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Sample records for act math score

  1. Physics First: Impact on SAT Math Scores

    NASA Astrophysics Data System (ADS)

    Bouma, Craig E.

    Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.

  2. 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…

  3. Examining Relationships among Assessment Scores and Math Coursework in an Urban School District

    ERIC Educational Resources Information Center

    Parke, Carol S.

    2012-01-01

    This study investigates relationships between assessment scores and other indicators of math performance. The impetus for the research came from a district's need to better understand high school math achievement. Longitudinal data for a cohort of students were obtained, including math scores from their state assessment, TerraNova, and New…

  4. Relationship between Praxis 1 Scores and SAT/ACT Scores: A Correlational Study

    ERIC Educational Resources Information Center

    Saravanabhavan, Sheila; Jones, Enid B.; Wilson, Carolyn H.

    2005-01-01

    The purpose of this paper is to test the premise that there is a significant correlation between Praxis1 scores and SAT scores among African American students who are applying for admission into the teacher education program. Data for the study included the Praxis 1 (reading, writing and math) scores and SAT (reading, writing and math) scores of…

  5. The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores

    ERIC Educational Resources Information Center

    Bennett, Angela Stephens

    2010-01-01

    One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…

  6. Individual differences in left parietal white matter predict math scores on the Preliminary Scholastic Aptitude Test.

    PubMed

    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.

  7. Why mental arithmetic counts: brain activation during single digit arithmetic predicts high school math scores.

    PubMed

    Price, Gavin R; Mazzocco, Michèle M M; Ansari, Daniel

    2013-01-01

    Do individual differences in the brain mechanisms for arithmetic underlie variability in high school mathematical competence? Using functional magnetic resonance imaging, we correlated brain responses to single digit calculation with standard scores on the Preliminary Scholastic Aptitude Test (PSAT) math subtest in high school seniors. PSAT math scores, while controlling for PSAT Critical Reading scores, correlated positively with calculation activation in the left supramarginal gyrus and bilateral anterior cingulate cortex, brain regions known to be engaged during arithmetic fact retrieval. At the same time, greater activation in the right intraparietal sulcus during calculation, a region established to be involved in numerical quantity processing, was related to lower PSAT math scores. These data reveal that the relative engagement of brain mechanisms associated with procedural versus memory-based calculation of single-digit arithmetic problems is related to high school level mathematical competence, highlighting the fundamental role that mental arithmetic fluency plays in the acquisition of higher-level mathematical competence. PMID:23283330

  8. Approaches to Learning and Hispanic Children's Math Scores: The Moderating Role of English Proficiency

    ERIC Educational Resources Information Center

    Bumgarner, Erin; Martin, Anne; Brooks-Gunn, Jeanne

    2013-01-01

    Accumulating evidence suggests that children's approaches to learning (ATL) at kindergarten entry predict their academic achievement years later. However, the gains associated with ATL may be diminished for Hispanic immigrant children, many of whom are English language learners (ELLs). We tested whether ATL predicted math scores in a sample of…

  9. Why Do Women Have Lower Average SAT-Math Scores than Men?

    ERIC Educational Resources Information Center

    Navarro, Cristina

    A study involving 716 male and 1,113 female first-year students admitted to the University of Delaware in the fall of 1985 was conducted to investigate the differential performance of men and women on the mathematics section of the Scholastic Aptitude Test (SAT). Data collected included SAT math scores; gender; and number of years of high school…

  10. NAEP Scores Put Spotlight on Standards: Flat Math Results Also Spur Calls for Teaching Reforms

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2009-01-01

    Fourth grade math scores stagnated for the first time in two decades on a prominent nationwide test, prompting calls for new efforts to improve teacher content knowledge and stirring discussion of the potential benefits of setting more-uniform academic standards across states. The results on the National Assessment of Educational Progress,…

  11. The Longitudinal Link between Student Health and Math Achievement Scores

    ERIC Educational Resources Information Center

    Garcy, Anthony M.

    2009-01-01

    This study investigated the relationship between health conditions suffered over time and student scores on the Stanford Achievement Test 9 in Yuma County, Arizona, public grade schools. The majority of children in Yuma County were of Hispanic origin. The poverty and low income status of most of these children placed them at greater risk for…

  12. Examining the Relationship between Math Scores and English Language Proficiency

    ERIC Educational Resources Information Center

    Henry, Denfield L.

    2013-01-01

    English language learners (ELLs) at a south Florida elementary school have consistently struggled with the mathematics segment of the Florida Comprehensive Assessment Test. Examining the relationship between ELLs' mathematics scores and English proficiency might provide local educators with ideas for reversing a downward trend in ELLs' mathematics…

  13. The Effects of Differentiated Instruction on Grade 7 Math and Science Scores

    NASA Astrophysics Data System (ADS)

    Shaffer, Donna

    There has been a decline of math and science assessment scores consecutively over the past 2 years at a local middle school. This mixed method study incorporated a sequential qualitative-quantitative explanatory strategy with the intent of enhancing and altering the instructional process to increase student achievement. The qualitative portion of the study explored the process of differentiated instruction and perceptions of those who were involved within the development of a nontraditional approach to instruction in the 7th grade content areas of math and science. For the quantitative portion of the study, assessment data were collected for 2010 and 2011 for the 7th grade math and science content areas. Constructivism served as the theoretical foundation for the study. The results of the qualitative analysis suggested that the majority of the participants believed that differentiated instruction positively impacts student scores for the Tennessee Comprehensive Assessment Program (TCAP). The result of an independent t test indicated that students receiving differentiated instruction had higher math and science TCAP test scores for Grade 7 One recommendation is for future research to be conducted regarding differentiated instruction's impact on student achievement so that the gap in scientific research in this area may be bridged. Implications for social change include the potential for enhancing the instructional process that could result in improved student achievement.

  14. Counseling College-Bound Students: Can ACT Scores Be Predicted?

    ERIC Educational Resources Information Center

    Carvajal, Howard; And Others

    1989-01-01

    Examined relationships between American College Testing Program (ACT) academic test and Peabody Picture Vocabulary Test-Revised (PPVT-R), Wechsler Adult Intelligence Scale-Revised (WAIS-R), and 1986 Stanford-Binet Intelligence Scale: Fourth Edition (Binet IV). Thirty college students for whom ACT scores were available took other tests. Concluded…

  15. Effects of Pre-Kindergarten Music Instruction on Kindergarten Reading and Math Scores for Low SES ELL Students

    ERIC Educational Resources Information Center

    Bowen, Robert Charles

    2010-01-01

    Learning gaps exist between economic and ethnic subgroups. This quasi-experimental study examined the effects of a pre-kindergarten music class on kindergarten math and reading scores. The research involved three metropolitan elementary schools where nearly 90% of the students participated in free and reduced lunch and approximately half of the…

  16. Math Scores Add Up for Hispanic Students: States and School Districts Notable for Recent Gains by Hispanic Students in Mathematics. Publication#2014-59

    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…

  17. A quantitative examination of school configurations in Tennessee using sixth grade math, reading, science, and social studies standardized test scores

    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

  18. The effect of lab based instruction on ACT science scores

    NASA Astrophysics Data System (ADS)

    Hamilton, Michelle

    Standardized tests, although unpopular, are required for a multitude of reasons. One of these tests is the ACT. The ACT is a college readiness test that many high school juniors take to gain college admittance. Students throughout the United States are unprepared for this assessment. The average high school junior is three points behind twenty-four, the ACT recommended score, for the science section. The science section focuses on reading text and, interpreting graphs, charts, tables and diagrams with an emphasis on experimental design and relationships among variables. For students to become better at interpreting and understanding scientific graphics they must have vast experience developing their own graphics. The purpose of this study was to provide students the opportunity to generate their own graphics to master interpretation of them on the ACT. According to a t-test the results show that students who are continually exposed to creating graphs are able to understand and locate information from graphs at a significantly faster rate.

  19. The Effect of Tutoring on Math Scores for the Praxis I Exam

    ERIC Educational Resources Information Center

    Longwell-Grice, Robert; McIlheran, Janine; Schroeder, Mark; Scheele, Steve

    2013-01-01

    The Praxis test is one of a series of national teacher certification exams written and administered by the Education Testing Service (ETS) since 1947. Currently, forty states now require some form of the Praxis Series (Educational Testing Service, 2011). Using pre- and post-tests similar to the Praxis I math exam, this study examined the affect…

  20. Development of Predicted Paths for ACT Aspire Score Reports. WP-2014-06

    ERIC Educational Resources Information Center

    Allen, Jeff

    2014-01-01

    This report focuses on the initial development of the predicted score paths for ACT Aspire reporting. The paths provide predicted score ranges for the next two years--as well as predicted ACT score ranges for tests administered at grades 9 and 10. Longitudinal ACT Aspire data for students tested in spring 2013 and spring 2014, as well as…

  1. The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement

    NASA Astrophysics Data System (ADS)

    Urbina, Josue N.

    There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with

  2. The Effects of Head Start on Children's Kindergarten Retention, Reading and Math Achievement in Fall Kindergarten--An Application of Propensity Score Method and Sensitivity Analysis

    ERIC Educational Resources Information Center

    Dong, Nianbo

    2009-01-01

    Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this paper applied optimal propensity score matching method to evaluate the effects of Head Start on children's kindergarten retention, reading and math achievement in fall kindergarten comparing with center-based care. Both parametric and nonparametric…

  3. Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking. CRESST Report 796

    ERIC Educational Resources Information Center

    Delacruz, Girlie C.

    2011-01-01

    Due to their motivational nature, there has been growing interest in the potential of games to help teach academic content and skills. This report examines how different levels of detail about a game's scoring rules affect math learning and performance. Data were collected from 164 students in the fourth to sixth grades at five after-school…

  4. Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking

    ERIC Educational Resources Information Center

    Delacruz, Girlie Castro

    2010-01-01

    To investigate whether games may serve as useful formative assessment environments, this study examined, experimentally, the effects of two aspects of formative assessment on math achievement, game play, and help-seeking behaviors: (a) making assessment criteria explicit through the explanation of scoring rules and (b) incentivizing the use of…

  5. Basic Math Skills and Performance in an Introductory Economics Class

    ERIC Educational Resources Information Center

    Ballard, Charles L.; Johnson, Marianne F.

    2004-01-01

    The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student's score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus,…

  6. The Relationship of Scores on Elizur's Hostility System on the Rorschach to the Acting-Out Score on the Hand Test.

    ERIC Educational Resources Information Center

    Martin, John D.; And Others

    1978-01-01

    The relationship between Elizur's Hostility Scoring on the Rorschach Test and the Acting-Out Score on the Hand Test was examined. Correlations between the two measures (using several scoring procedures) ranged from .40 to .64. (JKS)

  7. The Predictive Ability of ACT Scores for Student Success at an Engineering School.

    ERIC Educational Resources Information Center

    O'Connor, Carol Alf; McAnulty, Brenda Hart

    1981-01-01

    Investigated whether the emphasis on ACT scores for admission to engineering school is justified. Using stepwise regression procedures, multiple regression equations were derived using data from 328 students. Results indicated that ACT scores plus college transfer credits and advanced placement credits do aid in predicting academic performance.…

  8. Good Instructional Leadership: Principals' Actions to Increase Composite ACT School Scores

    ERIC Educational Resources Information Center

    Xu, Bo; Liu, Dongfang

    2016-01-01

    Due to increased college admission requirements and a 20-year flat-lined trend in ACT scores, it is imperative for education leaders across the nation to implement effective strategies to increase ACT composite scores. High school principals, as instructional leaders and decision makers, are the major stakeholders who are vested in the outcomes of…

  9. The Effects of Math Anxiety

    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…

  10. Student Achievement, Behavior, Perceptions, and Other Factors Affecting ACT Scores. ACT Research Report Series, 2006-1

    ERIC Educational Resources Information Center

    Noble, Julie P.; Roberts, William L.; Sawyer, Richard L.

    2006-01-01

    In this study, we investigated factors related to students' performance on the ACT. We examined how students' background characteristics, academic achievement in high school, education-related accomplishments and activities, and perceptions of self and others affect their ACT scores. Of particular interest were the direct and indirect effects of…

  11. Math Skills Assessment

    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…

  12. Deriving Enrollment Management Scores from ACT Data. IR Applications, Volume 16, November 15, 2008

    ERIC Educational Resources Information Center

    Saupe, Joe L.; Curs, Bradley R.

    2008-01-01

    This study is an investigation of the derivation of scores that predict whether or not prospective first-time freshmen will apply or will enroll and whether or not first-time freshman enrollees will graduate using data from the ACT (American College Testing) assessment. Using a regression methodology, four basic scores are derived to be…

  13. The Relationship among Student Achievement Scores on the Math and Science End-of-Course-Tests and Scores on the High School Graduation Test

    ERIC Educational Resources Information Center

    Turner, Sherry L.

    2011-01-01

    Thirteen percent of the 2008-2009 senior class in one southeastern state did not pass the science portion of the state's high school graduation test. Another 5% failed to pass the math portion of the graduation test, leaving these students unable to obtain a high school diploma. The purpose of this nonexperimental quantitative research study was…

  14. Curriculum-based measurement of math problem solving: a methodology and rationale for establishing equivalence of scores.

    PubMed

    Montague, Marjorie; Penfield, Randall D; Enders, Craig; Huang, Jia

    2010-02-01

    The purpose of this article is to discuss curriculum-based measurement (CBM) as it is currently utilized in research and practice and to propose a new approach for developing measures to monitor the academic progress of students longitudinally. To accomplish this, we first describe CBM and provide several exemplars of CBM in reading and mathematics. Then, we present the research context for developing a set of seven curriculum-based measures for monitoring student progress in math problem solving. The rationale for and advantages of using statistical equating methodology are discussed. Details of the methodology as it was applied to the development of these math problem solving measures are provided.

  15. 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…

  16. A Small Learning Community's Impact on Students' Success Assessed by State Test Scores in Reading and Math

    ERIC Educational Resources Information Center

    Smith, Christiana Helen Croson

    2013-01-01

    Drastic reform measures have taken place at Howard High School of Technology to incorporate a 10th grade small learning community. Due to the costs and resources associated with implementing small learning communities, it is important to examine if the 10th graders' achievement on the state tests in reading and math were significantly different…

  17. Using ACT Assessment Scores to Set Benchmarks for College Readiness. ACT Research Report Series, 2005-3

    ERIC Educational Resources Information Center

    Allen, Jeff; Sconing, Jim

    2005-01-01

    In this report, we establish benchmarks of readiness for four common first-year college courses: English Composition, College Algebra, Social Science, and Biology. Using grade data from a large sample of colleges, we modeled the probability of success in these courses as a function of ACT test scores. Success was defined as a course grade of B or…

  18. Which Advanced Mathematics Courses Influence ACT Score? A State Level Analysis of the Iowa Class of 2012

    ERIC Educational Resources Information Center

    Grinstead, Mary L.

    2013-01-01

    This study explores the relationship between specific advanced mathematics courses and college readiness (as determined by ACT score). The ACT organization has found a consistent relationship between taking a minimum core number of mathematics courses and higher ACT scores (mathematics and composite) (ACT, Inc., 2012c). However, the extent to…

  19. High Profile Football Players' Reading at a Research University: ACT Scores, Interview Responses, and Personal Preferences

    ERIC Educational Resources Information Center

    Townsend, Martha

    2013-01-01

    This qualitative case study examines the reading acumen of a cohort of twenty-six senior football players at a Midwestern public research university. Data related to three indices--ACT scores, interview responses, and personal preferences--were collected as part of a larger IRB-approved study aimed at determining the factors that led to the entire…

  20. The Usability of Teacher-Growth Scores versus CST/API/AYP Math Status Scores in Sixth and Seventh Grade Mathematics Classes

    ERIC Educational Resources Information Center

    Cameron, Garry Van

    2010-01-01

    With passage of The No Child Left Behind Act in 2001, the nation's schools have been under pressure to bring all students to a proficient level as defined by their state. The State of California currently uses a status model accountability system to measure whether a student, school, or district is proficient. Other states such as Arizona,…

  1. The Influence of Foreign Language Learning during Early Childhood on Standardized Test Scores

    ERIC Educational Resources Information Center

    Shaw, Tommetta

    2010-01-01

    Increasing standardized test scores in reading and math is of high importance to the California Department of Education to meet requirements mandated by the No Child Left Behind (NCLB) act of 2001. More research is needed to understand the best ways to improve tests scores to meet concerns of the NCLB act. The purpose of the study was to evaluate…

  2. Gender Gap in Maths Test Scores in South Korea and Hong Kong: Role of Family Background and Single-Sex Schooling

    ERIC Educational Resources Information Center

    Kim, Doo Hwan; Law, Helen

    2012-01-01

    In many industrialised societies, women remain underrepresented in the sciences, which can be predicted by the gender gap in math achievement at school. Using PISA 2006 data, we explore the role of family background and single-sex schooling in girls' disadvantage in maths in South Korea and Hong Kong. This disadvantage is found to be associated…

  3. From High School to the Future: ACT Preparation--Too Much, Too Late. Why ACT Scores Are Low in Chicago and What It Means for Schools

    ERIC Educational Resources Information Center

    Allensworth, Elaine; Correa, Macarena; Ponisciak, Steve

    2008-01-01

    The majority of Chicago Public Schools (CPS) students are not attaining the ACT scores they are aiming for, which they need to qualify for scholarships and college acceptance. This report looks at the reasons behind students' low performance and what matters for doing well on this test. CPS students are highly motivated to do well on the ACT, and…

  4. Impact of a School-Based Test Preparation Course on ACT Scores with Consideration of Cultural Associations

    ERIC Educational Resources Information Center

    Justus, Leisa Collins

    2010-01-01

    Student success in attaining college acceptance, gaining scholarship(s), and having postsecondary education or workforce choice is closely tied to achievement on the most widely used and accepted college entrance examination, the "ACT". Researchers have studied various interventions designed to impact "ACT" scores, but one noticeable gap in…

  5. The Impact of the Common Core State Standards Initiative on Math ACT Scores of West Tennessee High School Students

    ERIC Educational Resources Information Center

    Hamilton, Kirkland D.

    2015-01-01

    The Common Core State Standards (CCSS) initiative is the latest effort by educational leaders to improve educational outcomes of American students. The standards are intended to bring uniformity in educational content of what is being taught in schools across the nation in order to promote rigor and academic portability. Proponents claimed the new…

  6. Evaluation of ACT/SAT scores as predictors of student success in general chemistry

    NASA Astrophysics Data System (ADS)

    Scott, Kerri Dalita

    Prediction of student success in a single course such as general chemistry has traditionally been the purview of the department which owns the course such as the department of chemistry. In the analysis of data such as ACT or SAT scores, chemists have traditionally used the statistic techniques common to their research pursuits. For many chemists, this is typically been ordinary linear regression where letter grades that students receive are treated as the dependent variable while factors of interest were explored as potential predictive variables. Evaluation of the underlying mathematical basis of linear regression reveals that its use in success predication violates one of more of the assumptions that must be made about the type and quality of data. The most commonly violated assumption is homoscedacity (or constant variance of the errors). Additionally, the ultimate goal of success prediction is to determine if a student will either pass or fail a course based on the predictor variable---that is---only 2 possible outcomes. With the increasing availability of personal computing, other means of data analysis are now commonly available via statistical software packages such as SPSS. One alternative technique that continues to grow in the interest of chemists' evaluation of student success is logistic regression. Logistic regression is a general linearized model in which the natural logarithm of the odds is linearly related to the predictor variable. This study investigates the use of the ACT and SAT to predict student success in general chemistry at The University of Mississippi, CHEM 105, over a four year period. Additionally this study seeks to determine a typical student profile in order to determine if the widely accepted notions of the typical CHEM 105 student are reasonably accurate.

  7. Interpreting Changes over Time in High School Average ACT® College Readiness Assessment Composite Scores and ACT College Readiness Benchmark Attainment Rates. ACT Research Report Series, 2013 (9)

    ERIC Educational Resources Information Center

    Sawyer, Richard

    2013-01-01

    Education officials and journalists frequently track changes over time in the average ACT® College Readiness Assessment Composite scores and ACT College Readiness Benchmark attainment rates of individual high schools. Using standard statistical methods, I examined how often changes in these statistics are unambiguously positive or negative, rather…

  8. Singapore Math

    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…

  9. TCAP Scores and per Pupil Expenditures: Statewide Changes before and after Tennessee's First to the Top Act

    ERIC Educational Resources Information Center

    Cantrell, Martha Ely

    2013-01-01

    The purpose of this study was to investigate the relationships between the changes in Tennessee Comprehensive Assessment Program (TCAP) scores and the changes in Per Pupil Expenditures (PPE) after the enactment of "First to the Top Act of 2010" and the receipt of $501,000,000 in federal Race to the Top (RTTT) grant monies. Half of that…

  10. A Study Determining Significant Differences in TerraNova Reading and Math Scores between Eighth Grade African and European American Students

    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).…

  11. Relationships between EPAS Scores and College Preparatory Course Work in High School. ACT Research Report Series.

    ERIC Educational Resources Information Center

    Woodruff, David J.

    2003-01-01

    The Educational Planning and Assessment System (EPAS) of the American College Testing Program consists of three testing programs: EXPLORE, PLAN, and the ACT Assessment Program (ACT). EXPLORE is administered in the 8th grade, PLAN in the 10th grade, and the ACT in the 11th or 12th grade. This study investigated relationships among the composite…

  12. Teaching Art + Math

    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…

  13. On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

    PubMed

    Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

    2016-01-01

    Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers.

  14. The Impact of Graphing Calculators on Math Achievement: A Quantitative, Longevity Analysis

    ERIC Educational Resources Information Center

    Arbini, Corey

    2016-01-01

    This study examined the impact of high school students' graphing calculator usage on their math achievement over time. Achievement growth was measured using nationally-recognized standardized test scores from EXPLORE, PLAN, and ACT. Two groups of students were used in this study; one group had graphing calculators integrated beginning in…

  15. The Nature of Relationships between Mental Rotation, Math, and Language in Deaf Signers

    ERIC Educational Resources Information Center

    Halper, Elizabeth Blaisdell

    2009-01-01

    Three mental rotation tasks, the Card Rotation Task (CRT), the Vandenberg Mental Rotation Test (VMRT), and the Money Road-Map of Direction Sense (MRM), were administered to 60 deaf students from Gallaudet University to determine if mental rotation was predictive of scores on the ACT English or Math subtests. Other predictor variables, such as…

  16. Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

    ERIC Educational Resources Information Center

    Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

    2015-01-01

    Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

  17. Using Concurrent Verbalization to Measure Math Comprehension

    ERIC Educational Resources Information Center

    Lambeth, Cathryn Colley

    2012-01-01

    The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g.…

  18. 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…

  19. The American Math and Science Student Support Act. Hearing before the Subcommittee on Science of the Committee on Science, Space, and Technology. House of Representatives, One Hundred Second Congress, Second Session.

