride Sorption Beds for 20 K Cryocoolers; Design of a Metal Hydride Sorption Cryocooler System; Linear Compressor for JT Cryocooler; JT Cryostat with Liquid-Solid Cryogen Reservoir; Design of A Metal Hydride Sorption Cryocooler System; Linear Compressor for JT Cooler; Phase Equilibria in Cryogenic Mixtures.
Proceedings of the 7th International Cryocooler Conference, part 1
NASA Astrophysics Data System (ADS)
1993-04-01
Partial contents include: SDIO and Air Force Cryocooler Technology Developments at USAF Phillips Laboratory; JPL Cryocooler Development and Test Program Overview; Development and Demonstration of a Diaphragm Stirling 65 K Standard Spacecraft Cryocooler; Stirling Space Cooler; Thermal, Vibration, and Reliability Test Results for a Balanced 80 K Cryocooler; Spacecraft Cooler Characterization; Performance of a Long Life Reverse Brayton Cryocooler; SDI Cryocooler Producibility Program; Miniature Pulse Tube Cooler; Flow Patterns Intrinsic to the Pulse Tube Refrigerator; Experimental Investigation of the Regenerative Magnetic Refrigerator Operating Between 4.2 K and 1.8 K; A 4 K Gifford-McMahon Refrigerator for Radio Astronomy; A Stirling Cycle Cryocooler for 4 K Applications; Regenerator Performance and Refrigeration Mechanism for 4 K GM Refrigerator Using Rare Earth Compound Regenerator Materials; Superfluid Stirling Refrigerator with a Counterflow Regenerator; Graded and Nongraded Regenerator Performance; Evolution of the 10 K Periodic Sorption Refrigerator Concept; Development of a Periodic 10 K Sorption Cryocooler; Assessment of a Hydrogen Joule-Thomson Expander and Vanadium Hydride Sorption Beds for 20 K Cryocoolers; Design of a Metal Hydride Sorption Cryocooler System; Linear Compressor for JT Cryocooler; JT Cryostat with Liquid-Solid Cryogen Reservoir; Design of A Metal Hydride Sorption Cryocooler System; Linear Compressor for JT Cooler; Phase Equilibria in Cryogenic Mixtures.
4. General view of streetscape along 7th Street looking east ...
4. General view of streetscape along 7th Street looking east from Columbia Street. Brewery property on north side of street - George Wiedemann Brewery Complex, Sixth & Columbia Streets, Newport, Campbell County, KY
ERIC Educational Resources Information Center
Burns, Matthew K.; Walick, Christopher; Simonson, Gregory R.; Dominguez, Lauren; Harelstad, Laura; Kincaid, Aleksis; Nelson, Gena S.
2015-01-01
The study examined the use of a conceptual and procedural framework for identifying math deficits and delivering appropriate interventions. Participants were two first-grade students and one third-grade student, who were identified as struggling with the grade-appropriate content in math. The first-grade students focused on addition and the…
ERIC Educational Resources Information Center
Witty, Emily Amie
2012-01-01
Gender differences in mathematics have been of particular interest over the past decades. Research has shown a disparity in mathematical proficiency between boys and girls depending on the area of mathematics tested, the age and grade of the student, and the structure of the test question (i.e., how the question is posed). Although, much of the…
ERIC Educational Resources Information Center
Rickles, Jordan; Phillips, Meredith; Yamashiro, Kyo
2014-01-01
Between 1990 and 2012, the percentage of 13-year-olds (most of whom are 8th graders) taking algebra more than doubled, from 15% to 34% (National Center for Education Statistics, 2013). Yet recent education policy changes suggest that this movement to encourage algebra-taking in 8th grade has begun to reverse course. Existing research suggests that…
enVisionMATH. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2013
2013-01-01
"enVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated instruction and…
The Effect of Cooperative Groups on Math Anxiety
ERIC Educational Resources Information Center
Batton, Melissa
2010-01-01
Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to…
Classroom Environment, Achievement Goals and Maths Performance: Gender Differences
ERIC Educational Resources Information Center
Gherasim, Loredana Ruxandra; Butnaru, Simona; Mairean, Cornelia
2013-01-01
This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students ("N"?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was assessed as…
Downtown Math and Language: Levels 1-6.
ERIC Educational Resources Information Center
Kizer, Pat; And Others
Developed by the Small Schools Career Education Development Project, the guide, divided into 6 units, provides 279 activities for math and language instruction in grades 1-6. Units are titled: Bank, Grocery Store, Hardware Store, Pandora's Box, Restaurant, and Streets, Bikes, and Highways. Both math and language activities are provided for each…
Basic Math Skills and Performance in an Introductory Statistics Course
ERIC Educational Resources Information Center
Johnson, Marianne; Kuennen, Eric
2006-01-01
We identify the student characteristics most associated with success in an introductory business statistics class, placing special focus on the relationship between student math skills and course performance, as measured by student grade in the course. To determine which math skills are important for student success, we examine (1) whether the…
Putting Math Into Family Life: What's Possible for Working Parents?
ERIC Educational Resources Information Center
Kliman, Marlene; Mokros, Jan; Parkes, Alana
A set of parent-child math activities designed to help busy, working parents do math with their children as part of everyday situations such as cleaning up and making dinner included basic steps, variations, and information on working with children were developed for families with elementary grades children aged approximately 5 to 11 and…
Saxon Elementary School Math. Revised. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2007
2007-01-01
"Saxon Elementary School Math," published by Harcourt Achieve, is a core curriculum for students in kindergarten through grade 5. A distinguishing feature of "Saxon Elementary School Math" is its use of a distributed approach, as opposed to a chapter-based approach, for instruction and assessment. The program is built on the premise that students…
Opening the World of Mathematics: The Daily Math Discussion
ERIC Educational Resources Information Center
Donoahue, Zoe
2016-01-01
During the author's everyday math discussions with her class, young children talk about mathematical ideas, theories, and concepts within a predictable structure. These discussions include many concepts from--and beyond--the first-grade math curriculum, and their depth and complexity build throughout the school year. Concepts and skills include…
Number Wonders: 171 Activities to Meet Math Standards & Inspire Students
ERIC Educational Resources Information Center
Kuhns, Catherine Jones
2006-01-01
In this book, author Catherine Jones Kuhns introduces student- and teacher-friendly math activities designed to get students thinking like mathematicians and loving mathematics, while addressing content standards through grade 2. She also shows how to make math fun for students, get children actively engaged in learning, create a student-centered…
Accelerated Math[TM]. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2010
2010-01-01
"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in mathematics for students in grades 1-12. "Accelerated Math"[TM] creates individualized assignments that align with state standards and national guidelines, scores student work, and generates formative feedback through…
Are You Helping Boys Outperform Girls in Math?
ERIC Educational Resources Information Center
Berliner, David; Casanova, Ursula
1987-01-01
A study of fourth and fifth grade classes suggests that competitive math activities give boys an advantage where cooperative math activities generally give girls an advantage. Suggestions to help teachers balance their teaching methods to decrease disparities between boys and girls are made. (MT)
A Call for Collaborative Research To Investigate the "Indian Math" Problem.
ERIC Educational Resources Information Center
Hankes, Judith Elaine
Two studies appear to reach unsatisfactory conclusions regarding causes of low math achievement among American Indians. Leap (1988) studied math problem-solving strategies among low-math-achieving fourth- and fifth-grade Ute reservation students. He concluded that faulty or cumbersome problem-solving strategies were directly linked to Ute language…
Beginning School Math Competence: Minority and Majority Comparisons. Report No. 34.
ERIC Educational Resources Information Center
Entwisle, Doris R.; Alexander, Karl L.
This paper uses a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade. These two aspects of math ability respond differently to environmental resources, with math concepts much more responsive to family factors before formal schooling…
ERIC Educational Resources Information Center
Wilburne, Jane M.; Keat, Jane B.; Napoli, Mary P.
2011-01-01
Nervous about teaching math to young children? Too pressed for time to teach all of the math concepts children need to know? Now there's a practical, stress-free guide to one of the most effective ways to enhance children's mathematical thinking in pre-K-Grade 3--by weaving math concepts into storytime. Ready for any educator to pick up and start…
The Use and Effectiveness of a Targeted Math Intervention for Third Graders
ERIC Educational Resources Information Center
Pool, Juli L.; Carter, Gabriel M.; Johnson, Evelyn S.; Carter, Deborah R.
2013-01-01
Students who fail to develop proficiency in math skills in the primary grades are more likely to experience difficulties in the math curriculum later on. These students may be in need of a more targeted intervention, or Tier 2 supports, in mathematic instruction. Although the instructional principles of an effective math intervention are becoming…
ERIC Educational Resources Information Center
Orabuchi, Nkechi
2013-01-01
This study reported the results of a 3-month quasi-experimental study that determined the effectiveness of an online visual and interactive technological tool on sixth grade students' mathematics performance, math anxiety and attitudes towards math. There were 155 sixth grade students from a middle school in the North Texas area who participated…
Advanced Math Equals Career Readiness. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…
Solving America's Math Problem
ERIC Educational Resources Information Center
Vigdor, Jacob
2013-01-01
Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…
ERIC Educational Resources Information Center
Hartel, R. W.; Adem, M.
2004-01-01
A math review exam, written and administered in conjunction with the Quantitative Assessment Program at the Univ. of Wisconsin-Madison, is used at the beginning of the 1st food engineering course to evaluate math skills needed for successful completion of the course. Students who do not score well on the math exam are targeted for individual…
Math/FCS Class Boosts Test Scores
ERIC Educational Resources Information Center
Sanden, Jan
2004-01-01
Integrating mathematics with family and consumer sciences (FCS) has enabled youth to pass the Minnesota 8th Grade Math Basic Skills test. The test focuses on the eight content areas: (1) problem solving with whole numbers and fractions; (2) problem solving with percentage/ratio; (3) number sense; (4) estimation; 5) measurement; (6) tables and…
Improving Basic Math Skills Using Technology
ERIC Educational Resources Information Center
Hudson, Siobhan; Kadan, Sarah; Lavin, Karen; Vasquez, Tylita
2010-01-01
The students of the targeted fourth, fifth, sixth, and ninth grade classes exhibited difficulties with number sense that interfered with understanding and recall of basic math facts. Evidence for the existences of the problem included teacher observation, test scores, and student and teacher surveys. The research participants included 42 children…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2010
2010-01-01
"Saxon Math" is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. The series is aligned with standards of the National Council of Teachers of Mathematics (NCTM) and various states, and can be adapted for…
Online Options for Math-Advanced Students
ERIC Educational Resources Information Center
Wessling, Suki
2012-01-01
Once upon a time, a student well advanced past grade level in math would have had few choices. Advanced students would invariably outpace the skills of their elementary teachers, and due to age wouldn't have options such as going to the middle school or community college for classes. Soon thereafter, students would enter middle school only to find…
Increasing Math Achievement through Use of Music.
ERIC Educational Resources Information Center
Bryant-Jones, Marian; Shimmins, Kymberley J.; Vega, Jill D.
This report describes a program for increasing math achievement through the use of musical interventions including repeated exposure to Mozart classical music and School House Rock, and introduction to teacher-made songs that introduce mathematical concepts in the music classroom. The students of the targeted second and fourth grade classes…
Using Math as a Springboard to Success
ERIC Educational Resources Information Center
Mighton, John
2008-01-01
Ten years ago, the author started a tutoring club called JUMP (Junior Undiscovered Math Prodigy) in his apartment. He initially worked with a set of the most challenged students in a local school, including a number in special education who were performing far below grade level. The success of his program led him to realize that not only can all…
ERIC Educational Resources Information Center
Levert, Brenda
2004-01-01
Each year, students in my seventh- and eighth-grade math classes plan and organize a schoolwide popcorn sale. This activity brings to life mathematical concepts learned in the classroom. By transferring textbook mathematics to a real-world situation, my students learn to value the mathematics being studied and are able to understand how it can…
Kumon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2009
2009-01-01
"Kumon Math," published by Kumon North America, Inc., is a supplemental mathematics curriculum for students in preschool through secondary school. The curriculum is not structured by age or grade level, but by a student's own pace, and is composed of hundreds of short assignments that progress through increasingly difficult mathematics skills.…
Determining Faculty Grading Variation.
ERIC Educational Resources Information Center
Demerjian, Marlene D.
A study was undertaken at the College of the Canyons, in California, to assess the variation of grades given by mathematics instructors teaching intermediate algebra. A sample was drawn from all instructors who taught Math 070 repeatedly from fall 1990 to fall 1994, resulting in the examination of the grades of at least 200 students from classes…
First Grade Math Skills Set Foundation for Later Math Ability
... Stem Cell Information OppNet NIDB NIH Blueprint for Neuroscience Research Institutes at NIH List of Institutes, Centers & ... director of the Mathematics and Science Cognition and Learning: Development and Disorders Program at the Eunice Kennedy ...
