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Sample records for advanced math classes

  1. 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)…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. Reading in the Math Class: Selecting and Using Picture Books for Math Investigations.

    ERIC Educational Resources Information Center

    Thatcher, Debra H.

    2001-01-01

    Suggests that teachers make use of children's literature to stimulate the learning of mathematical concepts. Identifies criteria for selecting children's books for math class, and provides examples of appropriate books and questions teachers might pose to spark children's thinking about math. Cautions teachers to avoid books that are workbooks in…

  9. 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…

  10. 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…

  11. Math/FCS Class Boosts Test Scores

    ERIC Educational Resources Information Center

    Sanden, Jan

    2004-01-01

    Integrating mathematics with family and consumer sciences (FCS) has enabled youth to pass the Minnesota 8th Grade Math Basic Skills test. The test focuses on the eight content areas: (1) problem solving with whole numbers and fractions; (2) problem solving with percentage/ratio; (3) number sense; (4) estimation; 5) measurement; (6) tables and…

  12. Student Achievement in Large-Lecture Remedial Math Classes

    ERIC Educational Resources Information Center

    Monte, Brent M.

    2011-01-01

    Due to the increase in students seeking remedial math classes at the community college level, coupled with declining revenues to the community colleges and a lack of classroom availability, the need to consider increasing class size has become a relevant and timely issue. This study is a mixed-method, quasi-experimental study testing effects of…

  13. 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

  14. 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.…

  15. Why Aren't More Minorities Taking Advanced Math?

    ERIC Educational Resources Information Center

    Walker, Erica N.

    2007-01-01

    Black and Latino students are still underepresented in upper-level math classes in the United States, a fact which has serious implications for their academic achievement and futures. Walker provides six suggestions for how educators can encourage more black and Latino students to successfully take higher level math courses: (1) Expand our…

  16. Supporting English Language Learners in Math Class, Grades 6-8

    ERIC Educational Resources Information Center

    Melanese, Kathy; Chung, Luz; Forbes, Cheryl

    2011-01-01

    This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…

  17. Supporting English Language Learners in Math Class, Grades 3-5

    ERIC Educational Resources Information Center

    Bresser, Rusty; Melanese, Kathy; Sphar, Christine

    2009-01-01

    More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…

  18. 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…

  19. 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,…

  20. Banishing Boredom in the Middle School Math Class

    ERIC Educational Resources Information Center

    White, Jeanne

    2007-01-01

    Too often, looking at middle school math classrooms through the eyes of the students reveals a monotonous routine with no clear application to life outside of school. In this article, the author suggests a few strategies for putting the life back into middle school mathematics: (1) mix it up by changing the physical environment and classwork…

  1. Manufacturing Math Classes: An Instructional Program Guide for Manufacturing Workers.

    ERIC Educational Resources Information Center

    McBride, Pamela G.; And Others

    This program guide documents a manufacturing job family curriculum that develops competence in generic work force education skills through three courses: Reading Rulers, Charts, and Gauges and Math for Manufacturing Workers I and II. An annotated table of contents lists a brief description of the questions answered in each section. An introduction…

  2. Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

    NASA Astrophysics Data System (ADS)

    Hoepner, Cynthia Colon

    President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were

  3. The Impact of a Classroom-Based Guidance Program on Student Performance in Community College Math Classes

    ERIC Educational Resources Information Center

    Butcher, Kristin F.; Visher, Mary G.

    2013-01-01

    Passing through remedial and required math classes poses a significant barrier to success for many community college students. This study uses random assignment to investigate the impact of a "light-touch" intervention, where an individual visited math classes a few times during the semester, for a few minutes each time, to inform…

  4. A Strategic Action Plan for Advancing Math and Science Education in New Mexico 2007-2010

    ERIC Educational Resources Information Center

    New Mexico Public Education Department, 2007

    2007-01-01

    This Strategic Action Plan for Advancing Math and Science Education is an initial outline of strategies, actions, measures of progress, resources needed, timelines, and responsible parties. The Plan focuses on these three main goals: (1) increasing student interest, participation, and achievement in math and science; (2) raising public support and…

  5. Variation in Content Coverage by Classroom Composition: An Analysis of Advanced Math Course Content

    ERIC Educational Resources Information Center

    Covay, Elizabeth

    2011-01-01

    Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the…

  6. Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

    ERIC Educational Resources Information Center

    Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

    2011-01-01

    The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

  7. Real Data, Real Math, All Classes, No Kidding.

    ERIC Educational Resources Information Center

    Bonsangue, Martin Vern

    1998-01-01

    Uses real data as a catalyst to explore mathematics. Presents two mathematics activities based on real data, one on earthquakes and the other on demographic data. Discusses the implications of these activities in calculus classes. (ASK)

  8. An Exploratory Study of Risk-Taking and Attitudes in a Girls-Only Middle School Math Class.

    ERIC Educational Resources Information Center

    Streitmatter, Janice

    1997-01-01

    Studied attitudes of girls, toward themselves and their classmates, and their behavior in a girls-only math classroom. Found girls were more likely to ask and answer questions in the math classroom than in coeducational classes and that the girls-only setting enhanced their ability to learn. The girls-only environment was overwhelmingly preferred.…

  9. Exposing the Myth: Advanced Math Does Not Increase Drop out Rates. Math Works

    ERIC Educational Resources Information Center

    Achieve, Inc., 2013

    2013-01-01

    A common argument against raising math course-taking requirements for all students is that it will cause more students to drop out of high school. But most students who drop out for academic reasons do so not because they are being "too challenged," but rather because they are not being challenged enough. It is important to raise the rigor and…

  10. Reaching the Next Stephen Hawking: Five Ways to Help Students with Disabilities in Advanced Placement Science Classes

    ERIC Educational Resources Information Center

    Howard, Lori A.; Potts, Elizabeth A.; Linz, Ed

    2013-01-01

    As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral),…

  11. U.S. Poised to Sit Out TIMSS Test: Physics, Advanced Math Gauged in Global Study

    ERIC Educational Resources Information Center

    Viadero, Debra

    2007-01-01

    This article reports on reactions to the U.S. Department of Education's first time decision to sit out an international study designed to show how advanced high school students around the world measure up in math and science. Mark S. Schneider, the commissioner of the department's National Center for Education Statistics, which normally takes the…

  12. Is It Possible to Improve Mathematical Achievement by Means of Self-Regulation Strategies? Evaluation of an Intervention in Regular Math Classes

    ERIC Educational Resources Information Center

    Perels, Franziska; Dignath, Charlotte; Schmitz, Bernhard

    2009-01-01

    After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the…

  13. Solving Behavior Problems in Math Class: Academic, Learning, Social, and Emotional Empowerment (Grades K-12)

    ERIC Educational Resources Information Center

    Taylor-Cox, Jennifer

    2011-01-01

    Reduce the number of discipline issues that arise in your math classroom with ideas from math education expert Jennifer Taylor-Cox. In this book, you'll learn a variety of ways to handle disruptive, disinterested, avoidant, and/or disrespectful students in K-12 math classrooms. Using realistic, case-by-case examples, the author reveals practical…

  14. Participation in an All-Female Algebra I Class: Effects on High School Math and Science Course Selection.

    ERIC Educational Resources Information Center

    Wood, Bonnie S.; Brown, Lorrie A.

    1997-01-01

    Details a study in which grade 9 females were assigned to either an all-female or mixed-sex algebra class. Findings indicate that the all-female intervention group demonstrated a greater gain in math scores between grades 8-11 than the nonintervention group. Contains 41 references. (DDR)

  15. Overcoming Anarchy in the Advanced Language Class.

    ERIC Educational Resources Information Center

    Gutierrez, John R.

    1990-01-01

    The coordination, articulation, and implementation of informed teaching techniques and objectives will help to overcome the anarchy and confusion that characterize higher education advanced-level foreign language classes, and will begin to produce a pool of highly competent foreign language speakers and writers. (33 references) (CB)

  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. MathPatch - Raising Retention and Performance in an Intro-geoscience Class by Raising Students' Quantitative Skills

    NASA Astrophysics Data System (ADS)

    Baer, E. M.; Whittington, C.; Burn, H.

    2008-12-01

    The geological sciences are fundamentally quantitative. However, the diversity of students' mathematical preparation and skills makes the successful use of quantitative concepts difficult in introductory level classes. At Highline Community College, we have implemented a one-credit co-requisite course to give students supplemental instruction for quantitative skills used in the course. The course, formally titled "Quantitative Geology," nicknamed "MathPatch," runs parallel to our introductory Physical Geology course. MathPatch teaches the quantitative skills required for the geology class right before they are needed. Thus, students learn only the skills they need and are given opportunities to apply them immediately. Topics include complex-graph reading, unit conversions, large numbers, scientific notation, scale and measurement, estimation, powers of 10, and other fundamental mathematical concepts used in basic geological concepts. Use of this course over the past 8 years has successfully accomplished the goals of increasing students' quantitative skills, success and retention. Students master the quantitative skills to a greater extent than before the course was implemented, and less time is spent covering basic quantitative skills in the classroom. Because the course supports the use of quantitative skills, the large number of faculty that teach Geology 101 are more comfortable in using quantitative analysis, and indeed see it as an expectation of the course at Highline. Also significant, retention in the geology course has increased substantially, from 75% to 85%. Although successful, challenges persist with requiring MathPatch as a supplementary course. One, we have seen enrollments decrease in Geology 101, which may be the result of adding this co-requisite. Students resist mandatory enrollment in the course, although they are not good at evaluating their own need for the course. The logistics utilizing MathPatch in an evening class with fewer and longer

  18. Math Sense: Placement Test.

    ERIC Educational Resources Information Center

    2003

    Math Sense consists of five books that develop from basic to more advanced math skills. This document contains a placement test used with Math Sense to help students and their teachers decide into which Math Sense book to begin working. The placement test is divided into six parts, each consisting of 10 to 22 problems, and is based on exit skill…

  19. When Talking in Class Is a Good Thing: Math Discussions Provide a Window to Student Understanding

    ERIC Educational Resources Information Center

    Hutchinson, Mary Jo

    2010-01-01

    Math discussions allow all students to get involved and take ownership of their mathematical knowledge. They allow students to think about what they are doing, reason about why it works, and understand the underlying concept. Teachers will be able to learn so much about their students through the discussions. They will be able to tell when their…

  20. Student Perceptions of Active Instructional Designs in Four Inner City Adult Education Math Classes

    ERIC Educational Resources Information Center

    Johnson, LaToya S.

    2010-01-01

    The focus of this study was to examine the attitudes, experiences, and opinions of adult math students in Adult Basic Education programs. Sixty students participated in the study, by completing observations, questionnaires, and completing the Attitude Towards Mathematics Survey (ATMS). The ATMS survey analyzed four factors. These factors included…

  1. 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,…

  2. 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…

  3. Using Social Modeling to Inform Community College Student Behavior: A Case Study Examining Embedded Interventions in a Basic Skills Math Class

    ERIC Educational Resources Information Center

    Esposito-Noy, Celia

    2013-01-01

    The purpose of this study was to examine the experiences of students enrolled in a basic skills math class at a California community college and the role of the peer model in informing their college-going behaviors. There is significant interest in increasing the number of students who complete basic skills courses and make progress towards a…

  4. The Motivational Construct in Mathematics Learning Using Structural Equation Modeling: The Korean Elementary School Math Class.

    ERIC Educational Resources Information Center

    Seo, Daeryong

    This study was undertaken to understand a motivation model in the context of the Korean elementary school mathematics class. The sample consisted of 178 fourth graders (boys=95; girls=83) from 2 Korean elementary schools. This study showed that a goal mediational model could be modified and successfully applied to the context of the Korean…

  5. Schools, Families, and Math.

    ERIC Educational Resources Information Center

    Murray, Megan

    2003-01-01

    Introduces "Schools and Families: Creating a Math Partnership," a book designed to help parents see the math in their children's work and establish effective home-school partnerships. Includes an except from the book that discusses how homework can help parents see how their children are learning and doing mathematics in class. (KHR)

  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. How Do You Use Math?

    ERIC Educational Resources Information Center

    Brown, Joan Marie

    1996-01-01

    Describes a multimedia math activity for sixth-grade students who have access to a computer lab. Students work in groups and interview an adult who uses math in his or her job. Then, they write an explanatory narrative describing how that adult uses math. Finally, they create a KidPix video slideshow with voice overlays to share with the class.…

  8. Advancing the Math Skills of Middle School Students in Technology Education Classrooms

    ERIC Educational Resources Information Center

    Bottge, Brian A.; Grant, Timothy S.; Stephens, Ana C.; Rueda, Enrique

    2010-01-01

    While curriculum specialists and committees often decide how mathematics is taught, it is ultimately principals who influence the extent to which these initiatives are carried out. The overall goal of this article is to provide school leaders with classroom-based research that describes one way of improving the math skills of middle school…

  9. 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

  10. 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

  11. Using Computer Networking to Increase Active Teaching in General Education Math Classes Containing Students with Mild Disabilities.

    ERIC Educational Resources Information Center

    Hayden, Melissa; And Others

    1992-01-01

    Three middle school teachers of mainstreamed students with mild disabilities used a computer networking system to check student understanding of math concepts. Results indicated that, with coaching on how to use the data generated by the system, teachers increased the amount of time spent on active teaching and providing feedback. (Author/JDD)

  12. Paradoxes and Paradigms in an Eighth Grade Pre-Algebra Class: A Case Study of a "Good" Math Teacher.

    ERIC Educational Resources Information Center

    Gregoire, Michele

    Evidence is presented from an ethnographic study of an eighth grade pre-algebra teacher's classroom in support of the idea that teachers' beliefs about the ontology and epistemology of math profoundly influence how they teach and thus what students learn. Specifically, beliefs based on a traditional view of mathematics as procedurally-based are…

  13. Changing the "Ecosystem" of Preservice Math and Science Methods Classes To Enhance Students' Social, Cognitive, and Emotional Development.

    ERIC Educational Resources Information Center

    Carter, William; Sottile, James M., Jr.

    This research examines the critical factors in a science/math methods course and its effect on the dispositions of preservice elementary education majors. In order to break the cyclical axiom that "teachers teach as they were taught," this study used a paired-t test design to indicate any significance. The preservice education majors indicated…

  14. 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

  15. Advancing participation of blind students in Science, Technology, Engineering, and Math

    NASA Astrophysics Data System (ADS)

    Beck-Winchatz, Bernhard; Riccobono, Mark A.

    2008-12-01

    Like their sighted peers, many blind students in elementary, middle, and high school are naturally interested in space. This interest can motivate them to learn fundamental scientific, quantitative, and critical thinking skills, and sometimes even lead to careers in Science, Technology, Engineering, and Math (STEM) disciplines. However, these students are often at a disadvantage in science because of the ubiquity of important graphical information that is generally not available in accessible formats, the unfamiliarity of teachers with non-visual teaching methods, lack of access to blind role models, and the low expectations of their teachers and parents. We discuss joint efforts by the National Aeronautics and Space Administration (NASA) and the National Federation of the Blind’s (NFB) National Center for Blind Youth in Science (NCBYS) to develop and implement strategies to promote opportunities for blind youth in science. These include the development of tactile space science books and curriculum materials, science academies for blind middle school and high school students, and college-level internship and mentoring programs. The partnership with the NFB exemplifies the effectiveness of collaborations between NASA and consumer-directed organizations to improve opportunities for underserved and underrepresented individuals.

  16. 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…

  17. It is not known the impact or implications of a study skills class and its effect on high school students in relation to performance on math and science Georgia High School Graduation Test

    NASA Astrophysics Data System (ADS)

    Smith, Mary E.