    ERIC Educational Resources Information Center

    Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.

    This document presents the transcript of a congressional hearing to consider the American Math and Science Student Support Act, H.R. 4595. The legislation is designed to address the issue of attracting a greater proportion of U.S. citizens to graduate study in science, mathematics, and engineering. The hearings include testimony and prepared…

  20. Math Games

    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…

  1. Parrot Math.

    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…

  2. Math Wars.

    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…

  3. Mathematics anxiety: separating the math from the anxiety.

    PubMed

    Lyons, Ian M; Beilock, Sian L

    2012-09-01

    Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.

  4. Predicting Long-Term College Success through Degree Completion Using ACT[R] Composite Score, ACT Benchmarks, and High School Grade Point Average. ACT Research Report Series, 2012 (5)

    ERIC Educational Resources Information Center

    Radunzel, Justine; Noble, Julie

    2012-01-01

    This study compared the effectiveness of ACT[R] Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours earned), degree completion, and cumulative grade point average (GPA) at 150% of normal time to degree…

  5. Math Trivia.

    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)

  6. 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…

  7. Talking Maths

    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)…

  8. Math Problem

    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,…

  9. Penguin Math

    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…

  10. Math anxiety in second and third graders and its relation to mathematics achievement.

    PubMed

    Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

    2012-01-01

    Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement

  11. A Comparison of Three Methods for Computing Scale Score Conditional Standard Errors of Measurement. ACT Research Report Series, 2013 (7)

    ERIC Educational Resources Information Center

    Woodruff, David; Traynor, Anne; Cui, Zhongmin; Fang, Yu

    2013-01-01

    Professional standards for educational testing recommend that both the overall standard error of measurement and the conditional standard error of measurement (CSEM) be computed on the score scale used to report scores to examinees. Several methods have been developed to compute scale score CSEMs. This paper compares three methods, based on…

  12. Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

    PubMed Central

    Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

    2014-01-01

    Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803

  13. Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

    PubMed

    Buelow, Melissa T; Frakey, Laura L

    2013-06-01

    Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

  14. 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…

  15. 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…

  16. Lift the Math Curse

    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,…

  17. Math Sense: Comprehensive Review.

    ERIC Educational Resources Information Center

    Hoyt, Cathy Fillmore

    This book features a comprehensive review of the Math Sense series and is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers;…

  18. Physics First: Impact on SAT Math Scores

    ERIC Educational Resources Information Center

    Bouma, Craig E.

    2013-01-01

    Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the…

  19. Fuzzy Math: A Meditation on Test Scoring

    ERIC Educational Resources Information Center

    Jacks, Meredith

    2011-01-01

    As a public school English teacher, the author observes standardized testing season each year with a sort of grim fascination. "So this is it," she thinks as she paces around her silent classroom, peering over kids' shoulders at articles about parasailing. Line graphs tracking the rainfall in Tulsa. Parts of speech. Functions of "x." "These are…

  20. A Correlation of Community College Math Readiness and Student Success

    NASA Astrophysics Data System (ADS)

    Brown, Jayna Nicole

    Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress ( p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

  1. Effects of a Coaching Class on the ACT Scores of Students at a Large Midwest High School

    ERIC Educational Resources Information Center

    Moss, Gary L.; Chippendale, Ene Kaja; Mershon, Clark W.; Carney, Trisha

    2012-01-01

    The role of standardized tests in general and college admission tests in particular is a hot topic for educators, administrators and others evaluating the outcomes of educational institutions. The importance of the test scores for both students and institutions is acknowledged, and the test preparation industry has spawned into a multi-billion…

  2. Multiple Regression Analysis of Factors that May Influence Middle School Science Scores

    ERIC Educational Resources Information Center

    Glover, Judith

    2012-01-01

    The purpose of this quantitative multiple regression study was to determine whether a relationship existed between Maryland State Assessment (MSA) reading scores, MSA math scores, gender, ethnicity, age, and MSA science scores. Also examined was if MSA reading scores, MSA math scores, gender, ethnicity, and age can be used in combination or alone…

  3. 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…

  4. Math Disabilities and Reading Disabilities: Can They Be Separated?

    ERIC Educational Resources Information Center

    Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua

    2009-01-01

    This article synthesizes some of the published literature that selectively compares the cognitive functioning of children with math disabilities (MDs) with average-achieving children and poor readers (children with reading disabilities [RDs] or comorbid disabilities [RDs + MDs]). All studies in the synthesis report reading, IQ, and math scores for…

  5. 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)…

  6. Math and Beyond.

    ERIC Educational Resources Information Center

    Solana Beach Elementary School District, CA.

    THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: MATH AND BEYOND is a schoolwide math incentive program designed to encourage students--and their parents--to investigate and explore the world of mathematics beyond those experiences provided during the school day. The program focuses on experiences and activities in seven different areas of math:…

  7. 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,…

  8. Using Math Menus

    ERIC Educational Resources Information Center

    Burns, Marilyn

    2016-01-01

    Math education consultant Marilyn Burns finds that teachers ask her the same three questions so often she's named them "The Big Three": What can I do with students who finish their math work more quickly?, How can I free up time to work with kids who need extra help?, and How can I differentiate math learning experiences? Burns, who…

  9. Preservice Elementary and Secondary Science Methods Teachers: Comparison of Formal Reasoning, ACT Science, Process Skill, and Physical Science Misconceptions Scores.

    ERIC Educational Resources Information Center

    Bitner, Betty L.

    The purpose of this causal-comparative study was to compare reasoning level, American College Test (ACT) science, process skills, and physical science misconceptions of preservice elementary and secondary science teachers and to investigate gender differences. The stratified randomly drawn sample (n=68) consisted of preservice elementary and…

  10. Statistical Properties of School Value-Added Scores Based on Assessments of College Readiness. ACT Research Report Series. 2015 (5)

    ERIC Educational Resources Information Center

    Bassiri, Dina

    2015-01-01

    The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) known as No Child Left Behind and more recent federal initiatives such as Race to the Top and the ESEA flexibility waiver have brought student growth to the forefront of education reform for assessing school and teacher effectiveness. This study examined growth…

  11. The effect of the use of Christian-published science textbooks on the ACT Science Reasoning subtest scores of midwest Christian high schools

    NASA Astrophysics Data System (ADS)

    Guthrie, Janice Marie

    Statistics indicate that students in conservative Christian schools earn higher standardized test scores in mathematics, reading, science, and writing compared to their public school counterparts, while many are criticized for using curricular materials deemed inferior in quality and for employing uncertified and ill-trained teachers. This study investigates the effectiveness of Christian-published science textbooks in preparing students for college-level science courses as measured by the Science Reasoning subtest of the ACT college entrance examination. A questionnaire was sent to conservative Christian high schools in five Midwest states which are affiliated with the American Association of Christian Schools, Association of Christian Schools International, and Oral Roberts University Educational Fellowship. Information gathered on the schools, teachers, facilities, and ACT Science Reasoning scores and the resulting descriptive statistics provide a sketch of the typical Midwest Christian high school. Hypothesis testing resulted in acceptance of the Null Hypothesis: There is no difference between the mean ACT Science Reasoning scores of Midwest Christian high schools using Christian-published science textbooks as compared to those using secular-published science textbooks. Multiple regression analysis on the two publishers represented by the sample statistics, A Beka and Bob Jones University Press, showed no significant difference in the effectiveness of one publisher over the other. Analysis of the one open-ended question asking why each school chooses to use the type of publisher it does led to the issues of worldview instruction and academic rigor as the deciding factors for the selection of one type of publisher over the other.

  12. Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

    PubMed

    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.

  13. Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation

    PubMed Central

    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

  14. Math-Fact Retrieval as the Cognitive Mechanism Underlying Gender Differences in Math Test Performance.

    PubMed

    Royer; Tronsky; Chan; Jackson; Marchant

    1999-07-01

    Males from select populations receive better scores on standardized math achievement tests than females. The research reported in this article evaluates the hypothesis that the reason for these differences is that males are faster at retrieving basic math facts. Studies 1-3 demonstrate that math-fact retrieval predicts performance on math achievement tests with students in grades 5-8 and in college. Studies 4-6 show that males and females in grades 2-8 and in college have different patterns of math-fact retrieval performance and that males at the high positive end of the retrieval distribution are faster than comparable females. Study 5 also demonstrates that math-fact retrieval varies in three populations (Anglo-American, Chinese-American, Hong Kong Chinese) and that speed of retrieval improves with practice. Studies 7-9 tested the hypothesis that males are faster than females on retrieval tasks in general. Study 7 showed that there were no gender differences on simple retrieval tasks, and Studies 8 and 9 showed that females were slightly faster than males on verbal-processing tasks. The General Discussion indicates that the math-fact retrieval hypothesis is consistent with previous research. It also relates the math-fact retrieval hypothesis to theories of cognitive performance and introduces the practice and engagement hypothesis. This hypothesis explains the origin of gender differences in math and reading and relates those differences to the existing literature on gender differences in academic performance. The article concludes with a description of needed future research and a discussion of the educational implications of the math-fact retrieval hypothesis. Copyright 1999 Academic Press.

  15. 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…

  16. Do We Need Remedial College Math Courses?

    NASA Astrophysics Data System (ADS)

    Hughes, Anne O.; Khatri, D.

    2006-12-01

    Entering college freshmen, in increasing numbers, in practically every public institution of higher learning are in need of one or two remedial math courses. This is particularly a big problem at the Historically Black Colleges and Universities where a large number of remedial math course sections are offered to meet the growing demand for such courses. For most of these students, graduation is delayed by at least a year. In addition, these students continue to be taught by teaching methodologies that did not work for them even in high schools resulting in disgust and hatred for math. This situation makes entry for these students into STEM areas difficult and is the perfect recipe for failure in STEM disciplines if they enroll in college level courses. The University of the District of Columbia (UDC) is no exception. A first attempt was made in summer 2006 to remedy this situation. The problem for this exploratory research study was to ascertain if a short, intensive six-week project in basic math and introductory algebra would produce a recognizable improvement in the math performance of entering UDC freshmen students as measured by the UDC math placement test. The results are eye opening. On the pre-test for basic math (005), the mean score for the group (N=10) was 35.6, with the passing score being 70. On the post-test, the mean increased to 63.4 showing an improvement of 78 percent. The authors will present the results of this research study at the conference

  17. Exploring a Supplemental Educational Service Math Program: The Math Achievement of Economically Disadvantaged Students and Teacher Professional Development

    ERIC Educational Resources Information Center

    Caban-Vazquez, Vilma

    2010-01-01

    The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this…

  18. The Effect of Immigrant Concentration in Schools on Native and Immigrant Children's Reading and Math Skills

    ERIC Educational Resources Information Center

    Jensen, Peter; Rasmussen, Astrid Wurtz

    2011-01-01

    Using a unique and very rich PISA dataset from Denmark, we show that the immigrant concentration in the school influences reading and math skills for both immigrant children and native children. Overall, children in schools with a high immigrant concentration score lower on reading and math test scores. The negative effects associated with…

  19. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

    PubMed Central

    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

  20. Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

    PubMed

    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.

  1. Math-Science Bills Advance in Congress

    ERIC Educational Resources Information Center

    Hoff, David J.; Cavanagh, Sean

    2007-01-01

    Improving K-12 instruction and student achievement in mathematics and science is at the heart of separate bills intended to bolster America's economic standing that won overwhelming approval in both houses of Congress last week. The House on April 24 approved the 10,000 Teachers, 10 Million Minds Science and Math Scholarship Act by a vote of…

  2. Math in the Library?

    ERIC Educational Resources Information Center

    Henry, Robin

    2004-01-01

    Math and information searching skills might be effectively combined for a fun and informative unit in the library media center like the Number Hunt unit which gets students using math and library search skills to find answers to some tough numerical questions. Some of the objectives of Number Hunt Lesson plan are discussed giving a detailed…

  3. Making Math Work

    ERIC Educational Resources Information Center

    Stone, James R., III

    2007-01-01

    This article presents a study, Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in Career and Technical Education, which focused on areas where mathematics concepts logically occurred in the technical and career field being studied and emphasized the math skills students must learn to understand those concepts in…

  4. The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

    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)…

  5. Technology = Math Success

    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…

  6. Reading and Math.

    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…

  7. Investigation of the Effectiveness of the CompassLearning Math Program on the Mathematics Success of Urban Students

    ERIC Educational Resources Information Center

    Adams, Tanya

    2012-01-01

    The purpose of this study was to investigate the effectiveness of the CompassLearning Odyssey® Math (Compass Math) program on increasing mathematics achievement scores for students in an urban environment over two consecutive years. Thousands of schools and districts across the country currently utilize the Compass Math program for their students…

  8. Stereotype threat and arousal: effects on women's math performance.

    PubMed

    O'Brien, Laurie T; Crandall, Christian S

    2003-06-01

    Theories of arousal suggest that arousal should decrease performance on difficult tasks and increase performance on easy tasks. An experiment tested the hypothesis that the effects of stereotype threat on performance are due to heightened arousal. The authors hypothesized that telling participants that a math test they are about to take is known to have gender differences would cause stereotype threat in women but not in men. In the experiment, each participant took two tests--a difficult math test and an easy math test. Compared to women in a "no differences" condition, women in the "gender differences" condition scored better on the easy math test and worse on the difficult math test. Men's performance was unaffected by the manipulation. These data are consistent with an arousal-based explanation of stereotype threat effects. Data were inconsistent with expectancy, evaluation apprehension, and persistence explanations of the stereotype threat phenomenon.

  9. 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…

  10. Flight Software Math Library

    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.

  11. Con Carino: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners

    ERIC Educational Resources Information Center

    Lewis, James L.; Ream, Robert K.; Bocian, Kathleen M.; Cardullo, Richard A.; Hammond, Kimberly A.; Fast, Lisa A.

    2012-01-01

    Background/Context: How do we account for the persistence of below-average math test score performance among California Hispanics who are fluent in English, as well as Spanish-dominant English learners? Recent studies have attributed the problem to an overly rigid focus on "what works" in curriculum and fluency in English to the veritable neglect…

  12. D.C. Student Test Scores Show Uneven Progress. Data Snapshot

    ERIC Educational Resources Information Center

    DuPre, Mary

    2011-01-01

    Over the past five years, both DC Public Schools (DCPS) and public charter schools (PCS) have seen significant growth in secondary reading and math scores on the state test known as the District of Columbia Comprehensive Assessment System (DC CAS). However, scores have not improved as much at the elementary level. Reading and math scores for DCPS…

  13. 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…

  14. Roller Coaster Math.

    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)

  15. Mental Mathematics. Teaching Math.

    ERIC Educational Resources Information Center

    May, Lola

    1995-01-01

    Features five activities to nurture "number sense," promote practice in mental calculations, and promote student self-confidence in mathmatical operations. These are "hands-off" exercises that are preparatory to calculator and computer use for math. (ET)

  16. State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Massachusetts

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles Massachusetts' test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and math and grade 8 math. Average annual gains were larger on the state test…

  17. The Effect of Improved School Climate over Time on Fifth-Grade Students' Achievement Assessment Scores and Teacher Administered Grade Scores

    ERIC Educational Resources Information Center

    Marten, Dawn M.

    2012-01-01

    The purpose of the study was to determine the effect of improved school climate, as teachers' beliefs changed from negative to positive over time, on students' reading, math, and writing assessment scores and teacher administered grade scores in reading, math, and writing. Overall, findings indicate that lose, maintain, or improve…

  18. Algebra Readiness Outcomes of Sixth-Grade Boys and Girls Placed in Challenge Math Based on Measured Math Ability Compared to Sixth-Grade Boys and Girls Placed in Challenge Math Based on Teachers' Recommendations

    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…

  19. Learning Math: Basic Concepts, Math Difficulties, and Suggestions for Intervention

    ERIC Educational Resources Information Center

    Das, J. P.; Janzen, Chris

    2004-01-01

    Math difficulties share many common features with reading difficulties. In as much as they do so, the general approach to reading disability overlaps with math disability. Both math and learning to read share several domain-general features such as long-term and short- term memory, successive and simultaneous processing, flexibility in…

  20. 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…

  1. School accountability and the black-white test score gap.

    PubMed

    Gaddis, S Michael; Lauen, Douglas Lee

    2014-03-01

    Since at least the 1960s, researchers have closely examined the respective roles of families, neighborhoods, and schools in producing the black-white achievement gap. Although many researchers minimize the ability of schools to eliminate achievement gaps, the No Child Left Behind Act (NCLB) increased pressure on schools to do so by 2014. In this study, we examine the effects of NCLB's subgroup-specific accountability pressure on changes in black-white math and reading test score gaps using a school-level panel dataset on all North Carolina public elementary and middle schools between 2001 and 2009. Using difference-in-difference models with school fixed effects, we find that accountability pressure reduces black-white achievement gaps by raising mean black achievement without harming mean white achievement. We find no differential effects of accountability pressure based on the racial composition of schools, but schools with more affluent populations are the most successful at reducing the black-white math achievement gap. Thus, our findings suggest that school-based interventions have the potential to close test score gaps, but differences in school composition and resources play a significant role in the ability of schools to reduce racial inequality.

  2. The Single-Item Math Anxiety Scale: An Alternative Way of Measuring Mathematical Anxiety

    ERIC Educational Resources Information Center

    Núñez-Peña, M. Isabel; Guilera, Georgina; Suárez-Pellicioni, Macarena

    2014-01-01

    This study examined whether the Single-Item Math Anxiety Scale (SIMA), based on the item suggested by Ashcraft, provided valid and reliable scores of mathematical anxiety. A large sample of university students (n = 279) was administered the SIMA and the 25-item Shortened Math Anxiety Rating Scale (sMARS) to evaluate the relation between the scores…

  3. Evaluating Procedures for Reducing Measurement Error in Math Curriculum-Based Measurement Probes

    ERIC Educational Resources Information Center

    Methe, Scott A.; Briesch, Amy M.; Hulac, David

    2015-01-01

    At present, it is unclear whether math curriculum-based measurement (M-CBM) procedures provide a dependable measure of student progress in math computation because support for its technical properties is based largely upon a body of correlational research. Recent investigations into the dependability of M-CBM scores have found that evaluating…

  4. The Relationship between Absenteeism and Math Achievement among Fifth Grade Students

    ERIC Educational Resources Information Center

    Tucker, Stephanie

    2014-01-01

    Although critical to functioning in the workforce, mathematics proficiency is low in the United States compared to other economically-developed countries. Researchers have shown that students begin to demonstrate weaknesses in math skills at the onset of pre-algebraic courses, usually during middle school years. In Alabama, low math scores are…

  5. The Relationship between Visual-Spatial Reasoning Ability and Math and Geometry Problem-Solving

    ERIC Educational Resources Information Center

    Markey, Sean M.

    2009-01-01

    This retrospective quantitative study examined the relationship between visual-spatial reasoning abilities, as measured by the matrix reasoning and block design subtests of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), and geometry and math performance, as measured by geometry and overall math scores from the Massachusetts…

  6. Math Readiness of Texas Community College Developmental Education Students: A Multiyear Statewide Analysis

    ERIC Educational Resources Information Center

    Abraham, Reni A.; Slate, John R.; Saxon, D. Patrick; Barnes, Wally

    2014-01-01

    In this investigation, we examined the college readiness in math of Texas community college students using archival data from the Texas Higher Education Coordinating Board. Data analyzed were the rate of all first-time in college (FTIC) developmental education students who scored below the Texas college readiness standards in math and the rates of…

  7. Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®

    ERIC Educational Resources Information Center

    Barton, James M.

    2016-01-01

    Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The…

  8. 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…

  9. 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…

  10. When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

    PubMed

    Lyons, Ian M; Beilock, Sian L

    2012-01-01

    Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

  11. When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

    PubMed

    Lyons, Ian M; Beilock, Sian L

    2012-01-01

    Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

  12. Culture and math.

    PubMed

    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.

  13. Culture and math.

    PubMed

    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

  14. Group Activities for Math Enthusiasts

    ERIC Educational Resources Information Center

    Holdener, J.; Milnikel, R.

    2016-01-01

    In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.

  15. Math Sense: Algebra and Geometry.

    ERIC Educational Resources Information Center

    Howett, Jerry

    This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include algebra and geometry. Lessons are organized around four strands: (1) skill lessons…

  16. A Study of Modified-Guttman and IRT-Based Level Scoring Procedures for Work Keys Assessments. ACT Research Report Series 97-7.

    ERIC Educational Resources Information Center

    Schulz, E. Matthew; Kolen, Michael J.; Nicewander, W. Alan

    This paper compares modified Guttman and item response theory (IRT) based procedures for classifying examinees in ordered levels when each level is represented by several multiple choice test items. In the modified Guttman procedure, within-level number correct scores are mapped to binary level mastery scores. Examinees are then assigned to levels…

  17. Apgar score

    MedlinePlus

    ... the baby's: Breathing effort Heart rate Muscle tone Reflexes Skin color Each category is scored with 0, ... scores 2 for muscle tone. Grimace response or reflex irritability is a term describing response to stimulation, ...

  18. 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…

  19. Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

    PubMed

    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.

  20. Investigating the Relationships among Primary Teachers' Math Profile, Math Teaching Efficacy, and Math Content Pedagogical Knowledge

    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…

  1. Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

    PubMed

    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

  2. Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.

    PubMed

    Haist, Frank; Wazny, Jarnet H; Toomarian, Elizabeth; Adamo, Maha

    2015-02-01

    A central question in cognitive and educational neuroscience is whether brain operations supporting nonlinguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or "formal" math knowledge. Here, we conducted a developmental functional magnetic resonance imaging (MRI) study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6-12 years old), 14 adolescents (13-17 years old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development.