Proceedings of the 7th International Symposium on the Molecular Breeding of Forage and Turf
Technology Transfer Automated Retrieval System (TEKTRAN)
The 7th International Symposium on the Molecular Breeding of Forage and Turf, MBFT2012, was held in Salt Lake City, UT, USA, from 4-7 June 2012. One-hundred and fifteen researchers from around the world presented oral and poster formats relating to ten general topics: Genetic mechanisms and applic...
ERIC Educational Resources Information Center
Viezzer, Moema L.
2006-01-01
One of the workshops presented at the 7th International Council for Adult Education (ICAE) Assembly was focused on environment, ecology, and sustainable development. The workshop had participants from Asia, Africa, Europe, South America, North America and the South Pacific. This article presents a list of recommendations from the workshop.
Activities Using The State of the World Atlas, 7th Edition
ERIC Educational Resources Information Center
Hegelbach, Peter; Haakenson, Dean; Starbird, Caroline
2004-01-01
This book is designed to accompany The State of the World Atlas, 7th Edition. The State of the World Atlas and this workbook provide a frame of reference for the changing pattern of world events. Students will become familiar with different statistical representations of the world, from birth rates to HIV/AIDS infections rates; from world…
Does Grading Affect Educational Attainment? A Longitudinal Study
ERIC Educational Resources Information Center
Klapp, Alli
2015-01-01
The purpose of the study was to investigate how grading in primary school affected students' achievement measured by grades in 7th, 8th and 9th Grade and educational attainment in upper secondary school (12th Grade), and how the effect varied as a function of students' cognitive ability, gender and socio-economic status. The data derived from the…
NASA Astrophysics Data System (ADS)
Kaszczak, Lesia
With the adoption of the Common Core State Standards in New York State and the Next Generation Science Standards, it is more important than ever for school districts to develop professional development programs to provide teachers with the resources that will assist them in incorporating the new standards into their classroom instruction. This study focused on a mathematics and science professional development program known as STEMtastic STEM. The two purposes of the study were: to determine if there is an increase in STEM content knowledge of the participants involved in year two of a three year professional development program and to examine the teachers' perceptions of the impact of the professional development program on classroom instruction. The sample included teachers of grades 7-12 from an urban school district in New York State. The scores of a content knowledge pre-test and post-test were analyzed using a paired sample t-test to determine any significant differences in scores. In order to determine mathematics and science teachers' perceptions of the impact of the professional development program, responses from a 22 item Likert-style survey were analyzed to establish patterns of responses and to determine positive and negative perceptions of participants of the professional development program. A single sample t-test was used to determine if the responses were significantly positive. The results of this study indicated that there was no significant increase in content knowledge as a result of participation in the STEMtastic STEM professional development program. Both mathematics and science teachers exhibited significant positive perceptions of items dealing with hands-on participation during the professional development; support provided by STEMtastic STEM specialists; and the support provided by the administration. It was concluded that both mathematics and science teachers responded positively to the training they received during the professional
ERIC Educational Resources Information Center
Wakefield, Dara V.
2000-01-01
Provides a rationale for approaching mathematics as a second language. Gives teaching suggestions: begin in early childhood, stress similarities between math and language, use spoken math before written, use authentic assessment, and focus on real-life math use. (SK)
Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; Bradley, Robert H; Eggum-Wilkens, Natalie D
2014-01-01
Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First-grade EC mediated the relation between parents' reactions at kindergarten and second-grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time-invariant covariates of EC and math achievement were controlled, first-grade EC no longer predicted second-grade math achievement. PMID:24916765
ERIC Educational Resources Information Center
Medrano, Juan
2012-01-01
The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes problem-solving to a greater degree…
Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph
2015-01-01
Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS. PMID:26648893
Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes
Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.
2015-01-01
Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000
Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.
Casad, Bettina J; Hale, Patricia; Wachs, Faye L
2015-01-01
Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000
Who Is Better in Math, Boys or Girls? A Report from the Palau Math Project.
ERIC Educational Resources Information Center
King, Irvin L.; And Others
A 1984-85 study of Palau elementary students, who were pretested, instructed with a textbook and additional practice booklets, and posttested, revealed gains for every skill at every grade level. A 1986-87 study, using a series of 26 booklets representing a fairly complete math curriculum, showed that students using the experimental booklets…
Placing Math Reform: Locating Latino English Learners in Math Classrooms and Communities
ERIC Educational Resources Information Center
Erbstein, Nancy
2015-01-01
This article explores how place matters in public school reform efforts intended to promote more equitable opportunities and outcomes. Qualitative case studies of three California middle schools' eighth grade math reforms and the resulting opportunities for Latino English learners are presented, using the conceptual frameworks of critical human…
Chattanooga Math Trail: Community Mathematics Modules, Volume 1.
ERIC Educational Resources Information Center
McAllister, Deborah A.; Mealer, Adrian; Moyer, Peggy S.; McDonald, Shirley A.; Peoples, John B.
This collection of community mathematics modules, or "math trail", is appropriate for middle grades and high school students (grades 5-12). Collectively, the modules pay attention to all 10 of the National Council of Teachers of Mathematics (NCTM) standards which include five content standards (Number and Operations, Algebra, Geometry,…
MathThematics. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2008
2008-01-01
"MathThematics" is a mathematics curriculum for grades 6 through 8 that combines activity-based, discovery learning with direct instruction. The textbook for each grade level has eight instructional modules, with each module focused on a theme. Open-ended questions and projects are utilized throughout the curriculum to assess problem-solving…
Improving Student Achievement in Math and Science
NASA Technical Reports Server (NTRS)
Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.
1998-01-01
As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order
Wiki Technology for Middle Grade Students
ERIC Educational Resources Information Center
Harper, Debra Ann
2012-01-01
The purpose of this qualitative exploratory case study was to determine the pedagogical value of Wiki technology-enhanced instruction for middle grade students. The sample consisted of three Wiki projects representative of work from 6th, 7th, and 8th grade middle school students. The examination of the data collected from the three samples of Wiki…
Justice Judgments Concerning Grading in School
ERIC Educational Resources Information Center
Dalbert, Claudia; Schneidewind, Ulrike; Saalbach, Annett
2007-01-01
This article investigates justice judgments concerning grading. In two studies with secondary students (N[subscript 1]=350 academic-track students; N[subscript 2]=225 intermediate [n=81] and academic-track students [n=144]) attending the 7th to the 12th grade level, participants were presented with vignettes describing three different grading…
16. TWO HEAD GATES ABOUT 500 FEET NORTH OF 7TH ...
16. TWO HEAD GATES ABOUT 500 FEET NORTH OF 7TH AVENUE (SECTION 35). - Highline Canal, Sand Creek Lateral, Beginning at intersection of Peoria Street & Highline Canal in Arapahoe County (City of Aurora), Sand Creek lateral Extends 15 miles Northerly through Araphoe County, City & County of Denver, & Adams County to its end point, approximately 1/4 mile Southest of intersectioin of D Street & Ninth Avenue in Adams County (Rocky Mountain Arsenal, Commerce City Vicinity), Commerce City, Adams County, CO
ERIC Educational Resources Information Center
Moomaw, Sally
2006-01-01
In this book, parents will find ways to help teachers nurture important emerging math skills, from sorting and division of materials to early counting. Basic ideas and tools, including classroom-tested activities, will help support their child's math learning, both at home and in child care. Following an introduction, the book contains three…
ERIC Educational Resources Information Center
Murray, Megan
2003-01-01
Introduces "Schools and Families: Creating a Math Partnership," a book designed to help parents see the math in their children's work and establish effective home-school partnerships. Includes an except from the book that discusses how homework can help parents see how their children are learning and doing mathematics in class. (KHR)
ERIC Educational Resources Information Center
Tuttle, Harry Grover
2008-01-01
Technology can support the study of math in a variety of ways. Through class Web sites, blogs or wikis, teachers can communicate the math standards, the goals needed to achieve the standards, homework assignments, projects, tests, and helpful Web sites for parents and students. The online site becomes an extension of the class. There are plenty of…
ERIC Educational Resources Information Center
Baldwin, Anna; And Others
This publication contains materials used in the three phases of the reading and mathematics components of work-specific classes. Each section begins with an overview of developments in that phase. Section 1 focuses on Phase 1 during which math and reading were taught as separate components. It contains a math placement appraisal, worksheets and…
ERIC Educational Resources Information Center
Burns, Marilyn
2004-01-01
Innovative teachers can make writing as an integral part while teaching math to students. The teachers will have to implement the math instruction that enables students to organize and consolidate their mathematical thinking through communication, analyze and evaluate the mathematical thinking of others, and use the language of mathematics to…
NASA Technical Reports Server (NTRS)
McComas, David
2013-01-01
The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.
Motivation and Math Anxiety for Ability Grouped College Math Students
ERIC Educational Resources Information Center
Helming, Luralyn
2013-01-01
The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…
ERIC Educational Resources Information Center
Andrews, Amanda; Brown, Jennifer
2015-01-01
Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…
Principals in Partnership with Math Coaches
ERIC Educational Resources Information Center
Grant, Catherine Miles; Davenport, Linda Ruiz
2009-01-01
One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…
ERIC Educational Resources Information Center
Weber State Coll., Ogden, UT.
This collection of papers on childhood education covers a variety of topics. These include: how to reinforce basic skills with math games; the role of teachers as change agents; incorporating learning centers into the elementary curriculum; the effectiveness of training for empathy in preservice teacher education; responsibilities and needs…
NASA Astrophysics Data System (ADS)
Nordblad, Per
2010-12-01
This cluster issue of Journal of Physics D: Applied Physics contains a collection of papers based on invited and contributed talks given at the 7th International Conference on Fine Particle Magnetism (ICFPM) held from 21-24 June, 2010 at the Ångström Laboratory, Uppsala University in Sweden. The ICFPM conferences have previously been held in Rome, Italy (1991), Bangor, UK (1996), Barcelona, Spain (1999), Pittsburgh, USA (2002), London, UK (2004) and Rome, Italy (2007); the 8th ICFPM is to be organized in Perpignan, France (2013). The aim of this series of conferences is to bring together experts in the field of fine particle magnetism to discuss recent fundamental experimental and theoretical findings as well as new technological developments and applications. Thus, the conference programme included sessions ranging from basic studies of nanomagnetism to biomedical applications of fine magnetic particles. The local organizers of ICFPM-2010 want to thank the Swedish Research Council (VR), the Center for Nanointegration Duisburg-Essen (CeNIDE) and LOT-Oriel Group Europe for financial support. We also acknowledge Akademikonferens for effective administration of the conference and Uppsala University for support and for providing the venue. Last but not least, we thank all participants for making the conference scientifically interesting and socially enjoyable.
Learning to Love Math: Teaching Strategies that Change Student Attitudes and Get Results
ERIC Educational Resources Information Center
Willis, Judy
2010-01-01
Has it ever seemed to you that some students are hardwired to dislike math? If so, then here's a book that explains how negative attitudes toward math get established in the brain and what you can do to turn those attitudes around. Math teacher and neurologist Judy Willis gives you over 50 strategies you can use right away in any grade level to:…
Troum, Orrin M; Pimienta, Olga L; Schmidt, Wolfgang A; Ostergaard, Mikkel; D'Agostino, Maria Antonietta; Gaylis, Norman; Arnold, William; Ben-Artzi, Ami; Ranganath, Veena; Seraphine, Judy L; Peterfy, Charles
2015-08-01
The International Society for Musculoskeletal Imaging in Rheumatology (ISEMIR) was founded in 2005 with the goal of discussing matters related to imaging in rheumatology, particularly, validation, education, and use in clinical practice and research. Because the field of musculoskeletal (MSK) imaging is rapidly evolving, continuous education in the field is imperative. ISEMIR's international faculty and world-renowned experts presented the newest information as it relates to the use of magnetic resonance imaging (MRI) and ultrasound (US) at the 7th annual ISEMIR meeting which took place on April 12-14, 2014 in Santa Monica, California. Presentations from the meeting can be viewed at www.isemir.org. PMID:25908178
de Froidmont-Görtz, Isabelle B M
2009-12-01
Nutrition trends in Europe are driven by taste, health and convenience. The possibilities of research using new technologies and tools such as nutrigenomics, imaging techniques, nanotechnology, bioinformatics, cognitive sciences, innovative processes are very promising to support these nutrition trends and in particular their health aspects. This is supported by European Union research. The opportunities offered in the 7th Framework Programme (FP7), among other innovations, will contribute to the general aim of improving nutrition policy as well as improving products from the food industry in accordance with the Lisbon strategy to create employment and improve the quality of life of the European citizens. PMID:19937440
ERIC Educational Resources Information Center
Pritchard, Arvilla
1992-01-01
Presents number loop pattern activities and games designed to interest elementary students in mathematics and encourage computational skills. The activities work as games and cooperative activities and invite math exploration. (SM)
ERIC Educational Resources Information Center
Center for Innovation in Assessment (NJ1), 2013
2013-01-01
The First Grade Pre-Screening is designed to be used at the start of the first grade school year so that teachers can obtain information about their incoming students. This information is intended to give teachers insight about what math and reading skills a student may or may not have at the beginning of the year. The information can aid teachers…
Predictors of General Chemistry Grades.