    The Georgia State Board of Education has put in place requirements that high school students must meet in order to advance to a higher grade level and to achieve credits for graduation. Georgia requires all ninth, tenth, eleventh, and twelfth graders to take an end-of-course test after completing class time for academic core subjects. The student's final grade in the end-of-course test course will be calculated using the course grade as 85% and the end-of-course test score as 15%. The student must have a final course grade of 70 or above to pass the course and to earn credit toward graduation. Students in Georgia are required to take the Georgia High School Graduation Test. The tests consist of five parts, writing, math, science, social studies and language arts. Students must make a minimum score of 500 which indicates the student was proficient in mastering the objectives for that particular section of the test. Not all students finish high school in four years due to obstacles that occur. Tutorial sessions are provided for those that wish to participate. High schools may offer study skills classes for students that need extra help in focusing their attention on academic courses. Study skill courses provide the student with techniques that he or she may find useful in organizing thoughts and procedures that direct the student towards success.

  18. The Effect of Advanced Placement and Concurrent Enrollment on Post Secondary Math Achievement

    ERIC Educational Resources Information Center

    Kremers, Angela L.

    2010-01-01

    Unprepared postsecondary students and poor high school retention rates emphasize a significant issue with education in the U.S. Although there have been increases in the number of programs to address retention and matriculation to degree attainment, little research has been completed to examine outcomes of these programs. Advanced placement and…

  19. 7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...

  20. 7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...

  1. 7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...

  2. 7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...

  3. 7 CFR 1000.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing... advanced pricing factors. Class prices per hundredweight of milk containing 3.5 percent butterfat, component prices, and advanced pricing factors shall be as follows. The prices and pricing factors...

  4. Reasoning About Nature: Graduate students and teachers integrating historic and modern science in high school math and science classes

    NASA Astrophysics Data System (ADS)

    Davis, J. B.; Rigsby, C. A.; Muston, C.; Robinson, Z.; Morehead, A.; Stellwag, E. J.; Shinpaugh, J.; Thompson, A.; Teller, J.

    2010-12-01

    Graduate students and faculty at East Carolina University are working with area high schools to address the common science and mathematics deficiencies of many high school students. Project RaN (Reasoning about Nature), an interdisciplinary science/math/education research project, addresses these deficiencies by focusing on the history of science and the relationship between that history and modern scientific thought and practice. The geological sciences portion of project RaN has three specific goals: (1) to elucidate the relationships among the history of scientific discovery, the geological sciences, and modern scientific thought; (2) to develop, and utilize in the classroom, instructional modules that are relevant to the modern geological sciences curriculum and that relate fundamental scientific discoveries and principles to multiple disciplines and to modern societal issues; and (3) to use these activity-based modules to heighten students’ interest in science disciplines and to generate enthusiasm for doing science in both students and instructors. The educational modules that result from this linkage of modern and historical scientific thought are activity-based, directly related to the National Science Standards for the high school sciences curriculum, and adaptable to fit each state’s standard course of study for the sciences and math. They integrate historic sciences and mathematics with modern science, contain relevant background information on both the concept(s) and scientist(s) involved, present questions that compel students to think more deeply (both qualitatively and quantitatively) about the subject matter, and include threads that branch off to related topics. Modules on topics ranging from the density to cladistics to Kepler’s laws of planetary motion have been developed and tested. Pre- and post-module data suggest that both students and teachers benefit from these interdisciplinary historically based classroom experiences.

  5. Development of next generation 1500C class advanced combustion turbines

    SciTech Connect

    Aoki, S.; Tskuda, Y.; Akita, E.; Tomita, Y.

    1998-07-01

    The full load test run of the 501G combustion turbine has just finished at Takasago combined cycle plant in MHI, Japan. The 501G has power output of 230MW at turbine inlet temperature of 1,500 C and can achieve combined net efficiency of 52%. The NO{sub x} level proved to be less than 25 ppm. The 501G and 701G1 combustion turbines are large heavy-duty single shaft combustion turbines which combine the proven reliability and efficiency of the F series with the latest low NO{sub x} combustion technology and the state-of-the-art cooling technique. As the full load test run has proved, it is a highly advanced designed turbine with documented high temperature, low NO{sub x} and high efficiency. This combined with time proven design concepts has created a new powerful combustion turbine, which will satisfy the large combustion turbine power generation needs for the next decades. The 501G turbine is the 60Hz, 3,600 rpm heavy duty combustion turbine rated at 230MW at a turbine inlet of 1,500 C fired on natural gas fuel. The combined cycle net efficiency is 58%. Verification tests for various components have been conducted through the last 3 years and since February '97 a full scale-full load test is being performed to verify the high performance, reliability and maintainability. The 701G1 is a 3,000 rpm combustion turbine designed for the 50 Hz power generation utilities and industrial service. The first 701G1 gas turbine is expected to begin commercial operation in 1999 in Tohoku Electric Power Co. Higashi Nilgata Power Plant No.4, in Japan. This paper describes the features of the next generation 1,500 C class advanced combustion turbines. Aerodynamic, cooling and mechanical design improvement is discussed along with the evolutionary changes based on time proven design concepts.

  6. Talking about Math

    ERIC Educational Resources Information Center

    Hintz, Allison; Kazemi, Elham

    2014-01-01

    By simply asking students how they got the answer to a problem, math teachers can open the door to stimulating discussions in class. But how can they make sure those discussions promote mathematical understanding? Allison Hintz and Elham Kazemi explain that teachers need to know what the goal is for a discussion and plan accordingly. The authors…

  7. 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…

  8. Math Safari.

    ERIC Educational Resources Information Center

    Nelson, Vaunda; Stanko, Anne

    1992-01-01

    Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

  9. 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…

  10. 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…

  11. 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…

  12. 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

  13. Advanced Reduction Processes: A New Class of Treatment Processes

    PubMed Central

    Vellanki, Bhanu Prakash; Batchelor, Bill; Abdel-Wahab, Ahmed

    2013-01-01

    Abstract A new class of treatment processes called advanced reduction processes (ARPs) is proposed. ARPs combine activation methods and reducing agents to form highly reactive reducing radicals that degrade oxidized contaminants. Batch screening experiments were conducted to identify effective ARPs by applying several combinations of activation methods (ultraviolet light, ultrasound, electron beam, and microwaves) and reducing agents (dithionite, sulfite, ferrous iron, and sulfide) to degradation of four target contaminants (perchlorate, nitrate, perfluorooctanoic acid, and 2,4 dichlorophenol) at three pH-levels (2.4, 7.0, and 11.2). These experiments identified the combination of sulfite activated by ultraviolet light produced by a low-pressure mercury vapor lamp (UV-L) as an effective ARP. More detailed kinetic experiments were conducted with nitrate and perchlorate as target compounds, and nitrate was found to degrade more rapidly than perchlorate. Effectiveness of the UV-L/sulfite treatment process improved with increasing pH for both perchlorate and nitrate. We present the theory behind ARPs, identify potential ARPs, demonstrate their effectiveness against a wide range of contaminants, and provide basic experimental evidence in support of the fundamental hypothesis for ARP, namely, that activation methods can be applied to reductants to form reducing radicals that degrade oxidized contaminants. This article provides an introduction to ARPs along with sufficient data to identify potentially effective ARPs and the target compounds these ARPs will be most effective in destroying. Further research will provide a detailed analysis of degradation kinetics and the mechanisms of contaminant destruction in an ARP. PMID:23840160

  14. 7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  15. 7 CFR 1124.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1124.53 Section 1124.53 Agriculture Regulations of the Department of Agriculture... Announcement of class prices, component prices, and advanced pricing factors. See § 1000.53....

  16. 7 CFR 1131.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1131.53 Section 1131.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  17. 7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....

  18. 7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  19. 7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  20. 7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  1. 7 CFR 1124.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1124.53 Section 1124.53 Agriculture Regulations of the Department of Agriculture... Announcement of class prices, component prices, and advanced pricing factors. See § 1000.53....

  2. 7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  3. 7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  4. 7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  5. 7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  6. 7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....

  7. 7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  8. 7 CFR 1131.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1131.53 Section 1131.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  9. 7 CFR 1126.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1126.53 Section 1126.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  10. 7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  11. 7 CFR 1126.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1126.53 Section 1126.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  12. 7 CFR 1131.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1131.53 Section 1131.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  13. 7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....

  14. 7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  15. 7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....

  16. 7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  17. 7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  18. 7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  19. 7 CFR 1124.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1124.53 Section 1124.53 Agriculture Regulations of the Department of Agriculture... Announcement of class prices, component prices, and advanced pricing factors. See § 1000.53....

  20. 7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  1. 7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  2. 7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  3. 7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  4. 7 CFR 1030.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1030.53 Section 1030.53 Agriculture Regulations of the Department of Agriculture... of class prices, component prices, and advanced pricing factors. See § 1000.53....

  5. 7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  6. 7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  7. 7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  8. 7 CFR 1131.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1131.53 Section 1131.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  9. 7 CFR 1005.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1005.53 Section 1005.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  10. 7 CFR 1126.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1126.53 Section 1126.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  11. 7 CFR 1124.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1124.53 Section 1124.53 Agriculture Regulations of the Department of Agriculture... Announcement of class prices, component prices, and advanced pricing factors. See § 1000.53....

  12. 7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  13. 7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  14. 7 CFR 1006.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1006.53 Section 1006.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  15. 7 CFR 1126.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1126.53 Section 1126.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  16. 7 CFR 1033.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1033.53 Section 1033.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  17. 7 CFR 1001.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1001.53 Section 1001.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  18. 7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  19. 7 CFR 1007.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1007.53 Section 1007.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  20. 7 CFR 1032.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Announcement of class prices, component prices, and advanced pricing factors. 1032.53 Section 1032.53 Agriculture Regulations of the Department of Agriculture... class prices, component prices, and advanced pricing factors. See § 1000.53....

  1. The Misplaced Math Student: Lost in Eighth-Grade Algebra. The 2008 Brown Center Report on American Education. Special Release

    ERIC Educational Resources Information Center

    Loveless, Tom

    2008-01-01

    This new study is being released as an advance excerpt of the 2008 Brown Center Report on American Education. This new report finds that the nation's push to challenge more students by placing them in advanced math classes in eighth grade has had unintended and damaging consequences, as some 120,000 middle-schoolers are now struggling in advanced…

  2. Teaching Math: Speaking of Math.

    ERIC Educational Resources Information Center

    May, Lola

    1995-01-01

    Provides tips and guidelines for teaching students how to speak the universal language of mathematics. Recommends the unlearning of faulty vocabulary, adopting workable strategies to teach math language, and teaching appropriate names of operations, shapes, and angles. Emphasizes need for mastering math vocabulary to be able to communicate in…

  3. A Multilevel Analysis of the Association of Class Schedule with Student Outcomes in Community College Developmental Math

    ERIC Educational Resources Information Center

    Fike, David S.; Fike, Renea

    2013-01-01

    This study focused on assessing the relationship of class scheduling with student outcomes in Intermediate Algebra, the prerequisite course for College Algebra. Numerous studies of information processing theory and the spacing effect on learning have been conducted; they have produced mixed findings. Relatively few studies have been conducted to…

  4. Earth Observing System (EOS)/Advanced Microwave Sounding Unit-A (AMSU-A) Structural Math Model - A1

    NASA Technical Reports Server (NTRS)

    Ely, W.

    1996-01-01

    This report presents the description for the NASTRAN finite element for the AMSU-A1 module. The purpose of this report is to document the NASTRAN bulk data deck, transmitted under separate cover. The structural Math Model is to be used by the spacecraft contractor for dynamic loads analysis.

  5. Math and Science Partnership Program: Strengthening America by Advancing Academic Achievement in Mathematics and Science. NSF-05-069

    ERIC Educational Resources Information Center

    National Science Foundation, 2006

    2006-01-01

    This booklet presents an overview of the Math Science Partnership program (MSP) at the National Science Foundation (NSF). This program responds to a growing national concern--the educational performance of U.S. children in mathematics and science. Through the MSP, NSF awards competitive, merit-based grants to teams composed of institutions of…

  6. 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)

  7. 7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  8. 7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  9. 7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  10. 7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  11. 7 CFR 1126.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1126.50 Section 1126.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  12. 7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  13. 7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  14. 7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  15. 7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  16. 7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  17. 7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  18. 7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  19. 7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  20. 7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  1. 7 CFR 1131.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1131.50 Section 1131.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  2. 7 CFR 1126.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1126.50 Section 1126.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  3. 7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  4. 7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  5. 7 CFR 1131.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1131.50 Section 1131.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  6. 7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  7. 7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  8. 7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  9. 7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  10. 7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  11. 7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  12. 7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  13. 7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  14. 7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  15. 7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  16. 7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  17. 7 CFR 1131.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1131.50 Section 1131.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  18. 7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  19. 7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  20. 7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  1. 7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  2. 7 CFR 1007.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1007.50 Section 1007.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  3. 7 CFR 1126.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1126.50 Section 1126.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  4. 7 CFR 1131.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1131.50 Section 1131.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  5. 7 CFR 1126.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1126.50 Section 1126.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  6. 7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 9 2013-01-01 2013-01-01 false Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  7. 7 CFR 1032.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1032.50 Section 1032.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  8. 7 CFR 1033.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1033.50 Section 1033.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  9. 7 CFR 1005.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1005.50 Section 1005.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  10. 7 CFR 1006.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 9 2012-01-01 2012-01-01 false Class prices, component prices, and advanced pricing factors. 1006.50 Section 1006.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  11. 7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 9 2010-01-01 2009-01-01 true Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  12. 7 CFR 1001.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 9 2011-01-01 2011-01-01 false Class prices, component prices, and advanced pricing factors. 1001.50 Section 1001.50 Agriculture Regulations of the Department of Agriculture (Continued..., and advanced pricing factors. See § 1000.50....

  13. 7 CFR 1124.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1124.50 Section 1124.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  14. 7 CFR 1030.50 - Class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 9 2014-01-01 2013-01-01 true Class prices, component prices, and advanced pricing factors. 1030.50 Section 1030.50 Agriculture Regulations of the Department of Agriculture (Continued... prices, and advanced pricing factors. See § 1000.50....

  15. Tangible Math

    ERIC Educational Resources Information Center

    Scarlatos, Lori L.

    2006-01-01

    Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives--such as pattern blocks and number lines--have increasingly been making their way into classrooms and children's museums. Yet without the constant guidance…

  16. 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…

  17. 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)…

  18. Is There a Causal Effect of High School Math on Labor Market Outcomes?

    ERIC Educational Resources Information Center

    Joensen, Juanna Schroter; Nielsen, Helena Skyt

    2009-01-01

    In this paper, we exploit a high school pilot scheme to identify the causal effect of advanced high school math on labor market outcomes. The pilot scheme reduced the costs of choosing advanced math because it allowed for a more flexible combination of math with other courses. We find clear evidence of a causal relationship between math and…

  19. 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…

  20. Why Do Students Drop Advanced Mathematics?

    ERIC Educational Resources Information Center

    Horn, Ilana

    2004-01-01

    Students, especially black, Latino and Native American youth and students of low socio-economic status drop out of advanced mathematics. Teachers must coordinate their expectations, their knowledge of students and their teaching practices in order to stop struggling students from dropping out of advanced math classes.

  1. Class of 2013 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

    ERIC Educational Resources Information Center

    Sanderson, Geoffrey T.