  3. Mardi Gras Math

    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…

  4. Bowland Maths--Update

    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…

  5. Math and Science.

    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…

  6. The Oldest Math Textbook.

    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…

  7. The Math Wars

    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,…

  8. Basic Math I.

    ERIC Educational Resources Information Center

    Mercer County Community Coll., Trenton, NJ.

    This document offers instructional materials for a 60-hour course on basic math operations involving decimals, fractions, and proportions as applied in the workplace. The course, part of a workplace literacy project developed by Mercer County Community College (New Jersey) and its partners, contains the following: course outline; 17 lesson…

  9. End the Math Wars

    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…

  10. Where's the Math?

    ERIC Educational Resources Information Center

    Texas Child Care, 2003

    2003-01-01

    Offers examples of materials and activities that promote and guide math-learning opportunities in all areas of the classroom. Materials and activities relate to: (1) art center; (2) science and discovery center; (3) blocks; (4) library and writing centers; (5) music and movement; (6) manipulatives; (7) dramatic play; (8) outdoor play; and (9)…

  11. Immersed in Math.

    ERIC Educational Resources Information Center

    O'Dowd, Kathy; Franz, Marianne

    1991-01-01

    Two elementary teachers present plans, procedures, and activities used in organizing a two-day, schoolwide estimation and measurement fair. This event inspired enthusiasm for math by offering 40 indoor and outdoor activities concentrating on estimation in capacity, length, area, duration, and weight. (SM)

  12. Understanding Math - Teachers Guide.

    ERIC Educational Resources Information Center

    Wyks, Hollis W.; Austin, Robert J.

    The teacher's guide for the remedial text-workbook "Understanding Math" discusses instruction of the deaf student. An answer key for workbooks 1 and 2, a section with masters for transparencies to be used for games and activities and for teaching fractions, and two patterns for making geometric solids are included in the guide. For workbooks 1 and…

  13. Marilyn Burns: Mental Math

    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…

  14. Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

    NASA Astrophysics Data System (ADS)

    Lee, Ahlam

    2011-12-01

    Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students

  15. I Can Do Maths: Changing Children's Mathematics Percentile Ranking.

    ERIC Educational Resources Information Center

    Le Grice, Bonny; Mabin, Tony; Graham, Sue

    Three groups of children aged 8-10 who scored below the 22nd percentile on the PATests were taught basic math skills for 16 hours. One group received individual instruction using Precision Teaching and Direct Instruction, the second group received group instruction using Precision Teaching and Direct Instruction, and the third group received group…

  16. Program Evaluation of Math Factual Operations for Understanding

    ERIC Educational Resources Information Center

    Rouse, Julie A.

    2013-01-01

    Deficiencies in mathematics standardized test scores prompted school district policymakers to consider implementing a program designed to increase students' basic multiplication fact skills. This study was an evaluation of the Math Factual Operations for Understanding program. The program, marketed with a martial arts theme, was intended to…

  17. 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…

  18. 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…

  19. Undergraduate nursing students' perceptions regarding factors that affect math abilities

    NASA Astrophysics Data System (ADS)

    Pyo, Katrina A.

    2011-07-01

    A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.

  20. Contact dynamics math model

    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.

  1. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

    PubMed

    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.

  2. The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

    PubMed Central

    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

  3. Scoring Package

    National Institute of Standards and Technology Data Gateway

    NIST Scoring Package (PC database for purchase)   The NIST Scoring Package (Special Database 1) is a reference implementation of the draft Standard Method for Evaluating the Performance of Systems Intended to Recognize Hand-printed Characters from Image Data Scanned from Forms.

  4. Scored Discussions.

    ERIC Educational Resources Information Center

    Zola, John

    1992-01-01

    Suggests a classroom strategy to help students learn to analyze and discuss significant issues from history and current policy debates. Describes scored discussions in which small groups of students receive points for participation. Provides an example of a discussion on gold mining. Includes an agenda. Explores uses of scored discussions and…

  5. Comparing computer adaptive and curriculum-based measures of math in progress monitoring.

    PubMed

    Shapiro, Edward S; Dennis, Minyi Shih; Fu, Qiong

    2015-12-01

    The purpose of the study was to compare the use of a Computer Adaptive Test and Curriculum-Based Measurement in the assessment of mathematics. This study also investigated the degree to which slope or rate of change predicted student outcomes on the annual state assessment of mathematics above and beyond scores of single point screening assessments (i.e., the computer adaptive test or the CBM assessment just before the administration of the state assessment). Repeated measurement of mathematics once per month across a 7-month period using a Computer Adaptive Test (STAR-Math) and Curriculum-Based Measurement (CBM, AIMSweb Math Computation, AIMSweb Math Concepts/Applications) was collected for a maximum total of 250 third, fourth, and fifth grade students. Results showed STAR-Math in all 3 grades and AIMSweb Math Concepts/Applications in the third and fifth grades had primarily linear growth patterns in mathematics. AIMSweb Math Computation in all grades and AIMSweb Math Concepts/Applications in Grade 4 had decelerating positive trends. Predictive validity evidence showed the strongest relationships were between STAR-Math and outcomes for third and fourth grade students. The blockwise multiple regression by grade revealed that slopes accounted for only a very small proportion of additional variance above and beyond what was explained by the scores obtained on a single point of assessment just prior to the administration of the state assessment.

  6. A Panel Analysis of Student Mathematics Achievement in the US in the 1990s: Does Increasing the Amount of Time in Learning Activities Affect Math Achievement?

    ERIC Educational Resources Information Center

    Aksoy, Tevfik; Link, Charles R.

    2000-01-01

    Uses panel estimation techniques to estimate econometric models of mathematics achievement determinants for a nationally representative sample of high-school students. Extra time spent on math homework increases test scores; an extra hour of TV viewing negatively affects scores. Longer math periods also help. (Contains 56 references.) (MLH)

  7. Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task.

    PubMed

    Suárez-Pellicioni, Macarena; Núñez-Peña, Maria Isabel; Colomé, Àngels

    2015-01-01

    Attentional bias toward threatening or emotional information is considered a cognitive marker of anxiety, and it has been described in various clinical and subclinical populations. This study used an emotional Stroop task to investigate whether math anxiety is characterized by an attentional bias toward math-related words. Two previous studies failed to observe such an effect in math-anxious individuals, although the authors acknowledged certain methodological limitations that the present study seeks to avoid. Twenty high math-anxious (HMA) and 20 low math-anxious (LMA) individuals were presented with an emotional Stroop task including math-related and neutral words. Participants in the two groups did not differ in trait anxiety or depression. We found that the HMA group showed slower response times to math-related words than to neutral words, as well as a greater attentional bias (math-related - neutral difference score) than the LMA one, which constitutes the first demonstration of an attentional bias toward math-related words in HMA individuals.

  8. Attentional bias in high math-anxious individuals: evidence from an emotional Stroop task

    PubMed Central

    Suárez-Pellicioni, Macarena; Núñez-Peña, Maria Isabel; Colomé, Àngels

    2015-01-01

    Attentional bias toward threatening or emotional information is considered a cognitive marker of anxiety, and it has been described in various clinical and subclinical populations. This study used an emotional Stroop task to investigate whether math anxiety is characterized by an attentional bias toward math-related words. Two previous studies failed to observe such an effect in math-anxious individuals, although the authors acknowledged certain methodological limitations that the present study seeks to avoid. Twenty high math-anxious (HMA) and 20 low math-anxious (LMA) individuals were presented with an emotional Stroop task including math-related and neutral words. Participants in the two groups did not differ in trait anxiety or depression. We found that the HMA group showed slower response times to math-related words than to neutral words, as well as a greater attentional bias (math-related – neutral difference score) than the LMA one, which constitutes the first demonstration of an attentional bias toward math-related words in HMA individuals. PMID:26539137

  9. 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…

  10. Math Anxiety and Math Ability in Early Primary School Years

    ERIC Educational Resources Information Center

    Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

    2009-01-01

    Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…

  11. 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…

  12. 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…

  13. 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…

  14. Mind over Math: Overcoming Math Anxiety at the Dalton School

    ERIC Educational Resources Information Center

    Kogelman, Stanley; And Others

    1978-01-01

    The mathematics department at the Dalton School in New York City, was well aware of the math anxiety among its students and so sponsored a Mind Over Math program for the students in three Algebra I classes. This series of five one-hour workshops, which met during one of the three regular class sessions, was designed to reduce and prevent negative…

  15. Enhanced learning of proportional math through music training and spatial-temporal training.

    PubMed

    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

  16. Enhanced learning of proportional math through music training and spatial-temporal training.

    PubMed

    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.

  17. Identifying the Value of the ACT Score as a Predictor of Student Success in Respiratory Care, Radiography, and Nursing at Southeast Kentucky Community and Technical College

    ERIC Educational Resources Information Center

    Parrott-Robbins, Rebecca Jon

    2010-01-01

    The purpose of this study was to investigate--by utilizing data obtained from the Kentucky Community and Technical College System (KCTCS) PeopleSoft database-- whether the American College Testing (ACT) assessment was a predictor of student success for students who had graduated from respiratory, radiography, and nursing programs at Southeast…

  18. Utility of an Error Analysis and Performance Deficit Assessment for Selecting Brief Interventions to Increase Math Fluency

    ERIC Educational Resources Information Center

    Denison, Aaron

    2013-01-01

    The purpose of this study was to examine the utility of a brief assessment for the selection of an effective instruction to increase fluency performance on computation math problems. Participants were four general education third-grade students who performed below the median score on a classwide administered multiple math skills probe. Students…

  19. The Relative Influence of Faculty Mobility on NJ HSPA Scores

    ERIC Educational Resources Information Center

    Graziano, Dana

    2013-01-01

    In this study, the researcher examined the strength and direction of relationships between New Jersey School Report Card Variables, in particular Faculty Mobility, and 2009-2010 New Jersey High School Proficiency Assessment (HSPA) Math and Language Arts Literacy test scores. Variables found to have an influence on standardized test scores in the…

  20. Linking Math, Reading, and Writing Skills to Jobs.

    ERIC Educational Resources Information Center

    Cooney, Joe

    This volume explains the products and processes of the Entry Standards Assessment (ESA)/Basic Skills Brush Up System. The ESA/Basic Skills Brush Up Centers System is a program designed to provide Comprehensive Employment and Training Act (CETA) clients with the math, reading, and writing skills needed to take advantage of job training. Following…

  1. Math and Science. IDRA Focus.

    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…

  2. Techtalk: Technology and Developmental Math.

    ERIC Educational Resources Information Center

    MacDonald, Lucy; Caverly, David C.

    1999-01-01

    Reviews the evolution of math software from the 1980s to the present. Discusses how current notions of learning styles have changed software applications and how critical thinking and problem solving have impacted software development. Addresses the overall effect of technology on math anxiety and explores what new technology tools are available…

  3. 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…

  4. Wake up, because Math Matters

    ERIC Educational Resources Information Center

    Gilpin, Jeanny

    2010-01-01

    This article presents the author's story, as a teacher, about building a Math Matters club and discusses why her students arrived at school before first bell to participate enthusiastically. The author's students seemed to have a negative attitude about math. In giving that stirring motivational speech, she apparently overlooked one important…

  5. "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…

  6. Math Fair: Focus on Fractions

    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,…

  7. Math for Moms and Dads.

    ERIC Educational Resources Information Center

    Whiteford, Tim

    1998-01-01

    Richmond (Vermont) Elementary School offers a workshop in elementary-school mathematics for parents. By refreshing their math skills, parents are better able to help their children at home. Many parents who learned math through rote memorization do not understand current approaches to problem solving, such as drawing pictures, making charts,…

  8. What Math Teachers Need Most

    ERIC Educational Resources Information Center

    Nelson, Barbara Scott; Sassi, Annette

    2007-01-01

    The combination of new instructional methods and new accountability pressures puts many in a quandary in evaluating math instruction. There is much for principals to learn about how and under what conditions new instructional methods work in math classrooms, how to support teachers as they develop new instructional skills, and how to integrate a…

  9. Maths in the Board Room

    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…

  10. The Diffusion of New 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…

  11. Math Club Starting in Kindergarten

    ERIC Educational Resources Information Center

    Perry, Ann M.

    2011-01-01

    Starting a math club as early as kindergarten and having a range of grade levels in attendance can be successful. With the help of the older students, the varied age groups are entertained and excited about attending math club. The purpose of the club is to enrich the classroom mathematics curriculum with hands-on activities and to have members…

  12. Differential Effects on Student Demographic Groups of Using ACT® College Readiness Assessment Composite Score, Act Benchmarks, and High School Grade Point Average for Predicting Long-Term College Success through Degree Completion. ACT Research Report Series, 2013 (5)

    ERIC Educational Resources Information Center

    Radunzel, Justine; Noble, Julie

    2013-01-01

    In this study, we evaluated the differential effects on racial/ethnic, family income, and gender groups of using ACT® College Readiness Assessment Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours…

  13. The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.

    PubMed

    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.

  14. The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.

    PubMed

    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

  15. Beginning school math competence: minority and majority comparisons.

    PubMed

    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

  16. 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…

  17. 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"…

  18. Helping Students Get Past Math Anxiety

    ERIC Educational Resources Information Center

    Scarpello, Gary

    2007-01-01

    Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…

  19. 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,…

  20. 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…

  1. 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…

  2. Language, reading, and math learning profiles in an epidemiological sample of school age children.

    PubMed

    Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F; Ansari, Daniel

    2013-01-01

    Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities. PMID:24155959

  3. Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

    ERIC Educational Resources Information Center

    Lee, Jihyun

    2009-01-01

    The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…

  4. How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study.

    PubMed

    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.

  5. How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study.

    PubMed

    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

  6. The card game 24 and its application to math education

    NASA Astrophysics Data System (ADS)

    Tong, Liping; Yang, Jie; Han, Xue; Velasquez, Loren

    2014-05-01

    The card game 24 is a mathematical game that traditionally engages elementary students to practice their mental computational skills. In this paper, we use probability to formulate and explore the game. We create score of difficulty level for solvable card combination set under various setup of game rules. Based on our findings, we create new playing rules and provide suggestions for different levels of players. Our results may serve as guidelines on introducing the game 24 into the practice of math education.

  7. Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

    PubMed

    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

  8. Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

    PubMed

    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.

  9. Attentional bias in math anxiety.

    PubMed

    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.

  10. Attentional bias in math anxiety.

    PubMed

    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

  11. Attentional bias in math anxiety

    PubMed Central

    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

  12. The Propensity Score Analytical Framework: An Overview and Institutional Research Example

    ERIC Educational Resources Information Center

    Herzog, Serge

    2014-01-01

    Estimating the effect of campus math tutoring support, this study demonstrates the use of propensity score weighted and matched-data analysis and examines the correspondence with results from parametric regression analysis.

  13. Effects of methylphenidate on acute math performance in children with attention-deficit hyperactivity disorder.

    PubMed

    Grizenko, Natalie; Cai, Emmy; Jolicoeur, Claude; Ter-Stepanian, Mariam; Joober, Ridha

    2013-11-01

    Objectif : Examiner les effets à court terme (aigus) du méthylphénidate (MPH) sur la performance en mathématique chez des enfants souffrant du trouble de déficit de l’attention avec hyperactivité (TDAH), et quels facteurs prédisent une amélioration de la performance en math. Méthode : Cent quatre-vingt-dix-huit enfants souffrant du TDAH ont participé à un essai de MPH croisé, randomisé, à double insu et contrôlé avec placebo. La réponse du MPH en math a été déterminée par l’administration de problèmes de math ajustés à leur niveau scolaire durant la Restricted Academic Situation Scale (RASS). Les tests t de Student ont été menés afin d’évaluer le changement de la performance en math avec les psychostimulants. La corrélation entre le changement à la RASS et le changement de la performance en math a aussi été examinée. Une régression linéaire a été exécutée pour déterminer les variables prédictives. Résultats : Les enfants souffrant du TDAH se sont améliorés significativement en math avec le MPH (P < 0,001). Le degré d’amélioration à la RASS (qui évalue l’activité motrice et l’orientation dans les tâches) et dans la performance en math avec MPH était hautement corrélé. L’âge de l’enfant au départ et les scores normaux au départ au Wechsler Individual Achievement Test (WIAT) – des opérations numériques représentaient 15 % des variances d’amélioration aiguë en math. Conclusions : Le MPH améliore la performance aiguë en mathématique chez les enfants souffrant du TDAH. Les enfants plus jeunes qui ont de moins bons scores en math (évalué par le WIAT) ont surtout amélioré leurs scores en math lorsqu’ils ont reçu des psychostimulants. Numéro d’enregistrement d’essai clinique : NCT00483106.

  14. Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement

    PubMed Central

    Haist, Frank; Wazny, Jarnet H.; Toomarian, Elizabeth; Adamo, Maha

    2015-01-01

    A central question in cognitive and educational neuroscience is whether brain operations supporting non-linguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or “formal” math knowledge. Here, we conducted a developmental functional MRI study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6–12 years-old), 14 adolescents (13–17 years-old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus (IPS) specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. PMID:25327879

  15. Measurement of math beliefs and their associations with math behaviors in college students.

    PubMed

    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

  16. Measurement of math beliefs and their associations with math behaviors in college students.

    PubMed

    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.

  17. Prediction of State Mandated Assessment Mathematics Scores from Computer Based Mathematics and Reading Preview Assessments

    ERIC Educational Resources Information Center

    Costa-Guerra, Boris

    2012-01-01

    The study sought to understand whether MAPs computer based assessment of math and language skills using MAPs reading scores can predict student scores on the NMSBA. A key question was whether or not the prediction can be improved by including student language skill scores. The study explored the effectiveness of computer based preview assessments…

  18. Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

    ERIC Educational Resources Information Center

    Bull, Heather

    2009-01-01

    Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

  19. Aberrant spatiotemporal activation profiles associated with math difficulties in children: a magnetic source imaging study.

    PubMed

    Simos, Panagiotis G; Kanatsouli, Kassiani; Fletcher, Jack M; Sarkari, Shirin; Juranek, Jennifer; Cirino, Paul; Passaro, Antony; Papanicolaou, Andrew C

    2008-09-01

    The study investigates the relative degree and timing of cortical activation in parietal, temporal, and frontal regions during simple arithmetic tasks in children who experience math difficulties. Real-time brain activity was measured with magnetoencephalography during simple addition and numerosity judgments in students with math difficulties and average or above average reading skills (MD group, N = 14), students with below average scores on both math and basic reading tests (MD/RD group, N = 16) and students with above average scores on standardized math tests (control group, N = 25). Children with MD showed increased degree of neurophysiological activity in inferior and superior parietal regions in the right hemisphere compared to both controls and MD/RD students. Left hemisphere inferior parietal regions did not show the expected task-related changes and showed activity at a significant temporal delay. MD students also showed increased early engagement of prefrontal cortices. Taken together, these findings may indicate increased reliance on a network of right hemisphere parietal (and possibly frontal areas as well) for simple math calculations in students who experience math difficulties but perform within normal range in reading.

  20. A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins

    ERIC Educational Resources Information Center

    Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

    2016-01-01

    Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…

  1. Relationships between Gender, Socioeconomic Status, Math Attitudes, and Math Achievement: An International Investigation

    ERIC Educational Resources Information Center

    Duerr, Sunny R.

    2012-01-01

    The relationships between gender, math attitude, and math achievement have traditionally been studied within individual countries, despite the existence of large international data sets available for analysis. This dissertation investigated the relationships between gender, math attitude, and math achievement based on information from 50…

  2. 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…

  3. A Motivational Technique for Business Math

    ERIC Educational Resources Information Center

    Voelker, Pamela

    1977-01-01

    The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

  4. The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096

    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…

  5. Recognizing and Nurturing Math Talent in Children

    ERIC Educational Resources Information Center

    Gavin, M. Katherine; Firmender, Janine M.; Casa, Tutita M.

    2013-01-01

    What is math talent? Ten different educators will most likely provide 10 different answers. Researchers state that one reason mathematical talent is difficult to describe involves the different ways children manifest math talent. Children can display math talent in three different ways: (a) those who reason abstractly and have an "algebraic…

  6. Persistence of Fall 1988 Math 310, Math 12 & Math 13 Students through Transfer Level Math over Four Academic Years (Fall 1988-Spring 1992). Research Report #269.

    ERIC Educational Resources Information Center

    Kangas, Jon; Ma, Tony

    A study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC) to determine persistence rates over 4 academic years for students with no previous college experience who entered arithmetic (Math 310), beginning algebra (Math 12), and intermediate algebra (Math 13) courses in fall 1988. The study sought to determine…

  7. 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…

  8. Science and Math Applications. Final Report.

    ERIC Educational Resources Information Center

    Lauver, Lori A.

    This document includes a final report and curriculum guide from a project to develop a Science and Math Applications curriculum that related science and math to everyday life and promoted confidence in adult basic education students in their science and math skills. The report describes how the curriculum used traditional teaching methods to teach…

  9. See the Math with Your Binoculars!

    ERIC Educational Resources Information Center

    Roman, Harry T.

    2007-01-01

    Teachers and students will find a very practical math application right in a pair of common binoculars. This article describes a procedure to get a bit of math practice and analysis. It presents a math activity with elementary students on taking measurements using the binoculars. (Contains 1 table.)

  10. Math Avoidance and Pursuit of Fantasy Careers.

    ERIC Educational Resources Information Center

    Benton, Barbara L.

    Math avoidance has been hypothesized as related to career choice restrictions. Few attempts have been made, however, to assess the relative importance of the various components of math avoidance to career choice. Furthermore, it has been implied that persons fearful of math not only avoid specific careers but also reject careers that are otherwise…

  11. Math Sense: Comprehensive Review. Teacher's Resource Guide.

    ERIC Educational Resources Information Center

    Halloran, Pamela

    This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers; decimals and money; fractions, ratios,…

  12. Math Sense: Whole Numbers and Money.

    ERIC Educational Resources Information Center

    Phillips, Jan

    This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers and addition, subtraction, multiplication, and division. Lessons are…

  13. Math Sense: Measurement and Data Analysis.

    ERIC Educational Resources Information Center

    Mitchell, Robert P.