ERIC Educational Resources Information Center
Ozsogomonyan, Ardas; Loftus, Drew
1979-01-01
Chemistry pretest scores, high school chemistry grades and, to a greater extent, math SAT scores were useful predictors of college general chemistry grades. Regression analysis of all these predictors combined was used to construct an expectancy table which is being used to identify and advise underprepared students. (BB)
ERIC Educational Resources Information Center
Caldwell, Janet E.
2011-01-01
The expectations for no child to be left behind are leading to increased emphasis on teaching math, science, and social science effectively to students with disabilities. This study utilized information collected from online surveys to examine how current LBS I teachers and individuals graduating from the Illinois State University teacher…
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)
ERIC Educational Resources Information Center
Maloy, Robert W.; Razzaq, Leena; Edwards, Sharon A.
2014-01-01
This study explored the use of an online mathematics tutoring system in eight fourth grade classrooms in two Massachusetts communities--a small rural city with a low 2010 Adequate Yearly Progress (AYP) math performance rating and a small suburban district with a high 2010 AYP math performance rating. 165 fourth graders completed 11 modules…
The Effect of Interactive Whiteboard Technology on a Math Curriculum Unit
ERIC Educational Resources Information Center
Flory, Vern
2012-01-01
Purpose: The purpose of this research was to determine the effect of interactive whiteboard technology on the math curriculum in a single school district. Methodology: Six second grade teachers tracked their technology use during math instruction to be compared with student performance on a common assessment at the conclusion a counting money unit…
Post-Copenhagen: the 'new' math, legal 'additionality' and climate warming
Ferrey, Steven
2010-05-15
Control of carbon emissions to the atmosphere is the environmental issue of this decade - perhaps of this entire generation. Its importance has been equated to the survival of the planet. It may all come down to the novel legal concept that sounds like second-grade math: ''additionality.'' However, it is the ''new'' math. (author)
Microthemes: Effect and Acceptance as a Supplement to Traditional Math Instruction
ERIC Educational Resources Information Center
Randel, Bronwyn C.
2012-01-01
An 18-week experimental intervention tested the effect of the WAC strategy known as microthemes on math achievement of secondary students. The sample population included 231 students, with 106 in the experimental group and 125 in the control group, enrolled in six different math courses from basic to advanced, ninth to twelfth grade. Students in…
District Action Plan 2003-2008: Improving Academic Achievement in Reading, Math and Language Arts
ERIC Educational Resources Information Center
Guam Public School System, 2003
2003-01-01
The results of the SAT 9 tests administered to Guam students in grades 1, 3, 5, 7, 9, 10, and 11 have consistently indicated below average academic performance in the subjects of reading, math and language arts over the past decade of testing. To ensure that students attain the necessary skills and knowledge in reading, math, and language arts,…
Math Placement: The Importance of Getting It Right for All Students. Research Brief
ERIC Educational Resources Information Center
Fong, Anthony; Finkelstein, Neal
2014-01-01
Given the Common Core State Standards for Mathematics, California's history of math acceleration in the middle grades, and the concern for correct math course placement for all students, this brief examines patterns from the past to shed light on considerations for the future. The brief, written by WestEd's Tony Fong and Neal Finkelstein, presents…
A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math
ERIC Educational Resources Information Center
Rutherford, Teomara; Farkas, George; Duncan, Greg; Burchinal, Margaret; Kibrick, Melissa; Graham, Jeneen; Richland, Lindsey; Tran, Natalie; Schneider, Stephanie; Duran, Lauren; Martinez, Michael E.
2014-01-01
Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a negligible effect of ST Math on mathematics scores, which did not differ significantly across…
The Impact of the 2012 TNCore Math Training on Teaching Practices and Effectiveness. Policy Brief
ERIC Educational Resources Information Center
Booker, Laura Neergaard
2013-01-01
During the spring and summer of 2012, the Tennessee Department of Education trained about 200 Common Core Coaches who then went on to facilitate summer trainings for thousands of the state's third through eighth grade math teachers. The following summer, the training sessions reached nearly 30,000 teachers across the state, covering math, English…
Report of the 1989-90 Barrett Math Program. Report No. 12, Vol. 25.
ERIC Educational Resources Information Center
Ruffin, Minnie R.; And Others
During the 1989-90 school year, the Barrett Math Program was piloted in selected sections of grades K-7 in five Atlanta (Georgia) Public Schools (APS) elementary schools. The Barrett Math Program is designed to improve the total mathematical skills of elementary school students, including computation, concepts, and problem solving, as measured by…
Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence
ERIC Educational Resources Information Center
Tõeväli, Paula-Karoliina; Kikas, Eve
2016-01-01
The present longitudinal study examined the reciprocal relationships between teachers' causal attributions and children's math performance and task persistence. In total, 760 elementary school children and their teachers participated in this study. The children were tested in math twice, at the end of the second and third grades. At both time…
ERIC Educational Resources Information Center
Smith, Christina R.; Marchand-Martella, Nancy E.; Martella, Ronald C.
2011-01-01
This study assessed the effects of the "Rocket Math" program on the math fluency skills of a first grade student at risk for school failure. The student received instruction in the "Rocket Math" program over 6 months. He was assessed using a pre- and posttest curriculum-based measurement (CBM) and individualized fluency checkouts within the…
ERIC Educational Resources Information Center
What Works Clearinghouse, 2011
2011-01-01
The study examined the relative effectiveness of four early elementary school math curricula: Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics. The study analyzed data on more than 8,000 first- and second-grade students in 110 schools in 12 districts in 10 states. In each of the…
Math and science illiteracy: Social and economic impacts
Williams, J.L.
1994-05-01
Today`s highly competitive global economy is being driven by increasingly rapid technological development. This paper explores the problems of math and science illiteracy in the United States and the potential impact on our economic survival in this environment during the next century. Established educational methods that reward task performance, emphasize passive lecture, and fail to demonstrate relevance to real life are partly to blame. Social norms, stereotypes, and race and gender bias also have an impact. To address this crisis, we need to question the philosophy of an educational system that values task over concept. Many schools have already initiated programs at all grade levels to make math and science learning more relevant, stimulating, and fun. Teaching methods that integrate math and science learning with teamwork, social context, and other academic subjects promote the development of higher-order thinking skills and help students see math and science as necessary skills.
ERIC Educational Resources Information Center
Vaughn, Sharon; Martinez, Leticia R.; Reutebuch, Colleen K.; Carlson, Coleen D.; Thompson, Sylvia L.; Franci, David J.
2010-01-01
The authors identified instructional practices associated with improved outcomes for English language learners (ELLs): (1) research-based vocabulary and concept instruction, (2) the use of media to build comprehension and concept knowledge, (3) the use of graphic organizers, and (4) structured peer-pairings. The purpose of our two studies was to…
Barnes, Marcia A.; Ahmed, Yusra; Barth, Amy; Francis, David J.
2015-01-01
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane’s headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences were read more quickly in the causal condition. There were no condition-related reading time differences at lower comprehension levels. This interaction held with comprehension- and inference-related factors (working memory, word and world knowledge, and word reading efficiency) in the models. Less skilled comprehenders have difficulty in knowledge-text integration processes that facilitate sentence processing during reading. PMID:26997861
ERIC Educational Resources Information Center
Arkansas State Univ., State University.
This curriculum package contains materials for teaching the career orientation course in the junior high schools of Arkansas. Following the introduction, which describes the course and provides a rationale for it, along with instructions to teachers for conducting the course, the package is divided into 35 units organized under five major…
China: The Exchange of Goods and Ideas along the Silk Road. A Lesson for 7th Grade World History.
ERIC Educational Resources Information Center
Alton, Shelley; Bernstein-Potter, Gordon; Bohuchot, Aimee; Hott, Sheryl; Pisi, Frank
This lesson plan focuses on China's Silk Road (300 B.C.-1300 A.D.), specifically the exchange of goods and ideas along its route. The lesson consists of four activities: (1) "Geography"; (2) "Matrix"; (3) "Advertisement"; and (4) "Oral Presentation." The lesson presents goals, provides background, and outlines the context of the lesson. It cites…
ERIC Educational Resources Information Center
Barnes, Marcia A.; Ahmed, Yusra; Barth, Amy; Francis, David J.
2015-01-01
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane's headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin).…
ERIC Educational Resources Information Center
Hayden, Harvey; And Others
To some educators, infusing environmental education into different subject areas at different levels may seem like an insurmountable task. This handbook was developed to take the guesswork out of this process and alleviate the fear and confusion that may result. It was designed to assist with infusing knowledge, skill and attitude activities into…
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…
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,…
Family Math Night: Middle School Math Standards in Action
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer; Oberdorf, Christine
2006-01-01
Why should schools have a Family Math Night? It helps students learn essential math concepts. It gives parents a chance to serve as models of motivation, persistence and competence. It promotes math success in a supportive setting. With its step-by-step directions and suggestions for both teachers and parents, this book takes the worry out of…
Math in Action. Hands-On, Minds-On Math.
ERIC Educational Resources Information Center
Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.
1998-01-01
Hands-on math must also involve students' minds in creative thinking. Math manipulatives must be used for uncovering, not just discovering. This paper presents guidelines for planning hands-on, minds-on math for elementary students. Suggestions include dialoging, questioning, integrating manipulatives and other tools, writing, and evaluating. (SM)
Are Students with High Ability in Math More Motivated in Math and Science than Other Students?
ERIC Educational Resources Information Center
Andersen, Lori; Cross, Tracy L.
2014-01-01
Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2)…
Tcheang, Lili
2014-01-01
Cultural differences have been shown across a number of different cognitive domains from vision, language, and music. Mathematical cognition is another domain that is an integral part of modern society and because there are a fixed number of ways in which many math operations can be performed, it is also an apposite tool for cultural comparisons. This discussion examines the literature on mathematical processing in accordance with culture, summarizing the brain regions involved across various mathematical tasks. In doing so, we provide a clear picture of the anatomical similarities and differences between cultures when performing different math tasks. This information is useful to explore the possibility of enhancement of mathematical skills, where different strategies may be applicable in accordance with culture. It also contributes to the evolutionary development of different math skills and the growing theory that anatomical and behavioral studies must account for the cultural identity of their sample. PMID:24090438
Numbers and Math. Beginnings Workshop.
ERIC Educational Resources Information Center
Gross, Fred E.; Elkind, CavidEpstein, Ann S.; Copley, Juanita V.; Haugen, Ginny; Haugen, Kirsten
2003-01-01
Presents five articles addressing numbers and math instruction for young children: "Math Talk with Young Children: One Parent's Experience" (Fred E. Gross); "How Children Build Their Understanding of Numbers" (David Elkind); "Early Math: It's More than Numbers" (Ann S. Epstein); "Assessing Mathematical Learning: Observing and Listening to…
Singapore Math: Place Value, Computation & Number Sense. [CD-ROM
ERIC Educational Resources Information Center
Chen, Sandra
2008-01-01
"Singapore Math: Place Value, Computation & Number Sense" is a six-part presentation on CD-ROM that can be used by individual teachers or an entire school. The author takes primary to upper elementary grade teachers through place value skills with each of the computational operations: addition, subtraction, multiplication, and division. She gives…
Measuring Math Growth: Implications for Progress Monitoring. Research Brief 5
ERIC Educational Resources Information Center
Alonzo, Julie; Irvin, P. Shawn
2013-01-01
Achievement growth in math is often framed in the context of monitoring student progress within a Response to Intervention (RTI) approach to teaching and learning. In this research brief we report on a study that examined initial status and within-year growth for fourth grade students who received short progress-monitoring assessments in math…
"Lettuce" Learn Math: Teaching Mathematics with Seeds and Centimeters
ERIC Educational Resources Information Center
Rickard, Laura N.; Wilson, Colette
2006-01-01
"Lettuce Learn Math" is an interdisciplinary program that has effectively linked a small-scale agricultural production system to a sixth-grade mathematics and science curriculum. The mathematical concepts and skills, including measurement and geometry, taught in this project met and often exceeded the standards set by New York state for…
The Predictive Utility of Kindergarten Screening for Math Difficulty
ERIC Educational Resources Information Center
Seethaler, Pamela M.; Fuchs, Lynn S.