    2014-01-01

    Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County Public Schools (MCPS) Class of 2013 continued to outperform students in the state of Maryland and the nation on AP examinations, based on…

  2. Class of 2012 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

    ERIC Educational Resources Information Center

    Marks, Susan F.

    2013-01-01

    Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2012 continued to outperform Maryland and the nation on Advanced Placement (AP) examinations based on the "AP Report to the Nation" released by the College Board on February 20, 2013. In 2012, 67.3 percent of MCPS graduates took one or more AP exams. A striking…

  3. Ecologia: Spanish Ecology Packet Resource Units and Materials for Intermediate and Advanced Spanish Classes.

    ERIC Educational Resources Information Center

    Bell, Mozelle Sawyer; Arribas, E. Jaime

    This Spanish ecology packet contains resource units and materials for intermediate and advanced Spanish classes. It is designed to be used for individual and small-group instruction in the senior high school to supplement the Spanish language curriculum. Included are articles, pictures, and cartoons from Spanish-language newspapers and magazines…

  4. Class of 2014 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

    ERIC Educational Resources Information Center

    Sanderson, Geoffrey T.

    2015-01-01

    Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 continued to outperform students in the state of Maryland on AP examinations based on AP…

  5. 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…

  6. 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…

  7. The Jaime Escalante Math Program.

    ERIC Educational Resources Information Center

    Escalante, Jaime

    This article describes the Jaime Escalante Math Program, a system that in 1989 helped an East Los Angeles high school set a record by administering over 450 Advanced Placement exams, having administered only 10 tests in 1978. The article is presented in three sections. The first section describes the program, discussing origins and backgrounds:…

  8. 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.…

  9. Teaching Math to the Talented

    ERIC Educational Resources Information Center

    Hanushek, Eric A.; Peterson, Paul E.; Woessmann, Ludger

    2011-01-01

    Maintaining America's productivity as a nation depends importantly on developing a highly qualified cadre of scientists, engineers, entrepreneurs, and other professionals. To realize that objective requires a system of schooling that produces students with advanced math and science skills. To see how well schools in the United States do at…

  10. We Love Math!

    ERIC Educational Resources Information Center

    Prescott, Jennifer O.

    2001-01-01

    Presents innovative, multiple intelligence math practices that can boost student learning and promote fun in the classroom. Suggestions include doing picture book math, working on open-ended problems, doing math all day and everywhere, and working on cooperative group math. (SM)

  11. 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…

  12. Effect of a supportive-educative program in the math class for stress, anxiety, and depression in female students in the third level of junior high school: An action research

    PubMed Central

    Emamjomeh, Seyedeh Mahtab; Bahrami, Masoud

    2015-01-01

    Background and Aim: Students in junior high school, particularly in the third level, are prone to a variety of stressors. This in turn might lead to stress, anxiety, depression, and other health-related problems. There are a very limited number of action research studies to identify the effect of stress management techniques among students. Therefore, a study was conducted to assess the effect of a program used in the math class to decrease the student's level of stress, anxiety, and depression. Material and Methods: This was an action research study, which was conducted in region three of the Education and Training Office of Isfahan, in the year 2012. Fifty-one students in a junior high school were selected and underwent a comprehensive stress management program. This program was prepared in collaboration with the students, their parents, teachers, and managers of the school, and was implemented approximately during a four-month period. The student's stress, anxiety, and depression were measured before and after the program using the DASS-21 questionnaire. Findings: The t-test identified that the mean scores of stress, anxiety, and depression after the intervention were significantly lower than the corresponding scores before the program. One-way analysis of variance (ANOVA) also showed that the students from the veterans (Janbaz) families had higher levels of stress compared to their classmates, who belonged to the non-veteran families (P< 0.05). Results: Education and implementation of stress management techniques including cognitive and behavioral interventions along with active and collaborative methods of learning in the math class might be useful both inside and outside the class, for better management of stress and other health-related problems of students. PMID:25767821

  13. Real Math?

    ERIC Educational Resources Information Center

    O'Brien, Thomas C.; Moss, Ann

    2004-01-01

    Children shouldn't memorize mathematical facts and procedures like parrots, but should learn to think mathematically. In this article, the authors stress that mathematics involves making sense. They provide some simple mathematical challenges for readers to make sense of and to try with their classes.

  14. 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,…

  15. 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…

  16. A class of optimum digital phase locked loops for the DSN advanced receiver

    NASA Technical Reports Server (NTRS)

    Hurd, W. J.; Kumar, R.

    1985-01-01

    A class of optimum digital filters for digital phase locked loop of the deep space network advanced receiver is discussed. The filter minimizes a weighted combination of the variance of the random component of the phase error and the sum square of the deterministic dynamic component of phase error at the output of the numerically controlled oscillator (NCO). By varying the weighting coefficient over a suitable range of values, a wide set of filters are obtained such that, for any specified value of the equivalent loop-noise bandwidth, there corresponds a unique filter in this class. This filter thus has the property of having the best transient response over all possible filters of the same bandwidth and type. The optimum filters are also evaluated in terms of their gain margin for stability and their steady-state error performance.

  17. Observations of Supernovae and Gamma-Ray Bursts as Cooperative Observing Exercises for Advanced Astronomy Classes

    NASA Astrophysics Data System (ADS)

    Durig, Douglas T.

    For my advanced astronomy class, Physics 251, many of our laboratory exercises were cooperative assignments where each student contributed observations and data towards a common goal. Observations of supernovae and gamma-ray burst afterglow candidates were natural targets of opportunity. This past Spring Semester we observed SN 2002ap and GRB020406. We observed the supernova with R and V filters and unfiltered several nights near maximum. We also observed the error region near GRB020406 and found some new, dim, vary cool infrared rich stars. The results from these observations will be reported. These targets provided excellent, applied examples of the material being covered in lecture.

  18. "Shouldn't Everyone Know about Their Government?" An Exploration of Curricular Values in Advanced Placement Government Classes

    ERIC Educational Resources Information Center

    Krutka, Daniel G.

    2012-01-01

    Prevalent models of secondary education in the United States have tended to privilege the acquisition of knowledge of scientific disciplines that is often peripheral to the experiences of students. My Advanced Placement Government classes were no different, and this caused me to wonder whether my classes were meeting the often-stated goal of the…

  19. The Effect of Cooperative Groups on Math Anxiety

    ERIC Educational Resources Information Center

    Batton, Melissa

    2010-01-01

    Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to…

  20. Math in Plain English: Literacy Strategies for the Mathematics Classroom

    ERIC Educational Resources Information Center

    Benjamin, Amy

    2011-01-01

    Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like "value" and "portion" seem to mislead them? Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak,…

  1. Basic Math Skills and Performance in an Introductory Statistics Course

    ERIC Educational Resources Information Center

    Johnson, Marianne; Kuennen, Eric

    2006-01-01

    We identify the student characteristics most associated with success in an introductory business statistics class, placing special focus on the relationship between student math skills and course performance, as measured by student grade in the course. To determine which math skills are important for student success, we examine (1) whether the…

  2. First-Year Chemistry Grades and SAT Math Scores.

    ERIC Educational Resources Information Center

    Andrews, Marjorie H.; Andrews, Lester

    1979-01-01

    Comparison of SAT math scores, high school grade point averages (GPAs), and final chemistry grades for both the 1972 and 1976 fall semester classes of the first-year chemistry course at the University of Virginia showed that SAT math scores were a much better predictor of final chemistry grades than were high school GPAs. (BB)

  3. Opening the World of Mathematics: The Daily Math Discussion

    ERIC Educational Resources Information Center

    Donoahue, Zoe

    2016-01-01

    During the author's everyday math discussions with her class, young children talk about mathematical ideas, theories, and concepts within a predictable structure. These discussions include many concepts from--and beyond--the first-grade math curriculum, and their depth and complexity build throughout the school year. Concepts and skills include…

  4. Are You Helping Boys Outperform Girls in Math?

    ERIC Educational Resources Information Center

    Berliner, David; Casanova, Ursula

    1987-01-01

    A study of fourth and fifth grade classes suggests that competitive math activities give boys an advantage where cooperative math activities generally give girls an advantage. Suggestions to help teachers balance their teaching methods to decrease disparities between boys and girls are made. (MT)

  5. The Influence of Advanced Placement Enrollment on High School GPA and Class Rank: Implications for School Administrators

    ERIC Educational Resources Information Center

    Wehde-Roddiger, Christina, Trevino, Rolando; Anderson, Pamela; Arrambide, Teresa; O'Conor, Juana; Onwuegbuzie, Anthony J.

    2012-01-01

    As high schools offer more pre-Advanced Placement (pre-AP) and Advanced Placement (AP) courses to prepare students for college academics, students often are given quality grade point average (GPA) points to help compensate for the rigorous curriculum. In states where class ranking determines automatic university admission, fluctuations of class…

  6. Social Cognitive Factors, Support, and Engagement: Early Adolescents' Math Interests as Precursors to Choice of Career

    ERIC Educational Resources Information Center

    Rowan-Kenyon, Heather T.; Swan, Amy K.; Creager, Marie F.

    2012-01-01

    The authors examined the central hypothesis that students' early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th-, 7th-, and 9th-grade students during the 2007-2008…

  7. Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation.

    PubMed

    Silk, Kami J; Parrott, Roxanne L

    2014-01-01

    Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages. PMID:24479699

  8. Class distinction

    NASA Astrophysics Data System (ADS)

    White, M. Catherine

    Typical 101 courses discourage many students from pursuing higher level science and math courses. Introductory classes in science and math serve largely as a filter, screening out all but the most promising students, and leaving the majority of college graduates—including most prospective teachers—with little understanding of how science works, according to a study conducted for the National Science Foundation. Because few teachers, particularly at the elementary level, experience any collegiate science teaching that stresses skills of inquiry and investigation, they simply never learn to use those methods in their teaching, the report states.

  9. Math as a Second Language.

    ERIC Educational Resources Information Center

    Wakefield, Dara V.

    2000-01-01

    Provides a rationale for approaching mathematics as a second language. Gives teaching suggestions: begin in early childhood, stress similarities between math and language, use spoken math before written, use authentic assessment, and focus on real-life math use. (SK)

  10. 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…

  11. 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…

  12. 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…

  13. 14 CFR 101.25 - Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ...-Advanced High Power Rockets— (a) At any altitude where clouds or obscuring phenomena of more than five...) Into any cloud; (d) Between sunset and sunrise without prior authorization from the FAA; (e) Within...

  14. 14 CFR 101.25 - Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ...-Advanced High Power Rockets— (a) At any altitude where clouds or obscuring phenomena of more than five...) Into any cloud; (d) Between sunset and sunrise without prior authorization from the FAA; (e) Within...

  15. 14 CFR 101.25 - Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ...-Advanced High Power Rockets— (a) At any altitude where clouds or obscuring phenomena of more than five...) Into any cloud; (d) Between sunset and sunrise without prior authorization from the FAA; (e) Within...

  16. 14 CFR 101.25 - Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ...-Advanced High Power Rockets— (a) At any altitude where clouds or obscuring phenomena of more than five...) Into any cloud; (d) Between sunset and sunrise without prior authorization from the FAA; (e) Within...

  17. 14 CFR 101.25 - Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ...-Advanced High Power Rockets— (a) At any altitude where clouds or obscuring phenomena of more than five...) Into any cloud; (d) Between sunset and sunrise without prior authorization from the FAA; (e) Within...

  18. 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

  19. 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. PMID:26579000

  20. 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.

  1. Operating a Math Lab.

    ERIC Educational Resources Information Center

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

    The rationale behind the use of mathematics laboratories is stated, then directions for organizing and implementing a math lab are given. Topics such as housekeeping, keeping an inventory, noise level, record keeping and assignments, giving grades, correlating textbooks with a math lab, and finding meaningful laboratory problems are each discussed…

  2. Get Ready for Math!

    ERIC Educational Resources Information Center

    Moomaw, Sally

    2006-01-01

    In this book, parents will find ways to help teachers nurture important emerging math skills, from sorting and division of materials to early counting. Basic ideas and tools, including classroom-tested activities, will help support their child's math learning, both at home and in child care. Following an introduction, the book contains three…

  3. Writing in Math

    ERIC Educational Resources Information Center

    Burns, Marilyn

    2004-01-01

    Innovative teachers can make writing as an integral part while teaching math to students. The teachers will have to implement the math instruction that enables students to organize and consolidate their mathematical thinking through communication, analyze and evaluate the mathematical thinking of others, and use the language of mathematics to…

  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. "Advanced Classes? They're Only for White Kids": How One Kansas School Is Changing the Face of Honors and Advanced Placement Courses

    ERIC Educational Resources Information Center

    Kerr, Roberta

    2014-01-01

    The purpose of this study was to obtain an accurate picture of minority student enrollment in honors and advanced placement (AP) classes at Wichita (Kansas) High School East and to develop a plan of action to close the achievement gap between White and non-White students. Prior to this study there was no clear, concise data to move this discussion…

  6. 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.

  7. 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…

  8. 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…

  9. 48 CFR 970.5227-12 - Patent rights-management and operating contracts, for-profit contractor, advance class waiver.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 5 2012-10-01 2012-10-01 false Patent rights-management and operating contracts, for-profit contractor, advance class waiver. 970.5227-12 Section 970.5227-12 Federal Acquisition Regulations System DEPARTMENT OF ENERGY AGENCY SUPPLEMENTARY REGULATIONS DOE MANAGEMENT AND OPERATING CONTRACTS...

  10. 48 CFR 970.5227-12 - Patent rights-management and operating contracts, for-profit contractor, advance class waiver.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 5 2014-10-01 2014-10-01 false Patent rights-management and operating contracts, for-profit contractor, advance class waiver. 970.5227-12 Section 970.5227-12 Federal Acquisition Regulations System DEPARTMENT OF ENERGY AGENCY SUPPLEMENTARY REGULATIONS DOE MANAGEMENT AND OPERATING CONTRACTS...

  11. 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…

  12. Wind-tunnel evaluation of an advanced main-rotor blade design for a utility-class helicopter

    NASA Technical Reports Server (NTRS)

    Yeager, William T., Jr.; Mantay, Wayne R.; Wilbur, Matthew L.; Cramer, Robert G., Jr.; Singleton, Jeffrey D.

    1987-01-01

    An investigation was conducted in the Langley Transonic Dynamics Tunnel to evaluate differences between an existing utility-class main-rotor blade and an advanced-design main-rotor blade. The two rotor blade designs were compared with regard to rotor performance oscillatory pitch-link loads, and 4-per-rev vertical fixed-system loads. Tests were conducted in hover and over a range of simulated full-scale gross weights and density altitude conditions at advance ratios from 0.15 to 0.40. Results indicate that the advanced blade design offers performance improvements over the baseline blade in both hover and forward flight. Pitch-link oscillatory loads for the baseline rotor were more sensitive to the test conditions than those of the advanced rotor. The 4-per-rev vertical fixed-system load produced by the advanced blade was larger than that produced by the baseline blade at all test conditions.