    This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include measurement and data analysis such as measuring distance, space, time, capacity,…

  14. Credit Score Competition Act of 2015

    THOMAS, 112th Congress

    Rep. Royce, Edward R. [R-CA-39

    2015-12-10

    09/27/2016 Hearings Held by the Subcommittee on Financial Institutions and Consumer Credit Prior to Referral. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  15. SCORE Program Improvement Act of 2012

    THOMAS, 112th Congress

    Sen. Snowe, Olympia J. [R-ME

    2012-05-24

    05/24/2012 Read twice and referred to the Committee on Small Business and Entrepreneurship. (text of measure as introduced: CR S3637-3638) (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  16. Cognitive predictors of reading and math achievement among gifted referrals.

    PubMed

    Rowe, Ellen W; Miller, Cristin; Ebenstein, Lauren A; Thompson, Dawna F

    2012-09-01

    This study investigated the predictive power of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Full Scale IQ (FSIQ), the General Ability Index (GAI), and the WISC-IV index score composites on subsequent reading and math standardized test scores among high-achieving students. The sample consisted of 84 elementary-age students who received an individual cognitive assessment with the WISC-IV in the previous year as part of the application process for gifted and talented programming through their schools. Although there were no significant differences among the mean WISC-IV index scores, 77% of the individual students evidenced statistically significant WISC-IV index score variability. Thus, intraindividual test score variability appears to be the norm among high-achieving students. In spite of this variability, regression analyses indicated that the FSIQ predicted reading comprehension and mathematics achievement better than, or as well as, the GAI or individual scores for verbal comprehension and perceptual reasoning. None of the cognitive variables correlated significantly with achievement scores for Word Reading or Pseudoword Decoding scores, but the FSIQ, GAI, Verbal Comprehension, and Perceptual Reasoning scores predicted reading comprehension. Limitations and directions for future research are discussed.

  17. Pursuing science and math proficiency

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    The U.S. House of Representatives on July 30 passed two bills to help increase science and math proficiency among students. The first bill, House Resolution 1858, would provide $200 million per year for fiscal years 2002-2006 to establish Mathematics and Science Partnerships among universities, school districts, and possibly businesses, to help improve math and science education from kindergarten through 12th grade. Other funds would expand the scope of the National Science Foundation's digital library program, and set up four university research centers on teaching and learning.

  18. Helping Your Child Learn Math: Math Tips for Parents

    ERIC Educational Resources Information Center

    Nebraska Department of Education, 2010

    2010-01-01

    This paper presents tips, activities, resources, and games that parents can use to help their children become more proficient in math. Some helpful tips offered are: (1) Be positive; (2) Play family games; (3) Avoid stereotypes; (4) Choose gifts that develop problem solving skills; (5) Expand your children's horizons; (6) Buy or borrow library…

  19. Math and the Real World: Fun and Games. Teaching Math.

    ERIC Educational Resources Information Center

    May, Lola

    1993-01-01

    Describes three simple games that do not involve numbers and that can be used to teach children problem-solving strategies and math skills. The games are Tick-Tack-Toe; Jest, a game that uses a blocking strategy; and Nim, a game that uses a capturing strategy. All three games force students to plan ahead and calculate possible outcomes using…

  20. Americans Need Advanced Math to Stay Globally Competitive. Math Works

    ERIC Educational Resources Information Center

    Achieve, Inc., 2013

    2013-01-01

    No student who hopes to compete in today's rapidly evolving global economy and job market can afford to graduate from high school with weak mathematical skills, which include the ability to use logic, reason, and solve problems. The benefits associated with improving the math performance of American students also extend to the larger U.S. economy.…

  1. Taking Math Outside of the Classroom: Math in the City

    ERIC Educational Resources Information Center

    Radu, Petronela

    2013-01-01

    Math in the City is an interdisciplinary mathematics course offered at University of Nebraska-Lincoln in which students engage in a real-world experience to understand current major societal issues of local and national interest. The course is run in collaboration with local businesses, research centers, and government organizations, that provide…

  2. Assessing Impacts of "Math in Focus," a "Singapore Math" Program

    ERIC Educational Resources Information Center

    Jaciw, Andrew P.; Hegseth, Whitney Michelle; Lin, Li; Toby, Megan; Newman, Denis; Ma, Boya; Zacamy, Jenna

    2016-01-01

    This study investigates, through a cluster randomized trial, the impact of "Math in Focus," a core mathematics program modeled after instructional approaches used in Singapore, on third- through fifth-grade students' achievement in mathematics. The program is currently being used in more than 400 school districts in the United States.…

  3. Mobile Math: Math Educators and Students Engage in Mobile Learning

    ERIC Educational Resources Information Center

    Franklin, Teresa; Peng, Li-Wei

    2008-01-01

    The public and educational communities are aware of the continuing crisis in math education in our middle schools and the convergence of technologies for teaching and learning. This paper presents a case study in which iPod Touch[R] was used to help middle school students learn about algebraic equations and, in particular, the concept of slope,…

  4. Math for Learning, Math for Life: An Annotated Bibliography.

    ERIC Educational Resources Information Center

    Elliott, Claire

    This document presents a total of 109 references and annotations of works that are in some way related to the topic of math for learning and life. Section 1 presents 68 annotated references with keywords drawn from the Canadian Literacy Thesaurus. Selected topics covered in the listed publications are as follows: numeracy as social practice; the…

  5. Phylogenetic analysis of the expansion of the MATH-BTB gene family in the grasses.

    PubMed

    Juranić, Martina; Dresselhaus, Thomas

    2014-01-01

    MATH-BTB proteins are known to act as substrate-specific adaptors of cullin3 (CUL3)-based ubiquitin E3 ligases to target protein for ubiquitination. In a previous study we reported the presence of 31 MATH-BTB genes in the maize genome and determined the regulatory role of the MATH-BTB protein MAB1 during meiosis to mitosis transition. In contrast to maize, there are only 6 homologous genes in the model plant Arabidopsis, while this family has largely expanded in grasses. Here, we report a phylogenetic analysis of the MATH-BTB gene family in 9 land plant species including various mosses, eudicots, and grasses. We extend a previous classification of the plant MATH-BTB family and additionally arrange the expanded group into 5 grass-specific clades. Synteny studies indicate that expansion occurred to a large extent due to local gene duplications. Expression studies of 3 closely related MATH-BTB genes in maize (MAB1-3) indicate highly specific expression pattern. In summary, this work provides a solid base for further studies comparing genetic and functional information of the MATH-BTB family especially in the grasses.

  6. Phylogenetic analysis of the expansion of the MATH-BTB gene family in the grasses

    PubMed Central

    Juranić, Martina; Dresselhaus, Thomas

    2014-01-01

    MATH-BTB proteins are known to act as substrate-specific adaptors of cullin3 (CUL3)-based ubiquitin E3 ligases to target protein for ubiquitination. In a previous study we reported the presence of 31 MATH-BTB genes in the maize genome and determined the regulatory role of the MATH-BTB protein MAB1 during meiosis to mitosis transition. In contrast to maize, there are only 6 homologous genes in the model plant Arabidopsis, while this family has largely expanded in grasses. Here, we report a phylogenetic analysis of the MATH-BTB gene family in 9 land plant species including various mosses, eudicots, and grasses. We extend a previous classification of the plant MATH-BTB family and additionally arrange the expanded group into 5 grass-specific clades. Synteny studies indicate that expansion occurred to a large extent due to local gene duplications. Expression studies of 3 closely related MATH-BTB genes in maize (MAB1–3) indicate highly specific expression pattern. In summary, this work provides a solid base for further studies comparing genetic and functional information of the MATH-BTB family especially in the grasses. PMID:24614623

  7. State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Pennsylvania

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles Pennsylvania's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 8 reading and math. Average annual gains were larger on the state test than on NAEP in…

  8. State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Maryland

    ERIC Educational Resources Information Center

    Center on Education Policy, 2010

    2010-01-01

    This paper profiles Maryland's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased at grades 4 and 8 in both reading and math. Average annual gains were larger on the state test than…

  9. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    NASA Astrophysics Data System (ADS)

    Mulkerrin, Elizabeth A.

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were

  10. Business Math in Everyday Life.

    ERIC Educational Resources Information Center

    McGee, Phil

    The material presented in this booklet is designed to provide supplemental information and exercises to aid in the development of basic everyday skills in business math. Seven units are presented with each unit containing basic information on the unit topic, followed by student exercises, and a review section. The seven units are (1) check writing…

  11. The Mobile Math Lab Project.

    ERIC Educational Resources Information Center

    Gray, Elaine

    1991-01-01

    Describes a mobile computer lab set up in a converted bus that is used by fourth graders as part of the math curriculum. The program, which emphasizes problem solving and spatial visualization, also addresses gender differences and in-service teacher training. The physical arrangements, including provisions for computer security, are described.…

  12. Meeting a Math Achievement Crisis

    ERIC Educational Resources Information Center

    Jennings, Lenora; Likis, Lori

    2005-01-01

    An urban community spotlighted declining mathematics achievement and took some measures, in which the students' performance increased substantially. The Benjamin Banneker Charter Public School in Cambridge, Massachusetts, engaged the entire community and launched the campaign called "Math Everywhere", which changed Benjamin Banneker's culture as…

  13. Using Math With Maple Sugaring.

    ERIC Educational Resources Information Center

    Christenson, Gary

    1984-01-01

    Suggest several math activities using the simple technique of tapping a sugar maple tree for sap. Information and activities presented are useful in tapping one or two trees on school property, helping students who tap trees at home, or leading a field trip to a nearby maple sugaring site. (ERB)

  14. The Common Core Math Standards

    ERIC Educational Resources Information Center

    Wurman, Ze'ev; Wilson, W. Stephen

    2012-01-01

    More than 40 states have now signed onto the Common Core standards in English language arts and math, which have been both celebrated as a tremendous advance and criticized as misguided and for bearing the heavy thumbprint of the federal government. This article presents an interview with Ze'ev Wurman and W. Stephen Wilson. Wurman, who was a U.S.…

  15. Developmental Math: What's the Answer?

    ERIC Educational Resources Information Center

    Cafarella, Brian

    2016-01-01

    Developmental mathematics has been under the radar within higher education for some time. The reality is that there are many proven best practices in developmental math. Unfortunately, there are many obstacles that prevent student success. Moreover, the high rates of attrition and failure have led state legislators and college administrators to…

  16. Math: Basic Skills Content Standards

    ERIC Educational Resources Information Center

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2008

    2008-01-01

    This document presents content standards tables for math. [CASAS content standards tables are designed for educators at national, state and local levels to inform the alignment of content standards, instruction and assessment. The Content Standards along with the CASAS Competencies form the basis of the CASAS integrated assessment and curriculum…

  17. Math and Science. IDRA Focus.

    ERIC Educational Resources Information Center

    IDRA Newsletter, 1995

    1995-01-01

    This theme issue contains six articles on improving math and science education for minority group students, particularly language-minority students. "Accelerating Content Area Gains for English Language Learners" (Laura Chris Green) describes the Young Scientists Acquiring English project, which seeks to improve the content-area achievement of…

  18. A Model for Math Modeling

    ERIC Educational Resources Information Center

    Lin, Tony; Erfan, Sasan

    2016-01-01

    Mathematical modeling is an open-ended research subject where no definite answers exist for any problem. Math modeling enables thinking outside the box to connect different fields of studies together including statistics, algebra, calculus, matrices, programming and scientific writing. As an integral part of society, it is the foundation for many…

  19. The Math, Science, & Manufacturing Collaborative.

    ERIC Educational Resources Information Center

    Abate, Ronald J.

    The concept of a collaborative math and science project grew out of the need expressed by Cleveland State University (Ohio) engineering faculty and junior and senior high school teachers. These groups sought to provide students with connections to "real world" situations that they will face as they transition into the workplace of the future. The…

  20. Math: Objectives Guide. Project CAST.

    ERIC Educational Resources Information Center

    Charles County Board of Education, La Plata, MD. Office of Special Education.

    The guide lists math objectives needed for independent living by secondary special education students. One of a series of Project CAST (Community and School Together) life skills manuals, the guide outlines basic competencies in terms of goal statements, behavioral objectives, and specialized vocabulary for the following areas: money, making…

  1. Three brief assessments of math achievement.

    PubMed

    Steiner, Eric T; Ashcraft, Mark H

    2012-12-01

    Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.

  2. Students' confidence in the ability to transfer basic math skills in introductory physics and chemistry courses at a community college

    NASA Astrophysics Data System (ADS)

    Quinn, Reginald

    2013-01-01

    The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month of November after all of the students had taken their midterm exams and received midterm grades. The instrument used in this survey was developed and validated by the researcher. The instrument asks the students to rate how confident they were in working out specific math problems and how confident they were in working problems using those specific math skills in physics and chemistry. The instrument also provided an example problem for every confidence item. Results revealed that students' demographics were significant predictors in confidence scores. Students in the 18-22 year old range were less confident in solving math problems than others. Students who had retaken a math course were less confident than those who had not. Chemistry students were less confident in solving math problems than those in physics courses. Chemistry II students were less confident than those in Chemistry I and Principals of Chemistry. Students were least confident in solving problems involving logarithms and the most confident in solving algebra problems. In general, students felt that their math courses did not prepare them for the math problems encountered in science courses. There was no significant difference in confidence between students who had completed their math homework online and those who had completed their homework on paper. The researcher recommends that chemistry educators find ways of incorporating more mathematics in their courses especially logarithms and slope. Furthermore, math educators should incorporate more chemistry related applications to math class. Results of hypotheses testing, conclusions, discussions, and

  3. Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life.

    PubMed

    Jansen, Brenda R J; Schmitz, Eva A; van der Maas, Han L J

    2016-01-01

    This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life.

  4. Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

    PubMed Central

    Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.

    2016-01-01

    This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122

  5. Math Literacy through French Language Learning: Connecting with the Common Core in the Lower Elementary Grades

    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)…

  6. Effects of an Intervention on Math Achievement for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kitchens, Vivian D.

    2012-01-01

    Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. Using the theoretical framework of behaviorism, the purpose of this quantitative one group pre post test design…

  7. Math College-Readiness of Texas Community College Students: A Multi-Year Analysis

    ERIC Educational Resources Information Center

    Abraham, Reni A.

    2013-01-01

    Purpose: The purpose of this study was to examine the college-readiness in math of Texas community college students using archival data from the Texas Higher Education Coordinating Board (THECB). Data analyzed were the rate of all first-time in college (FTIC) developmental education students who scored below the Texas college-readiness standards…

  8. Developing Math Automaticity Using a Classwide Fluency Building Procedure for Middle School Students: A Preliminary Study

    ERIC Educational Resources Information Center

    Axtell, Philip K.; McCallum, R. Steve; Bell, Sherry Mee; Poncy, Brian

    2008-01-01

    To investigate the influence of an innovative math fluency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = 0.016) adjusted mean (M) math…

  9. Effects of Ability Grouping on Math Achievement of Third Grade Students

    ERIC Educational Resources Information Center

    Thomas, Emily; Feng, Jay

    2014-01-01

    The purpose of this study was to examine the effects of heterogeneous and homogeneous grouping on the mathematical achievement of students in third grade. Participants were 16 third graders in a self-contained classroom, assigned to either small homogeneous or heterogeneous group for math instruction for 7 weeks. Pretest-posttest scores and growth…

  10. Problems in the Pipeline: Stereotype Threat and Women's Achievement in High-Level Math Courses

    ERIC Educational Resources Information Center

    Good, Catherine; Aronson, Joshua; Harder, Jayne Ann

    2008-01-01

    It is well established that negative stereotypes can undermine women's performance on mathematics tests. Despite considerable laboratory evidence for the role of "stereotype threat" in girls' and women's math test performance, the relevance of such findings for the "real world" gender test-score gap remains unclear and debates about causes focus…

  11. Evaluating the Effects of Differences in Group Abilities on the Tucker and the Levine Observed-Score Methods for Common-Item Nonequivalent Groups Equating. ACT Research Report Series 2010-1

    ERIC Educational Resources Information Center

    Chen, Hanwei; Cui, Zhongmin; Zhu, Rongchun; Gao, Xiaohong

    2010-01-01

    The most critical feature of a common-item nonequivalent groups equating design is that the average score difference between the new and old groups can be accurately decomposed into a group ability difference and a form difficulty difference. Two widely used observed-score linear equating methods, the Tucker and the Levine observed-score methods,…

  12. ACT and College Success

    ERIC Educational Resources Information Center

    Bleyaert, Barbara

    2010-01-01

    What is the relationship between ACT scores and success in college? For decades, admissions policies in colleges and universities across the country have required applicants to submit scores from a college entrance exam, most typically the ACT (American College Testing) or SAT (Scholastic Aptitude Test). This requirement suggests that high school…

  13. Reactivity to stress and the cognitive components of math disability in grade 1 children.

    PubMed

    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.

  14. State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students? North Carolina

    ERIC Educational Resources Information Center

    Center on Education Policy, 2011

    2011-01-01

    This paper profiles North Carolina's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade math test was 351 for non-Title I students and 347 for Title I students. In 2009, the mean scale score in 4th grade math was 354 for non-Title I students and 350 for Title I students. Between 2006 and 2009, the mean scale…

  15. A Bold New Math Class

    ERIC Educational Resources Information Center

    Khan, Salman; Slavitt, Elizabeth

    2013-01-01

    Summit San Jose is part of the Summit Public Schools network, a group of charter schools in California's Bay Area. In 2011, when Summit San Jose first opened its new high school with a cohort of 9th graders, the teachers decided to pilot Khan Academy. At the time, they had piloted their math resources and platform with five classrooms in Los…

  16. Greg Tang: Making Math Count

    ERIC Educational Resources Information Center

    Pierpont, Katherine

    2006-01-01

    Greg Tang has a resume that could get his foot in the door to a lot of places. A graduate of Harvard with both a B.A. and M.A. in economics, Tang has found success as a business executive, a speechwriter, a software designer and owner of a Tae Kwon Do school. After the publication of his first best-selling book for children, "The Grapes of Math"…

  17. What Is the Relative Influence of NJ School Report Card Variables on NJ ASK 5 Scores?

    ERIC Educational Resources Information Center

    Gemellaro, Dorian Marrone

    2012-01-01

    In this study, the researcher examined the strength and direction of relationships between NJ School Report Card Variables (NJ SRC) and 2008-2009 NJ ASK 5 Math and Language Arts Literacy (LAL) student test scores. Variables found to have an influence on standardized test scores in the extant literature were evaluated and reported. Analyses were…

  18. Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School

    ERIC Educational Resources Information Center

    Cornwell, Christopher; Mustard, David B.; Van Parys, Jessica

    2013-01-01

    Using data from the 1998-99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores. Girls in every racial category outperform boys on reading tests, while boys score at least as well on math and science tests as girls. However, boys in all racial categories across all subject areas are not represented in…

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

    ERIC Educational Resources Information Center

    Powell, David V.

    2004-01-01

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

  20. Linking Scores from Tests of Similar Content Given in Different Languages: An Illustration Involving Methodological Alternatives

    ERIC Educational Resources Information Center

    Cascallar, Alicia S.; Dorans, Neil J.

    2005-01-01

    This study compares two methods commonly used (concordance and prediction) to establish linkages between scores from tests of similar content given in different languages. Score linkages between the Verbal and Math sections of the SAT I and the corresponding sections of the Spanish-language admissions test, the Prueba de Aptitud Academica (PAA),…

  1. Linking Scores From Tests of Similar Content Given in Different Languages: An Illustration Involving Methodological Alternatives

    ERIC Educational Resources Information Center

    Cascallar, Alicia S.; Dorans, Neil J.

    2005-01-01

    This study compares two methods commonly used (concordance and prediction) to establish linkages between scores from tests of similar content given in different languages. Score linkages between the Verbal and Math sections of the SAT I and the corresponding sections of the Spanish-language admissions test, the Prueba de Aptitud Academica (PAA),…

  2. Productive failure in learning math.

    PubMed

    Kapur, Manu

    2014-06-01

    When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized-controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before being taught demonstrated significantly greater conceptual understanding and ability to transfer to novel problems than those who were taught first. The second study further showed that when given an opportunity to learn from the failed problem-solving attempts of their peers, students outperformed those who were taught first, but not those who engaged in problem solving first. Process findings showed that the number of student-generated solutions significantly predicted learning outcomes. These results challenge the conventional practice of direct instruction to teach new math concepts and procedures, and propose the possibility of learning from one's own failed problem-solving attempts or those of others before receiving instruction as alternatives for better math learning.

  3. Math and Science Are America's Future. National Math and Science Initiative Annual Report, 2008

    ERIC Educational Resources Information Center

    National Math and Science Initiative, 2008

    2008-01-01

    This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14…

  4. Math Performance as a Function of Math Anxiety and Arousal Performance Theory

    ERIC Educational Resources Information Center

    Farnsworth, Donald M., Jr.

    2009-01-01

    While research continues to link increased math anxiety with reduced working memory, the exact nature of the relationship remains elusive. In addition, research regarding the extent of the impact math anxiety has on working memory is contradictory. This research clarifies the directional nature of math anxiety as it pertains to working memory, and…

  5. Math Matters: MDRC's Projects in Math for Low-Income Students, from Preschool to College

    ERIC Educational Resources Information Center

    MDRC, 2015

    2015-01-01

    In an increasingly technological world, developing basic math skills is crucial. Headlines regularly be-moan the international ranking of American students on math proficiency, and students from low-income families do worse in math than their more affluent peers. The federal Bureau of Labor Statistics projects that employment in occupations…

  6. Books that Build Math Skills: Sharing Books that Reinforce Math Concepts with Young Children

    ERIC Educational Resources Information Center

    Sarama, Julie; Clements, Douglas H.

    2006-01-01

    This article presents some wonderful books that reinforce math concepts with young children. In "I Spy Two Eyes: Numbers in Art," children see reproductions of the work of famous artists and count elements in the pictures. A list of math books that reinforce math concepts is included.

  7. 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…

  8. Using an Intelligent Tutor and Math Fluency Training to Improve Math Performance

    ERIC Educational Resources Information Center

    Arroyo, Ivon; Royer, James M.; Woolf, Beverly P.