2010-01-01
This study examined the reliability, validity, and predictive utility of kindergarten screening for risk for math difficulty (MD). Three screening measures, administered in September and May of kindergarten to 196 students, assessed number sense and computational fluency. Conceptual and procedural outcomes were measured at end of first grade, with…
States Raise Proficiency Standards in Math and Reading
ERIC Educational Resources Information Center
Peterson, Paul E.; Ackerman, Matthew
2015-01-01
Since No Child Left Behind (NCLB) was enacted into federal law in 2002, states have been required to test students in grades 3 through 8 and again in high school to assess math and reading achievement. The federal law also asks states to establish the performance level students must reach on the exams in order to be identified as…
Chronic Noncorrespondence between Elementary Math Curricula and Arithmetic Tests.
ERIC Educational Resources Information Center
Shriner, James; Salvia, John
1988-01-01
Two mathematics curricula ("Distar Arithmetic" and "Scott Foresman Mathematics" and two arithmetic tests ("KeyMath" and the "Iowa Tests of Basic Skills" for grades one-three were examined for correspondence of content and types of learning required. A consistent lack of content correspondence was found among curricula and tests at all levels.…
Middle School Math. What Works Clearinghouse Topic Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2007
2007-01-01
The What Works Clearinghouse (WWC) reviewed interventions to promote middle school students' math knowledge and skills. Because there is some variation in how school districts organize middle school, we considered curricula aimed at students in grades 6 through 9, covering one or more of the following content areas: numbers and operations,…
The Effects of Math Intervention on Student Achievement
ERIC Educational Resources Information Center
Ulichnie, Staci
2015-01-01
Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their "Not Met" PASS scores from their 3rd grade year. A survey assessing student attitudes…
Doubling Up: Intensive Math Instruction and Educational Attainment
ERIC Educational Resources Information Center
Cortes, Kalena; Goodman, Joshua; Nomi, Takako
2013-01-01
The purpose of this research is to study the long-run impacts (i.e. on educational attainment) of a freshman math intervention called "double-dose algebra". The intervention was conducted in 2003 and 2004 within the Chicago Public Schools (CPS), a large, poor urban school district. In response to low passing rates in 9th grade algebra,…
ERIC Educational Resources Information Center
Perry, Rebecca R.; Finkelstein, Neal D.; Seago, Nanette; Heredia, Alberto; Sobolew-Shubin, Sandy; Carroll, Cathy
2015-01-01
Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. In spring 2015, WestEd administered surveys to understand the perspectives on Common Core State Standards-Mathematics (CCSS-M) implementation…
Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.
Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A
2015-12-01
The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. PMID:26518438
The Influence of Math Beliefs on Math Success in Introductory College Math Classes
ERIC Educational Resources Information Center
Loustalet, Joan
2009-01-01
This study examined the mathematics beliefs of students who attained mastery, as indicated by earning an A, in their introductory math class in fall, 2008. This study addressed the following research questions: do students who attain mastery in introductory college math courses differ in their math beliefs from students who pass introductory math…
ERIC Educational Resources Information Center
Dewsbury, Alison
The objective of the Easy Math Program is to give all students (not just those with mathematical talent) an intuitive grasp of the quantitative principles on which mathematics is based, so they will be able to execute its basic operations with insight, and move on to its higher concepts with confidence. The program approaches this objective by a…
ERIC Educational Resources Information Center
Hintz, Allison; Kazemi, Elham
2014-01-01
By simply asking students how they got the answer to a problem, math teachers can open the door to stimulating discussions in class. But how can they make sure those discussions promote mathematical understanding? Allison Hintz and Elham Kazemi explain that teachers need to know what the goal is for a discussion and plan accordingly. The authors…
ERIC Educational Resources Information Center
Burns, Marilyn
2007-01-01
Everyday, people face situations that call for adding, subtracting, multiplying, or dividing, and at least half of the time, these calculations are accomplished without the use of pen, paper, or calculators. Because figuring "in your head" is such an important life skill, it should have a regular role in classroom math teaching. This article…
ERIC Educational Resources Information Center
Schoenfeld, Alan H.
2004-01-01
During the 1990s, the teaching of mathematics became the subject of heated controversies known as the math wars. The immediate origins of the conflicts can be traced to the "reform" stimulated by the National Council of Teachers of Mathematics' "Curriculum and Evaluation Standards for School Mathematics." Traditionalists fear that reform-oriented,…
ERIC Educational Resources Information Center
Drum, Jean, Ed.
1993-01-01
This theme issue discusses education of gifted students in the areas of math and science. The issue contains several articles, an editorial, a program description, and a profile of an educator. "Our Most Important Investment for the Future: The Education of Our Youth" (Marian C. Diamond) describes educational programs of the Lawrence Hall of…
ERIC Educational Resources Information Center
Blum, Christopher O.
2002-01-01
Asserts that when college mathematics is taught as one of the liberal arts, Euclid's Elements of Geometry, which is one of the oldest math textbooks, may still be the best, because it helps students understand what is "lovely about mathematics". Suggests that "Elements of Geometry" promotes the mental exercise that comes from careful reading and…
ERIC Educational Resources Information Center
Thompson, Quentin
2011-01-01
The March issue of "Mathematics Teaching" included an article by Alice Onion about Bowland Maths, focussing on the nature and use of the Professional Development modules that the Bowland Trust has developed--there are now seven such CPD modules on the Bowland website. The article also mentioned that the Bowland Trust had recently conducted a…
ERIC Educational Resources Information Center
Steele, Barbara
1977-01-01
Describes instances of sexism found in six widely used elementary math textbooks. Research methodology involved analysis of all word problems and pictures of human figures in the texts. Recommendations for combating sexism within the schools are presented. Available from: P.O. Box 10085, Eugene, Oregon 97401. (Author/DB)
ERIC Educational Resources Information Center
McIntosh, Ronald D.
2008-01-01
Professional learning communities (PLCs) are designed to increase and improve the time teachers spend working with one another planning curriculum for mathematics, reading, writing, history, English, and other disciplines offered by their school. These meetings help to improve test scores in math and English. Teachers have coupled their subject…
ERIC Educational Resources Information Center
Kuhn, Matt; Dempsey, Kathleen
2011-01-01
In 1999, Richard Lee Colvin published an article in "The School Administrator" titled "Math Wars: Tradition vs. Real-World Applications" that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the…
MATHCOUNTS School Handbook: Math Is Not a Spectator Sport, '98-'99.
ERIC Educational Resources Information Center
MATHCOUNTS Foundation, Alexandria, VA.
MATHCOUNTS is a national coaching and competition program designed to stimulate 7th- and 8th-grade students' interest and achievement in mathematics. Teachers and volunteers coach students beginning each fall and continuing throughout the year. Participating schools can select individuals or four-person teams to compete in on-site competitions.…
How Minimal Grade Goals and Self-Control Capacity Interact in Predicting Test Grades
ERIC Educational Resources Information Center
Bertrams, Alex
2012-01-01
The present research examined the prediction of school students' grades in an upcoming math test via their minimal grade goals (i.e., the minimum grade in an upcoming test one would be satisfied with). Due to its significance for initiating and maintaining goal-directed behavior, self-control capacity was expected to moderate the relation between…
The result of Venus Orbit Insertion of Akatsuki on December 7th, 2015
NASA Astrophysics Data System (ADS)
Sugiyama, K. I.; Nakamura, M.; Imamura, T.; Ishii, N.; Abe, T.; Kawakatsu, Y.; Hirose, C.; Satoh, T.; Suzuki, M.; Ueno, M.; Yamazaki, A.; Iwagami, N.; Watanabe, S.; Taguchi, M.; Fukuhara, T.; Takahashi, Y.; Yamada, M.; Imai, M.; Ohtsuki, S.; Uemizu, K.; Hashimoto, G. L.; Takagi, M.; Matsuda, Y.; Ogohara, K.; Sato, N.; Kasaba, Y.; Kouyama, T.; Hirata, N.; Nakamura, R.; Yamamoto, Y.; Horinouchi, T.; Yamamoto, M.; Hayashi, Y. Y.; Nakatsuka, J.; Kashimura, H.; Sakanoi, T.; Ando, H.; Murakami, S. Y.; Sato, T.; Takagi, S.; Nakajima, K.; Peralta, J.; Lee, Y. J.
2015-12-01
Japan launched Venus Climate Orbiter 'Akatsuki' (JAXA's mission code name: PLANET-C) to observe the dynamics of the Venus atmosphere globally and clarify the mechanism of the atmospheric circulation. The launch was on May 21st , 2010 from the Tanegashima Space Center. The cruise to Venus was smooth, however, the first Venus Orbit Insertion (VOI) trial on December 7th, 2010 tuned out to be a failure. Later Akatsuki has been orbiting the sun. Fortunately we keep the spacecraft in a healthy condition and surprisingly we have found another chance to let this spacecraft to meet Venus in 2015. Next VOI trial will be done on December 7th, 2015 and we report the result of this operation at this AGU meeting. This mission is planed to answer the question described below. The radius of the Earth and Venus are almost the same. In addition the radiation from the sun is also almost the same. The climates of these planets, however, are much different. For example, the strong zonal wind is observed on Venus with the period of 4 days, where Venus rotates westward with the period of 243 days. The wind speed is about 100 m s-1. This is called super rotation. We will investigate from data from Akatsuki what attributes to the difference of the climates between Earth and Venus. AKATSUKI was designed for remote sensing from an equatorial, elliptical orbit to tract the atmospheric motion at different altitudes using 5 cameras (3xIR, UV, Visible) and by the radio occultation technique. The first VOI has failed due to a malfunction of the propulsion system. The check valve between the helium tank and the fuel tank was blocked by an unexpected salt formation during the cruising from the Earth to Venus. As a result the main engine (orbital maneuvering engine, OME) became oxidizer-rich and fuel-poor condition, which led to an abnormal combustion in the engine with high temperature, and finally the engine was broken. We decide to use RCS thrusters for Trajectory Control Maneuvers' (TCMs) and
Beginning school math competence: minority and majority comparisons.
Entwisle, D R; Alexander, K L
1990-04-01
This article uses a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade. These 2 aspects of math ability respond differently to environmental resources, with math concepts (reasoning) much more responsive to family factors before formal schooling begins than is computation. In this sample, blacks and whites are equivalent in terms of computational and verbal skills as measured by the California Achievement Test at the start of grade 1. However, there is a significant difference of about a quarter of a standard deviation favoring whites over blacks in terms of math concepts (reasoning skills). Both black and white children of all socioeconomic levels respond to parents' psychological resources: net of ability or other factors, children score higher if parents expect them to do well. Socioeconomic resources in the home also help both groups. In particular, the parent being a high school graduate as opposed to a dropout is important. When parents' material and psychological resources are taken into account, family configuration (solo motherhood vs. other types) has no discernible effects on either type of math performance. PMID:2344782
ERIC Educational Resources Information Center
Abakwue, Chimaeze Ikechi
2011-01-01
The purpose of this study was to determine if there were a significant difference in math and reading academic achievement scores between eighth-grade students attending year-round calendar schools and eighth-grade students attending traditional calendar schools based on the TCAP. In addition, this study investigated math and reading achievement…
ERIC Educational Resources Information Center
Pane, Natalia E.
2014-01-01
This report shows significant gains in math achievement by Hispanic fourth- and eighth-graders across the nation--the equivalent of one grade level in the last ten years (2003-3013). Using data from the National Assessment of Educational Progress, Child Trends reviewed and compared fourth and eighth grade math scores in the nation, states, large…
ERIC Educational Resources Information Center
Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard
2014-01-01
The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores, interest and effort in math, parental education) are predicted by classroom composition and teachers' classroom management. Based on a representative sample of 31,038…
Math and science motivation: A longitudinal examination of the links between choices and beliefs.
Simpkins, Sandra D; Davis-Kean, Pamela E; Eccles, Jacquelynne S
2006-01-01
This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record data. Results indicated youths' math and science activity participation predicted their expectancies and values, which, in turn, predicted the number of high school courses above the predictive power of grades. Although there were mean-level differences between boys and girls on some of these indicators, relations among indicators did not significantly differ by gender. PMID:16420119
ERIC Educational Resources Information Center
Hughes, Jan N.; Chen, Qi; Thoemmes, Felix; Kwok, Oi-man
2010-01-01
The association between grade retention in first grade and passing the third grade state accountability tests, the Texas Assessment of Knowledge and Skills (TAKS) reading and math, was investigated in a sample of 769 students who were recruited into the study when they were in first grade. Of these 769 students, 165 were retained in first grade…
Meeting report from the 7th International Melanoma Congress, Sydney, November, 2010.