  13. 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)

  14. Problem Solving Software for Math Classes.

    ERIC Educational Resources Information Center

    Troutner, Joanne

    1987-01-01

    Described are 10 computer software programs for problem solving related to mathematics. Programs described are: (1) Box Solves Story Problems; (2) Safari Search; (3) Puzzle Tanks; (4) The King's Rule; (5) The Factory; (6) The Royal Rules; (7) The Enchanted Forest; (8) Gears; (9) The Super Factory; and (10) Creativity Unlimited. (RH)

  15. RtI in Math Class

    ERIC Educational Resources Information Center

    Gresham, Gina; Little, Mary

    2012-01-01

    One of the most difficult tasks that classroom teachers face is finding ways to reach all their students and match each student's level of mathematical readiness and performance to the skills they are required to teach. In classrooms and schools, current federal and state requirements have increased the emphasis on accountability for improved…

  16. Bringing the World into the Math Class.

    ERIC Educational Resources Information Center

    Zaslavsky, Claudia

    1985-01-01

    Discusses methods for integrating mathematics with study of culture and history to encourage awareness of its role in everyday life: comparing number words in foreign languages; discussing number origins, numerical symbols of ancient societies, games of skill and chance; and examining different housing styles to develop geometry and measurement…

  17. A River Runs through Math Class

    ERIC Educational Resources Information Center

    Cooper, Linda L.; Roberge, Martin C.

    2012-01-01

    For students who have difficulty envisioning how the mathematics that they are learning is used outside the classroom, an adventure as field mathematicians can be enlightening. Measuring stream discharge is a field experience that allows students to engage in a hands-on (and boots-on) real-world, problem-solving activity and that integrates…

  18. Evolution in Action, a Case Study Based Advanced Biology Class at Spelman College

    ERIC Educational Resources Information Center

    Pai, Aditi

    2009-01-01

    The Biology department at Spelman, a historically black women's college has undertaken a major curriculum revision in the last few years. A primary goal of this revision is to increase the breadth of topics in biology classes. Historically, classes in the areas of ecology and evolution have been underrepresented whereas Spelman has always offered…

  19. Oral History Project: Advanced ESL Class, Local 259 U.A.W. 1985-86.

    ERIC Educational Resources Information Center

    Colon, Maria, Comp.; And Others

    A class project undertaken in an English-as-a-Second-Language class is described and presented. Students participating in the project were union employees in a Manhattan electronics factory, and most were native Spanish speakers. The project's objective was to produce an illustrated book and tapes to document work and union experience in the…

  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. Math in Action. Hands-On, Minds-On Math.

    ERIC Educational Resources Information Center

    Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.

    1998-01-01

    Hands-on math must also involve students' minds in creative thinking. Math manipulatives must be used for uncovering, not just discovering. This paper presents guidelines for planning hands-on, minds-on math for elementary students. Suggestions include dialoging, questioning, integrating manipulatives and other tools, writing, and evaluating. (SM)

  2. 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

  3. Numbers and Math. Beginnings Workshop.

    ERIC Educational Resources Information Center

    Gross, Fred E.; Elkind, CavidEpstein, Ann S.; Copley, Juanita V.; Haugen, Ginny; Haugen, Kirsten

    2003-01-01

    Presents five articles addressing numbers and math instruction for young children: "Math Talk with Young Children: One Parent's Experience" (Fred E. Gross); "How Children Build Their Understanding of Numbers" (David Elkind); "Early Math: It's More than Numbers" (Ann S. Epstein); "Assessing Mathematical Learning: Observing and Listening to…

  4. 7 CFR 1000.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... advanced pricing factors. 1000.53 Section 1000.53 Agriculture Regulations of the Department of Agriculture..., component prices, and advanced pricing factors. (a) On or before the 5th day of the month, the market... administrator for each Federal milk marketing order shall announce the following prices and pricing factors...

  5. 7 CFR 1000.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... advanced pricing factors. 1000.53 Section 1000.53 Agriculture Regulations of the Department of Agriculture..., component prices, and advanced pricing factors. (a) On or before the 5th day of the month, the market... administrator for each Federal milk marketing order shall announce the following prices and pricing factors...

  6. 7 CFR 1000.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... advanced pricing factors. 1000.53 Section 1000.53 Agriculture Regulations of the Department of Agriculture..., component prices, and advanced pricing factors. (a) On or before the 5th day of the month, the market... administrator for each Federal milk marketing order shall announce the following prices and pricing factors...

  7. 7 CFR 1000.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... advanced pricing factors. 1000.53 Section 1000.53 Agriculture Regulations of the Department of Agriculture..., component prices, and advanced pricing factors. (a) On or before the 5th day of the month, the market... administrator for each Federal milk marketing order shall announce the following prices and pricing factors...

  8. 7 CFR 1000.53 - Announcement of class prices, component prices, and advanced pricing factors.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... advanced pricing factors. 1000.53 Section 1000.53 Agriculture Regulations of the Department of Agriculture..., component prices, and advanced pricing factors. (a) On or before the 5th day of the month, the market... administrator for each Federal milk marketing order shall announce the following prices and pricing factors...

  9. Gender Differences in Classroom Participation and Achievement: An Experiment Involving Advanced Placement Calculus Classes.

    ERIC Educational Resources Information Center

    Subotnik, Rena F.; Strauss, Shiela M.

    1995-01-01

    Despite scoring lower on the mathematics Scholastic Assessment Test (SAT-M) prior to taking an advanced placement calculus course, female students (n=85) scored as well as males (n=51) on the Advanced Placement BC level calculus test. Predictors of AP scores were: first, scores on the Calculus Readiness Test; second, scores on the SAT-M; and…

  10. 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…

  11. Relations of morale and physical function to advanced activities of daily living in health promotion class participants

    PubMed Central

    Yajima, Masahide; Asakawa, Yasuyoshi; Yamaguchi, Haruyasu

    2016-01-01

    [Purpose] The aim of this study was to clarify the relations of morale and physical function to the presence/absence of advanced activities of daily living. [Subjects] The subjects were 86 elderly community residents participating in health promotion classes. [Methods] A questionnaire survey on age, gender, presence/absence of advanced activities of daily living, and Philadelphia Geriatric Center Morale Scale score was conducted, in addition to assessment of fitness, consisting of measurement of height, body weight, grip and knee extensor muscle strength, functional reach, one-leg standing time, and Timed Up and Go test. Furthermore, multiple logistic regression analysis was performed with the presence/absence of advanced activities of daily living as a dependent variable. [Results] Grip strength and Timed Up and Go time were identified as variables influencing the presence/absence of advanced activities of daily living. [Conclusion] Physical function represented by grip strength and Timed Up and Go time was higher among subjects performing advanced activities of daily living. PMID:27065541

  12. Easy Math. Teacher's Guide.

    ERIC Educational Resources Information Center

    Dewsbury, Alison

    The objective of the Easy Math Program is to give all students (not just those with mathematical talent) an intuitive grasp of the quantitative principles on which mathematics is based, so they will be able to execute its basic operations with insight, and move on to its higher concepts with confidence. The program approaches this objective by a…

  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. 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,…

  15. 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…

  16. 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…

  17. 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…

  18. Sexism in Math Texts

    ERIC Educational Resources Information Center

    Steele, Barbara

    1977-01-01

    Describes instances of sexism found in six widely used elementary math textbooks. Research methodology involved analysis of all word problems and pictures of human figures in the texts. Recommendations for combating sexism within the schools are presented. Available from: P.O. Box 10085, Eugene, Oregon 97401. (Author/DB)

  19. 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…

  20. "Doing Math" in Austin

    ERIC Educational Resources Information Center

    Raymond, Allen

    2004-01-01

    Since 1990, the January issue of "Teaching Pre K-8" has highlighted a school visit by the president of the National Council of Teachers of Mathematics. This article discusses Cathy Seeley's visit to a 6th grade classroom at the J. E. Pearce Middle School in Austin, Texas, where she participated in a math activity from the Connected Mathematics…

  1. 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…

  2. 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…

  3. Using Superstitions & Sayings To Teach Experimental Design in Beginning and Advanced Biology Classes.

    ERIC Educational Resources Information Center

    Hoefnagels, Marielle H.; Rippel, Scott A.

    2003-01-01

    Presents a collaborative learning exercise intended to teach the unfamiliar terminology of experimental design both in biology classes and biochemistry laboratories. The exercise promotes discussion and debate, develops communication skills, and emphasizes peer review. The effectiveness of the exercise is supported by student surveys. (SOE)

  4. The Impact of Structured Note Taking Strategies on Math Achievement of Middle School Students

    ERIC Educational Resources Information Center

    Wilkinson, Gregory Ashley

    2012-01-01

    Student math achievement continues to be a national, state, and local concern. Research suggests that note taking can improve academic achievement, but current research has failed to report how low achievers might benefit from using note taking during math classes. The purpose of this study was to determine if teaching students structured note…

  5. The Effects of Personalized Practice Software on Learning Math Standards in the Third through Fifth Grades

    ERIC Educational Resources Information Center

    Gomez, Angela Nicole

    2012-01-01

    The purpose of this study was to investigate the effectiveness of "MathFacts in a Flash" software in helping students learn math standards. In each of their classes, the third-, fourth-, and fifth-grade students in a small private Roman Catholic school from the Pacific Northwest were randomly assigned either to a control group that used…

  6. Problem Solvers: Teacher Leader Teams with Content Specialist to Strengthen Math Instruction

    ERIC Educational Resources Information Center

    Zrike, Sara; Connolly, Christine

    2015-01-01

    In early November 2013, the authors started talking about visiting the Hurley School, a dual-language school in Boston, Massachusetts. The Hurley School had spent considerable time transitioning to the Common Core State Standards on literacy, but little time addressing the shifts in math. They worried that math classes were no longer rigorous…

  7. Performance testing of 10 kW-class advanced batteries for electric energy storage systems in Japan

    NASA Astrophysics Data System (ADS)

    Futamata, M.; Higuchi, S.; Nakamura, O.; Ogino, I.; Takada, Y.; Okazaki, S.; Ashimura, S.; Takahashi, S.

    1988-09-01

    The results of the performance testing of 10 kW-class advanced batteries — Na-S, Zn-Cl 2, Zn-Br 2 and redox-flow type batteries — are summarized. Energy efficiency and capacity at three discharge rates are presented in addition to energy density, self-discharge rate, estimated short circuit current, etc. It was evident that the performance of the advanced batteries was adequate to achieve the project goals for electrical energy storage. Further improvements are needed in the areas of self-discharge, electric insulation, and auxiliary systems. Based on continued technical progress, there is reasonable expectation that pilot plants of 1 MW (8 MW h) will be constructed and demonstrated in the next phase of the project.

  8. Advancing with pyrrolopyrrole cyanines: a next generation class of near-infrared fluorophores

    NASA Astrophysics Data System (ADS)

    Wiktorowski, S.; Fischer, G. M.; Daltrozzo, E.; Zumbusch, A.

    2012-03-01

    Fluorescent dyes are the basis for a broad range of modern techniques in life and material sciences. Consequently, there is a pressing need for the development of new classes of NIR fluorophores in recent years. Pyrrolopyrrole Cyanines (PPCys) are a novel class of NIR chromophores that were first presented in 2007 by Fischer and coworkers.[1] Their optical properties are marked by strong and narrowband NIR absorptions, strong NIR fluorescence and hardly any absorption in the visible range. The absorption maxima can be tuned over a broad range while high fluorescence quantum yields are maintained. PPCys are attractive candidates for labelling applications or as selective NIR absorbers. Moreover, PPCys exhibit very high photostability. Due to these outstanding photophysical properties, PPCys are heading into a promising future as NIR dyes.

  9. Teacher Scaffolding of Academic Language in an Advanced Placement U.S. History Class

    ERIC Educational Resources Information Center

    Gritter, Kristine; Beers, Scott; Knaus, Robert W.

    2013-01-01

    This article examines teacher scaffolding of academic language in an Advanced Placement United States History (APUSH) course throughout a school year for one student who received a perfect score on the end of year APUSH exam. Data includes four months of observation of teacher instructional strategies to scaffold student writing and vignettes of…

  10. 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.

  11. An analysis of the impact of three high school schedules on student achievement in advanced placement biology classes

    NASA Astrophysics Data System (ADS)

    Arons-Polan, Bonnie

    This study examined the effect of three schedule types on student achievement in Advanced Placement Biology classes. AP Biology test scores from students on three types of full-year schedules were analyzed to assess the impact schedule type had on student achievement. The three schedules included the block and traditional schedules, and the rotating/hybrid, a blend of the former two schedules. The results indicated the variable most closely associated with success on the AP Biology exam was the length of experience the teachers had teaching the course, regardless of schedule type. Although significant differences were seen in mean AP Biology test scores among the three schedule types, this could be explained by the relationship between instructors' experience and schedule type. Regression analysis determined the two strongest predictors of successful performance on the AP Biology exam were instructors' experience and perceived teaching style, regardless of schedule type. It appears that the economically developed suburbs, had teachers with the largest amount of experience teaching AP Biology, and these teachers reported using a direct approach to teaching, using lecture greater than 50% of the time. The results of this study also suggest when restructuring to improve student achievement, educators should examine other variables in addition to the high school schedule. Restructuring the day to allow for longer classes must be accompanied by professional staff development to allow teachers to develop new teaching methods. Most of the teachers in the survey reported using lecture a great deal of the time, regardless of schedule type. Comments from the teachers from the various schedules revealed that the ability to add student centered, inquiry based activities and labs were dependent on adequate class time. No information on whether or not the teachers were given professional development to expand their repertoire of teaching methods when the school adopted a block

  12. 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

  13. Microthemes: Effect and Acceptance as a Supplement to Traditional Math Instruction

    ERIC Educational Resources Information Center

    Randel, Bronwyn C.

    2012-01-01

    An 18-week experimental intervention tested the effect of the WAC strategy known as microthemes on math achievement of secondary students. The sample population included 231 students, with 106 in the experimental group and 125 in the control group, enrolled in six different math courses from basic to advanced, ninth to twelfth grade. Students in…

  14. Acceleration across California: Shorter Pathways in Developmental English and Math

    ERIC Educational Resources Information Center

    Hern, Katie

    2012-01-01

    Developmental courses in English, math, and reading have an important purpose in higher education, especially in the open-access world of community colleges. These classes--also referred to as "remedial"--are intended to give less-prepared students a chance to catch up and meet the challenges of college-level coursework. However, nationwide…

  15. Active Learning in a Math for Liberal Arts Classroom

    ERIC Educational Resources Information Center

    Lenz, Laurie

    2015-01-01

    Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college.…

  16. Robots Bring Math-Powered Ideas to Life

    ERIC Educational Resources Information Center

    Allen, Kasi C.

    2013-01-01

    What if every middle school student learned to create a robot in math class? What if every middle school had a robotics team? Would students view mathematics differently? Would they have a different relationship with technology? Might they see science and engineering as fields driven by innovation rather than memorization? As students find…

  17. Emerging Scholars: The Class of 2008

    ERIC Educational Resources Information Center

    Forde, Dana; Lum, Lydia; Nealy, Michelle J.; Pluviose, David; Roach, Ronald; Rogers, Ibram; Rolo, Mark Anthony; Seymour, Add, Jr., Valdata, Patricia; Watson, Jamal

    2008-01-01

    This year's crop of "Emerging Scholars"--The Class of 2008--includes a math biologist who was only the second woman to receive the Alfred P. Sloan Fellowship in math; a geneticist who recently became one of 20 winners of the National Science Foundation's Presidential Early Career Awards for Scientists and Engineers; and an extensively published…

  18. 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…

  19. 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…

  20. 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…

  1. The Advanced Neutron Source (ANS) project: A world-class research reactor facility

    SciTech Connect

    Thompson, P.B.; Meek, W.E.