    2011-01-01

    This article integrates research in intelligent tutors with psychology studies of memory and math fluency (the speed to retrieve or calculate answers to basic math operations). It describes the impact of computer software designed to improve either strategic behavior or math fluency. Both competencies are key to improved performance and both…

  9. Non-"g" Residuals of the SAT and ACT Predict Specific Abilities

    ERIC Educational Resources Information Center

    Coyle, Thomas R.; Purcell, Jason M.; Snyder, Anissa C.; Kochunov, Peter

    2013-01-01

    This research examined whether non-"g" residuals of the SAT and ACT subtests, obtained after removing g, predicted specific abilities. Non-"g" residuals of the verbal and math subtests of the SAT and ACT were correlated with academic (verbal and math) and non-academic abilities (speed and shop), both based on the Armed Services Vocational Aptitude…

  10. Can Instructors Help Learners Overcome Math Anxiety?

    ERIC Educational Resources Information Center

    Preis, Christy; Biggs, Bobbie T.

    2001-01-01

    Defines math anxiety and discusses some of its sources. Suggests methods for instructors in postsecondary institutions to help learners become successful in mathematics. (Contains 33 references.) (JOW)

  11. Predictors of MCAT Scores for Black Americans

    PubMed Central

    Carmichael, J. W.; Bauer, Joanne; Hunter, Jacqueline R.; Labat, Deidre D.; Sevenair, John P.

    1987-01-01

    If minority students likely to score low on the Medical College Admissions Test (MCAT) can be identified in advance, they can be advised to take existing preparatory programs, or programs can be developed to meet their needs. Correlation coefficients for a number of available independent variables with MCAT scores were determined for a population of premedical students at Xavier University of Louisiana. American College Testing (ACT) and Scholastic Aptitude Test (SAT) scores were found to have similar ability to predict MCAT scores, with a correlation coefficient of 0.64 between ACT composite and MCAT total scores. Correlations of sophomore year grade point average (GPA) with MCAT scores were only slightly weaker. Use of subtest scores for the ACT and SAT, grades in science courses, and Nelson-Denny Reading Test scores did not improve prediction to any real extent, either when used alone or in multiple linear regression analysis. In contrast to some previous studies, predictions for black men were as good as those for black women. Use of only ACT composite and sophomore year GPA together gave correlations only slightly weaker than predictions using a full range of variables; data from ACT composite and sophomore year GPA can be used for calculating predictive equations on many available micro-computers. These procedures may not be applicable to minority students at majority institutions. PMID:3612830

  12. Is math anxiety in the secondary classroom limiting physics mastery? A study of math anxiety and physics performance

    NASA Astrophysics Data System (ADS)

    Mercer, Gary J.

    This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.

  13. Aromatherapy positively affects mood, EEG patterns of alertness and math computations.

    PubMed

    Diego, M A; Jones, N A; Field, T; Hernandez-Reif, M; Schanberg, S; Kuhn, C; McAdam, V; Galamaga, R; Galamaga, M

    1998-12-01

    EEG activity, alertness, and mood were assessed in 40 adults given 3 minutes of aromatherapy using two aromas, lavender (considered a relaxing odor) or rosemary (considered a stimulating odor). Participants were also given simple math computations before and after the therapy. The lavender group showed increased beta power, suggesting increased drowsiness, they had less depressed mood (POMS) and reported feeling more relaxed and performed the math computations faster and more accurately following aromatherapy. The rosemary group, on the other hand, showed decreased frontal alpha and beta power, suggesting increased alertness. They also had lower state anxiety scores, reported feeling more relaxed and alert and they were only faster, not more accurate, at completing the math computations after the aromatherapy session. PMID:10069621

  14. More Value through Greater Differentiation: Gender Differences in Value Beliefs about Math

    ERIC Educational Resources Information Center

    Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Schreier, Brigitte; Häfner, Isabelle; Trautwein, Ulrich; Nagengast, Benjamin

    2015-01-01

    Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on…

  15. A New Approach to Improving Science, Technology, Engineering, and Math Education. Backgrounder No. 2259

    ERIC Educational Resources Information Center

    Lips, Dan; McNeill, Jena Baker

    2009-01-01

    The authors express reservations about additional federal funding for the National Science Foundation, including new funding for science, technology, engineering, and math (STEM) education programs, provided by the American Recovery and Reinvestment Act of 2009. For more than 50 years, American political, business, military, and academic leaders…

  16. Adaptively Ubiquitous Learning in Campus Math Path

    ERIC Educational Resources Information Center

    Shih, Shu-Chuan; Kuo, Bor-Chen; Liu, Yu-Lung

    2012-01-01

    The purposes of this study are to develop and evaluate the instructional model and learning system which integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning. The researcher first creates a ubiquitous learning environment which is called "adaptive U-learning math path system". This system…

  17. Starting a Secondary School Maths Club.

    ERIC Educational Resources Information Center

    Cocker, Moira; And Others

    1996-01-01

    Compiles the experiences of four people involved in running math clubs. States that the underlying purpose of all clubs is to promote mathematics as an enjoyable pastime while also stimulating students and enhancing the everyday curriculum. Describes difficulties encountered and their solutions, varieties of clubs, sample math problems, and a book…

  18. Teaching Quantitative Methodology to the Math Averse

    ERIC Educational Resources Information Center

    Buchler, Justin

    2009-01-01

    Many political science students struggle in quantitative methods courses because they have never been taught how to learn math. Learning math is different from learning in other fields, so the techniques students have used successfully in other classes are inappropriate in mathematically oriented classes. However, most students have never been…

  19. 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…

  20. Math Notebook, January-December, 1990.

    ERIC Educational Resources Information Center

    Sharma, Mahesh C., Ed.

    1990-01-01

    "Math Notebook" is published five times a year as a supplement to the "NCTM News Bulletin." This document consists of the five issues published during 1990. Each issue is devoted to a single math topic. The five topics represented here are: (1) "Concept of Number"; (2) "Basic Skills: Development of Number Concepts" (a continuation of "Concept of…

  1. Reading Coaching for Math Word Problems

    ERIC Educational Resources Information Center

    Edwards, Sharon A.; Maloy, Robert W.; Anderson, Gordon

    2009-01-01

    "Math is language, too," Phyllis and David Whitin (2000) remind everyone in their informative book about reading and writing in the mathematics classroom. This means that students in elementary school math classes are learning two distinct, yet related languages--one of numbers, the other of words. These languages of numbers and words are combined…

  2. Methods and Strategies: Math and Science Night

    ERIC Educational Resources Information Center

    Sullivan, Joan; Hatton, Mary

    2011-01-01

    Family Math and Science Nights engage students and parents in active investigations tied to the curriculum in a fun, informal environment. Through this program, families actively explore math and science ideas, discover together through guided inquiry, and apply their discoveries to solve a problem at the end. All activities are hands-on, use…

  3. Infusing the Arts into Literacy and Math

    ERIC Educational Resources Information Center

    Principal, 2012

    2012-01-01

    Schools that are integrating the arts into literacy, math, and other core subjects are dispelling the notion that there's an either-or choice in education--either you focus on literacy and math or you provide a well-rounded curriculum in the arts and other subjects. Crayola grant-recipient schools are demonstrating that you can do both--and end up…

  4. Decreasing Math Anxiety in College Students

    ERIC Educational Resources Information Center

    Perry, Andrew B.

    2004-01-01

    This paper examines the phenomenon of mathematics anxiety in contemporary college and university students. Forms of math anxiety range from moderate test anxiety to extreme anxiety including physiological symptoms such as nausea. For each of several types of math anxiety, one or more case studies is analyzed. Selected strategies for coping with…

  5. Making the Math/Science Connection.

    ERIC Educational Resources Information Center

    Sherman, Laurel Galbraith

    1989-01-01

    Suggestions are made for activities that combine the teaching of math and science. Math concepts include: graphing, estimating, measurement, statistics, geometry, and logic. Science topics include: plant reproduction, solar system, forces, longitude and latitude, Earth's magnetic field, nutrition, and heat. (IAH)

  6. 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…

  7. 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…

  8. Explaining Math Achievement: Personality, Motivation, and Trust

    ERIC Educational Resources Information Center

    Kilic-Bebek, Ebru

    2009-01-01

    This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…

  9. 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…

  10. Getting Everyone Involved in Family Math

    ERIC Educational Resources Information Center

    Freiberg, Melissa R.

    2004-01-01

    Teachers from the departments of Mathematics and Computer Science, and Curriculum and Instruction at the University of Wisconsin-Whitewater collaboratively developed and implemented an evening math event, "Family Math Fun Night," at local elementary schools. As an assignment, preservice elementary teachers developed hands-on mathematical…

  11. 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…

  12. Football to Improve Math and Reading Performance

    ERIC Educational Resources Information Center

    Van Klaveren, Chris; De Witte, Kristof

    2015-01-01

    Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…

  13. Saxon Math. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2004

    2004-01-01

    "Saxon Math" focuses on fundamental mathematics skills, targeting children from kindergarten through grade 12. This report focuses on middle school math, defined as grades 6 through 9. The 6th grade curriculum covers simplifying expressions containing parentheses, graphing functions, and understanding ratios and proportions. The 7th grade…

  14. Mini-Portfolio on Math and Science.

    ERIC Educational Resources Information Center

    Teaching PreK-8, 1996

    1996-01-01

    Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…

  15. Math on the Web: A Status Report.

    ERIC Educational Resources Information Center

    Miner, Robert; Topping, Paul

    This publication reports on resources on the Web for the area of math. A quick look is given at innovative sites under the areas of new resources for students, new ways for teachers and students to interact, new ways of presenting math, and new tools for research. Next, advantages and disadvantages are identified for each of the following…

  16. Math & the Dyslexic: Making the Abstract Concrete.

    ERIC Educational Resources Information Center

    Kitzen, Kay

    1983-01-01

    Math historian Morris Kline suggests that math instruction should be made concrete and that teachers should not turn kids off by making intuitively understood concepts complex through the use of fancy language. He advocates using pictorial representations and examples of actual physical occurrences. The dyslexic student has special difficulties in…

  17. In early returns scoring scores big.

    PubMed

    Butman, Samuel M

    2016-07-01

    A scoring or cutting balloon is always useful in preventing slippage during therapy of in-stent restenosis. A drug-coated scoring balloon for in-stent restenosis may be an alternative to a drug-coated balloon Definitive comparison trials are needed and likely to help define their exact role in patients with in-stent restenosis. PMID:27400636

  18. Radical Math: Creating Balance in an Unjust World, Conference Report

    ERIC Educational Resources Information Center

    Davidson, Jill

    2007-01-01

    Founded in 2006 by Jonathan Osler, Math and Community Organizing teacher at El Puente Academy for Peace and Justice, a public CES high school in Brooklyn, New York, Radical Math is an organization for educators working to integrate issues of political, economic, and social justice into math education. In April 2007, Radical Math cosponsored…

  19. Math Exchanges: Guiding Young Mathematicians in Small-Group Meetings

    ERIC Educational Resources Information Center

    Wedekind, Kassia Omohundro

    2011-01-01

    Traditionally, small-group math instruction has been used as a format for reaching children who struggle to understand. Math coach Kassia Omohundro Wedekind uses small-group instruction as the centerpiece of her math workshop approach, engaging all students in rigorous "math exchanges." The key characteristics of these mathematical conversations…

  20. 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…

  1. Math at Work: Using Numbers on the Job

    ERIC Educational Resources Information Center

    Torpey, Elka

    2012-01-01

    Math is used in many occupations. And, experts say, workers with a strong background in mathematics are increasingly in demand. That equals prime opportunity for career-minded math enthusiasts. This article describes how math factors into careers. The first section talks about some of the ways workers use math in the workplace. The second section…

  2. Math-Gender Stereotypes in Elementary School Children

    ERIC Educational Resources Information Center

    Cvencek, Dario; Meltzoff, Andrew N.; Greenwald, Anthony G.

    2011-01-01

    A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) "me" with "male" (gender identity), (b) "male" with "math" (math-gender stereotype), and (c) "me" with "math" (math self-concept). Two findings emerged.…

  3. 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…

  4. Abnormal error monitoring in math-anxious individuals: evidence from error-related brain potentials.

    PubMed

    Suárez-Pellicioni, Macarena; Núñez-Peña, María Isabel; Colomé, Angels

    2013-01-01

    This study used event-related brain potentials to investigate whether math anxiety is related to abnormal error monitoring processing. Seventeen high math-anxious (HMA) and seventeen low math-anxious (LMA) individuals were presented with a numerical and a classical Stroop task. Groups did not differ in terms of trait or state anxiety. We found enhanced error-related negativity (ERN) in the HMA group when subjects committed an error on the numerical Stroop task, but not on the classical Stroop task. Groups did not differ in terms of the correct-related negativity component (CRN), the error positivity component (Pe), classical behavioral measures or post-error measures. The amplitude of the ERN was negatively related to participants' math anxiety scores, showing a more negative amplitude as the score increased. Moreover, using standardized low resolution electromagnetic tomography (sLORETA) we found greater activation of the insula in errors on a numerical task as compared to errors in a non-numerical task only for the HMA group. The results were interpreted according to the motivational significance theory of the ERN.

  5. Predicting Undergraduates' Persistence in Science, Technology, Engineering, and Math Fields

    NASA Astrophysics Data System (ADS)

    Koch, Amanda Joy

    A national shortage of workers in Science, Technology, Engineering, and Math (STEM) occupations has led to efforts to identify why people leave these fields. Lower persistence rates in STEM for females than for males have also led to examinations of features that cause females to leave STEM fields. The current study examines individual- and school-level features that influence undergraduate students' decisions to leave STEM majors, focusing on potential explanations for why females are more likely than males to leave. Persistence in STEM was examined in three samples: (a) persistence through the second year of college in a sample of high school seniors interested in STEM majors; (b) persistence through the fourth year of college in a sample of second year undergraduate STEM majors; and (c) persistence through the second, third, and fourth years of college in a sample of high school seniors interested in STEM majors. Differences between persistence in male-dominated and non-male-dominated STEM majors were also examined. In all samples, gender differences were found for most individual-level predictors, with males tending to score higher than females on measures such as SAT-Math, self-rated STEM ability, and high school extracurricular activities and awards in STEM. On the other hand, females earned better high school grades and had stronger relative non-STEM ability and achievement than males. Bivariate analyses indicated that those who persisted in STEM majors typically had higher scores than those who did not persist for SAT-Math, high school achievement, STEM course taking, undergraduate STEM grades, self-rated STEM ability, interest in STEM, extracurricular activities and awards in STEM, degree goals, and socioeconomic status. Multivariate analyses identified SAT-Math as one of the best predictors of persistence in high school samples, and undergraduate STEM GPA was one of the best predictors in the samples of second year undergraduates. In several samples, a

  6. The neurodevelopmental basis of math anxiety.

    PubMed

    Young, Christina B; Wu, Sarah S; Menon, Vinod

    2012-05-01

    Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.

  7. Business Math at the College Level: Pretesting for Course Sectioning.

    ERIC Educational Resources Information Center

    Swartz, Rose Ann; Swartz, Fred

    1981-01-01

    An investigation into the effectiveness of pretesting using a departmental business mathematics test and the ACT mathematics test was conducted at Ferris State College. Both students and faculty seemed to benefit from the decision to use the ACT mathematics score in sectioning the business mathematics course. (CT)

  8. An Investigation of Boys' and Girls' Emotional Experience of Math, Their Math Performance, and the Relation between These Variables

    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…

  9. Math Practice and Its Influence on Math Skills and Executive Functions in Adolescents with Mild to Borderline Intellectual Disability

    ERIC Educational Resources Information Center

    Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.

    2013-01-01

    Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…

  10. Adventures in Technology = Options in Math and Science

    NASA Technical Reports Server (NTRS)

    Quanty, Michael

    1997-01-01

    All five school systems on the Virginia Peninsula participate with a total of 21 middle schools in the ATOMS program. More than 20,000 students have participated in the pipeline programs since 1989. The focus has been on creating a diverse pool of academically-prepared students. The number of minority students participating has steadily increased, reaching 49.1 % in 1997. Female participation has remained steady at 55.4%. Female and minority participation will continue to receive high priority. The programs were evaluated by means of student, teacher, and counselor surveys. Questionnaires are distributed immediately after each intervention. The respondents are asked questions concerning the appropriateness of the activity, their interest level and change in opinion after the intervention. More than 90% of all students rate each activity as "Interesting" to "Very Interesting." Almost 70 % of students indicate they intend to take additional higher level mathematics courses in high school after participating in the Site and Campus Visits. Between 70 and 80 % (79.3 % after the Career Awareness Activity, 72.0 % after the Industry Site Visit) of students indicated they have a better understanding of why math and science are important school subjects after participation in each ATOMS activity. Comparisons in scores from the Iowa Test of Basic Skills have been made between the ATOMS students and the remainder of the seventh and eighth grade populations. ATOMS students' math and science achievement scores from the fifth grade were near the district average. After participating in ATOMS, students scored significantly higher than their peers. ATOMS students enrolled at TNCC have been identified and are being tracked further for achievement.

  11. Middle School A/B Block and Traditional Scheduling: An Analysis of Math and Reading Performance by Race

    ERIC Educational Resources Information Center

    Gill, Willie Wallicia Allen

    2011-01-01

    The purpose of this quantitative study was to examine whether a difference existed in the percentage performance of students earning a pass/advanced score on the Standards of Learning (SOL) Test in math and reading in Virginia's Region IV for schools using an A/B block schedule and those using a traditional schedule. The research also examined if…

  12. Heterogeneity in High Math Achievement across Schools: Evidence from the American Mathematics Competitions. NBER Working Paper No. 18277

    ERIC Educational Resources Information Center

    Ellison, Glenn; Swanson, Ashley

    2012-01-01

    This paper explores differences in the frequency with which students from different schools reach high levels of math achievement. Data from the American Mathematics Competitions is used to produce counts of high-scoring students from more than two thousand public, coeducational, non-magnet, non-charter U.S. high schools. High-achieving students…

  13. Computer Adaptive Practice of Maths Ability Using a New Item Response Model for on the Fly Ability and Difficulty Estimation

    ERIC Educational Resources Information Center

    Klinkenberg, S.; Straatemeier, M.; van der Maas, H. L. J.

    2011-01-01

    In this paper we present a model for computerized adaptive practice and monitoring. This model is used in the Maths Garden, a web-based monitoring system, which includes a challenging web environment for children to practice arithmetic. Using a new item response model based on the Elo (1978) rating system and an explicit scoring rule, estimates of…

  14. The Effects of Computer Assisted Instruction on the Recall of Basic Math Facts among Middle School Students

    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…

  15. Improving Comprehension in Middle School Math by Incorporating Children's Literature in the Instruction of Mathematics

    ERIC Educational Resources Information Center

    Green, Shekitra

    2013-01-01

    Children from the United States score poorly on international math tests compared to their cohorts in other countries. These gaps grow as students enter high school and develop a dislike and fear of mathematics, suggesting the need to improve mathematics education in middle school. The purpose of this study was to determine the effect of reading…

  16. An Exploratory Study of Student-Paced versus Teacher-Paced Accommodations for Large-Scale Math Tests.

    ERIC Educational Resources Information Center

    Hollenbeck, Keith; Rozek-Tedesco, Marick A.; Tindal, Gerald; Glasgow, Aaron

    2000-01-01

    This study examined whether a teacher-paced video (TPV) accommodation or a student-paced computer (SPC) accommodation provided differential access for student with disabilities versus their general education peers on a large-scale math test. It found that although both pacing accommodations significantly influenced mean scores, the SPC…

  17. Prior Preparation in Math and Science and its Effect on Student Performance in an Introductory Physics Course

    NASA Astrophysics Data System (ADS)

    Sudol, Jeffrey J.

    2011-01-01

    I developed a test, hereafter the Baseline Test, to measure the extent to which students meet the expectations of a college level, algebra-based, introductory physics course with regard to prior preparation in math and science. The average Baseline Test score for a sample of N=182 undergraduate students is 0.55 ± 0.18, consistent with past efforts to make similar measurements. Positive correlation is found between Baseline Test scores and average exam scores (r=0.57, p < 0.0001, N=144). Positive correlation is also found between Baseline Test scores and Force Concept Inventory gains (r=0.45, p < 0.0001, N=141). An analysis of the complete record of student responses to each of the Baseline Test questions and the multiple choice questions on exams reveals no apparent, causal relationship between prior preparation in math and science and student performance on exams. The data suggest the presence of a hidden variable.

  18. Sorting and Supporting: Why Double-Dose Algebra Led to Better Test Scores but More Course Failures

    ERIC Educational Resources Information Center

    Nomi, Takako; Allensworth, Elaine M.

    2013-01-01

    In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behind these surprising results. Sorting by incoming…

  19. Implications of Deployed and Nondeployed Fathers on Seventh Graders' California Achievement Test Scores during a Military Crisis.

    ERIC Educational Resources Information Center

    Pisano, Mark C.

    The differences in California Achievement Test (CAT) scores from 1990 to 1991 in seventh graders, currently enrolled in Albritton Junior High School in the Fort Bragg Schools, of deployed and nondeployed fathers were analyzed. CAT percentile scores from 1990 and 1991 (1991 being the year of "Desert Storm") were obtained in reading, math and…

  20. Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class families

    PubMed Central

    Keller, Leanne; Libertus, Melissa

    2015-01-01

    Past research suggests that individual differences in the acuity of the approximate number system (ANS) are associated with children’s math abilities. However, some recent work has argued that these associations can be explained through shared reliance on inhibitory control. Here, we test this claim in two separate experiments. In Experiment 1, forty-two 5- and 6-year-old children completed a non-symbolic number comparison task to assess ANS acuity as well as standardized experimenter-administered assessments for inhibitory control and math ability. Children’s accuracy in the number comparison task and scores on the math assessment were significantly correlated, even when controlling for performance on the inhibitory control task. To rule out that our findings were due to the nature of the inhibitory control task, in Experiment 2, we administered a different, computerized inhibitory control task, and similar tasks to assess ANS acuity and math ability as in Experiment 1 to children aged 3–6 years (N = 169). Similar to the result of Experiment 1, we found that associations between accuracy in the number comparison task and math ability persisted when controlling for performance on the inhibitory control task. Together these results suggest that ANS acuity is uniquely associated with early math abilities, independent of the effect of inhibitory control at least in children from middle- to high-SES families. PMID:26052306

  1. Going for the Gold--In Math!

    ERIC Educational Resources Information Center

    Palka, Dennis

    1994-01-01

    A competitive mathematics program for deaf and hard of hearing junior high students is described. Rules for the competition were developed and a "Math Bowl" was implemented among six schools for the deaf. Sample problems are included. (DB)

  2. Math: The Gateway to Great Careers

    NASA Technical Reports Server (NTRS)

    Ploutz-Snyder, Robert

    2010-01-01

    This slide presentation examines the role of mathematical proficiency and how it relates to advantages in careers. It emphasises the role of math in attaining entrance to college, graduate schools, and a career that is interesting and well paying.