Hersey, P; Smalley, K S M; Weeraratna, A; Bosenberg, M; Zhang, X D; Haass, N K; Paton, E; Mann, G; Scolyer, R A; Tüting, T
2011-02-01
The 2010 7th International Melanoma Congress sponsored by the Society for Melanoma Research and held in Sydney, Australia, was held together with the International Melanoma and Skin Cancer Centers group and the International Melanoma Pathology Study Group. As a consequence, there were over 900 registrants that included a wide range of clinicians (surgeons, medical oncologists, dermatologists) specialising in the management of melanoma as well as scientists and students carrying out laboratory-based research in melanoma. There was a general consensus that this grouping of clinicians, pathologists and scientists was mutually advantageous and plans are afoot to continue this grouping in future meetings. The meeting was dominated by the advances being made in treatment of melanoma with selective BRAF inhibitors but interest in epithelial mesenchymal transition and phenotypic changes in melanoma was apparent in many of the talks. The authors have attempted to capture many of the new developments in melanoma research but apologize to those speakers and poster presenters who had equally important findings not captured in these summaries. PMID:21232023
PREFACE: Proceedings of the 7th International LISA Symposium, Barcelona, Spain, 16-20 June 2008
NASA Astrophysics Data System (ADS)
Lobo, Alberto; Sopuerta, Carlos F.
2009-07-01
In June 2006 the LISA International Science Team (LIST) accepted the bid presented by the Institut d'Estudis Espacials de Catalunya (IEEC) to host the 7th International LISA Symposium. This was during its 11th meeting at the University of Maryland, just before the 6th edition of the Symposium started in NASA's Goddard Space Flight Center. The 7th International LISA Symposium took place at the city of Barcelona, Spain, from 16-20 June 2008, in the premises of CosmoCaixa, a modern Science Museum located in the hills near Tibidabo. Almost 240 delegates registered for the event, a record breaking figure compared to previous editions of the Symposium. Many of the most renowned world experts in LISA, Gravitational Wave Science, and Astronomy, as well as Engineers, attended LISA 7 and produced state-of-the-art presentations, while everybody benefited from the opportunity to have live discussions during the week in a friendly environment. The programme included 31 invited plenary lectures in the mornings, and 8 parallel sessions in the afternoons. These were classified into 7 major areas of research: LISA Technology, LISA PathFinder, LISA PathFinder Data Analysis, LISA Data Analysis, Gravitational Wave sources, Cosmology and Fundamental Physics with LISA and Other Gravitational Wave Detectors. 138 abstracts for communications were received, of which a selection was made by the session convenors which would fit time constraints. Up to 63 posters completed the scientific programme. More details on the programme, including some of the talks, can be found at the Symposium website: http://www.ice.cat/research/LISA_Symposium. There was however a remarkable add-on: Professor Clifford Will delivered a startling presentation to the general public, who completely filled the Auditori—the main Conference Room, 320 seats—and were invited to ask questions to the speaker who had boldly guided them through the daunting world of Black Holes, Waves of Gravity, and other Warped Ideas of
Boston Edison and LG&E win 7th annual substation design contest
Beaty, W.
1996-07-01
Boston`s Edison`s Network Station 53 won First Place in the engineering/operations category of Electric Light & Power`s 7th annual substation design contest. Station 53 also took Second Place in the aesthetic design category. Boston Edison is no stranger to the contest, having won top honors in the aesthetic category in the very first contest in 1990. That same year, Boston took Second Place in engineering/operations design and Third Place in aesthetic design. Station 53 occupies a 12,074-square-foot site in the heart of the Boston financial district. It replaces an existing station where the land was required for Boston`s Central Artery project. Great care was taken to ensure that Station 53 would blend into the cityscape and be pleasing to the eye. The architectural treatment was designed by the Boston Anderson-Nichols & Company Inc., in cooperation with the Boston Redevelopment Authority. The latest in engineering technology was utilized to guarantee reliability, maintain the highest service quality and provide capacity for future load growth in the downtown area. Station 53 is supplied by two underground 115-kV pipe-type transmission cables. Unattended and remotely operated, Station 53 has the capability of sectionalizing the 115-kV power supply by remote control to isolate the faulted sections.
All Students Need Advanced Mathematics. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…
Publications of Proceedings for the RF 2005 7th Workshop on High Energy Density and High Power RF
Luhmann, Jr, N C
2006-01-01
The University of California, Davis hosted the High Energy Density and High Power RF 7th Workshop on High Energy Density and High Power RF in Kalamata, Greece, 13-17 June, 2005. The Proceedings cost was supported by these funds from the U.S. Department of Energy. The Proceedings was published through the American Institute of Physics.
NASA Technical Reports Server (NTRS)
Glaese, John R.; Tobbe, Patrick A.
1986-01-01
The Space Station Mechanism Test Bed consists of a hydraulically driven, computer controlled six degree of freedom (DOF) motion system with which docking, berthing, and other mechanisms can be evaluated. Measured contact forces and moments are provided to the simulation host computer to enable representation of orbital contact dynamics. This report describes the development of a generalized math model which represents the relative motion between two rigid orbiting vehicles. The model allows motion in six DOF for each body, with no vehicle size limitation. The rotational and translational equations of motion are derived. The method used to transform the forces and moments from the sensor location to the vehicles' centers of mass is also explained. Two math models of docking mechanisms, a simple translational spring and the Remote Manipulator System end effector, are presented along with simulation results. The translational spring model is used in an attempt to verify the simulation with compensated hardware in the loop results.
Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.
2015-01-01
Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID
WWW.com: A Brief Intervention to Bolster a 5th Grader's Regrouping Skills in Math
ERIC Educational Resources Information Center
Waugh, Matthew; Harrison, Gina L.
2014-01-01
This study examined the efficacy of a brief math intervention using cognitive behaviour instruction (CBI) supplemented by a mnemonic cue system for a 5th grade student with math computation and fluency difficulties. Regrouping operations in addition and subtraction were the targeted skills. Curriculum-based measurements were conducted at the end…
ERIC Educational Resources Information Center
National Center for Education Evaluation and Regional Assistance, 2009
2009-01-01
Many U.S. children start school with weak math skills, and children from poor households lag behind those from affluent ones. These differences grow over time, resulting in substantial differences in math achievement by the time students reach grade 4. The federal Title I program provides financial assistance to schools with a high number or…
ERIC Educational Resources Information Center
What Works Clearinghouse, 2015
2015-01-01
In the 2014 study, "The Effects of Math Video Games on Learning," researchers examined the impacts of math video games on the fractions knowledge of 1,468 sixth-grade students in 23 schools. The video games focused on fractions concepts including: whole units, numerator and denominator, understanding the number line, fractions…
ERIC Educational Resources Information Center
Henning, Mark C.
2007-01-01
The main objective of this study was to gauge preparedness in math with achievement in first semester math for the fall 2005 intake of Manufacturing Sciences Division post-secondary program students. The data used to measure this level of preparedness was gleaned from students' high school Grade 12 (new and old curriculum) or Ontario Academic…
ERIC Educational Resources Information Center
Kercood, Suneeta; Grskovic, Janice A.; Lee, David L.; Emmert, Stacey
2007-01-01
This study evaluated the effectiveness of fine motor physical activity with tactile stimulation during two conditions of math problem solving, visual and auditory. Eight 4th and 5th grade students with attention problems participated. Using an alternating treatments design, students solved as many math story problems as they could, presented on…
ERIC Educational Resources Information Center
Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S.
2015-01-01
This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…
PREFACE: 7th International Conference on Applications of Physics in Financial Analysis
NASA Astrophysics Data System (ADS)
Takayasu, M.; Watanabe, T.; Ikeda, Y.; Takayasu, H.
2010-04-01
This volume contains contributed papers from the 7th international conference on 'Applications of Physics in Financial Analysis (APFA)' held at Tokyo on 1-5 March 2009. The conference was organized jointly by Tokyo Institute of Technology and Hitotsubashi University with support from the Research Institute of Economy, Trade, and Industry (RIETI), Physical Society of Japan, Japanese Economic Association, Information Processing Society of Japan, Japanese Society for Artificial Intelligence, and Japan Association for Evolutionary Economics. The first APFA conference (APFA1) was held in 1999 at Dublin, followed by APFA2 at Liege in 2000, APFA3 at London in 2001, APFA4 at Warsaw in 2003, APFA5 at Torino in 2006, and APFA6 at Lisbon in 2007. The 7th APFA conference, which is the first meeting held outside Europe, was attended by 223 researchers in physics and economics from 23 countries world-wide. In keeping with past APFA conferences, we paid special attention to issues in financial markets, which turned out to be very timely. The conference was held in March 2009, in the middle of the global financial crisis that originally started in the US and spread quickly to every corner of the world. The topic of the conference is 'New Approaches to the Analysis of Large Scale Business and Economic data'. The rapid development of information and communication technology has enabled financial/non-financial firms to keep detailed records of their business activities in the form of, for example, tick-by-tick data in financial markets, point-of-sale (POS) data on individual household's purchasing activity, and interfirm network data describing relationships among firms in terms of suppliers/customers transactions and ownerships. This growth in the scope and amount of business data available to researchers has led to a far-reaching expansion in research possibilities. Researchers not only in social sciences but also in physics, mathematics, and information sciences have recently
PREFACE: 7th International Conference on Modern Practice in Stress and Vibration Analysis
NASA Astrophysics Data System (ADS)
Barton, J.
2009-07-01
The proceedings contain the papers presented at the 7th International Conference on Modern Practice in Stress and Vibration Analysis. The collection of papers represents the range of activities that are carried out to understand the functionality of engineering systems and structures through stress/strain based evaluation and dynamic response. The scope is broad and covers theoretical studies, modelling and experimental evaluations. Many of the papers cover integration techniques and approaches to better understanding of system performance and failure. All of the papers have been peer reviewed by at least two experts and represent the state of the art of research in this area. The conference is the seventh in the series, following on from previous conferences in Bath, Glasgow, Nottingham, Dublin, Sheffield and Liverpool. Although based in the British Isles the conference has a truly international flavour with offerings from 22 countries. The conference is organised by the Institute of Physics Applied Mechanics Group (formerly the Stress and Vibration Group). It incorporates activities associated with the British Society for Strain Measurement including the Measurements Lecture, the EMex Exhibition and the Young Stress Analyst Competition. The organising committee is grateful for the support of all of the authors, the scientific committee and keynote speakers who played a significant role in the review process, to John Edwards who was instrumental in managing the paper review and submission process, Dawn Stewart and Claire Garland of the Institute of Physics for organising the conference, social programme and registration and Biana Gale of the British Society for Strain Measurement for organising the Exhibition. The organising committee is also grateful to the sponsors of the conference for their kind support and to the co-sponsors for distributing information on the conference. Professor Janice Barton Professor of Experimental Mechanics University of Southampton
PREFACE: 7th International Conference on Modern Practice in Stress and Vibration Analysis
NASA Astrophysics Data System (ADS)
Dulieu-Barton, J. M.
2009-07-01
The proceedings contain the papers presented at the 7th International Conference on Modern Practice in Stress and Vibration Analysis. The collection of papers represents the range of activities that are carried out to understand the functionality of engineering systems and structures through stress/strain based evaluation and dynamic response. The scope is broad and covers theoretical studies, modelling and experimental evaluations. Many of the papers cover integration techniques and approaches to better understanding of system performance and failure. All of the papers have been peer reviewed by at least two experts and represent the state of the art of research in this area. The conference is the seventh in the series, following on from previous conferences in Bath, Glasgow, Nottingham, Dublin, Sheffield and Liverpool. Although based in the British Isles the conference has a truly international flavour with offerings from 22 countries. The conference is organised by the Institute of Physics Applied Mechanics Group (formerly the Stress and Vibration Group). It incorporates activities associated with the British Society for Strain Measurement including the Measurements Lecture, the EMex Exhibition and the Young Stress Analyst Competition. The organising committee is grateful for the support of all of the authors, the scientific committee and keynote speakers who played a significant role in the review process, to John Edwards who was instrumental in managing the paper review and submission process, Dawn Stewart and Claire Garland of the Institute of Physics for organising the conference, social programme and registration and Biana Gale of the British Society for Strain Measurement for organising the Exhibition. The organising committee is also grateful to the sponsors of the conference for their kind support and to the co-sponsors for distributing information on the conference. Professor Janice M Dulieu-Barton Professor of Experimental Mechanics University of
Massartu: The Observation of Astronomical Phenomena in Assyria (7th Century BC)
NASA Astrophysics Data System (ADS)
Fales, F. M.
2011-06-01
The term massartu is well attested in letters in cuneiform to and from the Neo-Assyrian court, written in the main in the 7th century BC. In itself, massartu is a general Akkadian term, meaning "watch, guard", but in the early 1st millennium BC it takes on two interesting semantic specializations, both of which are tied to the practical and political needs of the Assyrian empire. In astrological-astronomical terms, massartu denotes the wake, vigil, or watch for astronomical observations on the part of the court specialists: such a wake was required by the Assyrian king on a nightly basis, for the subsequent consultation of the vast compilation of omens called Enūma Anu Enlil, and the drawing of conclusions relating to the state of the empire and of the royal dynasty. Many interesting texts show us the workings of the massartu in the capital city Nineveh or in other cities of Mesopotamia. But massartu had also a wider meaning, "vigilance", which denoted the requirement, on the part of all the subjects of the king of Assyria, to keep their eyes and ears open, so as to be able to report to the king if anything untoward was taking place, whether in the capital city or in the most remote military outpost of the empire. Thus, in a way, the astrologers were expected to perform no more and no less than the collective duty of "vigilance" on behalf of the king-but with their eyes trained on the heavens, and in await for signs ultimately sent from the gods.