    1993-07-01

    This paper provides an overview of the Advanced Neutron Source (ANS), a new research facility being designed at Oak Ridge National Laboratory. The facility is based on a 330 MW, heavy-water cooled and reflected reactor as the neutron source, with a thermal neutron flux of about 7.5{times}10{sup 19}m{sup {minus}2}{center_dot}sec{sup {minus}1}. Within the reflector region will be one hot source which will serve 2 hot neutron beam tubes, two cryogenic cold sources serving fourteen cold neutron beam tubes, two very cold beam tubes, and seven thermal neutron beam tubes. In addition there will be ten positions for materials irradiation experiments, five of them instrumented. The paper touches on the project status, safety concerns, cost estimates and scheduling, a description of the site, the reactor, and the arrangements of the facilities.

  2. Teachers' knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten

    NASA Astrophysics Data System (ADS)

    Pierro, Rebekah Chace

    Teacher self-efficacy and teacher beliefs play salient roles in science and math education with in-service teachers. This study seeks to understand the relationship between teacher knowledge, beliefs, and self-efficacy about science and math education in prekindergarten and kindergarten classrooms. The Prekindergarten and Kindergarten Science and Math Standards and Self-Efficacy Surveys were created to measure teacher knowledge of curriculum standards, beliefs of teaching skills, level of self-efficacy, and frequency of activities in classrooms for science and math, respectively. The self-report surveys were completed by 53 prekindergarten and 30 kindergarten teachers to examine the relationship that their knowledge of science and math standards, beliefs of science and math teaching skills, and level of science and math self-efficacy have on the frequency of science and math activities conducted in their classrooms. Beliefs of science and math teaching skills were related significantly to the reported frequency of science and math activities in prekindergarten and for science activities in kindergarten. Years of teaching prekindergarten was associated significantly with increased science and math activities. Teacher education was not associated with frequency of science or math activities. Findings revealed the more prekindergarten teachers enjoyed their science classes and math workshops the more they reported conducting science and math activities in the classroom. Both prekindergarten and kindergarten teachers reported that the less they enjoyed their previous math classes, the more time they spent on math activities in their classrooms. Results from this study have implications for professional development regarding science and math pedagogy and content knowledge.

  3. Design of a family of new advanced airfoils for low wind class turbines

    NASA Astrophysics Data System (ADS)

    Grasso, Francesco

    2014-12-01

    In order to maximize the ratio of energy capture and reduce the cost of energy, the selection of the airfoils to be used along the blade plays a crucial role. Despite the general usage of existing airfoils, more and more, families of airfoils specially tailored for specific applications are developed. The present research is focused on the design of a new family of airfoils to be used for the blade of one megawatt wind turbine working in low wind conditions. A hybrid optimization scheme has been implemented, combining together genetic and gradient based algorithms. Large part of the work is dedicated to present and discuss the requirements that needed to be satisfied in order to have a consistent family of geometries with high efficiency, high lift and good structural characteristics. For each airfoil, these characteristics are presented and compared to the ones of existing airfoils. Finally, the aerodynamic design of a new blade for low wind class turbine is illustrated and compared to a reference shape developed by using existing geometries. Due to higher lift performance, the results show a sensitive saving in chords, wetted area and so in loads in idling position.

  4. Developing Future Mathematicians: Math Circles

    ERIC Educational Resources Information Center

    Sheperd, Paul; Sakashita, Sue Savage

    2009-01-01

    Typical middle and high school math curricula are template based, meaning the use of standardized methods to solve mathematical problems as examples on which to base other problem solving. Template based math instruction may help a student to pass tests; however, it is an insufficient way to develop mathematical thinking. Mathematicians are…

  5. 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…

  6. 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…

  7. "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…

  8. Teaching Math Is All Write

    ERIC Educational Resources Information Center

    Staal, Nancy; Wells, Pamela J.

    2011-01-01

    Both writing and math require purposeful teaching. This article describes how one teacher discovered that she could teach math in a way that paralleled how she taught writing by researching what students know and then nudging them ahead to the next level of understanding. Just as effective writers employ creativity, perseverance, and revising,…

  9. Oleanna Math Program Smorgasbord (I).

    ERIC Educational Resources Information Center

    Coole, Walter A.

    This packet is a compilation of short units and quick review assignments used in the Oleanna Math Program at Skagit Valley College (Washington). This math program is taught in an auto-tutorial learning laboratory situation with programmed materials. Each unit of study is contained on a 5" by 8" card, which describes performance objectives,…

  10. Math on the Fast Track

    ERIC Educational Resources Information Center

    Howe, Quincy

    2006-01-01

    In this article, the author relates how a math-assessment software has allowed his school to track the academic progress of its students. The author relates that in the first year that the software was deployed, schoolwide averages in terms of national standing on the math ITBS rose from the 42nd to 59th percentile. In addition, a significant…

  11. 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,…

  12. 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…

  13. 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…

  14. Can an 86-year-old woman with advanced lung disease be a world class athlete?

    PubMed

    Guenette, Jordan A; Diane Lougheed, M; Webb, Katherine A; O'Donnell, Denis E

    2012-04-30

    We describe the case of an 86-year-old woman with advanced obstructive lung disease (forced expiratory volume in 1 s/forced vital capacity ratio (FEV(1)/FVC)=34%) who remains capable of superior athletic performance. Detailed pulmonary function testing was performed to characterize this patient's baseline respiratory impairment. An incremental symptom limited cycle exercise test was performed to characterize her sensory, ventilatory, cardiovascular and respiratory mechanical responses to exercise. Despite significant respiratory mechanical constraints, her peak cycle work rate and oxygen uptake were 177 and 175% predicted, respectively, and she achieved this while experiencing only moderate exertional dyspnea. She holds numerous world and national masters swim records despite her substantial objective respiratory impairment and continues to compete and set records to this day. We propose that lifelong participation in rigorous endurance training resulted in desensitization to dyspnea and has led to important cardiorespiratory adaptations that may have counterbalanced the known negative effects of obstructive lung disease on exercise performance and dyspnea. PMID:22446561

  15. Children's Books about Math: Trade Books That Teach.

    ERIC Educational Resources Information Center

    Murphy, Stuart J.

    2000-01-01

    Argues that math stories engage children and connect mathematical ideas to students' own personal experiences; that such books provide learning opportunities for children with different learning styles; and that children advance not only their mathematics skills but their critical thinking, language arts, and comprehension skills through such…

  16. The Value of the Fourth Year of Mathematics. Math Works

    ERIC Educational Resources Information Center

    Achieve, Inc., 2013

    2013-01-01

    Too many students and educators view the senior year and graduation from high school as an end point, rather than one vital step along the education pipeline. Students who engage in a fourth year of math tap into and build upon their advanced analytic skills and are more likely to have better success in postsecondary course work, as they have…

  17. A new class of solid oxide metal-air redox batteries for advanced stationary energy storage

    NASA Astrophysics Data System (ADS)

    Zhao, Xuan

    Cost-effective and large-scale energy storage technologies are a key enabler of grid modernization. Among energy storage technologies currently being researched, developed and deployed, rechargeable batteries are unique and important that can offer a myriad of advantages over the conventional large scale siting- and geography- constrained pumped-hydro and compressed-air energy storage systems. However, current rechargeable batteries still need many breakthroughs in material optimization and system design to become commercially viable for stationary energy storage. This PhD research project investigates the energy storage characteristics of a new class of rechargeable solid oxide metal-air redox batteries (SOMARBs) that combines a regenerative solid oxide fuel cell (RSOFC) and hydrogen chemical-looping component. The RSOFC serves as the "electrical functioning unit", alternating between the fuel cell and electrolysis mode to realize discharge and charge cycles, respectively, while the hydrogen chemical-looping component functions as an energy storage unit (ESU), performing electrical-chemical energy conversion in situ via a H2/H2O-mediated metal/metal oxide redox reaction. One of the distinctive features of the new battery from conventional storage batteries is the ESU that is physically separated from the electrodes of RSOFC, allowing it to freely expand and contract without impacting the mechanical integrity of the entire battery structure. This feature also allows an easy switch in the chemistry of this battery. The materials selection for ESU is critical to energy capacity, round-trip efficiency and cost effectiveness of the new battery. Me-MeOx redox couples with favorable thermodynamics and kinetics are highly preferable. The preliminary theoretical analysis suggests that Fe-based redox couples can be a promising candidate for operating at both high and low temperatures. Therefore, the Fe-based redox-couple systems have been selected as the baseline for this

  18. 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…

  19. Destination Math. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2009

    2009-01-01

    "Destination Math" is a series of computer-based curricula designed to be used for at least 90 minutes a week. Featuring sequenced, prescriptive, step-by-step instruction, "Destination Math" is designed for the development of fluency in critical skills, math reasoning, conceptual understanding, and problem-solving skills. Intermediate Math (grades…

  20. Accelerating Math Development in Head Start Classrooms.

    ERIC Educational Resources Information Center

    Arnold, David H.; Fisher, Paige H.; Doctoroff, Greta L.; Dobbs, Jennifer

    2002-01-01

    Teachers implemented a 6-week classroom intervention designed to promote emergent math skills and math interest in preschool-aged children. After the program, experimental children scored significantly higher than control children on a standardized test of math ability and enjoyed math activities more than the control children, as measured by both…

  1. Motivating Students in Math Using Cooperative Learning.

    ERIC Educational Resources Information Center

    Bernero, Jacqueline

    In many elementary classrooms, math tends to be individualized work with repetitive paper-and-pencil assignments. This research project attempted to generate more interest in math, reduce math anxiety, and make math more enjoyable for students. Through the use of cooperative learning, students practiced and developed social skills needed to…

  2. 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"…

  3. 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…

  4. 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,…

  5. Application of Reservoir Characterization and Advanced Technology to Improve Recovery and Economics in a Lower Quality Shallow Shelf Carbonate Reservoir, Class II

    SciTech Connect

    Hickman, T. Scott; Justice, James J.; Egg, Rebecca

    2001-08-07

    The Oxy operated Class 2 Project at West Welch Project is designed to demonstrate how the use of advanced technology can improve the economics of miscible CO2 injection projects in lower quality Shallow Shelf Carbonate reservoirs. The research and design phase (Budget Period 1) primarily involved advanced reservoir demonstration characterization. The current demonstration phase (Budget Period 2) is the implementation of the reservoir management plan for an optimum miscible CO2 flood design based on the reservoir characterization.

  6. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

    PubMed

    Martin, Daniel P; Rimm-Kaufman, Sara E

    2015-10-01

    This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. PMID:26407834

  7. Important, but Not for Me: Parents and Students in Kansas and Missouri Talk about Math, Science and Technology Education

    ERIC Educational Resources Information Center

    Kadlec, Alison; Friedman, Will

    2007-01-01

    This study details parents' and students' current thinking about math, science and technology (MST) education and their satisfaction with the existing curriculum which most experts see as vastly below world-class standards. The study finds just 25% of Kansas/Missouri parents think their children should be studying more math and science; 70% think…

  8. Degrees of Freedom: Diversifying Math Requirements for College Readiness and Graduation (Report 1 of a 3-Part Series)

    ERIC Educational Resources Information Center

    Burdman, Pamela

    2015-01-01

    Since the mid-20th century, the standard U.S. high school and college math curriculum has been based on two years of algebra and a year of geometry, preparing students to take classes in pre-calculus followed by calculus. Students' math pursuits have been differentiated primarily by how far or how rapidly they proceed along a clearly defined…

  9. Effects of Remedial Instruction on Low-SES & Low-Math Students' Mathematics Competence, Interest and Confidence

    ERIC Educational Resources Information Center

    Yang, Der-Ching; Lai, Meng-Lung; Yao, Ru-Fen; Huang, Yueh-Chun

    2014-01-01

    This study aimed to examine the effects of remedial instruction on low-SES & low-math first graders' basic mathematics competence as well as their interest and confidence in mathematics learning. Fourteen participants of low-SES & low-math were selected from two classes totaling fifty-seven first graders at a public elementary school in…

  10. A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Haydon, Todd; Hawkins, Renee; Denune, Hillary; Kimener, Lauren; McCoy, Dacia; Basham, James

    2012-01-01

    The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on…

  11. A cross talk between class A scavenger receptor and receptor for advanced glycation end-products contributes to diabetic retinopathy.

    PubMed

    Ma, Ke; Xu, Yiming; Wang, Chenchen; Li, Nan; Li, Kexue; Zhang, Yan; Li, Xiaoyu; Yang, Qing; Zhang, Hanwen; Zhu, Xudong; Bai, Hui; Ben, Jingjing; Ding, Qingqing; Li, Keran; Jiang, Qin; Xu, Yong; Chen, Qi

    2014-12-15

    In response to hyperglycemia in patients with diabetes, many signaling pathways contribute to the pathogenesis of diabetic complications, including diabetic retinopathy (DR). Excessive production of inflammatory mediators plays an important role in this process. Amadori-glycated albumin, one of the major forms of advanced glycated end-products, has been implicated in DR by inducing inflammatory responses in microglia/macrophages. Our goal was to delineate the potential cross talk between class A scavenger receptor (SR-A) and the receptor for advanced glycated end-product (RAGE) in the context of DR. We show here that SR-A ablation caused an exacerbated form of DR in streptozotocin-injected C57BL/6J mice as evidenced by fundus imaging and electroretinography. Immunohistochemical staining and RT-PCR assay indicated that there was augmented activation of proinflammatory macrophages with upregulated synthesis of proinflammatory mediators in the retina in Sr-a(-/-) mice. Overexpression of SR-A suppressed RAGE-induced mitogen-activated protein kinase (MAPK) signaling, whereas RAGE activation in macrophages favored a proinflammatory (M1) phenotype in the absence of SR-A. Mechanistic analysis on bone marrow-derived macrophages and HEK293 cell line revealed that SR-A interacted with and inhibited the phosphorylation of mitogen-activated protein kinase kinase 7, the major kinase in the RAGE-MAPK-NF-κB signaling, thereby leading to diminished secretion of proinflammatory cytokines. Our findings suggest that the antagonism between SR-A and RAGE contributes to the pathogenesis of DR by nurturing a disease-prone macrophage phenotype. Therefore, specific agonist that boosts SR-A signaling could potentially provide benefits in the prevention and/or intervention of DR. PMID:25352436

  12. Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

    NASA Astrophysics Data System (ADS)

    Redish, Edward F.; Kuo, Eric

    2015-07-01

    Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don't just use math, we make meaning with it in a different way than mathematicians do. In this reflective essay, we explore math as a language and consider the language of math in physics through the lens of cognitive linguistics. We begin by offering a number of examples that show how the use of math in physics differs from the use of math as typically found in math classes. We then explore basic concepts in cognitive semantics to show how humans make meaning with language in general. The critical elements are the roles of embodied cognition and interpretation in context. Then, we show how a theoretical framework commonly used in physics education research, resources, is coherent with and extends the ideas of cognitive semantics by connecting embodiment to phenomenological primitives and contextual interpretation to the dynamics of meaning-making with conceptual resources, epistemological resources, and affect. We present these ideas with illustrative case studies of students working on physics problems with math and demonstrate the dynamical nature of student reasoning with math in physics. We conclude with some thoughts about the implications for instruction.

  13. Molecular characterization of class b carbapenemases in advanced stage of dissemination and emergence of class d carbapenemases in Enterobacteriaceae from Croatia.