  3. Cognitive consistency and math-gender stereotypes in Singaporean children.

    PubMed

    Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu

    2014-01-01

    In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition.

  4. The Apgar Score.

    PubMed

    2015-10-01

    The Apgar score provides an accepted and convenient method for reporting the status of the newborn infant immediately after birth and the response to resuscitation if needed. The Apgar score alone cannot be considered as evidence of, or a consequence of, asphyxia; does not predict individual neonatal mortality or neurologic outcome; and should not be used for that purpose. An Apgar score assigned during resuscitation is not equivalent to a score assigned to a spontaneously breathing infant. The American Academy of Pediatrics and the American College of Obstetricians and Gynecologists encourage use of an expanded Apgar score reporting form that accounts for concurrent resuscitative interventions.

  5. On the Leaky Math Pipeline: Comparing Implicit Math-Gender Stereotypes and Math Withdrawal in Female and Male Children and Adolescents

    ERIC Educational Resources Information Center

    Steffens, Melanie C.; Jelenec, Petra; Noack, Peter

    2010-01-01

    Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age…

  6. Multidimensional Linking for Domain Scores and Overall Scores for Nonequivalent Groups

    ERIC Educational Resources Information Center

    Yao, Lihua

    2011-01-01

    The No Child Left Behind Act requires state assessments to report not only overall scores but also domain scores. To see the information on students' overall achievement, progress, and detailed strengths and weaknesses, and thereby identify areas for improvement in educational quality, students' performances across years or across forms need to be…

  7. Math Strategies You Can Count On: Tools & Activities to Build Math Appreciation, Understanding & Skills

    ERIC Educational Resources Information Center

    Forsten, Char

    2005-01-01

    This book offers classroom-tested activities designed to make even the most reluctant learners crazy about math. Appealing to everyone from sports fans to readers, future fashion designers to budding musicians, the activities presented in this book offer ways to develop a deep-rooted love and appreciation of math in every student. Teachers are…

  8. 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…

  9. The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

    ERIC Educational Resources Information Center

    Bahr, Peter Riley

    2013-01-01

    Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…

  10. The Perception of Math and Math Education in the Rural Midwest. Working Paper No. 37

    ERIC Educational Resources Information Center

    Lucas, David M.; Fugitt, Jamie

    2007-01-01

    Using the qualitative research method known as folknography, the authors led a research team to the heart of Illinois farm country to ask the question "What are the perceptions of the people of the Midwest concerning math and math education?" A review of the literature includes Canadian and Australian references on the topic, as well as…

  11. Math and Movement: Practical Ways to Incorporate Math into Physical Education

    ERIC Educational Resources Information Center

    Wade, Marcia

    2016-01-01

    Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…

  12. The Effects of an Extended-Day Online Math Program on Math Achievement

    ERIC Educational Resources Information Center

    Wagner, Kathryn Mary-LaCroix

    2013-01-01

    Despite No Child Left Behind mandates, the math achievement gap is still prevalent in schools in the United States, and efforts to address this problem have demonstrated little documented progress. The purpose of this study was to evaluate an intervention strategy used to address the math achievement gap. In this study, social capital theory,…

  13. A Comparative Study of Integrating Multimedia into the Third Grade Math Curriculum to Improve Math Learning

    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…

  14. Maternal Math Talk in the Home and Math Skills in Preschool Children

    ERIC Educational Resources Information Center

    Susperreguy, Maria Ines; Davis-Kean, Pamela E.

    2016-01-01

    Research Findings: The current study analyzed the relation between the amount of mathematical input that preschool children hear (i.e., math talk) from their mothers in their homes and their early math ability a year later. Forty mother-child dyads recorded their naturalistic exchanges in their homes using an enhanced audio-recording device (the…

  15. Investigating Validity of Math 105 as Prerequisite to Math 201 among Undergraduate Students, Nigeria

    ERIC Educational Resources Information Center

    Zakariya, Yusuf F.

    2016-01-01

    In this study, the author examined the validity of MATH 105 as a prerequisite to MATH 201. The data for this study was extracted directly from the examination results logic of the university. Descriptive statistics in form of correlations and linear regressions were used to analyze the obtained data. Three research questions were formulated and…

  16. 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…

  17. STEM Educator Pipeline: Doing the Math on Recruiting Math and Science Teachers. Issue Brief

    ERIC Educational Resources Information Center

    ACT, Inc., 2013

    2013-01-01

    The proposed federal STEM Teacher Pathway program seeks to produce 100,000 new, high-quality math and science teachers in the next decade. How difficult will the goal be to achieve? This report uses data from the ACT® college readiness assessment to examine the feasibility of producing 100,000 high-quality math and science teachers in the next…

  18. Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

    ERIC Educational Resources Information Center

    Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

    2016-01-01

    Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

  19. Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety

    ERIC Educational Resources Information Center

    Kulkin, Margaret

    2016-01-01

    Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…

  20. Math Anxiety and the "Math Gap": How Attitudes toward Mathematics Disadvantages Students as Early as Preschool

    ERIC Educational Resources Information Center

    Geist, Eugene

    2015-01-01

    This study was conducted to examine the attitudes of Head Start teachers toward mathematics and how it may influence how and what they teach in the classroom. In general, the findings of this study can be summarized as this: 1) Math anxiety affects how teachers assess their ability at mathematics. The more math anxiety they report, the lower they…

  1. Math fluency is etiologically distinct from untimed math performance, decoding fluency, and untimed reading performance: evidence from a twin study.

    PubMed

    Petrill, Stephen; Logan, Jessica; Hart, Sara; Vincent, Pamela; Thompson, Lee; Kovas, Yulia; Plomin, Robert

    2012-01-01

    The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance. PMID:21890908

  2. 75 FR 39205 - Sunshine Act Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-07-08

    ... From the Federal Register Online via the Government Publishing Office COMMISSION ON CIVIL RIGHTS Sunshine Act Notice AGENCY: United States Commission on Civil Rights. ACTION: Notice of meeting. DATE AND... Pursue Science, Technology, Engineering and Math (STEM) Careers. Consideration of FY 2011...

  3. Drosophila atonal fully rescues the phenotype of Math1 null mice: new functions evolve in new cellular contexts.

    PubMed

    Wang, Vincent Y; Hassan, Bassem A; Bellen, Hugo J; Zoghbi, Huda Y

    2002-09-17

    Many genes share sequence similarity between species, but their properties often change significantly during evolution. For example, the Drosophila genes engrailed and orthodenticle and the onychophoran gene Ultrabithorax only partially substitute for their mouse or Drosophila homologs. We have been analyzing the relationship between atonal (ato) in the fruit fly and its mouse homolog, Math1. In flies, ato acts as a proneural gene that governs the development of chordotonal organs (CHOs), which serve as stretch receptors in the body wall and joints and as auditory organs in the antennae. In the fly CNS, ato is important not for specification but for axonal arborization. Math1, in contrast, is required for the specification of cells in both the CNS and the PNS. Furthermore, Math1 serves a role in the development of secretory lineage cells in the gut, a function that does not parallel any known to be served by ato. We wondered whether ato and Math1 might be more functionally homologous than they appear, so we expressed Math1 in ato mutant flies and ato in Math1 null mice. To our surprise, the two proteins are functionally interchangeable.

  4. Drosophila atonal fully rescues the phenotype of Math1 null mice: new functions evolve in new cellular contexts

    NASA Technical Reports Server (NTRS)

    Wang, Vincent Y.; Hassan, Bassem A.; Bellen, Hugo J.; Zoghbi, Huda Y.

    2002-01-01

    Many genes share sequence similarity between species, but their properties often change significantly during evolution. For example, the Drosophila genes engrailed and orthodenticle and the onychophoran gene Ultrabithorax only partially substitute for their mouse or Drosophila homologs. We have been analyzing the relationship between atonal (ato) in the fruit fly and its mouse homolog, Math1. In flies, ato acts as a proneural gene that governs the development of chordotonal organs (CHOs), which serve as stretch receptors in the body wall and joints and as auditory organs in the antennae. In the fly CNS, ato is important not for specification but for axonal arborization. Math1, in contrast, is required for the specification of cells in both the CNS and the PNS. Furthermore, Math1 serves a role in the development of secretory lineage cells in the gut, a function that does not parallel any known to be served by ato. We wondered whether ato and Math1 might be more functionally homologous than they appear, so we expressed Math1 in ato mutant flies and ato in Math1 null mice. To our surprise, the two proteins are functionally interchangeable.

  5. 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

  6. Using Subject Test Scores Efficiently to Predict Teacher Value-Added

    ERIC Educational Resources Information Center

    Lefgren, Lars; Sims, David

    2012-01-01

    This article develops a simple model of teacher value-added to show how efficient use of information across subjects can improve the predictive ability of value-added models. Using matched student-teacher data from North Carolina, we show that the optimal use of math and reading scores improves the fit of prediction models of overall future…

  7. Relationship of Friends, Physical Education, and State Test Scores: Implications for School Counselors

    ERIC Educational Resources Information Center

    Hollingsworth, Mary Ann

    2010-01-01

    This study examined the relationship between dimensions of wellness and academic performance for 634 third through fifth grade students in Title One schools in rural Mississippi, using composites of the Five Factor Wellness Inventory for Elementary Children and Reading, Language, and Math Scores of the Mississippi Curriculum Test (a state level…

  8. Length of the School Day and Its Influence on New Jersey High School Proficiency Assessment Scores

    ERIC Educational Resources Information Center

    deAngelis, Phyllis

    2016-01-01

    This paper presents results from an examination of the relationships between high school (HS) school day length and 2011 New Jersey High School Proficiency Assessment (HSPA) Math and Language Arts Literacy test results. Variables found to have an influence on standardized test scores in the extant literature were evaluated and reported.…

  9. Effects of Public Preschool Expenditures on the Test Scores of Fourth Graders: Evidence from TIMSS

    ERIC Educational Resources Information Center

    Waldfogel, Jane; Zhai, Fuhua

    2008-01-01

    This study examines the effects of public preschool expenditures on the math and science scores of 4th graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in 7 Organisation for Economic Co-operation and Development (OECD) countries--Australia, Japan, the…

  10. Predicting Poor Achievement in Early Grade School Using Kindergarten Scores on Simple Cognitive Tasks

    ERIC Educational Resources Information Center

    Scott, Marcia Strong; Delgado, Christine F.

    2006-01-01

    In this study, kindergarten children's scores on nine cognitive tasks were evaluated as potential predictors of poor achievement in first grade. A set of five tasks successfully identified 83% of children who were poor readers in first grade, while just three tasks identified 72% of children who were poor achievers in math in first grade. There…

  11. Faculty Mobility and Its Influence on New Jersey High School Proficiency Assessment Scores

    ERIC Educational Resources Information Center

    Graziano, Dana; Babo, Gerard

    2014-01-01

    This paper presents results from an examination of the relationships between high school (HS) faculty mobility and 2009-2010 New Jersey High School Proficiency Assessment (HSPA) Math and Language Arts Literacy test results. Variables found to have an influence on standardized test scores in the extant literature were evaluated and reported.…

  12. Exploring the relationship between math anxiety and gender through implicit measurement.

    PubMed

    Rubinsten, Orly; Bialik, Noam; Solar, Yael

    2012-01-01

    Math anxiety, defined as a negative affective response to mathematics, is suggested as a strong antecedent for the low visibility of women in the science and engineering workforce. However, the assumption of gender differences in math anxiety is still being studied and results are inconclusive, probably due to the use of explicit measures such as direct questionnaires. Thus, our primary objective was to investigate the effects of math anxiety on numerical processing in males and females by using a novel affective priming task as an indirect measure. Specifically, university students (23 males and 30 females) completed a priming task in which an arithmetic equation was preceded by one of four types of priming words (positive, neutral, negative, or related to mathematics). Participants were required to indicate whether the equation (simple math facts based on addition, subtraction, multiplication, or division) was true or false. People are typically found to respond to target stimuli more rapidly after presentation of an affectively related prime than after an affectively unrelated one. In the current study, shorter response latencies for positive as compared to negative affective primes were found in the male group. An affective priming effect was found in the female group as well, but with a reversed pattern. That is, significantly shorter response latencies were observed in the female group for negative as compared to positive targets. That is, for females, negative affective primes act as affectively related to simple arithmetic problems. In contrast, males associated positive affect with simple arithmetic. In addition, only females with lower or insignificant negative affect toward arithmetic study at faculties of mathematics and science. We discuss the advantages of examining pure anxiety factors with implicit measures which are free of response factors. In addition it is suggested that environmental factors may enhance the association between math achievements

  13. The role of expressive writing in math anxiety.

    PubMed

    Park, Daeun; Ramirez, Gerardo; Beilock, Sian L

    2014-06-01

    Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PMID:24708352

  14. The role of expressive writing in math anxiety.

    PubMed

    Park, Daeun; Ramirez, Gerardo; Beilock, Sian L

    2014-06-01

    Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations.

  15. Stability of emotionality scores.

    PubMed

    Campos, A; Sueiro, E

    1991-12-01

    We hypothesized the stability of scores on emotionality given by 111 young adults, whose mean age was 16.6 yr, 132 adults, whose mean age was 29.9 yr., and 48 older adults, whose mean age was 53.3 yr. Significant correlations were obtained between scores given to 210 words across age and sex groups. Pearson correlations were calculated over words and not over subjects. The correlations between scores of young people and adults were .90, between young and older people .80, and between adults and older people .87. Men's and women's scores correlated .89.

  16. The increasing impact of socioeconomics and race on standardized academic test scores across elementary, middle, and high school.

    PubMed

    White, Gwyne W; Stepney, Cesalie T; Hatchimonji, Danielle Ryan; Moceri, Dominic C; Linsky, Arielle V; Reyes-Portillo, Jazmin A; Elias, Maurice J

    2016-01-01

    For students and schools, the current policy is to measure success via standardized testing. Yet the immutable factors of socioeconomic status (SES) and race have, consistently, been implicated in fostering an achievement gap. The current study explores, at the school-level, the impact of these factors on test scores. Percentage of students proficient for Language and Math was analyzed from 452 schools across the state of New Jersey. By high school, 52% of the variance in Language and 59% in Math test scores can be accounted for by SES and racial factors. At this level, a 1% increase in school minority population corresponds to a 0.19 decrease in percent Language proficient and 0.33 decrease for Math. These results have significant implications as they suggest that school-level interventions to improve academic achievement scores will be stymied by socioeconomic and racial factors and efforts to improve the achievement gap via testing have largely measured it.

  17. Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability.

    PubMed

    Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J

    2013-05-01

    Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance.

  18. Remedial Math: Its Effect on the Final Grade in Algebra.

    ERIC Educational Resources Information Center

    Head, L. Quinn; Lindsey, Jimmy D.

    1984-01-01

    The effectiveness of one remedial mathematics technique is examined. Results indicated that students who passed remedial math and then took college algebra had significantly higher final algebra grades than did undergraduates who failed remedial math. (MLW)

  19. Math at home adds up to achievement in school.

    PubMed

    Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

    2015-10-01

    With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement.

  20. Math at home adds up to achievement in school.

    PubMed

    Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

    2015-10-01

    With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. PMID:26450209

  1. The new math of ownership.

    PubMed

    Gross, B

    1998-01-01

    In 1994, when the software maker Knowledge Adventure decided to spin out a new venture--Worlds, Incorporated--founder Bill Gross expected the worst. He had argued with the board that it was in KA's best interests to maintain a controlling ownership stake in Worlds, whose powerful new software technology had enormous revenue potential. But the board prevailed, and KA took only a 20% ownership in the new company, giving the rest to Worlds' employees. Within a year, the company's performance had surpassed all expectations, and instead of owning 80% of a $5 million business, KA owned 20% of a $77 million business. The arithmetic may have been counterintuitive, but the lesson was clear. When KA let go of Worlds and gave its employees near total ownership, the company unleashed a new level of employee performance. That, in turn, led to the creation of economic value that more than made up for the equity KA had surrendered. So compelling was this "new math of ownership" that Gross founded a new company, Idealab, on this principle. The company, which develops ideas for Internet-based businesses and seeds the most promising ones, takes no more than a 49% equity stake in the new ventures and gives at least 1% of ownership to each employee. For Gross, this radical approach to ownership is the key to inspiring stellar performances. In part, employee-owners are motivated by their potential to earn great financial reward. But the drama of ownership, he argues, is even more important. In that drama, employees become personally involved in the struggle to outdo the competition and emerge victorious. PMID:10187247

  2. English proficiency and peer interethnic relations as predictors of math achievement among Latino and Asian immigrant students.

    PubMed

    Barrett, Alice N; Barile, John P; Malm, Esther K; Weaver, Scott R

    2012-12-01

    Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average. PMID:22959129

  3. SCORE - A DESCRIPTION.

    ERIC Educational Resources Information Center

    SLACK, CHARLES W.

    REINFORCEMENT AND ROLE-REVERSAL TECHNIQUES ARE USED IN THE SCORE PROJECT, A LOW-COST PROGRAM OF DELINQUENCY PREVENTION FOR HARD-CORE TEENAGE STREET CORNER BOYS. COMMITTED TO THE BELIEF THAT THE BOYS HAVE THE POTENTIAL FOR ETHICAL BEHAVIOR, THE SCORE WORKER FOLLOWS B.F. SKINNER'S THEORY OF OPERANT CONDITIONING AND REINFORCES THE DELINQUENT'S GOOD…

  4. Home Energy Score

    SciTech Connect

    2011-12-16

    The Home Energy Score allows a homeowner to compare her or his home's energy consumption to that of other homes, similar to a vehicle's mile-per-gallon rating. A home energy assessor will collect energy information during a brief home walk-through and then score that home on a scale of 1 to 10.

  5. Minimum-complexity helicopter simulation math model

    NASA Technical Reports Server (NTRS)

    Heffley, Robert K.; Mnich, Marc A.

    1988-01-01

    An example of a minimal complexity simulation helicopter math model is presented. Motivating factors are the computational delays, cost, and inflexibility of the very sophisticated math models now in common use. A helicopter model form is given which addresses each of these factors and provides better engineering understanding of the specific handling qualities features which are apparent to the simulator pilot. The technical approach begins with specification of features which are to be modeled, followed by a build up of individual vehicle components and definition of equations. Model matching and estimation procedures are given which enable the modeling of specific helicopters from basic data sources such as flight manuals. Checkout procedures are given which provide for total model validation. A number of possible model extensions and refinement are discussed. Math model computer programs are defined and listed.

  6. The Sum of All Fears: The Effects of Math Anxiety on Math Achievement in Fifth Grade Students and the Implications for School Counselors

    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…

  7. 10 Ways to Help Your Child Do Better in Math.

    ERIC Educational Resources Information Center

    PTA Today, 1994

    1994-01-01

    Parents can help improve their children's math skills by being positive, playing games, avoiding stereotypes, choosing gifts that promote learning, providing information on career choices, reading books that use math, connecting math to the real world, encouraging problem solving, talking with teachers, and visiting museums, libraries, and other…

  8. Math Anxiety and the Student of the '80's.

    ERIC Educational Resources Information Center

    Smith, Jean Burr

    As colleges take on increasing numbers of nontraditional students who have had only minimal exposure to mathematics, instructors must alleviate patterns of math anxiety and math avoidance which impede academic success, and, in a technological society, limit career opportunities. Among the obvious causes of math anxiety are: instructors' insistence…

  9. Effects of an Intervention Program on Reading and Math Achievement

    ERIC Educational Resources Information Center

    Johnson, Anthony C.

    2010-01-01

    This action research project examined the effects of an intervention program on student reading and math achievement. TCAP reading and math assessments and ThinkLink Learning reading and math assessments were used for the measures on student achievement. Student perceptions and attitudes were measured with a questionnaire and four open-ended…

  10. Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102

    ERIC Educational Resources Information Center

    Blazer, Christie

    2011-01-01

    Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however,…

  11. Neurobiological Underpinnings of Math and Reading Learning Disabilities

    ERIC Educational Resources Information Center

    Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod

    2013-01-01

    The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in…

  12. Accelerated Math[R]: Pilot Schools Report. Monograph.

    ERIC Educational Resources Information Center

    School Renaissance Inst., Inc., Madison, WI.

    Accelerated Math (AM) math management software is a task level learning information system placed in 4th-11th grade classrooms around the country. AM provides teachers with an information system that assures that students can master all math objectives and state standards from grade 3 through calculus. It eliminates teacher paperwork, improves…

  13. 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…

  14. Toward Equity and Excellence in Math and Science Education.

    ERIC Educational Resources Information Center

    Atwood, Nancy K.; Doherty, William J.

    1984-01-01

    Two studies examined the effectiveness of Mathematics, Engineering Science Achievement (MESA), a program designed to prepare high school minority students for math-based fields. They found that MESA seniors completed more math-related courses, showed improved academic performance, and are likely to pursue a math-based college major. (KH)

  15. Mathematizing: An Emergent Math Curriculum Approach for Young Children

    ERIC Educational Resources Information Center

    Rosales, Allen C.

    2015-01-01

    Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…

  16. Specific Cognitive Predictors of Early Math Problem Solving

    ERIC Educational Resources Information Center

    Decker, Scott L.; Roberts, Alycia M.