Kahaleh, Michel; Artifon, Everson LA; Perez-Miranda, Manuel; Gupta, Kapil; Itoi, Takao; Binmoeller, Kenneth F; Giovannini, Marc
2013-01-01
Endoscopic retrograde cholangiopancreatography (ERCP) has become the preferred procedure for biliary or pancreatic drainage in various pancreatico-biliary disorders. With a success rate of more than 90%, ERCP may not achieve biliary or pancreatic drainage in cases with altered anatomy or with tumors obstructing access to the duodenum. In the past those failures were typically managed exclusively by percutaneous approaches by interventional radiologists or surgical intervention. The morbidity associated was significant especially in those patients with advanced malignancy, seeking minimally invasive interventions and improved quality of life. With the advent of biliary drainage via endoscopic ultrasound (EUS) guidance, EUS guided biliary drainage has been used more frequently within the last decade in different countries. As with any novel advanced endoscopic procedure that encompasses various approaches, advanced endoscopists all over the world have innovated and adopted diverse EUS guided biliary and pancreatic drainage techniques. This diversity has resulted in variations and improvements in EUS Guided biliary and pancreatic drainage; and over the years has led to an extensive nomenclature. The diversity of techniques, nomenclature and recent progress in our intrumentation has led to a dedicated meeting on May 7th, 2011 during Digestive Disease Week 2011. More than 40 advanced endoscopists from United States, Brazil, Mexico, Venezuela, Colombia, Italy, France, Austria, Germany, Spain, Japan, China, South Korea and India attended this pivotal meeting. The meeting covered improved EUS guided biliary access and drainage procedures, terminology, nomenclature, training and credentialing; as well as emerging devices for EUS guided biliary drainage. This paper summarizes the meeting’s agenda and the conclusions generated by the creation of this consortium group. PMID:23538784
7th International Workshop on Microbeam Probes of Cellular Radiation Response
Brenner, David J.
2009-07-21
The extended abstracts that follow present a summary of the Proceedings of the 7th International Workshop: Microbeam Probes of Cellular Radiation Response, held at Columbia University’s Kellogg Center in New York City on March 15–17, 2006. These International Workshops on Microbeam Probes of Cellular Radiation Response have been held regularly since 1993 (1–5). Since the first workshop, there has been a rapid growth (see Fig. 1) in the number of centers developing microbeams for radiobiological research, and worldwide there are currently about 30 microbeams in operation or under development. Single-cell/single-particle microbeam systems can deliver beams of different ionizing radiations with a spatial resolution of a few micrometers down to a few tenths of a micrometer. Microbeams can be used to addressquestions relating to the effects of low doses of radiation (a single radiation track traversing a cell or group of cells), to probe subcellular targets (e.g. nucleus or cytoplasm), and to address questions regarding the propagation of information about DNA damage (for example, the radiation-induced bystander effect). Much of the recent research using microbeams has been to study low-dose effects and ‘‘non-targeted’’ responses such as bystander effects, genomic instability and adaptive responses. This Workshop provided a forum to assess the current state of microbeam technology and current biological applications and to discuss future directions for development, both technological and biological. Over 100 participants reviewed the current state of microbeam research worldwide and reported on new technological developments in the fields of both physics and biology.
PREFACE: 7th International Conference on Cooling & Heating Technologies (ICCHT 2014)
NASA Astrophysics Data System (ADS)
2015-09-01
The Kyoto protocol has initiated a pledge from almost all developing and developed countries to be committed to reducing CO2 emissions. Development of new renewable energy technologies are also of interest in this conference. Greenhouse gases have contributed to global warming and other man-made disasters. Cooling and Heating communities also have responsibilities towards the commitment of reducing the greenhouse gas emissions. In addition, depleting natural resources also act as a threat to the Cooling and Heating industries, causing them to develop highly efficient equipment and innovative technologies. The 1st International Conference on Cooling & Heating Technologies was held in Hanoi Vietnam (Jan. 2005). Whereas the 2nd, 3rd, 4th and 5th ICCHT conferences were held in Dalian, China (Jul. 2006), Tokyo, Japan (Jul. 2007), Jinhae, Korea (Oct. 2008) and Bandung, Indonesia (Dec. 2010) respectively. The 6th International Conference on Cooling & Heating Technologies (ICCTH2012) was held in Xi'an in China on November 9-12, 2012. It is our pleasure to welcome you to the 7th International Conference on Cooling & Heating Technologies (ICCTH2014) on 4th - 6th November 2014 at the Grand Dorsett Subang Hotel, Subang Jaya, Selangor Darul Ehsan, Malaysia The Theme of the Conference is ''Sustainability and Innovation in Heating & Cooling Technologies''. The sub-themes are:- • CO2 Reduction and Low Carbon Technologies • HVAC System and Natural Ventilation • Energy & Alternative Energy • Computational Fluid Dynamics • Low Temperature & Refrigeration Engineering In conjunction with the Conference, an Exhibition will be organized as an integral part of the Conference. Project experiences, product solutions, new applications and state-of-the art information will be highlighted.
Enhanced learning of proportional math through music training and spatial-temporal training.
Graziano, A B; Peterson, M; Shaw, G L
1999-03-01
It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music. PMID:10100200
Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring
Iuculano, Teresa; Chen, Lang
2015-01-01
Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. SIGNIFICANCE STATEMENT Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate
Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring.
Supekar, Kaustubh; Iuculano, Teresa; Chen, Lang; Menon, Vinod
2015-09-01
Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate
Math out of School: Families' Math Game Playing at Home
ERIC Educational Resources Information Center
Kliman, Marlene
2006-01-01
This study investigated the potential of an approach to involving families in regular integration of math into home life, addressing the following: When families are given math-related games unconnected with children's school, does what parents believe impact the extent to which their families play the games, and how do parents describe their…
Advanced Math: Closing the Equity Gap. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…
What Specific Preschool Math Skills Predict Later Math Achievement?
ERIC Educational Resources Information Center
Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine
2015-01-01
The widespread concern about mathematics achievement has drawn extensive research attention to what skills predict later academic achievement. There is clear and consistent evidence that math achievement at school entry is the strongest predictor of later school success and educational attainment. Early childhood math achievement can thus have…
Early Math Interest and the Development of Math Skills
ERIC Educational Resources Information Center
Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.
2012-01-01
Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…
Factors That Promote the Academic Success of African American Male Students in High School Math
ERIC Educational Resources Information Center
Allen, Tyrone J.
2014-01-01
Low performance of African American male students in high school math is an ongoing concern of Maryland's public schools. Because disproportionately large numbers of African American male students enroll in Algebra 2 in Grade 11, the use of early academic counseling to promote enrollment in Algebra 2 in Grade 9 and to increase self-regulation may…
No Child Left Behind...Except in Geography? GeoMath in Arizona Answers a Need
ERIC Educational Resources Information Center
Hinde, Elizabeth R.; Ekiss, Gale Olp
2005-01-01
It is no secret that language arts and math are the dominant features of the elementary curriculum. This is especially the case in Kindergarten through third grades. In many states, the thrust of the curriculum in the primary grades is on learning to read. After that, it is thought that students will then be able to read to learn. With that…
ERIC Educational Resources Information Center
Parke, Carol S.; Keener, Dana
2011-01-01
The purpose of this study is to compare multiple measures of mathematics achievement for 1,378 cohort students who attended the same high school in a district from 9th to 12th grade with non-cohort students in each grade level. Results show that mobility had an impact on math achievement. After accounting for gender, ethnicity, and SES, adjusted…
Using Assessment Data to Guide Math Course Placement of California Middle School Students
ERIC Educational Resources Information Center
Huang, Chun-Wei; Snipes, Jason; Finkelstein, Neal
2016-01-01
Middle school math placement and progression are topics that are part of an active policy and practice discussion in California and elsewhere. Beginning in the 2008/09 school year, California's State Board of Education recommended that students complete algebra I by the end of grade 8. Between 2003 and 2009 the proportion of grade 8 students…
Effect of Focused Vocabulary Instruction on 7th Graders' Reading Comprehension
ERIC Educational Resources Information Center
Horn, Mary; Feng, Jianhua
2012-01-01
This study reports an investigation on the effects of directed vocabulary and whole class instruction on improving students' vocabulary acquisition and reading comprehension. Fifty-eight seventh grade students participated in the study, and a pre-test/post-test experimental design was employed. The results did not indicate any statistically…
RIEGLE-CRUMB, CATHERINE
2010-01-01
Using new national data from Adolescent Health and Academic Achievement (AHAA), this article examines high school math patterns for students of different race-ethnicity and gender. Compared with white males, African American and Latino males receive lower returns from taking Algebra I during their freshman year, reaching lower levels of the math course sequence when they begin in the same position. This pattern is not explained by academic performance, and, furthermore, African American males receive less benefit from high math grades. Lower returns are not observed for minority female students, suggesting that more attention to racial-ethnic inequality in math among male students is needed. PMID:20574544
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
Price, Gavin R.; Fuchs, Lynn S.
2016-01-01
This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd- grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1–9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test. PMID:26859564
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.
Price, Gavin R; Fuchs, Lynn S
2016-01-01
This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd-grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1-9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test. PMID:26859564
NASA Astrophysics Data System (ADS)
Meng, Ellis; Takayama, Shuichi
2014-03-01
In this special section of Journal of Micromechanics and Microengineering are a collection of the best microengineering papers presented at the 7th International Conference on Microtechnologies in Medicine and Biology (MMB 2013) which took place in the seaside town of Marina del Rey, California, USA on 10-12 April, 2013. During the 3-day conference, participants enjoyed talks from 6 invited keynote speakers and 125 flash oral/poster presentations. The MMB conference is a biennial meeting with the primary purpose of fostering interactions between biologists and medical researchers, clinicians, chemists, physicists and engineers to enhance and strengthen the potential microtechnologies that will revolutionize the fields of medicine and biological sciences. The conference possesses a unique format where all poster presenters provide a brief 60 s oral presentation highlighting their research. This format was devised to provide training and exposure for young researchers, especially PhD students and postdocs, in the field and stimulate interdisciplinary exchanges. Therefore, MMB provides an intimate intellectual venue the facilitate discussions and collaborations to advance new research tools and technologies for medicine and biological sciences. The MMB conference series was co-founded by Professor David Beebe (University of Wisconsin—Madison) and Professor André Dittmar (University of Lyon) and was the first international meeting to provide a forum focusing on emerging applications of microtechnologies to unmet needs in medicine and biology. The series was held for the first time in 2000, in Lyon, France and followed by Madison, USA (2002), Oahu Island in Hawaii, USA (2005), Okinawa, Japan (2006), Québec City, Canada (2009), Lucerne, Switzerland (2011), and Marina del Rey, USA (2013). The next conference will be held in Seoul, Korea in 2015. This collection of articles highlights recent progress in microtechnologies with medical and biological applications. We are
FOREWORD: 7th Symposium on Vacuum-based Science and Technology (SVBST2013)
NASA Astrophysics Data System (ADS)
Gulbiński, W.
2014-11-01
These are the proceedings of the 7th Symposium on Vacuum based Science and Technology organized in Kołobrzeg (PL) on November 19-21, 2013 by the Institute of Technology and Education, Koszalin University of Technology and the Clausius Tower Society under auspices of the Polish Vacuum Society (PTP) and the German Vacuum Society (DVG) and in collaboration with the BalticNet PlasmaTec and the Society of Vacuum Coaters (SVC). It was accompanied by the 12-th Annual Meeting of the German Vacuum Society. The mission of the Symposium is to provide a forum for presentation and exchange of expertise and research results in the field of vacuum and plasma science. After already six successful meetings organized alternately in Poland and Germany our goal is to continue and foster cooperation within the vacuum and plasma science community. This year, the Rudolf-Jaeckel Prize, awarded by the DVG for outstanding achievements in the field of vacuum based sciences, was presented to Dr Ute Bergner, president of the VACOM Vakuum Komponenten & Messtechnik GmbH and a member of our community. The full-day course organized in the framework of the Educational Program by the Society of Vacuum Coaters (SVC) and entitled: An Introduction to Physical Vapor Deposition (PVD) Processes was held on November 18, 2013 as a satellite event of the Symposium. The instructor was Prof. Ismat Shah from Delaware University (US). The Clausius Session, already traditionally organized during the Symposium was addressed this year to young generation. We invited our young colleagues to attend a series of educational lectures reporting on achievements in graphene science, scanning probe microscopy and plasma science. Lectures were given by: Prof. Jacek Baranowski from the Institute of Electronic Materials Technology in Warsaw, Prof. Teodor Gotszalk from the Wroclaw University of Technology and Prof. Holger Kersten from the Christian Albrechts University in Kiel. The Symposium was accompanied by an industry
ERIC Educational Resources Information Center
Rinetti, Carolyn
This lesson plan, featuring the epic, "Beowulf," employs the introduction-quotation exchange to monitor student comprehension while reading the epic. A second exercise, also dealing with reading comprehension, requires students to keep an historical evidence journal and fill out an historical evidence chart. The lesson plan features a hero's…
Developing Future Mathematicians: Math Circles
ERIC Educational Resources Information Center
Sheperd, Paul; Sakashita, Sue Savage
2009-01-01
Typical middle and high school math curricula are template based, meaning the use of standardized methods to solve mathematical problems as examples on which to base other problem solving. Template based math instruction may help a student to pass tests; however, it is an insufficient way to develop mathematical thinking. Mathematicians are…
Math Fact Strategies Research Project
ERIC Educational Resources Information Center
Boso, Annie
2011-01-01
An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…
ERIC Educational Resources Information Center
Johnston, Scott
2012-01-01
The author has recently been experimenting with having students work at a set of six blackboards mounted on the walls of a maths teaching space. In this article, he describes this project which he started because he had become impatient with, and aggravated by the usual setup of a maths teaching space. He had started to question why there are…
"Math Anxiety" Explored in Studies
ERIC Educational Resources Information Center
Sparks, Sarah D.