    PubMed

    Bedenić, Branka; Sardelić, Sanda; Luxner, Josefa; Bošnjak, Zrinka; Varda-Brkić, Dijana; Lukić-Grlić, Amarela; Mareković, Ivana; Frančula-Zaninović, Sonja; Krilanović, Marija; Šijak, Dorotea; Grisold, Andrea; Zarfel, Gernot

    2016-09-01

    Carbapenemases involved in acquired carbapenem resistance in Enterobacteriaceae belong to Ambler class A serin β-lactamases, class B metallo-β-lactamases (MBL) or class D OXA-48-like β-lactamases. The aim of the present study was to analyse the molecular epidemiology and the mechanisms and routes of spread of class B and class D carbapenemases in Croatia. In total 68 isolates were analyzed. Antibiotic susceptibility was determined by broth microdilution method. PCR was used to detect antibiotic-resistance genes. Genotyping was performed by rep-PCR and MLST. Sixty-five isolates were found to harbour VIM-1 carbapenemase, seven of which were positive also for NDM-1, while two strains harboured only NDM-1. OXA-48 was detected in three isolates, two of which coproduced VIM-1. Thirty-six strains possessed additional CTX-M-15 β-lactamase whereas 64 were positive for TEM-1. CMY was found in 18 Citrobacter freundii isolates and DHA-1 in one Enterobacter cloacae isolate. Four different plasmid-incompatibility groups were found: A/C, L/M, N and FIIAs. Unlike C. freundii and E. cloacae, Klebsiella pneumoniae showed high diversity of rep-PCR patterns. E. cloacae and C. freundii predominantly belonged to one large clone which was allocated to ST105 and ST24, respectively. Three different types of carbapenemases were identified showing the complexity of CRE in Croatia. PMID:27174090

  14. 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

  15. 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

  16. 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

  17. Ice Cream Stick Math.

    ERIC Educational Resources Information Center

    Paddock, Cynthia

    1992-01-01

    Described is a teaching technique which uses the collection of ice cream sticks as a means of increasing awareness of quantity in a self-contained elementary special class for students with learning disabilities and mild mental retardation. (DB)

  18. Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety

    PubMed Central

    Bieg, Madeleine; Goetz, Thomas; Wolter, Ilka; Hall, Nathan C.

    2015-01-01

    Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain) was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2–3 weeks (Nwithin = 6207). As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students' self-concept (i.e., a lower discrepancy for students with higher self-concepts). Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed. PMID:26441778

  19. The Relationship between STAR Math Score Gains and Academic Achievement in Math

    ERIC Educational Resources Information Center

    Churchwell, Don Wesley

    2009-01-01

    This study examined the relationship between STAR Math gains and TCAP composite scores. The purpose of this study was to determine if there was a significant relationship between STAR Math pretest and posttest gains over the course of the 2005-2006 academic year through the use of the STAR Math software program and TCAP math composite scores at…

  20. Singapore Math: Problem-Solving Secrets from the World's Math Leader

    ERIC Educational Resources Information Center

    Hogan, Bob

    2005-01-01

    Using this four CD-ROM disc set, teachers can have their very own math problem solving mentor as a leading expert in Singapore Math guides them through a lively presentation, working through math problems and explaining how Singapore has become the world's leading method in math. The expert's explanation of how to use Singapore's model-drawing…

  1. 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…

  2. 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…

  3. 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…

  4. Exercise + Classwork May = Better Math Scores

    MedlinePlus

    ... news/fullstory_157446.html Exercise + Classwork May = Better Math Scores Dutch study also found bringing exercise to ... time learning if exercise is part of their math and spelling lessons, a new study suggests. Dutch ...

  5. 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)

  6. Math/science education action conference report

    SciTech Connect

    Not Available

    1990-05-01

    On October 8--10, 1989, the US Department of Energy, the Lawrence Hall of Science, and the Lawrence Berkeley Laboratory sponsored a Math/Science Education Action Conference in Berkeley, California. The conference was co-chaired by Admiral James D. Watkins, Secretary of Energy, and Dr. Glenn T. Seaborg Chairman of the Lawrence Hall of Science. Nearly 250 scientists, educators, business executives, and government leaders came together to develop a concrete plan of action for restructuring and revitalizing mathematics and science education. Their target was to improve education for an entire cohort of children--the Class of 2007, the children born this school year--and their governing principle was one of collaboration, both between Federal agencies, and between public and private sectors. The report of the conference co-chairmen and participants is provided in this document. 41 figs.

  7. 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…

  8. Predicting math outcomes: reading predictors and comorbidity.

    PubMed

    Fletcher, Jack M

    2005-01-01

    This commentary addresses issues concerning (a) the measurement of numbers, letters, and words versus cognitive processes in early screening batteries, and (b) comorbid associations of reading, math, and attention disorders. Based on reading prediction studies, assessments that include numbers should be most predictive of math outcomes. However, given the comorbid association of reading, math, and attention disorders, measures sensitive to reading and attention difficulties may be necessary in early screening batteries for math disabilities. PMID:16122061

  9. 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

  10. KnapSack Math.

    ERIC Educational Resources Information Center

    Martin, Susan

    A project was conducted to help parents in adult literacy classes learn how to help their children with mathematics. During the project, numerous kits were created for parent and child to sign out and take home. The kits contain all the materials needed for a mathematical activity, including the mathematics concept targeted in the kit and…

  11. Math in a Can

    ERIC Educational Resources Information Center

    Cupillari, Antonella

    2015-01-01

    Practical problems that use mathematical concepts are among the highlights of any mathematics class, for better and for worse. Teachers are thrilled to show applications of new theoretical ideas, whereas most students dread "word problems." This article presents a sequence of three activities designed to get students to think about…

  12. The Math of Khan

    ERIC Educational Resources Information Center

    Schaffhauser, Dian

    2013-01-01

    It's like a dream come true for educators: free resources available wherever a web browser can operate and with nary an iota of advertising. What's not to like? What is it about this organization, whose mission is "to provide a free, world-class education for anyone anywhere," that has provoked such vitriol? Part of it is that when its videos have…

  13. 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…

  14. 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…

  15. 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…

  16. 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,…

  17. 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…

  18. Career Related Math Units for General Math 9.

    ERIC Educational Resources Information Center

    Grotenhuis, Paul; Purcell, Carol

    In this collection of four career-oriented units designed to enhance a ninth grade general math curriculum, the objectives listed are (1) to provide a job oriented environment in which students are encouraged to develop responsible attitudes toward employer and self and to find interest areas to use as the basis for career choices, (2) to provide…

  19. 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,…

  20. 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…

  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. 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…

  3. Doing the Math

    ERIC Educational Resources Information Center

    Pulley, John

    2009-01-01

    Coordinating advancement functions of units and divisions accustomed to independent operation and discretionary budgets isn't easy. Market research can help bridge those divides. And at a time of limited financial resources, institutions are eager to make smart choices with their marketing dollars. Market research can cut through misperceptions…

  4. Subsite, T Class, and N Class Cannot be Used to Exclude the Retropharyngeal Nodes From Treatment De-Intensification in Advanced Oropharyngeal Squamous Cell Carcinoma

    PubMed Central

    Spector, Matthew E.; Chinn, Steven B.; Bellile, Emily; Gallagher, K. Kelly; Kang, Stephen Y.; Moyer, Jeffrey S.; Prince, Mark E.; Wolf, Gregory T.; Bradford, Carol R.; McHugh, Jonathan B.; Carey, Thomas E.; Worden, Francis P.; Eisbruch, Avraham; Ibrahim, Mohannad; Chepeha, Douglas B.

    2016-01-01

    Importance Understanding the drainage patterns to the retropharyngeal nodes is an important consideration in oropharyngeal squamous cell carcinoma (OPSCC) because treatment of these nodes is related to increased morbidity. Prediction of these drainage patterns could not only help minimize treatment morbidity, but could also prevent failures in at-risk patients, as de-escalation trials are underway for this disease. Objective To evaluate the prevalence of pathologic retropharyngeal adenopathy (RPA) in OPSCC relative to involvement of the oropharyngeal subsite, number of neck nodes, T classification and N classification. Design Retrospective review from 2003–2010 Setting Academic Referral Center Participants 205 previously untreated, advanced stage (III, IV), pathologically confirmed patients with OPSCC Exposure: Concurrent chemoradiation Main Outcome Measures Radiologic evidence of pathologic RPA was tabulated and related to involvement of the oropharyngeal subsite, number of neck nodes, T classification and N classification. Results Pathologic RPA was identified in 18% of patients. There were pathologic retropharyngeal lymph nodes in 12/89 (13%) base of tongue cancers, 24/109 (22%) tonsil cancers, and 1/7 (14%) other oropharyngeal subsite cancers. Increasing prevalence of RPA was positively correlated with closer proximity to the posterior tonsillar pillar. A multivariate predictive regression model using the oropharyngeal subsite, involvement of the posterior tonsillar pillar, number of metastatic nodes, T classification, and N classification, showed that the number of metastatic nodes was statistically significant with an odds ratio of 1.436 (p=0.0001, 95% confidence interval: 1.203 – 1.714). Conclusions and Relevance The prevalence of pathologic RPA in this cohort was 18% and patients with multiple nodes had the highest risk for pathologic RPA, followed by involvement of the posterior tonsillar pillar. However, this data suggests that there is no clear

  5. 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…

  6. Elementary Science: Cycles in Math.

    ERIC Educational Resources Information Center

    Oregon Science Teacher, 1994

    1994-01-01

    Presents three patterns found in math for elementary students. Spirolaterals are patterns made by repeatedly tracing a series of three numbers in four directions on dot paper. Tessellating can be a combination of teaching about patterns, geometry, and art. The King's Problem requires recognition of a problem to find a solution. (PR)

  7. Reading + Math = A Perfect Match

    ERIC Educational Resources Information Center

    Callan, Richard

    2004-01-01

    In this article, the author discusses how he incorporates children's literature into the exploration and investigation of various math topics. After doing some activities, he has found that integrating different mathematical topics after discussing books can help children make the connection to mathematics in their daily lives.

  8. 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…

  9. Math on the Job. Electrician.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This booklet is intended to help mainstreamed mentally retarded, emotionally disturbed, or learning disabled high school students acquire a basic understanding of the responsibilities and working conditions of electricians and to practice basic math skills necessary in the occupation. The first section provides a brief introduction to the…

  10. The Jaime Escalante Math Program.

    ERIC Educational Resources Information Center

    Escalante, Jaime; Dirmann, Jack

    1990-01-01

    Describes the success of the Escalante Math Program in East Los Angeles in teaching mathematics to poor minority students. Fundamental principles of the program include the following: (1) accountability; (2) hard work; (3) demand; (4) love; (5) parental involvement; (6) respect and values; (7) nutrition; and (8) drug use prevention. Discusses…

  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. 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)

  13. A Girls' Math Olympiad Team.

    ERIC Educational Resources Information Center

    Volpe, Betty J.

    1999-01-01

    Shares experiences with coaching the Sixth-grade Math Olympiad Team in a middle school. Discusses the Olympiad and concludes that this activity is one way of providing mathematical experiences that have an enriching effect on young women and encourage their personal and mathematical growth. (ASK)

  14. 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…

  15. Building Math through Play Everyday

    ERIC Educational Resources Information Center

    Clements, Douglas H.; Sarama, Julie

    2005-01-01

    This article focuses on how young children build math skills in everyday play and activities. Children focus on six categories of mathematical content including classifying, exploring magnitude, enumerating, investigating dynamics, studying patterns, and exploring spatial relations. The article gives advice to both teachers and parents on how they…

  16. Productive Failure in Learning Math

    ERIC Educational Resources Information Center

    Kapur, Manu

    2014-01-01

    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,…

  17. 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…

  18. 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…

  19. 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

  20. Competency and Persistence of New College Students Enrolled in Math 310 at San Jose City College, Fall 1990. Research Report #127.

    ERIC Educational Resources Information Center

    Kangas, Jon; Budros, Kathleen

    A study was conducted at San Jose City College (SJCC) to identify and track 163 new students enrolled in Math 310 over a period of several semesters. Data on the students' competency and persistence rates were collected for fall 1990 and spring 1991, along with subsequent math class enrollments and success rates. Study findings included the…

  1. Completing the Remedial Sequence and College-Level Credit-Bearing Math: Comparing Binary, Cumulative, and Continuation Ratio Logistic Regression Models

    ERIC Educational Resources Information Center

    Davidson, J. Cody

    2016-01-01

    Mathematics is the most common subject area of remedial need and the majority of remedial math students never pass a college-level credit-bearing math class. The majorities of studies that investigate this phenomenon are conducted at community colleges and use some type of regression model; however, none have used a continuation ratio model. The…

  2. Flipping a Calculus Class: One Instructor's Experience

    ERIC Educational Resources Information Center

    Palmer, Katrina

    2015-01-01

    This paper describes one instructor's experiences during a year of flipping four calculus classes. The first exploration attempts to understand student expectations of a math class and their preference towards a flipped classroom. The second examines success of students from a flipped classroom, and the last investigates relationships with student…

  3. "Blogfolios" and Their Role in the Development of Research Projects in an Advanced Academic Literacy Class for ESL Students

    ERIC Educational Resources Information Center

    Ananyeva, Maria

    2014-01-01

    This paper focuses on "blogfolios", online interactive blog-based portfolios, developed by students for class projects in Electronic Literacy. Blogfolios may contain interactive images, podcasts, and web-log discussions on a variety of researched academic topics. The impact of academic blogfolios on the second language learner's…

  4. 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"…

  5. Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?

    ERIC Educational Resources Information Center

    Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.

    2010-01-01

    We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented,…

  6. Self-Regulation and Math Attitudes: Effects on Academic Performance in Developmental Math Courses at a Community College

    ERIC Educational Resources Information Center

    Otts, Cynthia D.

    2010-01-01

    The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of…

  7. The Back Pocket Map: Social Class and Cultural Capital as Transferable Assets in the Advancement of Second-Generation Immigrants

    PubMed Central

    Fernández-Kelly, Patricia

    2014-01-01

    In this paper I move beyond current understandings of family- and school-related dynamics that explain the educational and occupational success of low-income immigrant children to investigate the role of cultural capital acquired in the country of origin. Class-related forms of knowledge acquired prior to migration can become invaluable assets in areas of destination through the realization of what Pierre Boutdieu calls habitus, that is, a series of embodied predispositions deployed by individuals in their pursuit of set objectives. Although the concept has attracted prolonged attention, the mechanisms by which the habitus is fulfilled remain unspecified. Here, I propose and examine three of those mechanisms: (a) cognitive correspondence, (b) positive emulation, and (c) active recollection. My study shows that class-related resources, like education, self definition, and remembrance of nation and ancestry play an important function, shaping youthful expectations and behaviors, and protecting the children of low-income immigrants from downward mobility. PMID:25431497

  8. The Problem with Word Problems: Solving Word Problems in Math Requires a Complex Web of Skills. But There's No Reason Why it Can't Be Fun

    ERIC Educational Resources Information Center

    Forsten, Char

    2004-01-01

    Children need to combine reading, thinking, and computational skills to solve math word problems. The author provides some strategies that principals can share with their teachers to help students become proficient and advanced problem-solvers. They include creating a conducive classroom environment, providing daily mental math activities, making…

  9. Student-Centered Learning through Content-Based Instruction: Use of Oral Report Projects in the Advanced EFL Reading Class.

    ERIC Educational Resources Information Center

    Peretz, Arna S.

    1988-01-01

    Describes a student-centered reading comprehension course for advanced English-as-a-Foreign-Language students of science and technology. In the course, student interest in and knowledge of content-area subjects are used to create: (1) motivation to read; and (2) an authentic task to accomplish (the preparation and presentation of an oral report).…

  10. A Phenomenological Study of How High School Advanced Placement Classes Prepared First-Generation College Students for Postsecondary Education

    ERIC Educational Resources Information Center

    Snyder, Scott

    2013-01-01

    This study investigated the lived experiences of first-generation college students and the perceived influence of taking high school Advanced Placement (AP) courses on their college education. The following research questions were addressed: (a) what motivated students to consider going to college, (b) what was their experience in taking AP…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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.