    2015-01-01

    Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the…

  17. Training for Fluency and Generalization of Math Facts Using Technology

    ERIC Educational Resources Information Center

    Musti-Rao, Shobana; Lynch, Tom Liam; Plati, Erin

    2015-01-01

    As American students struggle with basic mathematical skills, the importance of math fact fluency has gained the attention of educators and researchers. Generalization of math fact fluency is also important for the transfer of skills to other settings and formats, assisting students in the completion of more varied and complicated math tasks. This…

  18. Chattanooga State Community College: U Do the Math Program

    ERIC Educational Resources Information Center

    EDUCAUSE, 2014

    2014-01-01

    U Do the Math provides an innovative alternative to developmental math, replacing traditional course lectures with a student-centered approach to active learning and subject mastery. Chattanooga State used its grant funding from Next Generation Learning Challenges (NGLC) to establish and scale the U Do the Math program. The community college,…

  19. The Power of Math Dictionaries in the Classroom

    ERIC Educational Resources Information Center

    Patterson, Lynn Gannon; Young, Ashlee Futrell

    2013-01-01

    This article investigates the value of a math dictionary in the elementary classroom and if elementary students prefer using a traditional math dictionary or a dictionary on an iPad. In each child's journey to reading with understanding, the dictionary can be a comforting and valuable resource. Would students find a math dictionary to be a…

  20. 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…

  1. [XML/MathML version of above paper by Sevian

    NASA Astrophysics Data System (ADS)

    Sevian, A. R.

    2003-06-01

    An XML/MathML version of A. R. Sevian's recent article [J. Opt. Netw. 6, 144 (2003)] is provided as an alternative (and experimental) format for online viewing. View the XML/MathML file. The "View Full Text" link below references a PDF file with additional information on XML/MathML technology and its relevance to scientific publishing.

  2. Saxon Middle School Math. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2007

    2007-01-01

    "Saxon Math" curricula and materials are available for grades K through 12, with the content and skills designed to meet National Council of Teachers of Mathematics (NCTM) standards and various state standards. This WWC report focuses on middle school math curricula, defined as all Saxon Math curricula for grades 6 through 9. The sixth-grade…

  3. Math Sense: Whole Numbers and Money. Teacher's Resource Guide.

    ERIC Educational Resources Information Center

    Phillips, Jan

    This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers and addition, subtraction,…

  4. Math Sense: Measurement and Data Analysis. Teacher's Resource Guide.

    ERIC Educational Resources Information Center

    Adcock, Deborah P.

    This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include measurement and data analysis such as measuring…

  5. Math Sense: Algebra and Geometry. Teacher's Resource Guide.

    ERIC Educational Resources Information Center

    Phillips, Jan; Osmus, Kathy

    This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include algebra and geometry. Lessons are organized around four…

  6. Sci-Math: Applications in Proportional Problem Solving. Module One.

    ERIC Educational Resources Information Center

    Goodstein, Madeline P.

    Sci-Math is an interdisciplinary curriculum intended to help students develop the math skills needed for science, especially dimensional analysis, ratio, and the concept of proportion. Sci-Math is divided into two modules with each module having a student and teacher's guide. This module is a pre-algebra module dealing with the arithmetic and…

  7. Scoring Dawg Core Breakoff and Retention Mechanism

    NASA Technical Reports Server (NTRS)

    Badescu, Mircea; Sherrit, Stewart; Bar-Cohen, Yoseph; Bao, Xiaoqi; Backes, Paul G.

    2011-01-01

    This novel core break-off and retention mechanism consists of a scoring dawg controlled by a set of two tubes (a drill tube and an inner tube). The drill tube and the inner tube have longitudinal concentric holes. The solution can be implemented in an eccentric tube configuration as well where the tubes have eccentric longitudinal holes. The inner tube presents at the bottom two control surfaces for controlling the orientation of the scoring dawg. The drill tube presents a sunk-in profile on the inside of the wall for housing the scoring dawg. The inner tube rotation relative to the drill tube actively controls the orientation of the scoring dawg and hence its penetration and retrieval from the core. The scoring dawg presents a shaft, two axially spaced arms, and a tooth. The two arms slide on the control surfaces of the inner tube. The tooth, when rotated, can penetrate or be extracted from the core. During drilling, the two tubes move together maintaining the scoring dawg completely outside the core. After the desired drilling depth has been reached the inner tube is rotated relative to the drill tube such that the tooth of the scoring dawg moves toward the central axis. By rotating the drill tube, the scoring dawg can score the core and so reduce its cross sectional area. The scoring dawg can also act as a stress concentrator for breaking the core in torsion or tension. After breaking the core, the scoring dawg can act as a core retention mechanism. For scoring, it requires the core to be attached to the rock. If the core is broken, the dawg can be used as a retention mechanism. The scoring dawg requires a hard-tip insert like tungsten carbide for scoring hard rocks. The relative rotation of the two tubes can be controlled manually or by an additional actuator. In the implemented design solution the bit rotation for scoring was in the same direction as the drilling. The device was tested for limestone cores and basalt cores. The torque required for breaking the

  8. Reporting Valid and Reliable Overall Scores and Domain Scores

    ERIC Educational Resources Information Center

    Yao, Lihua

    2010-01-01

    In educational assessment, overall scores obtained by simply averaging a number of domain scores are sometimes reported. However, simply averaging the domain scores ignores the fact that different domains have different score points, that scores from those domains are related, and that at different score points the relationship between overall…

  9. Improving quantitative skills in introductory geoscience courses at a four-year public institution using online math modules

    NASA Astrophysics Data System (ADS)

    Gordon, E. S.

    2011-12-01

    Fitchburg State University has a diverse student population comprised largely of students traditionally underrepresented in higher education, including first-generation, low-income, and/or students with disabilities. Approximately half of our incoming students require developmental math coursework, but often enroll in science classes prior to completing those courses. Since our introductory geoscience courses (Oceanography, Meteorology, Geology, Earth Systems Science) do not have prerequisites, many students who take them lack basic math skills, but are taking these courses alongside science majors. In order to provide supplemental math instruction without sacrificing time for content, "The Math You Need, When You Need It (TMYN), a set of online math tutorials placed in a geoscience context, will be implemented in three of our introductory courses (Oceanography, Meteorology, and Earth Systems Science) during Fall, 2011. Students will complete 5-6 modules asynchronously, the topics of which include graphing skills, calculating rates, unit conversions, and rearranging equations. Assessment of quantitative skills will be tracked with students' pre- and post-test results, as well as individual module quiz scores. In addition, student assessment results from Oceanography will be compared to student data from Academic Year 2010-11, during which quantitative skills were evaluated with pre- and post-test questions, but students did not receive online supplemental instruction.

  10. The moderating effect of self-efficacy on normal-weight, overweight, and obese children's math achievement: a longitudinal analysis.

    PubMed

    Kranjac, Ashley Wendell

    2015-03-01

    Increased body weight is associated with decreased cognitive function in school-aged children. The role of self-efficacy in shaping the connection between children's educational achievement and obesity-related comorbidities has not been examined to date. Evidence of the predictive ability of self-efficacy in children is demonstrated in cognitive tasks, including math achievement scores. This study examined the relationship between self-efficacy and math achievement in normal weight, overweight, and obese children. I hypothesized that overweight and obese children with higher self-efficacy will be less affected in math achievement than otherwise comparable children with lower self-efficacy. I tested this prediction with multilevel growth modeling techniques using the ECLS-K 1998-1999 survey data, a nationally representative sample of children. Increased self-efficacy moderates the link between body weight and children's math achievement by buffering the risks that increased weight status poses to children's cognitive function. My findings indicate that self-efficacy moderates math outcomes in overweight, but not obese, children.

  11. Preparing Prekindergartners with Math Readiness Skills: The Effect of Children's Talk, Focus, and Engagement on Math Achievement

    ERIC Educational Resources Information Center

    Cummings, Tracy; Hofer, Kerry G.; Farran, Dale C.; Lipsey, Mark W.; Bilbrey, Carol; Vorhaus, Elizabeth

    2009-01-01

    The "Building Blocks PreK Math Curriculum" (Clements & Sarama, 2007) was designed to facilitate children's engagement in math and talk about math. Much research investigates the effect of curriculum on classrooms or teacher practices. This study used a mediational model to look at a curriculum's effect on children's achievement gain, operating…

  12. Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

    ERIC Educational Resources Information Center

    Tsui, Joanne M.; Mazzocco, Michele M. M.

    2006-01-01

    This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition…

  13. "Math Talk" in Families of Preschool-Aged Children: Frequency and Relations to Children's Early Math Skills across Time

    ERIC Educational Resources Information Center

    Susperreguy Jorquera, Maria Ines

    2013-01-01

    Early math skills are the strongest predictors of later math achievement in school. This two-wave study addressed three research questions about the role of families in fostering these skills in preschool-aged children. First, how do families talk about math at home? Second, how do these conversations vary across families with different…

  14. Order of Administration of Math and Verbal Tests: An Ecological Intervention to Reduce Stereotype Threat on Girls' Math Performance

    ERIC Educational Resources Information Center

    Smeding, Annique; Dumas, Florence; Loose, Florence; Régner, Isabelle

    2013-01-01

    In 2 field experiments, we relied on the very features of real testing situations--where both math and verbal tests are administered--to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls' math performance. We predicted that taking the math test before the verbal test would be…

  15. Math Fluency Is Etiologically Distinct from Untimed Math Performance, Decoding Fluency, and Untimed Reading Performance: Evidence from a Twin Study

    ERIC Educational Resources Information Center

    Petrill, Stephen; Logan, Jessica; Hart, Sara; Vincent, Pamela; Thompson, Lee; Kovas, Yulia; Plomin, Robert

    2012-01-01

    The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the…

  16. 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…

  17. Creating Problems and Their Solutions: Service-Learning through Trinity Mathematics Triathlons, Math Nights, and Math Centers

    ERIC Educational Resources Information Center

    Klanderman, David B.; Moore, Mary Webster; Maxwell, Mandi S.; Robbert, Sharon K.

    2013-01-01

    We describe several service-learning initiatives implemented by the mathematics and education departments. College students with majors and minors in math and math education have helped to design and implement math events for elementary and middle school students. Formal and informal reflections on these service-related experiences have…

  18. Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills

    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…

  19. The Youth Throwing Score

    PubMed Central

    Ahmad, Christopher S.; Padaki, Ajay S.; Noticewala, Manish Suresh; Makhni, Eric Chugh; Popkin, Charles Aaron

    2016-01-01

    Objectives: Epidemic levels of shoulder and elbow injuries have been reported in youth and adolescent baseball players. Despite the concerning frequency of these injuries, no instrument has been validated to assess upper extremity injury in this patient population. The purpose of this study was to validate an upper extremity assessment tool specifically designed for youth baseball players. We hypothesize this tool will be reliable, responsive and valid. Methods: The Youth Throwing Score (YTS) was constructed by a multidisciplinary healthcare provider team in addition to baseball coaches as a tool to assess upper extremity injury in 10 to 18 year old baseball players. The instrument was comprised of a demographics section and a 14 item assessment of pain, fatigue and psychosocial health. The 14 items were scored from 1 to 5 and weighted equally, with higher scores reflecting fewer symptoms and less functional disability. The psychometric properties, including the test-retest reliability, internal consistency, and responsiveness were calculated. Additionally, the Pearson correlation coefficient to 4 validated outcomes was determined. Results: A pilot form of the instrument was administered to 25 players to assess comprehension and mean item importance. Pilot analysis resulted in none of the 14 items receiving less than a 3 out of 5 mean athlete importance rating and the final instrument read at a Flesch-Kincaid level of 4.1, appropriate for patients age 9 and older. A total of 223 players completed the Youth Throwing Score, with an average player age of 14.3 ± 2.7 years old. The players self-assigned injury status, resulting in an average survey score of 59.7 ± 8.4 for the 148 players ‘playing without pain,’ 42.0 ± 11.5 for the 60 players ‘playing with pain,’ and 40.4 ± 10.5 for the 15 players ‘not playing due to pain.’ Players playing without pain scored significantly higher than those playing with pain (p < .001). The scoring tiers of the Youth

  20. Volleyball Scoring Systems.

    ERIC Educational Resources Information Center

    Calhoun, William; Dargahi-Noubary, G. R.; Shi, Yixun

    2002-01-01

    The widespread interest in sports in our culture provides an excellent opportunity to catch students' attention in mathematics and statistics classes. One mathematically interesting aspect of volleyball, which can be used to motivate students, is the scoring system. (MM)

  1. Nutrient Density Scores.

    ERIC Educational Resources Information Center

    Dickinson, Annette; Thompson, William T.

    1979-01-01

    Announces a nutrient density food scoring system called the Index of Nutritional Quality (INQ). It expresses the ratio between the percent RDA of a nutrient and the percent daily allowance of calories in a food. (Author/SA)

  2. Evaluating Math Recovery: Investigating Tutor Learning

    ERIC Educational Resources Information Center

    Green, Sarah Elizabeth; Smith, Thomas

    2010-01-01

    The goal of the overall study was to evaluate the potential of Math Recovery (MR), a pullout, one-to-one tutoring program, to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap by enabling them to achieve at the level of their higher-performing peers in the regular mathematics…

  3. A Math Fact Fluency Intervention with Scaffolding

    ERIC Educational Resources Information Center

    Fasko, Sharla Nichols; Leach, Ryan

    2006-01-01

    The purpose of the study was to assess the effectiveness of a flash card intervention for fluency in basic math facts. The rate of recall of addition facts was assessed for an, 8-year-old third grader who had ADHD. The tutoring program involved a structured flashcard drill with systematic reinforcement. A scaffold was built in to the intervention…

  4. Fold in Origami and Unfold Math

    ERIC Educational Resources Information Center

    Georgeson, Joseph

    2011-01-01

    Students enjoy origami and like making everything from paper cranes to footballs out of small, colorful squares of paper. They can invent their own shapes and are intrigued by the polyhedrons that they can construct. Paper folding is fun, but where is the math? Unless teachers develop lessons that address mathematical objectives, origami could be…

  5. Innovative Math for Liberal Arts Majors

    ERIC Educational Resources Information Center

    Strasser, Nora

    2011-01-01

    An innovative Math for Liberal Arts course was designed to provide liberal arts students with the life skills necessary to survive in the 21st century. The course emphasizes application driven mathematics. This course has been successful in changing students' perceptions of the usefulness of the course and improving student success rate as well as…

  6. 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…

  7. Doubts Cast on Math, Science Teaching Lures

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2007-01-01

    Few strategies for luring more students and working adults into math and science teaching have proved as popular among elected officials as financial incentives, which try to make one of the least appealing aspects of the job--low pay--a little less daunting. Lawmakers on Capitol Hill are considering a number of bills that would expand existing…

  8. ABE Math Standards Project. Formative Evaluation Report.

    ERIC Educational Resources Information Center

    Holyoke Community Coll., MA.

    In May 1992, 22 Massachusetts mathematics educators who either teach or coordinate/direct adult basic education (ABE) and General Educational Development (GED) programs were recruited into a group called the Math Team. During their monthly business/training sessions in central Massachusetts, members worked on various individual and team…

  9. Making Links between Maths and Science

    ERIC Educational Resources Information Center

    Hiscock, Naomi

    2012-01-01

    For some children maths and science are exciting subjects that work side by side, one providing the opportunity to practise and hone skills and knowledge gained from the other. For other children the subjects are disjointed and seem to bear no relationship to each other. Science can provide a wonderful opportunity to practise a variety of math…

  10. "Math for America" Isn't

    ERIC Educational Resources Information Center

    Wolfmeyer, Mark

    2014-01-01

    Aspects of the Math for America organization's actions, aims and affiliations are analyzed for their effects on urban schools and society at large. These aspects are argued as evidence to consider MfA as an agent working against democratic practice and in favor of furthering profit and its resultant inequitable resource distribution. The…

  11. Tic Tac Toe Math. Train the Trainer.

    ERIC Educational Resources Information Center

    Center for Alternative Learning, Bryn Mawr, PA.

    This report describes a project that developed a "Train the Trainer" program that would enable individuals to learn and teach the alternative instructional technique, Tic Tac Toe Math, developed by Richard Cooper for adult basic education students. The pilot workshop conducted as part of the project identified problems that traditional teachers…

  12. Stepping Up to Science and Math

    ERIC Educational Resources Information Center

    Goldston, Dee

    2004-01-01

    "Stepping Up to Science and Math" invites teachers to step back and rethink the way they teach both of these essential subjects. Then it illustrates how teachers can step up the pace with Standards-based activities that make learning more effective and efficient. (New lessons featuring gummy worms, school buses, or the planet Mars help teachers…

  13. Evaluation of "Maths by Email." Final Report

    ERIC Educational Resources Information Center

    Kissane, Barry; McConney, Andrew

    2010-01-01

    "Maths by Email" (MbE) is a free fortnightly email newsletter produced through a partnership between CSIRO Education and the Australian Mathematical Sciences Institute (AMSI), with funding from the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). The principal aim of MbE has been "to communicate that…

  14. Curriculum Boosters. Social Studies, Math, Language Arts.

    ERIC Educational Resources Information Center

    Reissman, Rose; And Others

    1994-01-01

    Presents three curriculum boosting activities for elementary classes. A social studies activity builds bridges to other cultures via literature. A math activity teaches students about percentages using baseball card statistics. A language arts activity helps students learn to appreciate the language of Shakespeare. A student page presents a…

  15. See the Math behind the Medicine

    ERIC Educational Resources Information Center

    Saunders, Marnie M.

    2010-01-01

    To promote math and science, this author designed an activity to show students that biomedical fields are within their reach. The activity has three distinct goals: (1) To introduce the field of biomedical engineering to students and encourage them in these career pursuits; (2) To give them hands-on experience conducting a biomechanical test; and…

  16. Development and Testing of "Math Insight" Software

    ERIC Educational Resources Information Center

    Zucker, Andrew A.

    2006-01-01

    Computers running appropriate software hold great promise for teaching and learning mathematics. To this end, SRI International developed an integrated, computer-based problem solving environment called "Math Insight" that included interactive tools, such as a spreadsheet and dynamic geometric sketches, and professionally produced videos used to…

  17. 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…

  18. Odyssey Math. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2009

    2009-01-01

    "Odyssey Math," published by CompassLearning[R], is a web-based K-8 mathematics curriculum and assessment tool designed to allow for instructional differentiation and data-driven decision making. The online program includes electronic curriculum and materials for individual or small group work, assessments aligned with state curriculum standards,…

  19. 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…

  20. Mathematicians in Schools: Uncovering Maths' Beautiful Secrets

    ERIC Educational Resources Information Center

    Welch, Bronwyn

    2016-01-01

    Mathematics professionals are working with teachers revealing the reality and beauty that happens in the world of math and to show that this is essentially a "human endeavour," embedded in much of what people do and the ways in which they think. In this article, the author shares vignettes of primary classes working with mathematicians…

  1. 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…

  2. Senior Year Inviting More Math Choices

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2008-01-01

    When students at Prescott High School sign up to take math as seniors, not all of them will be wading into precalculus or calculus, with in-depth explorations of derivatives and trigonometric functions. Some will instead end up using mathematics to study the Electoral College, or the security of Internet passwords, or how delivery companies ship…

  3. Exploring Best Practices in Developmental Math

    ERIC Educational Resources Information Center

    Cafarella, Brian V.

    2014-01-01

    Currently, many community colleges are struggling with poor student success rates in developmental math. Therefore, this qualitative study focused on employing best practices in developmental mathematics at an urban community college in Dayton, Ohio. Guiding the study were the following research questions: What are the best practices utilized by a…

  4. Math Wonders to Inspire Teachers and Students.

    ERIC Educational Resources Information Center

    Posamentier, Alfred S.

    This book offers ideas to enrich instruction and help teachers explore the intrinsic beauty of math. Through dozens of examples from arithmetic, algebra, geometry, and probability, the symmetries, patterns, processes, paradoxes, and surprises that have facilitated generations of great thinkers are revealed. Activities include: (1) The Beauty in…

  5. Taking the Fear Out of Maths

    ERIC Educational Resources Information Center

    Southwood, Sue

    2011-01-01

    In this article, the author talks about the finding of NIACE's inquiry into adult numeracy learning. One clear finding is that more classroom learning for adults will not bring about a more numerate society. The author discusses the need to create a culture in which maths is perceived as worthwhile and even enjoyable. She stresses that at a time…

  6. We?re Poppin' For Math

    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…

  7. Math Model for Naval Ship Handling Trainer.

    ERIC Educational Resources Information Center

    Golovcsenko, Igor V.

    The report describes the math model for an experimental ship handling trainer. The training task is that of a replenishment operation at sea. The model includes equations for ship dynamics of a destroyer, propeller-engine response times, ship separation, interaction effects between supply ship and destroyer, and outputs to a visual display system.…

  8. Bowland Maths--The CPD Modules

    ERIC Educational Resources Information Center

    Onion, Alice

    2011-01-01

    One may have heard of Bowland maths and will know something of the "case studies" that were published in 2008. These are substantial mathematics projects, taking five hours, or more, to complete. Most are set in real or realistic contexts, like "designing a smoothy"--Product Wars, or "devising plans to improve road safety"--Reducing Road…

  9. Challenging Gifted Students: The Math Olympiads.

    ERIC Educational Resources Information Center

    Kalman, Richard

    2002-01-01

    This article describes the Math Olympiads for Elementary and Middle School, Inc., a non-for profit public foundation dedicated to strengthening the education of gifted youngsters though mathematics competitions. The development of the Olympiads, the program's structure, and the benefits of competition are discussed. Sample questions and answers…

  10. Math, Science Grants in Federal Cross Hairs

    ERIC Educational Resources Information Center

    Galley, Michelle

    2004-01-01

    The White House recommends that $140 million for math and education research be stripped away from the National Science Foundation (NSF) and gives it to the U.S. Department of Education. But supporters of the NSF, including congressional Republicans, vowed to rebuff the plan. In this article, critics charged that the proposed move of the…

  11. Math, Science, and the Gifted Student.

    ERIC Educational Resources Information Center

    Sayler, Michael, Ed.

    1996-01-01

    This theme issue of a Texas journal on gifted education contains articles focusing on math and science instruction for gifted students. "Science Education for Gifted Students" (Joyce VanTassel-Baska) discusses what a science curriculum for gifted students should include, what teachers can do to make reform efforts successful, and how to teach…

  12. It Does Matter How We Teach Math

    ERIC Educational Resources Information Center

    Rodrigues, Kathleen J.

    2012-01-01

    This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore…

  13. Helping Your Child Learn Math. ERIC Digest.

    ERIC Educational Resources Information Center

    Haury, David L.; Milbourne, Linda A.

    This digest informs parents about how to help their child learn mathematics. It discusses what children are learning in mathematics and provides parents with some guidance and World Wide Web resources that can benefit them in assisting their child. Featured topics include setting an example of the usefulness of math, helping children see the math…

  14. Consumer Math 3, Mathematics: 5285.23.

    ERIC Educational Resources Information Center

    Dade County Public Schools, Miami, FL.