2011-01-01
Math problems make more than a few students--and even teachers--sweat, but new brain research is providing insights into the earliest causes of the anxiety so often associated with mathematics. Experts argue that "math anxiety" can bring about widespread, intergenerational discomfort with the subject, which could lead to anything from fewer…
ERIC Educational Resources Information Center
Staal, Nancy; Wells, Pamela J.
2011-01-01
Both writing and math require purposeful teaching. This article describes how one teacher discovered that she could teach math in a way that paralleled how she taught writing by researching what students know and then nudging them ahead to the next level of understanding. Just as effective writers employ creativity, perseverance, and revising,…
Oleanna Math Program Smorgasbord (I).
ERIC Educational Resources Information Center
Coole, Walter A.
This packet is a compilation of short units and quick review assignments used in the Oleanna Math Program at Skagit Valley College (Washington). This math program is taught in an auto-tutorial learning laboratory situation with programmed materials. Each unit of study is contained on a 5" by 8" card, which describes performance objectives,…
ERIC Educational Resources Information Center
Howe, Quincy
2006-01-01
In this article, the author relates how a math-assessment software has allowed his school to track the academic progress of its students. The author relates that in the first year that the software was deployed, schoolwide averages in terms of national standing on the math ITBS rose from the 42nd to 59th percentile. In addition, a significant…
ERIC Educational Resources Information Center
Mokashi, Neelima A.
2009-01-01
This article depicts the rewarding experience of creating mathematical environments for kindergarten and elementary students by focusing on one of the most important and often difficult-to-grasp concepts (fractions) through play methods incorporated into a math fair. The basic concept of a math fair is threefold: (1) to create preplanned,…
ERIC Educational Resources Information Center
IDRA Newsletter, 1998
1998-01-01
This newsletter theme issue includes six articles on improving math and science education, particularly for poor, Limited-English-Proficient (LEP), and female students. "Effective Math and Science Instruction--The Project Approach for LEP Students" (Joseph Vigil) describes how hands-on science projects can increase student motivation, drive math…
ERIC Educational Resources Information Center
Ready, Patricia M.
The life cycle of "new math" is fertile ground for the study of the diffusion of an innovation. New math arrived in 1958 to save the day for America after the Soviet Union launched Sputnik, the first successful space flight in 1957. In a period of 16 years an entire diffusion cycle was completed throughout the entire educational system of the…
ERIC Educational Resources Information Center
Congress of the U.S., Washington, DC. House.
The hearing reported in this document focuses on mathematics and science education at the K-12 grade levels. The hearing includes the opening statements of Representative Sherwood Boehlert, Chairman, Committee on Science, U.S. House of Representatives and Representative Ralph Hall, Ranking Minority Member, Committee on Science, U.S. House of…
Are Immigrants and Girls Graded Worse? Results of a Matching Approach
ERIC Educational Resources Information Center
Kiss, David
2013-01-01
Using Progress in International Reading Literacy Study 2001 and Programme for International Student Assessment 2003 data for Germany, this paper examines whether second-generation immigrants and girls are graded worse in math than comparable natives and boys, respectively. Once all grading-relevant characteristics, namely math skills and oral…
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…
ERIC Educational Resources Information Center
Stamper, John, Ed.; Pardos, Zachary, Ed.; Mavrikis, Manolis, Ed.; McLaren, Bruce M., Ed.
2014-01-01
The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…
ERIC Educational Resources Information Center
Checkley, Kathy
2006-01-01
For many students, the longer they are in school, the less they trust in their ability to do math and fail to see why math is important to know. How can middle and secondary school educators turn that tendency around? Teachers can explore how their colleagues are answering that question and improving math programs in grades 7-12 in this next…
7th Annual Symposium on Self-Monitoring of Blood Glucose (SMBG), May 8–10, 2014, Helsinki, Finland
Mlinac, Anita; Hinzmann, Rolf
2014-01-01
Abstract International experts in the fields of diabetes, diabetes technology, endocrinology, mobile health, sport science, and regulatory issues gathered for the 7th Annual Symposium on Self-Monitoring of Blood Glucose (SMBG). The aim of this meeting was to facilitate new collaborations and research projects to improve the lives of people with diabetes. The 2014 meeting comprised a comprehensive scientific program, parallel interactive workshops, and two keynote lectures. PMID:25211215
Friedman-Krauss, Allison H; Raver, C Cybele
2015-12-01
Children growing up in poverty have a higher likelihood of exposure to multiple forms of adversity that jeopardize their chances of academic success. The current paper identifies school mobility, or changing schools, as 1 such poverty-related risk. Using a sample of low-income, predominantly ethnic-minority children (n = 381) in Chicago, this study tests the hypothesis that repeatedly changing schools during the 5-year period between Head Start (preschool) and third grade is a potent predictor of children's math achievement in fourth grade and that children's cognitive dysregulation serves as a mechanism through which school mobility may negatively affect children's math achievement. Hierarchical linear models controlling for baseline child and family characteristics (including children's early math and dysregulation measured during Head Start) revealed an inverse relation between the number of times low-income children changed schools between preschool and third grade and children's math achievement on state standardized tests in fourth grade. Furthermore, frequently changing schools (3 or 4 school changes over the same time period) was positively associated with teacher-reported cognitive dysregulation in third grade and negatively associated with children's math achievement in fourth grade. Evidence for the role of children's cognitive dysregulation as a partial statistical mediator was found for the relation between frequently changing schools and math achievement, even after accounting for baseline risk. Results are discussed in terms of school policies, practices, and intervention strategies to prevent the disruptive and potentially stressful experiences of school mobility for young, low-income children. PMID:26436870
PREFACE: 7th International Conference on 3D Radiation Dosimetry (IC3DDose)
NASA Astrophysics Data System (ADS)
Thwaites, David; Baldock, Clive
2013-06-01
IC3DDose 2013, the 7th International Conference on 3D Radiation Dosimetry held in Sydney, Australia from 4-8 November 2012, grew out of the DosGel series, which began as DosGel99, the 1st International Workshop on Radiation Therapy Gel Dosimetry in Lexington, Kentucky. Since 1999 subsequent DoSGel conferences were held in Brisbane, Australia (2001), Ghent, Belgium (2004), Sherbrooke, Canada (2006) and Crete, Greece (2008). In 2010 the conference was held on Hilton Head Island, South Carolina and underwent a name-change to IC3DDose. The aim of the first workshop was to bring together individuals, both researchers and users, with an interest in 3D radiation dosimetry techniques, with a mix of presentations from basic science to clinical applications, which has remained an objective for all of the meetings. One rationale of DosGel99 was stated as supporting the increasing clinical implementation of gel dosimetry, as the technique appeared, at that time, to be leaving the laboratories of gel dosimetry enthusiasts and entering clinical practice. Clearly by labelling the first workshop as the 1st, there was a vision of a continuing series, which has been fulfilled. On the other hand, the expectation of widespread clinical use of gel dosimetry has perhaps not been what was hoped for and anticipated. Nevertheless the rapidly increasing demand for advanced high-precision 3D radiotherapy technology and techniques has continued apace. The need for practical and accurate 3D dosimetry methods for development and quality assurance has only increased. By the 6th meeting, held in South Carolina in 2010, the Conference Scientific Committee recognised the wider developments in 3D systems and methods and decided to widen the scope, whilst keeping the same span from basic science to applications. This was signalled by a change of name from 'Dosgel' to 'IC3DDose', a name that has continued to this latest conference. The conference objectives were: to enhance the quality and accuracy of
Enhancing Mathematical Communication for Virtual Math Teams
ERIC Educational Resources Information Center
Stahl, Gerry; Çakir, Murat Perit; Weimar, Stephen; Weusijana, Baba Kofi; Ou, Jimmy Xiantong
2010-01-01
The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…
Destination Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2009
2009-01-01
"Destination Math" is a series of computer-based curricula designed to be used for at least 90 minutes a week. Featuring sequenced, prescriptive, step-by-step instruction, "Destination Math" is designed for the development of fluency in critical skills, math reasoning, conceptual understanding, and problem-solving skills. Intermediate Math (grades…
Accelerating Math Development in Head Start Classrooms.
ERIC Educational Resources Information Center
Arnold, David H.; Fisher, Paige H.; Doctoroff, Greta L.; Dobbs, Jennifer
2002-01-01
Teachers implemented a 6-week classroom intervention designed to promote emergent math skills and math interest in preschool-aged children. After the program, experimental children scored significantly higher than control children on a standardized test of math ability and enjoyed math activities more than the control children, as measured by both…
Motivating Students in Math Using Cooperative Learning.
ERIC Educational Resources Information Center
Bernero, Jacqueline
In many elementary classrooms, math tends to be individualized work with repetitive paper-and-pencil assignments. This research project attempted to generate more interest in math, reduce math anxiety, and make math more enjoyable for students. Through the use of cooperative learning, students practiced and developed social skills needed to…
Math Branding in a Community College Library
ERIC Educational Resources Information Center
Brantz, Malcolm; Sadowski, Edward B.