  16. 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…

  17. 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…

  18. 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…

  19. Remembering Math: The Design of Digital Learning Objects to Spark Professional Learning

    ERIC Educational Resources Information Center

    Halverson, Richard; Wolfenstein, Moses; Williams, Caroline C.; Rockman, Charles

    2009-01-01

    This article describes how the design of digital learning objects can spark professional learning. The challenge was to build learning objects that would help experienced special education teachers, who had been teaching in math classes, to demonstrate their proficiency in middle and secondary school mathematics on the PRAXIS examination. While…

  20. Flipping a Math Content Course for Pre-Service Elementary School Teachers

    ERIC Educational Resources Information Center

    Ford, Pari

    2015-01-01

    In this paper I will share my experience with flipping a math content course for pre-service elementary teachers. The flipped class format involves students receiving instruction outside the classroom through readings and/or video lectures and working on "homework" inside the classroom. I will share strategies for creating lessons for my…

  1. Effectively Preparing College Bound Students for College-Level Mathematics: University Math Faculty Perceptions

    ERIC Educational Resources Information Center

    Harms, Kristine

    2010-01-01

    Visit with any university math faculty member throughout the United States, and you will soon hear how the freshman students are not prepared to be successful in introductory college algebra classes. The opinions are varied regarding why the students are unsuccessful; however, the concern and frustration is universal. According to American College…

  2. Effect of Training in Math Metacognitive Strategy on Fractional Achievement of Nigerian Schoolchildren

    ERIC Educational Resources Information Center

    Onu, V. C.; Eskay, M.; Igbo, J. N.; Obiyo, N.; Agbo, O.

    2012-01-01

    This study examined the effect of training in math metacognition on fractional mathematics among primary school pupils, with a quasi-experimental design, specifically a post-test only control group design. Two intact classes were randomly selected and assigned to treatment and control conditions. Sixty primary six pupils constituted the sample…

  3. Impacts of Grouping and Time on the Math Learning of Language Minority Kindergartners

    ERIC Educational Resources Information Center

    Garrett, Rachel; Hong, Guanglei

    2016-01-01

    Previous research has indicated benefits and potential pitfalls of within-class homogeneous and heterogeneous ability grouping for elementary math learning. However, there has been scant evidence with regard to the impacts of grouping for language minority kindergartners who may experience the small group setting differentially due to their…

  4. Our Move: Using Chess to Improve Math Achievement for Students Who Receive Special Education Services

    ERIC Educational Resources Information Center

    Barrett, David C.; Fish, Wade W.

    2011-01-01

    This causal-comparative study evaluated a 30-week chess instructional program implemented within special education math classes for students in the sixth, seventh, and eighth grades in a suburban middle school located in the southwestern United States. An analysis of covariance (ANCOVA) was utilized to compare the adjusted means for the comparison…

  5. A.N.S.W.E.R. Camp: Mixing Math, Science and Fun..

    ERIC Educational Resources Information Center

    Rush, Deborah; Wakshul, Barbra

    2000-01-01

    A week-long camp for rural Alaska Native seventh- and eighth-grade students uses science teachers, Native elders, and Native college students to conduct project-based classes that link Western science and math with traditional Native applications of practical skills. Pre- and post-interviews with students indicate a positive impact on classroom…

  6. The Efficacy of Instructional Strategy on Mathematics Achievement, Attitudes, and Anxiety Levels of Developmental Math Students

    ERIC Educational Resources Information Center

    Thomas-Browne, Carmen G.

    2009-01-01

    This dissertation investigated three instructional strategies in developmental math classes to determine if instructional strategy had a positive effect on student achievement, attitude towards mathematics, and anxiety level towards mathematics at a college in western Pennsylvania for students majoring in applied arts. The significance of this…

  7. Designing Tasks for Math Modeling in College Algebra: A Critical Review

    ERIC Educational Resources Information Center

    Staats, Susan; Robertson, Douglas

    2014-01-01

    Over the last decade, the pedagogical approach known as mathematical modeling has received increased interest in college algebra classes in the United States. Math modeling assignments ask students to develop their own problem-solving tools to address non-routine, realistic scenarios. The open-ended quality of modeling activities creates dilemmas…

  8. Native American (K-5) and Math (9 - 12 ) Astronomy Lessons Plans.

    NASA Astrophysics Data System (ADS)

    Canterna, Ronald W.; Singer, E.; Hoffman, J.

    2007-12-01

    As part of the education component of the Wyoming RET program astronomy lesson plans were developed for elementary and senior HS students. E. Singer developed a thematic unit for grades K-5 based on Native American astronomy. J Hoffman developed lesson plans for high school (9-12) math classes based on astronomy topics. Both plans will be present.

  9. Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten through the Third Grade

    ERIC Educational Resources Information Center

    Cheadle, Jacob E.

    2008-01-01

    Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piece-wise growth models regressing children's math and reading achievement…

  10. Ambition, Distraction, Uglification and Derision: The Case for Confluent Education in Math Procedures.

    ERIC Educational Resources Information Center

    D'Emidio-Caston, Marianne

    Many preservice teachers confront their own lack of confidence and actual mathematics phobia for the first time in their math procedures classes. This study was designed to explore the application of a confluent education intervention, a model based on the premise that all learning is accompanied by an affective as well as a cognitive component,…

  11. Increasing Heavy Oil Reserves in the Wilmington Oil Field Through Advanced Reservoir Characterization and Thermal Production Technologies, Class III

    SciTech Connect

    City of Long Beach; Tidelands Oil Production Company; University of Southern California; David K. Davies and Associates

    2002-09-30

    The objective of this project was to increase the recoverable heavy oil reserves within sections of the Wilmington Oil Field, near Long Beach, California through the testing and application of advanced reservoir characterization and thermal production technologies. It was hoped that the successful application of these technologies would result in their implementation throughout the Wilmington Field and, through technology transfer, will be extended to increase the recoverable oil reserves in other slope and basin clastic (SBC) reservoirs.

  12. Increasing Heavy Oil Reserves in the Wilmington Oil Field Through Advanced Reservoir Characterization and Thermal Production Technologies, Class III

    SciTech Connect

    City of Long Beach; Tidelands Oil Production Company; University of Southern California; David K. Davies and Associates

    2002-09-30

    The objective of this project was to increase the recoverable heavy oil reserves within sections of the Wilmington Oil Field, near Long Beach, California through the testing and application of advanced reservoir characterization and thermal production technologies. The successful application of these technologies would result in expanding their implementation throughout the Wilmington Field and, through technology transfer, to other slope and basin clastic (SBC) reservoirs.

  13. 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.

  14. 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)

  15. Teaching with Techology. Math and Science Motivators.

    ERIC Educational Resources Information Center

    Allen, Denise

    1997-01-01

    Profiles new CD-ROM technologies for middle schoolers, in the fields of mathematics and science, aimed at motivating and holding student interest. Describes three titles (Math Heads, Sunny Math, and The Ultimate 3-D Skeleton) in terms of manufacturer, capabilities, platform, and price. Several additional titles are described more briefly. (SD)

  16. Combining Basic Business Math and Electronic Calculators.

    ERIC Educational Resources Information Center

    Merchant, Ronald

    As a means of alleviating math anxiety among business students and of improving their business machine skills, Spokane Falls Community College offers a course in which basic business math skills are mastered through the use of desk top calculators. The self-paced course, which accommodates varying student skill levels, requires students to: (1)…

  17. Reading and Writing Poetry in Math

    ERIC Educational Resources Information Center

    LaBonty, Jan; Danielson, Kathy

    2004-01-01

    Though poetry and math may seem to be unrelated, there are parallels such as rhythmic language and language skills. Reading and writing poetry about math involves students with listening, speaking, reading, and writing in order to develop and demonstrate an understanding of mathematical concepts and relationships. This article features an…

  18. Essential Qualities of Math Teaching Remain Unknown

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2008-01-01

    According to a new federal report, the qualities of an effective mathematics teacher remain frustratingly elusive. The report of the National Mathematics Advisory Panel does not show what college math content and coursework are most essential for teachers. While the report offered numerous conclusions about math curriculum, cognition, and…

  19. Troubles of Understanding in Virtual Math Teams

    ERIC Educational Resources Information Center

    Zhou, Nan

    2010-01-01

    When groups engage in math problem solving in an online environment like the VMT (Virtual Math Teams) service, they can face significant challenges from troubles of individual and group understanding that emerge in their problem-solving process. We are interested in how shared understanding is interactionally constructed and accomplished in a…

  20. Math and Mind Mapping: Origami Construction

    ERIC Educational Resources Information Center

    Sze, Susan

    2005-01-01

    Students with or without disabilities often experience difficulties with abstract math concepts. This paper is intended to help solve the mystery of math concepts through origami construction, a hands-on activity. Students are involved in constructing and deconstructing concepts by folding and unfolding a piece of paper which eventually leads to a…

  1. 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…

  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. First Grade Study Groups Deepen Math Learning

    ERIC Educational Resources Information Center

    Sloane, Marie W.

    2007-01-01

    Experts say that good mathematics instruction engages all students as active learners (NAEYC & NCTM 2002). It begins with their current skills and builds new knowledge that is meaningful and appropriate for each child (Baroody 1998). Effective math instruction allows children to develop positive attitudes toward math instead of negative ones…

  4. 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…

  5. 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…

  6. Saxon Math. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2013

    2013-01-01

    "Saxon Math", published by Houghton Mifflin Harcourt, is a core curriculum for students in grades K-12. This report includes studies that investigate the potential impact of "Saxon Math" for students in grades 6-8. A distinguishing feature of the curriculum is its use of an incremental approach for instruction and assessment. This approach limits…

  7. 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…

  8. 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…

  9. Math 110 Sticker Caper: A Retention Intervention.

    ERIC Educational Resources Information Center

    Boyd, Vivian; And Others

    Students enrolled in two sections of college algebra (Math 110) at the University of Maryland in spring 1984 were informed about assistance available from the Math Lab. They were also informed that a sticker would be attached to any one of the four semester exams when grades indicated that the student should pursue one or more of the Lab services.…

  10. 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"…

  11. Is Victor Better than Victoria at Maths?

    ERIC Educational Resources Information Center

    Georgiou, Stelios N.; Stavrinides, Panayiotis; Kalavana, Theano

    2007-01-01

    The aim of this study was to examine whether there are gender differences in actual maths achievement, in attitudes towards maths, and in relevant achievement attributions among early adolescents. The participants were 255 eighth grade students (mean age 14.2) from 10 randomly selected public junior high schools in Cyprus. They completed a…

  12. Math and Science Education. IDRA Focus.

    ERIC Educational Resources Information Center

    IDRA Newsletter, 1996

    1996-01-01

    This newsletter focuses on efforts to make math and science more attractive, relevant, and accessible to students, especially limited-English-proficient, minority, economically disadvantaged, female, and at-risk students. "TAAS Math Performance" (Linda Cantu) outlines recent statewide results for the controversial Texas Assessment of Academic…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. Active Learning in an Adult Basic Math Class.

    ERIC Educational Resources Information Center

    Leith, D. Malcolm

    1988-01-01

    Describes use of experiential education for teaching mathematics as component of job training for single, unemployed women in Washington, D.C. Stresses value of practice-oriented curriculum, group work, and self-paced study. Concludes that student involvement fosters student reasoning and self reliance. (TES)

  19. Playing Games in Class Helps Students Grasp Math

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2008-01-01

    This article highlights the study which illustrates how an age-old board games that incorporate numbers and counting have led to better understanding of numbers by young students. Few family rituals have as fixed a place in the American household, and in the popular imagination, as board games, those impromptu or regularly scheduled contests…

  20. The Math Contest Candidate's Problem.

    ERIC Educational Resources Information Center

    Frank, Kenneth W.

    1985-01-01

    A simply posed problem suitable for a class studying summations and series, a class in elementary computer programing, a high school mathematics club, or an individual study project is given, with solution and challenges. (MNS)

  1. Improve Girls' and Women's Opportunities in Science, Technology, Engineering, and Math

    ERIC Educational Resources Information Center

    American Association of University Women, 2010

    2010-01-01

    In the last 50 years, more than half of America's sustained economic growth was created by the five percent of the workforce who create, manage, and maintain the processes and products of innovation: engineers, scientists, and advanced-degree technologists. America's science, technology, and math workforce is aging while jobs requiring specialized…

  2. Building Interest in Math and Science for Rural and Underserved Elementary School Children Using Robots

    ERIC Educational Resources Information Center

    Matson, Eric; DeLoach, Scott; Pauly, Robyn

    2004-01-01

    The "Robot Roadshow Program" is designed to increase the interest of elementary school children in technical disciplines, specifically math and science. The program focuses on children from schools categorized as rural or underserved, which often have limited access to advanced technical resources. We developed the program using robots…

  3. Cognitive Hierarchies of Mathematics Learning: An Analysis of the ST Math Curriculum

    ERIC Educational Resources Information Center

    Kibrick, Melissa Courtney

    2013-01-01

    This dissertation tests a dynamic assessment-based cognitive hierarchy model and attempts to identify mathematical concepts that predict student learning potential on more advanced mathematical concepts using the units from ST Math, a self-paced curriculum, for third, fourth, and fifth grade students. The quantitative analyses compared a…

  4. Math Interventions for Students with Autism Spectrum Disorder: A Best-Evidence Synthesis

    ERIC Educational Resources Information Center

    King, Seth A.; Lemons, Christopher J.; Davidson, Kimberly A.

    2016-01-01

    Educators need evidence-based practices to assist students with disabilities in meeting increasingly rigorous standards in mathematics. Students with autism spectrum disorder (ASD) are increasingly expected to demonstrate learning of basic and advanced mathematical concepts. This review identifies math intervention studies involving children and…

  5. The Relationship between High School Math Courses, High School GPA, and Retention of Honors Scholarships

    ERIC Educational Resources Information Center

    Megert, Diann Ackerman

    2005-01-01

    This research examined the high school transcripts of honors scholarship recipients to identify a better criterion for awarding scholarships than high school grade point average (GPA) alone. Specifically, this study compared the honors scholarship retention rate when the scholarship was awarded based on completed advanced high school math classes…

  6. Racial-Ethnic Differences at the Intersection of Math Course-Taking and Achievement

    ERIC Educational Resources Information Center

    Riegle-Crumb, Catherine; Grodsky, Eric

    2010-01-01

    Despite increases in the representation of African American and Hispanic youth in advanced math courses in high school over the past two decades, recent national reports indicate that substantial inequality in achievement remains. These inequalities can temper one's optimism about the degree to which the United States has made real progress toward…

  7. Review of "The Misplaced Math Student: Lost in Eighth-Grade Algebra"

    ERIC Educational Resources Information Center

    Burris, Carol Corbett

    2008-01-01

    The Brookings Institution report questions the efficacy of increasing the number of students who take algebra in eighth grade. Although this policy has resulted in more equitable access to advanced math study, the report argues that a subgroup of students enrolled lack the basic mathematical skills needed to succeed. The report further argues that…

  8. Gender Issues and the Math/Science Curricula: Effects on Females.

    ERIC Educational Resources Information Center

    Campbell, Kathleen T.; Evans, Cay

    This paper discusses a study that compared enrollment patterns in advanced math and science courses of (n=720) junior and senior girls in public coed and parochial all-girls high schools in Louisiana. The study also examined survey responses regarding career goals and positive and negative career influences on girls. The same survey responses from…

  9. Pharyngeal airway space and frontal and sphenoid sinus changes after maxillomandibular advancement with counterclockwise rotation for class II anterior open bite malocclusions

    PubMed Central

    Prado, FB; Rossi, AC; Freire, AR; Groppo, FC; De Moraes, M; Caria, PHF

    2012-01-01

    Objectives The purpose of this study was to cephalometrically evaluate the pharyngeal airway space and frontal and sphenoid sinus changes after maxillomandibular advancement counterclockwise rotation for class II anterior open bite malocclusion. Methods The study included 49 patients (98 lateral teleradiographs; 36 females and 13 males) who were analysed in the pre-operative (1 week before surgery) and post-operative (6 months after surgery) periods. In each lateral teleradiography, the dimensions of the inferior and superior pharyngeal airway space, TB-PhW1 [the point between the posterior aspect of the tongue to the dorsal pharyngeal wall (oropharynx) (TB) and the point on the dorsal pharyngeal wall closest to TB (PhW1)] and UP-PhW2 [and the point between the posterior aspect of the soft palate to the dorsal pharyngeal wall (nasopharynx) (UP) (PhW2)] measurements were evaluated, as well as the dimensions of the frontal and sphenoid sinuses. The differences between the two operative times were evaluated by Student's t-test. Results All measurements showed excellent reproducibility for the intraclass correlation coefficient (ICC > 0.9; p < 0.0001). There was an increase in the measurements TB-PhW1 and UP-PhW2 and a decrease in the dimensions of the frontal and sphenoid sinuses after orthognathic surgery. Conclusions The morphology of the superior and inferior pharyngeal airway space and frontal and sphenoid sinuses changes after 6 months of maxillomandibular advancement counterclockwise rotation for class II anterior open bite malocclusion. PMID:22116128

  10. Identifying Determinants of Academic Selfconfidence among Science, Math, Engineering, and Technology Students

    NASA Astrophysics Data System (ADS)

    Huang, Penelope M.; Brainard, Suzanne G.