    The third of four guidebooks in a non-sequential course of study for the General Math student, this booklet includes computation on personal income, income tax, and retirement income. General goals and overall strategies are given for the course, then performance objectives for computational skills and for specific topics are listed. A course…

  15. Federally Funded Math and Science Materials.

    ERIC Educational Resources Information Center

    Shaul, Marnie S.

    This correspondence presents additional information on the July report "Math and Science Education: Comprehensive Information about Federally Funded Materials Not Available by the United States General Accounting Office." It provides information on each of the 61 materials, including the topics covered and a summary of their instructional goals. A…

  16. Marilyn Burns on the Language of Math

    ERIC Educational Resources Information Center

    Instructor, 2006

    2006-01-01

    Math can sometimes seem like a strange language from foreign land--one communicated in symbols, numbers, and geometric figures. When teachers talk about mathematical concepts, even familiar, garden variety words such as "parallel," "power," "even," "odd," "multiply," "difference," "product," "positive," and "negative" take on brand-new meanings.…

  17. Improving Math Success in Higher Education Institutions

    ERIC Educational Resources Information Center

    Bisk, Richard

    2013-01-01

    Many students begin higher education unprepared for college-level work in mathematics and must take non-credit developmental courses. Furthermore, many are "math-phobic" and avoid courses, majors and careers that involve quantitative work. Yet science, technology, engineering and mathematics (STEM) fields are among the few job-growth areas in the…

  18. I Am a Math Coach: Now What?

    ERIC Educational Resources Information Center

    Rapacki, Lauren J.; Cross Francis, Dionne I.

    2014-01-01

    When one of the authors saw the job description for an elementary school mathematics coach on a state Department of Education website, she recognized it as an opportunity to have her dream job. She knew that making the transition from the classroom to a math teacher leader would afford her the opportunity to have an even greater impact on student…

  19. "I'm Not Good at Math."

    ERIC Educational Resources Information Center

    McBride, Gayle; And Others

    1981-01-01

    Contends that increased retention occurs when students become actively involved in determining what they need to know. Cites evidence of the success of San Joaquin Delta College's developmental education program, which involves student self-evaluation and revitalization. Provides student testimonials to the problems of math illiteracy and the…

  20. Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

    NASA Astrophysics Data System (ADS)

    Murrah, William M., III

    The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

  1. Phylogenetic Analysis of Brassica rapa MATH-Domain Proteins.

    PubMed

    Zhao, Liming; Huang, Yong; Hu, Yan; He, Xiaoli; Shen, Wenhui; Liu, Chunlin; Ruan, Ying

    2013-05-01

    The MATH (meprin and TRAF-C homology) domain is a fold of seven anti-parallel β-helices involved in protein-protein interaction. Here, we report the identification and characterization of 90 MATH-domain proteins from the Brassica rapa genome. By sequence analysis together with MATH-domain proteins from other species, the B. rapa MATH-domain proteins can be grouped into 6 classes. Class-I protein has one or several MATH domains without any other recognizable domain; Class-II protein contains a MATH domain together with a conserved BTB (Broad Complex, Tramtrack, and Bric-a-Brac ) domain; Class-III protein belongs to the MATH/Filament domain family; Class-IV protein contains a MATH domain frequently combined with some other domains; Class-V protein has a relative long sequence but contains only one MATH domain; Class-VI protein is characterized by the presence of Peptidase and UBQ (Ubiquitinylation) domains together with one MATH domain. As part of our study regarding seed development of B. rapa, six genes are screened by SSH (Suppression Subtractive Hybridization) and their expression levels are analyzed in combination with seed developmental stages, and expression patterns suggested that Bra001786, Bra03578 and Bra036572 may be seed development specific genes, while Bra001787, Bra020541 and Bra040904 may be involved in seed and flower organ development. This study provides the first characterization of the MATH domain proteins in B. rapa.

  2. Neural correlates of math anxiety - an overview and implications.

    PubMed

    Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

    2015-01-01

    Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

  3. Neural correlates of math anxiety - an overview and implications.

    PubMed

    Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

    2015-01-01

    Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824

  4. Neural correlates of math anxiety – an overview and implications

    PubMed Central

    Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

    2015-01-01

    Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824

  5. Changes in Test Scores Distribution for Students of the Fourth Grade in Brazil: A Relative Distribution Analysis for the Years 1997-2005

    ERIC Educational Resources Information Center

    Rodrigues, Clarissa Guimaraes; Rios-Neto, Eduardo Luiz Goncalves; de Xavier Pinto, Cristine Campos

    2013-01-01

    In Brazil, the mean of math test scores for students of the fourth grade declined by approximately 0.2 standard deviation in the late 1990s. However, the potential changes in the distribution of scores have never been addressed. It is unclear if the decline was caused by deterioration in student performance levels at the upper and/or lower tails…

  6. The Unintended Consequences of Narrowing Secondary Curriculum in Response to Low Standardized Test Scores

    ERIC Educational Resources Information Center

    Reid, LaShonda Nicole

    2012-01-01

    The No Child Left Behind Act of 2001 placed high demands on public schools by requiring that all students become proficient in math and reading by the year 2014. Many public schools responded to the demand by limiting curriculum to the core curriculum, particularly in the lengthening of the amount of time spent studying the subjects reading and…

  7. Grades--Scores--Predictions: A Study of the Efficiency of High School Grades and American College Test Scores in Predicting Academic Achievement at Montgomery College.

    ERIC Educational Resources Information Center

    Gell, Robert L.; Bleil, David F.

    This report analyzes the relationship between high school grades, American College Test (ACT) scores, and first-semester college grades. Based on the Standard Research Service of the ACT program, 1,379 students in the fall 1969 freshman class of Montgomery College (Maryland) were studied. Measures of academic background used ACT scores in English,…

  8. The Relationship between Students' Performance on the Cognitive Abilities Test (CogAT) and the Fourth and Fifth Grade Reading and Math Achievement Tests in Ohio

    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…

  9. Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

    PubMed Central

    Shi, Zhan; Liu, Peiru

    2016-01-01

    Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed. PMID:27788235

  10. Developing Scoring Algorithms

    Cancer.gov

    We developed scoring procedures to convert screener responses to estimates of individual dietary intake for fruits and vegetables, dairy, added sugars, whole grains, fiber, and calcium using the What We Eat in America 24-hour dietary recall data from the 2003-2006 NHANES.

  11. Scoring from Contests

    PubMed Central

    Penn, Elizabeth Maggie

    2014-01-01

    This article presents a new model for scoring alternatives from “contest” outcomes. The model is a generalization of the method of paired comparison to accommodate comparisons between arbitrarily sized sets of alternatives in which outcomes are any division of a fixed prize. Our approach is also applicable to contests between varying quantities of alternatives. We prove that under a reasonable condition on the comparability of alternatives, there exists a unique collection of scores that produces accurate estimates of the overall performance of each alternative and satisfies a well-known axiom regarding choice probabilities. We apply the method to several problems in which varying choice sets and continuous outcomes may create problems for standard scoring methods. These problems include measuring centrality in network data and the scoring of political candidates via a “feeling thermometer.” In the latter case, we also use the method to uncover and solve a potential difficulty with common methods of rescaling thermometer data to account for issues of interpersonal comparability. PMID:24748759

  12. Automated Essay Scoring

    ERIC Educational Resources Information Center

    Dikli, Semire

    2006-01-01

    The impacts of computers on writing have been widely studied for three decades. Even basic computers functions, i.e. word processing, have been of great assistance to writers in modifying their essays. The research on Automated Essay Scoring (AES) has revealed that computers have the capacity to function as a more effective cognitive tool (Attali,…

  13. Syncopation and the Score

    PubMed Central

    Song, Chunyang; Simpson, Andrew J. R.; Harte, Christopher A.; Pearce, Marcus T.; Sandler, Mark B.

    2013-01-01

    The score is a symbolic encoding that describes a piece of music, written according to the conventions of music theory, which must be rendered as sound (e.g., by a performer) before it may be perceived as music by the listener. In this paper we provide a step towards unifying music theory with music perception in terms of the relationship between notated rhythm (i.e., the score) and perceived syncopation. In our experiments we evaluated this relationship by manipulating the score, rendering it as sound and eliciting subjective judgments of syncopation. We used a metronome to provide explicit cues to the prevailing rhythmic structure (as defined in the time signature). Three-bar scores with time signatures of 4/4 and 6/8 were constructed using repeated one-bar rhythm-patterns, with each pattern built from basic half-bar rhythm-components. Our manipulations gave rise to various rhythmic structures, including polyrhythms and rhythms with missing strong- and/or down-beats. Listeners (N = 10) were asked to rate the degree of syncopation they perceived in response to a rendering of each score. We observed higher degrees of syncopation in time signatures of 6/8, for polyrhythms, and for rhythms featuring a missing down-beat. We also found that the location of a rhythm-component within the bar has a significant effect on perceived syncopation. Our findings provide new insight into models of syncopation and point the way towards areas in which the models may be improved. PMID:24040323

  14. Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

    ERIC Educational Resources Information Center

    Deacon, Mary M.

    2011-01-01

    Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…

  15. Differences in Mathematics Scores between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

    ERIC Educational Resources Information Center

    Harris, Maureen Ann

    2007-01-01

    While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the "whole" child, that math achievement scores are significantly…

  16. Childhood Fitness and Academic Performance: An Investigation into the Effect of Aerobic Capacity on Academic Test Scores

    ERIC Educational Resources Information Center

    Hobbs, Mark

    2014-01-01

    The purpose of this quantitate ve study was to determine whether or not students in fifth grade who meet the healthy fitness zone (HFZ) for aerobic capacity on the fall 2013 FITNESSGRAM® Test scored higher on the math portion of the 2013 fall Measures of Academic Progress (MAP) test, than students that failed to reach the HFZ for aerobic capacity…

  17. Highly Qualified Status Type and Student Achievement Scores, Special Education, and General Education: Is There a Connection?

    ERIC Educational Resources Information Center

    Burdett, Nicole G.

    2013-01-01

    The purpose of this research study was to examine, through statistical analyses, the impact that the 2 different types of highly qualified teachers have on student achievement reading and math scores among fourth- and fifth-grade special education and general education students for the 2010-2011 and 2011-2012 school years. The evaluation…

  18. Evaluating Phase II of a New York City-Wide STEM Initiative Using Propensity Score Methods: A Replication Study

    ERIC Educational Resources Information Center

    Thomas, Ally S.; Bonner, Sarah M.; Everson, Howard T.

    2014-01-01

    Recently, the authors have been exploring the use of propensity score methods for developing evidence of program impact. Specifically, they have been developing evidence (after one year of implementation) of the effects of the Math Science Partnership in New York City ("MSPinNYC2") on high school students' achievement--both in terms of…

  19. Video-Taped Instruction Creates Listening and Visual Memory Integration for Higher Reading and Math Scores.

    ERIC Educational Resources Information Center

    Erland, Jan

    This pre-post quasi-experimental study was conducted in a public school 5th grade class to determine the effects of video-taped instruction in teaching analysis and pattern finding skills. Methodology included guidelines from Cognitive Behavior Modification, Suggestopedia, and Guilford's Structure of Intellect Model within the Kaufman and Kaufman…

  20. The Effects of Tools of the Mind on Math and Reading Scores in Kindergarten

    ERIC Educational Resources Information Center

    Mackay, Patricia E.

    2013-01-01

    Although a limited body of research has supported the positive impact of the Tools of the Mind curriculum on the development of self-regulation, research supporting a direct relationship between Tools and academic achievement is extremely limited. The purpose of this study is to evaluate the effectiveness of the Tools of the Mind curriculum…

  1. The Impact of Professional Learning Communities on Third-Grade Math Scores

    ERIC Educational Resources Information Center

    Allen, Tosha Y.

    2012-01-01

    This study examined whether or not teacher collaboration in professional learning communities, which is a form of professional development, affected student learning in third-grade mathematics. The sample for the study consisted of 120 students (i.e., 60 students for the experimental group and 60 students for the control group). Both schools were…

  2. Relationship of Technology Skill Competencies and Reading and Math Standardized Test Scores

    ERIC Educational Resources Information Center

    Jordan, Stacie L.

    2012-01-01

    The purpose of this study was to determine if a relationship exists between technology skills and academic achievement among eighth-grade students. Previous studies investigated the relationship between the use of technology as a teaching tool and student outcomes, but none had specifically examined students' technology skill competencies…

  3. Discourse Technology: An Evaluation of Math Technology and Proficiency Scores for Worthington City Schools.

    ERIC Educational Resources Information Center

    Perkins, Jennifer; Gilman, David A.

    The Worthington City School District, Worthington, Ohio, purchased, through Mind Surf software, a mathematics software program for two of their four middle schools. Each student was given a keyboard at the beginning of class. If the entered answer is correct, the student sees a green light on the keyboard. An incorrect answer lights a red light,…

  4. The Math You Need at Baylor University: Improving Quantitative Skills in an Introductory Geology Lab Course

    NASA Astrophysics Data System (ADS)

    Browning, S.

    2014-12-01

    The Math You Need (TMYN) modules were introduced at Baylor University in fall 2012 to address issues of math anxiety common among freshmen non-majors completing their lab science requirement, and to reduce lab time spent reviewing basic math concepts. Modules and associated assessment questions commonly use geoscience examples to illustrate the mathematical principles involved, reinforcing topics addressed in lab. Large enrollments in the course selected for these modules necessitate multiple graduate teaching assistants in the lab, making the online nature of the modules and minimal required involvement of the teaching assistants even more valuable. Students completed three selected modules before encountering associated topics in lab, as well as a pre and post-test to gauge improvement. This presentation will review lessons learned and changes made in the first two years of TMYN at Baylor. Results indicate continued increases in mean pre to post test scores (e.g. 3.2% in fall 2012 to 11.9% in spring 2014), percentage of student pre to post- test improvement (59% in fall 2012 to 72% in spring 2014) and student participation (95 in fall 2012 to 186 in spring 2014). Continued use of these modules is anticipated.

  5. Exploring Bias in Math Teachers' Perceptions of Students' Ability by Gender and Race/Ethnicity.

    PubMed

    Riegle-Crumb, Catherine; Humphries, Melissa

    2012-04-01

    This study explores whether gender stereotypes about math ability shape high school teachers' assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers' perceptions of students in different gender and racial/ethnic subgroups, and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Utilizing nationally representative data from the Education Longitudinal Study of 2002 (ELS), analyses reveal that disparities in teachers' perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females which, although relatively small in magnitude, suggests that teachers hold the belief that math is easier for white males than it is for white females. We also find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality.

  6. Exploring Bias in Math Teachers’ Perceptions of Students’ Ability by Gender and Race/Ethnicity

    PubMed Central

    Riegle-Crumb, Catherine; Humphries, Melissa

    2013-01-01

    This study explores whether gender stereotypes about math ability shape high school teachers’ assessments of the students with whom they interact daily, resulting in the presence of conditional bias. It builds on theories of intersectionality by exploring teachers’ perceptions of students in different gender and racial/ethnic subgroups, and advances the literature on the salience of gender across contexts by considering variation across levels of math course-taking in the academic hierarchy. Utilizing nationally representative data from the Education Longitudinal Study of 2002 (ELS), analyses reveal that disparities in teachers’ perceptions of ability that favored white males over minority students of both genders are explained away by student achievement in the form of test scores and grades. However, we find evidence of a consistent bias against white females which, although relatively small in magnitude, suggests that teachers hold the belief that math is easier for white males than it is for white females. We also find some evidence of variation across course level contexts with regard to bias. We conclude by discussing the implications of our findings for research on the construction of gender inequality. PMID:24187437

  7. Metacognition and confidence: comparing math to other academic subjects.

    PubMed

    Erickson, Shanna; Heit, Evan

    2015-01-01

    Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.

  8. Metacognition and confidence: comparing math to other academic subjects.

    PubMed

    Erickson, Shanna; Heit, Evan

    2015-01-01

    Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math. PMID:26082742

  9. Metacognition and confidence: comparing math to other academic subjects

    PubMed Central

    Erickson, Shanna; Heit, Evan

    2015-01-01

    Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math. PMID:26082742

  10. Math Description Engine Software Development Kit

    NASA Technical Reports Server (NTRS)

    Shelton, Robert O.; Smith, Stephanie L.; Dexter, Dan E.; Hodgson, Terry R.

    2010-01-01

    The Math Description Engine Software Development Kit (MDE SDK) can be used by software developers to make computer-rendered graphs more accessible to blind and visually-impaired users. The MDE SDK generates alternative graph descriptions in two forms: textual descriptions and non-verbal sound renderings, or sonification. It also enables display of an animated trace of a graph sonification on a visual graph component, with color and line-thickness options for users having low vision or color-related impairments. A set of accessible graphical user interface widgets is provided for operation by end users and for control of accessible graph displays. Version 1.0 of the MDE SDK generates text descriptions for 2D graphs commonly seen in math and science curriculum (and practice). The mathematically rich text descriptions can also serve as a virtual math and science assistant for blind and sighted users, making graphs more accessible for everyone. The MDE SDK has a simple application programming interface (API) that makes it easy for programmers and Web-site developers to make graphs accessible with just a few lines of code. The source code is written in Java for cross-platform compatibility and to take advantage of Java s built-in support for building accessible software application interfaces. Compiled-library and NASA Open Source versions are available with API documentation and Programmer s Guide at http:/ / prim e.jsc.n asa. gov.

  11. A descriptive study of high school Latino and Caucasian students' values about math, perceived math achievement and STEM career choice

    NASA Astrophysics Data System (ADS)

    Rodriguez Flecha, Samuel

    The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. Participants (N=515) were rural high school students from the U.S. Northwest. Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Fifty-three percent of the students rated their math achievement as C or below. Of high math students, 57% were male. Females were 53% of low math students. Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). Math Values play a significant role in students' perceived math achievement. Internal math values (r =.68, R2 =.46, p =.001) influenced perceived math achievement regardless of gender (males: r =.70, R2 =.49, p =.001; females: r =.65, R2 =.43, p =.001), for Latinos (r =.66, R2 =.44, p =.001), and Caucasians (r =.72, R2 =.51, p =.001). External math values (r =.53, R2 =.28, p =.001) influenced perceived math achievement regardless of gender (males: r =.54, R2 =.30, p =.001; females: r =.49, R2 =.24, p =.001), for Latinos (r =.47, R2 =.22, p =.001), and Caucasians (r =.58, R2 =.33, p =.001). Most high-math students indicated an awareness of being good at math at around 11 years old. Low-math students said that they realized that math was difficult for them at approximately 13 years of age. The influence of parents, teachers, and peers may vary at different academic stages. Approximately half of the participants said there was not a person who had significantly impacted their career choice; only a minority said their parents and teachers were influencing them to a STEM career. Parents and teachers are the most influential relationships in students' career choice. More exposure to STEM role models and in a variety of professions is needed. Possible strategies to impact students

  12. The Relation between Factor Score Estimates, Image Scores, and Principal Component Scores

    ERIC Educational Resources Information Center

    Velicer, Wayne F.

    1976-01-01

    Investigates the relation between factor score estimates, principal component scores, and image scores. The three methods compared are maximum likelihood factor analysis, principal component analysis, and a variant of rescaled image analysis. (RC)

  13. 78 FR 2379 - Agency Information Collection Activities; Comment Request; Impact Evaluation of Math Professional...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-11

    ... Agency Information Collection Activities; Comment Request; Impact Evaluation of Math Professional... of Collection: Impact Evaluation of Math Professional Development. OMB Control Number: 1850-NEW. Type..., and teachers for a study of math professional development. The study will provide...

  14. Accountancy, teaching methods, sex, and American College Test scores.

    PubMed

    Heritage, J; Harper, B S; Harper, J P

    1990-10-01

    This study examines the significance of sex, methodology, academic preparation, and age as related to development of judgmental and problem-solving skills. Sex, American College Test (ACT) Mathematics scores, Composite ACT scores, grades in course work, grade point average (GPA), and age were used in studying the effects of teaching method on 96 students' ability to analyze data in financial statements. Results reflect positively on accounting students compared to the general college population and the women students in particular.

  15. Cognitive consistency and math-gender stereotypes in Singaporean children.

    PubMed

    Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu

    2014-01-01

    In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition. PMID:24141205

  16. Supplementing a Traditional Math Curriculum With an Inquiry-Based Program: A Pilot of Math Out of the Box. Research Report. ETS RR-09-17

    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…

  17. The SAT Score Decline: A Summary of Related Research.

    ERIC Educational Resources Information Center

    Breland, Hunter M.

    The available evidence pertaining to the decline in scores on the Scholastic Aptitude Test (SAT) and the American College Testing Program (ACT) is reviewed in terms of: the test, the test-taking population, the college bound population, the schools, and societal factors. The SAT score decline is described in both graphic and tabular form, and…

  18. Closing the Math Achievement Gap: Institutions Find Success with MyMathLab

    ERIC Educational Resources Information Center

    Stewart, Pearl

    2012-01-01

    Institutions find success with Pearson Education's MyMathLab. The Department of Mathematical Sciences at the University of Memphis (UM) reported a narrowing of the achievement gap between Black and White students. According to the study conducted by UM professors and titled "The Effectiveness of Blended Instruction in Postsecondary General…

  19. Changing the Developmental Trajectory in Early Math through a Two-Year Preschool Math Intervention

    ERIC Educational Resources Information Center

    Starkey, Prentice; Klein, Alice; DeFlorio, Lydia

    2013-01-01

    There is a national need for effective interventions to improve school readiness and subsequent achievement in mathematics for students from low-income families. The purpose of this study was to implement and evaluate a 2-year preschool math intervention that began at preschool entry when children were 3 years of age and continued through the end…

  20. Math Teachers' Attitudes towards Photo Math Application in Solving Mathematical Problem Using Mobile Camera

    ERIC Educational Resources Information Center

    Hamadneh, Iyad M.; Al-Masaeed, Aslan

    2015-01-01

    This study aimed at finding out mathematics teachers' attitudes towards photo math application in solving mathematical problems using mobile camera; it also aim to identify significant differences in their attitudes according to their stage of teaching, educational qualifications, and teaching experience. The study used judgmental/purposive…