2010-01-01
As a strategy to promote the Arapahoe Community College Library's collections and services, the Library undertook to brand itself as a math resource center. In promoting one area of expertise, math was selected to help address the problem of a large portion of high school graduates' inability to work at college-level math. A "Math Saturday"…
Addressing Math Anxiety in the Classroom
ERIC Educational Resources Information Center
Finlayson, Maureen
2014-01-01
In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…
Tips for Teaching Math to Elementary Students
ERIC Educational Resources Information Center
Scarpello, Gary
2010-01-01
Since most elementary school teachers do not hold a degree in mathematics, teaching math may be a daunting task for some. Following are a few techniques to help make teaching and learning math easier and less stressful. First, know that math is a difficult subject to teach--even for math teachers. The subject matter itself is challenging. Second,…
ERIC Educational Resources Information Center
Feng, Chengde
1992-01-01
Fourteen mathematics problems from the 1987 Chinese Primary School Mathematics Examination for fifth and sixth grade students are presented. The word problems, accompanied by answers, involve algebra, division, ratios, areas, and other mathematical processes. (JDD)
Hughes, Jan N.; Chen, Qi; Thoemmes, Felix; Kwok, Oi-man
2010-01-01
The association between grade retention in first grade and passing the third grade state accountability tests, the Texas Assessment of Knowledge and Skills (TAKS) reading and math, was investigated in a sample of 769 students who were recruited into the study when they were in first grade. Of these 769 students, 165 were retained in first grade and 604 were promoted. Using propensity matching, we created five imputed datasets (average N=321) in which promoted and retained students were matched on 67 comprehensive covariates. Using GEE models, we obtained the association between retention and passing the 3rd grade TAKS reading and math tests. The positive association between retention and math scores was significant while the association was marginally significant for reading scores. PMID:20628547
PREFACE: XTOP 2004 -- 7th Biennial Conference on High Resolution X-Ray Diffraction and Imaging
NASA Astrophysics Data System (ADS)
Holý, Vaclav
2005-05-01
The 7th Biennial Conference on High Resolution X-Ray Diffraction and Imaging (XTOP 2004) was held in the Prague suburb of Pruhonice, Czech Republic, during 7-10 September 2004. It was organized by the Czech and Slovak Crystallographic Association in cooperation with the Institute of Physics, Academy of Sciences of the Czech Republic, Prague, Masaryk University, Brno, and Charles University, Prague. XTOP 2004 took place just after EPDIC IX (European Powder Diffraction Conference) organised in Prague by the same Association during 2-5 September 2004. The Organizing Committee was supported by an International Programme Committee including about 20 prominent scientists from several European and overseas countries, whose helpful suggestions for speakers are acknowledged. The conference was sponsored by the International Union of Crystallography and by several industrial sponsors; this sponsorship allowed us to support about 20 students and young scientists. In total, 147 official delegates and 8 accompanying persons from 16 countries of three continents attended our conference. The scientific programme of the conference was divided into 11 half-day sessions and 2 poster sessions. The participants presented 147 accepted contributions; of these 9 were 45-minute long invited talks, 34 were 20-minute oral presentations and 104 were posters. All posters were displayed for the whole meeting to ensure maximum exposure and interaction between delegates. We followed the very good experience from the previous conference, XTOP 2002, and also organized pre-conference tutorial lectures presented by experts in the field: `Imaging with hard synchrotron radiation' (J Härtwig, Grenoble), `High-resolution x-ray diffractometry: determination of strain and composition' (J Stangl, Linz), `X-ray grazing-incidence scattering from surfaces and nanostructures' (U Pietsch, Potsdam) and `Hard x-ray optics' (J Hrdý, Prague). According to the recommendation of the International Program Committee
PREFACE: Proceedings of the 7th Liquid Matter Conference (Lund, Sweden, 27 June 1 July 2008)
NASA Astrophysics Data System (ADS)
Kahl, Gerhard; Sciortino, Francesco; Ullner, Magnus
2008-12-01
(Utrecht) and to Professor Peter Pusey (Edinburgh) for their seminal studies of colloidal matter. In addition to plenary speeches by the two recipients of the Liquid Matter Prize, the scientific program consisted of ten plenary lectures, 108 symposia talks, 23 of which were keynote lectures, and 458 poster contributions. This special issue of Journal of Physics: Condensed Matter contains 47 of the oral communications. The conference was held in the buildings of Lund University and the Student Union facing the University Square in the heart of Lund. The organizers gratefully acknowledge the substantial financial support offered by the Nobel Foundation and by the Swedish Research Council. The success of the conference owes a great debt of gratitude to the members of the Local Organizing Committee and all the people who helped them tirelessly (and very efficiently) to make the conference run smoothly and to the members of the International Program Committee, who were deeply involved in the planning of the conference. During the conference dinner our colleague Lennart Piculell gave a singing performance, which included a song dedicated to the two winners of the Liquid Matter Prize, entitled Hard-Breaking Gel, whose lyrics are printed below. Finally, the Board of the Liquids Section of the European Physical Society decided that the 8th Liquid Matter Conference will be held in Vienna (Austria) 6-10 September 2011. Hard-Breaking Gel New lyrics by Lennart Piculell to the melody of Heartbreak Hotel, created in June 2008 for the 7th Liquid Matter Conference, dedicated to Henk Lekkerkerker and Peter Pusey. Well, since my baby left me, I found a new place to be! It's downtown Lund, in a narrow street, Where hundreds of cool people meet! There I don't feel lonely, No, I don't feel lonely - So, if you feel lonely, you should try! It's all about liquid matter: Liquids flow, and soft bodies swell! Your mind is blown, and your blood will boil To a hard-breaking gel. And you won't be lonely
PUMAS: Practical Uses of Math And Science
NASA Astrophysics Data System (ADS)
Kahn, R. A.
2009-12-01
For more than ten years, PUMAS has provided a forum for disseminating peer-reviewed examples of Practical Uses of Math And Science, aimed at helping pre-college teachers enrich their presentation of math and science topics. Contributors include scientists, engineers, and content experts from many disciplines. The innovative ideas in PUMAS examples tend to be treasures, containing the ‘sparks’ of understanding that comes only from having real-life experience with the material. Examples can be essays, anecdotes, problems, demonstrations, or activities, and can be written in any style that serves the material well. They are keyed to the National Standards and Benchmarks, which provide the critical connection to K-12 curriculum guidelines, and the peer-review process involves at least one scientist with a relevant background, and at least one teacher at an appropriate grade level. The PUMAS Web Site has recently been upgraded. It is now a NASA-wide facility, recognized by both the National Science Teachers Association (NSTA) and the National Council of Teachers of Mathematics (NCTM). This presentation will describe and illustrate the operation of PUMAS, will highlight a few of our many treasures, and will appeal to scientists interested in contributing meaningfully to pre-college education to consider submitting examples to PUMAS.
Smith college secondary math and science outreach program
Powell, J.A.; Clark, C.
1994-12-31
The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returning to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.
Attentional bias in math anxiety.
Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly
2015-01-01
Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms. PMID:26528208
Attentional bias in math anxiety
Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly
2015-01-01
Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms. PMID:26528208
Seventh Grade Students' Problem Solving Success Rates on Proportional Reasoning Problems
ERIC Educational Resources Information Center
Pelen, Mustafa Serkan; Artut, Perihan Dinç
2016-01-01
This research was conducted to investigate 7th grade students' problem solving success rates on proportional reasoning problems and whether these success rates change with different problem types. 331 randomly selected students of grade seven participated in this study. A problem test which contains three different types of missing value (direct…
ENGLISH GRAMMAR, GRADES 7-12. A SUPPLEMENT OF THE COURSE OF STUDY IN ENGLISH, GRADES 7-12.
ERIC Educational Resources Information Center
CARROLL, WILLIAM E.; AND OTHERS
TEN SENTENCE PATTERNS ARE DISCUSSED FOR THE 7TH THROUGH 12TH GRADE LEVELS. THE PRIMARY AIM IS TO PERSUADE THE YOUNG WRITER TO EMPHASIZE HIS USE OF TRANSITIVE ACTIVE AND INTRANSITIVE COMPLETE VERB PATTERNS AND TO REGULATE HIS USE OF TRANSITIVE PASSIVE AND LINKING VERBS ACCORDING TO THEIR LIMITED AND HIGHLY SPECIALIZED FUNCTIONS. SENTENCE FORM,…
ERIC Educational Resources Information Center
Actuarial Foundation, 2013
2013-01-01
"Welcome to Conversions Rock" is a new math program designed to build and reinforce the important skills of converting fractions, decimals, and percents for students in grades 6-8. Developed by The Actuarial Foundation, this program seeks to provide skill-building, real-world math to help students become successful in the classroom and beyond. [A…
ERIC Educational Resources Information Center
What Works Clearinghouse, 2014
2014-01-01
A recent study, "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability," examined the effectiveness of "Solve It!," a program intended to improve the problem-solving skills of seventh-grade math students. During the program, students are taught cognitive strategies of…
ERIC Educational Resources Information Center
Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia
2013-01-01
This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade students with LD (n…
ERIC Educational Resources Information Center
Powers, Stephen; Price-Johnson, Connie
2007-01-01
Background: The Waterford Early Math & Science (WEMS) program is a comprehensive educational software program designed to build math and science skills and concepts in grades K-2, alone or to supplement existing curricula. The program's capability to individualize lessons, assess and track student progress, and reteach lessons is aimed at keeping…
ERIC Educational Resources Information Center
Edge, Donna L.
2009-01-01
The questions guiding this research seek to discover the factors that affect high school math course completion and college readiness in a Texas suburban public school district. The first research question examines the relationship between 8th grade completion of Algebra I and high school mathematics course taking patterns and college readiness.…
Matejko, Anna A; Price, Gavin R; Mazzocco, Michèle M M; Ansari, Daniel
2013-02-01
Mathematical skills are of critical importance, both academically and in everyday life. Neuroimaging research has primarily focused on the relationship between mathematical skills and functional brain activity. Comparatively few studies have examined which white matter regions support mathematical abilities. The current study uses diffusion tensor imaging (DTI) to test whether individual differences in white matter predict performance on the math subtest of the Preliminary Scholastic Aptitude Test (PSAT). Grades 10 and 11 PSAT scores were obtained from 30 young adults (ages 17-18) with wide-ranging math achievement levels. Tract based spatial statistics was used to examine the correlation between PSAT math scores, fractional anisotropy (FA), radial diffusivity (RD) and axial diffusivity (AD). FA in left parietal white matter was positively correlated with math PSAT scores (specifically in the left superior longitudinal fasciculus, left superior corona radiata, and left corticospinal tract) after controlling for chronological age and same grade PSAT critical reading scores. Furthermore, RD, but not AD, was correlated with PSAT math scores in these white matter microstructures. The negative correlation with RD further suggests that participants with higher PSAT math scores have greater white matter integrity in this region. Individual differences in FA and RD may reflect variability in experience dependent plasticity over the course of learning and development. These results are the first to demonstrate that individual differences in white matter are associated with mathematical abilities on a nationally administered scholastic aptitude measure. PMID:23108272
ERIC Educational Resources Information Center
Kritzer, Karen L.
2011-01-01
In their overview for the prekindergarten-grade 2 Standards, the National Council for Teachers of Mathematics (NCTM) documents the value of early mathematical environments. During these early years, young children are building beliefs about what mathematics is and learning about themselves as early mathematicians. What young children learn about…
ERIC Educational Resources Information Center
Vennard, Bruce; Penniman, Terry L.
Presented are teaching methods for the instruction of mathematics to mentally retarded children. Although the ideas are developed from simple to complex, there is no attempt to correlate mathematical ideas with grade levels. The general stated philosophy is that the retarded child learns best by experiencing and finds satisfaction and…
ERIC Educational Resources Information Center
Clark, Deborah
1997-01-01
Presents a hands-on activity, adaptable to various grade levels, to reinforce the mathematical concept of rounding by utilizing grocery store advertisements to demonstrate the concept in a real life setting. Describes the activity on a step-by-step basis and includes suggestions for additional grocery store games. (SD)
Multi-MW K-Band 7th Harmonic Multiplier for High-Gradient Accelerator R&D
Solyak, N.A.; Yakovlev, V.P.; Hirschfield, J.L.; Kazakevich, G.M.; LaPointe, M.A.; /Yale U.
2009-05-01
A preliminary design and current status are presented for a two-cavity 7th harmonic multiplier, intended as a high-power RF source for use in experiments aimed at developing high-gradient structures for a future collider. The harmonic multiplier is to produce power in K-band using as its RF driver an XK-5 S-band klystron (2.856 GHz). The multiplier is to be built with a TE{sub 111} rotating mode input cavity and interchangeable output cavities, a principal example being a TE{sub 711} rotating mode cavity running at 20 GHz. The design that is described uses a 250 kV, 20 A injected laminar electron beam. With 8.5 MW of S-band drive power, 4.4 MW of 20-GHz output power is predicted. The design uses a gun, magnetic coils, and beam collector from an existing waveguide 7th harmonic multiplier. The gun has been re-conditioned and the desired operating parameters have been achieved.
Burns, Matthew K; Ysseldyke, Jim; Nelson, Peter M; Kanive, Rebecca
2015-09-01
Computational fluency is an important aspect of math proficiency. Despite widely held beliefs about the differential difficulty of single-digit multiplication math facts, little empirical work has examined this issue. The current study analyzed the number of repetitions needed to master multiplication math facts. Data from 15,402 3rd, 4th, and 5th graders were analyzed using a national database. Results suggested that (a) students with lower math skills required significantly (p < .001) more repetitions than more skilled students; (b) across all students, single-digit multiplication facts with 4s, 5s, 6s, and 7s required significantly (p < .001) more repetition than did 2s and 3s; and (c) the number of practice sessions needed to attain mastery significantly (p < .001) decreased with increase in grade level. Implications for instructional planning and implementation are discussed. PMID:25420042
ERIC Educational Resources Information Center
Gesbocker, Shestine R.
2011-01-01
The purpose of this study was to assess if there was a relationship between sixth, seventh, and eighth grade student's level of mastery of basic math facts and their mathematical scaled score from a standardized test, whether computer assisted instruction (CAI) software improved seventh grade students' ability to master their basic math…
ERIC Educational Resources Information Center
Huang, Chun-Wei; Snipes, Jason; Finkelstein, Neal
2014-01-01
Questions about how best to place students into appropriate middle grade math courses have been central to ongoing education policy and practice discussions in California and across the United States. Recent studies have shown that enrolling in algebra I in grade 8 works well for some students but backfires for others. This REL West report…
ERIC Educational Resources Information Center
Wood, Bonnie S.; Brown, Lorrie A.
1997-01-01
Details a study in which grade 9 females were assigned to either an all-female or mixed-sex algebra class. Findings indicate that the all-female intervention group demonstrated a greater gain in math scores between grades 8-11 than the nonintervention group. Contains 41 references. (DDR)
The Relationship between STAR Math Score Gains and Academic Achievement in Math
ERIC Educational Resources Information Center
Churchwell, Don Wesley
2009-01-01
This study examined the relationship between STAR Math gains and TCAP composite scores. The purpose of this study was to determine if there was a significant relationship between STAR Math pretest and posttest gains over the course of the 2005-2006 academic year through the use of the STAR Math software program and TCAP math composite scores at…