    This study attempts to identify determinants of the gender gap in science, math, engineering, and technology (SMET) students’ levels of self-confidence in math, science, and overall academic ability. Results from multivariate regression analyses of 336 undergraduate engineering majors at the University of Washington (UW) who completed the Engineering Student Experience Survey point to perceived respect from professors as the strongest determinant of female academic self-confidence, whereas the perceived quality of teaching is the strongest predictor among male students. Results from multivariate regression analyses of the Undergraduate Retention Study, a longitudinal study of nine cohorts of female undergraduates interested in SMET study at UW, support the finding that female students’ selfconfidence levels tend more than those of male students to be influenced by external factors. Analyses also reveal the determinants of math self-confidence to be different from factors that determine science self-confidence. These factors are found to vary by class level as well.

  11. 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…

  12. 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…

  13. 1982 Maths Investigation: Technical Report. Mt. Druitt Longitudinal Study.

    ERIC Educational Resources Information Center

    Houghton, Karen; Low, Brian

    Aims of this phase of a longitudinal mathematics achievement investigation were to (1) detect individual and group differences in math achievement among a sample of fourth-year children, (2) monitor changes in math skills since a 1981 math investigation, and (3) identify limits of children's understanding of mathematical concepts. (The math test…

  14. 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…

  15. 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…

  16. 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.…

  17. 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…

  18. AFRL Advanced Electric Lasers Branch - Construction and Upgrade of a 50-watt Facility-Class Sodium Guidestar Pump Laser

    NASA Astrophysics Data System (ADS)

    Bronder, T.; Miller, H.; Stohs, J.; Lu, C.; Baker, J.; Lucero, A.

    The development of a reliable and effective laser source for pumping mesospheric sodium to generate an artificial guidestar has been well documented. From the early achievements with 589nm high-power dye lasers at the Keck and Lick observatories to the ground-breaking 50W CW FASOR (Frequency Addition Source of Optical Radiation) Guidestar at the Air Forces Starfire Optical Range (SOR), there has been intense interest in this technology from both the academic and military communities. Beginning in the fall of 2008, the Air Force Research Laboratorys Advanced Electric Lasers Branch began a project to build, test, verify and deliver an upgraded version of the SOR FASOR for use at the AF Maui Optical Station (AMOS) in the summer of 2010. This FASOR will be similar in design to the existing SOR device and produce 50W of diffraction limited, linearly polarized narrow linewidth 589nm light by combining the output of two injection-locked Nd:YAG ring lasers (operating at 1064nm and 1319nm) using resonant sum-frequency generation in a lithium triborate crystal (LBO). The upgraded features will include modularized sub-components, embedded control electronics, and a simplified cooling system. The first portion of this upgrade project is to reconstruct the current SOR FASOR components and include improved methods of regulating the gain modules of the two injection lasers. In parallel with this effort, the technical plans for the modularization and re-packaging of the FASOR will be finalized and coordinated with the staff at Maui. This presentation will summarize the result of these efforts to date and provide updates on the AMOS FASOR status. Additionally, plans for "next-generation" FASOR upgrades for both SOR and AMOS will also be discussed.

  19. Exploration of the Use of "Programmed" Calculators in Remedial and Special Needs Math Programs at the Secondary Level. Final Report of Project, September 14, 1978, to June 15, 1979.

    ERIC Educational Resources Information Center

    Middlesex County Vocational and Technical High Schools, New Brunswick, NJ.

    A project studied a method to overcome possible embarrassment and "math anxiety" of secondary level students in remedial and special needs math classes and to sustain interest in drill practice while allowing for better utilization of the teacher's time. One Monroe Calculator "Classmate 88" programmed calculator was placed in each of five remedial…

  20. 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…

  1. 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…

  2. Trajectories of Math Achievement and Perceived Math Competence over High School and Postsecondary Education: Effects of an All-Girl Curriculum in High School

    ERIC Educational Resources Information Center

    Shapka, Jennifer D.

    2009-01-01

    This study investigated the benefits of all-girls' classroom instruction in math and/or science during Grades 9 and/or 10, within the context of a public co-educational high school. There were 118 participants in this longitudinal investigation: 26 girls in the all-girl classes, as well as 42 girls and 50 boys in the regular co-educational…

  3. 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.

  4. The mathematical information system MathTree

    NASA Astrophysics Data System (ADS)

    Ershov, Yu L.; Klimenko, O. A.; Matveeva, I. I.; Pikalov, V. V.

    2007-10-01

    This article describes the mathematical information system MathTree, created and developed in the Siberian Branch of the Russian Academy of Sciences. Its potentials, current status, and prospects for future development are discussed.

  5. Speaking Math: Using Chat in the Multicultural Math Classroom

    ERIC Educational Resources Information Center

    Graham, Janet; Hodgson, Ted

    2008-01-01

    Electronic communication is a powerful tool teachers can leverage to improve learning. In this article, the authors explain how they used chat and discussion forums to improve their mathematics classes, and how others can adapt their strategies across the curriculum.

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. Constraints and Limitations in Evaluating Math Curricular Reform Efforts: Pacesetter Math Case Study.

    ERIC Educational Resources Information Center

    Camara, Wayne J.

    This paper addresses the challenges and strategies of evaluating curricular reforms in secondary schools by presenting a case study of the College Board's Pacesetter Math course, a fourth level course that was entering its third year in 1995-96. The Pacesetter math course is intended to be an alternative to more traditional pre-calculus courses,…

  12. 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…

  13. 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…

  14. Longitudinal Pathways from Math Intrinsic Motivation and Achievement to Math Course Accomplishments and Educational Attainment

    ERIC Educational Resources Information Center

    Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

    2013-01-01

    Across 20 years, pathways from math intrinsic motivation and achievement (ages 9-17) to high school math course accomplishments and educational attainment (age 29) were analyzed. Academic intrinsic motivation was the theoretical foundation. To determine how initial status and change in motivation and achievement related to course accomplishments…

  15. Math Tracks: What Pace in Math Is Best for the Middle School Child?

    ERIC Educational Resources Information Center

    Morrison, Michelle

    2011-01-01

    Mathematics is a critical part of academic preparation of the middle school child, or, as Dr. Maria Montessori would refer to them, children in the third plane of development. Montessori educators are sincere in their endeavors not only to prepare young students for further studies of math and the application of math in their world and careers,…

  16. 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,…

  17. A Comparison of Elementary Mathematics Achievement in Everyday Math and Saxon Math Schools in Illinois

    ERIC Educational Resources Information Center

    Roan, Clayton

    2012-01-01

    This study compared mathematics achievement in Illinois elementary schools using the "Everyday Math" and "Saxon Math" curricula. The Illinois Standards Achievement Test (ISAT) was used as the measure of student achievement. Multiple correlation analyses showed that the type of curriculum used was a significant predictor of…

  18. 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:…

  19. Building Math Fluency for Students with Developmental Disabilities and Attentional Difficulties Using "Great Leaps Math"

    ERIC Educational Resources Information Center

    Jolivette, Kristine; Lingo, Amy S.; Houchins, David E.; Barton-Arwood, Sally M.; Shippen, Margaret E.

    2006-01-01

    The effects of a fluency building math program on addition and subtraction computational skills were evaluated using a multiple probe across subjects design. Two students with developmental disabilities and one student with attentional difficulties participated in a supplemental intervention using the Great Leaps Math program. Analyses indicated…

  20. 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…

  1. Math Academy: Are You Game? Explorations in Probability. Supplemental Math Materials for Grades 3-6

    ERIC Educational Resources Information Center

    Rimbey, Kimberly

    2007-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the themed program "Are You Game? Math Academy--Explorations in Probability," which teachers can use to…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers.

    PubMed

    Wang, Ming-Te; Degol, Jessica; Ye, Feifei

    2015-01-01

    Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students' motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women's underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices. PMID:25741292

  7. Math achievement is important, but task values are critical, too: examining the intellectual and motivational factors leading to gender disparities in STEM careers

    PubMed Central

    Wang, Ming-Te; Degol, Jessica; Ye, Feifei

    2015-01-01

    Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices. PMID:25741292

  8. Maths to Make Things Happen.

    ERIC Educational Resources Information Center

    Haylock, Derek; Morgans, Helen

    1986-01-01

    A class of 20 children eight to nine years old with low mathematic attainments assumed responsibility for planning the school's Easter Parade. Real life problems of purchasing prizes, timing the parade, and taking photographs provided opportunities for mathematics learning. (CL)

  9. CAI in Advanced Literature Class.

    ERIC Educational Resources Information Center

    Hinton, Norman

    1981-01-01

    Ways that computer assisted instruction (CAI) can be useful in teaching English at upperclass and graduate levels are considered, with illustrations from PLATO lessons that have been composed and programmed. One lesson takes advantage of PLATO's graphic design capabilities, which enabled the teacher to design the runic figures and to show them in…

  10. 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

  11. 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

  12. Tai Chi/ Yoga Effects on Anxiety, Heartrate, EEG and Math Computations

    PubMed Central

    Field, Tiffany; Diego, Miguel; Hernandez-Reif, Maria

    2010-01-01

    Objective To determine the immediate effects of a combined form of tai chi/yoga. Design 38 adults participated in a 20-minute tai chi/yoga class. The session was comprised of standing tai chi movements, balancing poses and a short tai chi form and 10 minutes of standing, sitting and lying down yoga poses. Main outcome measures The pre- and post- tai chi/ yoga effects were assessed using the State Anxiety Inventory (STAI), EKG, EEG and math computations. Results Heartrate increased during the session, as would be expected for this moderate intensity exercise. Changes from pre to post session assessments suggested increased relaxation including decreased anxiety and a trend for increased EEG theta activity. Conclusions The increased relaxation may have contributed to the increased speed and accuracy noted on math computations following the tai chi/yoga class. PMID:20920810

  13. Name Games: Is it All in the Name? Play these Fun Math Games with Your Students and Find Out!

    ERIC Educational Resources Information Center

    Naylor, Michael

    2005-01-01

    As the class is learning new names and new faces at the beginning of the school year, it's the perfect time to have fun with names and learn some math concepts at the same time. This document describes examples of different number games that can be played with students.

  14. Predicting the Math/Science Career Goals of Low-Income Prospective First-Generation College Students

    ERIC Educational Resources Information Center

    Garriott, Patton O.; Flores, Lisa Y.; Martens, Matthew P.

    2013-01-01

    The present study used social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) to predict the math/science goal intentions of a sample of low-income prospective first-generation college students (N = 305). Structural equation modeling was used to test a model depicting relationships between contextual (i.e., social class, learning…

  15. 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

  16. Identification of the bHLH Factor Math6 as a Novel Component of the Embryonic Pancreas Transcriptional Network

    PubMed Central

    Lynn, Francis C.; Sanchez, Lidia; Gomis, Ramon; German, Michael S.; Gasa, Rosa

    2008-01-01

    Background Basic helix-loop-helix (bHLH) transcription factors play important roles in differentiation processes during embryonic development of vertebrates. In the pancreas, the atonal-related bHLH gene Neurogenin3 (Neurog3) controls endocrine cell fate specification in uncommitted progenitor cells. Therefore, it is likely that Neurog3-regulated factors will have important functions during pancreatic endocrine cell differentiation. The gene for the atonal-related bHLH factor Math6 was recognized as a potential target of Neurog3 in a genomic scale profiling during endocrine differentiation. Herein we have explored the role of Math6 during endocrine pancreas development. Results We demonstrate that the Math6 gene is a direct target of Neurog3 in vitro and that, during mouse development, Math6 is expressed in both endocrine and exocrine pancreatic precursor cells. We have investigated the role of Math6 in endocrine differentiation by over-expressing this factor in pancreatic duct cells. Math6 possesses intrinsic transcriptional repressor activity and, in contrast to Neurog3 it does not induce the endocrine differentiation program; however, it can modulate some of the pro-endocrine functions of Neurog3 in this system. In addition, we show that Math6 is broadly expressed in mouse embryonic tissues and its expression is induced by tissue-specific bHLH genes other than Neurog3. Furthermore, inactivation of the Math6 gene in the mouse results in early embryonic lethality demonstrating an essential role of this factor in organismal development. Conclusions These data demonstrate that Math6 is a novel component of the pancreatic transcriptional network during embryonic development and suggest a potential role for Math6 as a modulator of the differentiation program initiated by the pro-endocrine factor Neurog3. Furthermore, our results demonstrate that Math6 is indispensable for early embryonic development and indicate a more widespread function for this factor in tissue

  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. PMID:23511346

  18. 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

  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. PMID:26450209

  20. The Way We Teach Our Children Math Is a Disgrace.

    ERIC Educational Resources Information Center

    Saxon, John

    1984-01-01

    Criticizes current methods of mathematics instruction and math textbooks for lacking review, repetition, and logical sequencing. Advocates a combination of old and new math that will ensure learning of fundamentals as well as understanding of underlying concepts. (SK)

  1. Speaking the same language in physics and math

    NASA Astrophysics Data System (ADS)

    Harvey, Marci

    2012-02-01

    "Hey, is that the same thing as a derivative from calculus?" "Isn't that a quadratic equation?" These are some of the math-related questions my physics students ask every year. Some students realize that determining velocity from a position-time graph is the same thing as taking the first derivative in calculus or they recognize a quadratic equation has a t2 term. Why can all students not make the connection between the two? I wonder if we, as teachers of two different subjects, are making this learning more difficult because we have different terminology for identical concepts. We have an opportunity to create a learning environment that offers multiple opportunities to improve student comprehension. Teachers can connect the concepts from various classes into a cohesive set of information that can be used for higher-level thinking and processing skills.

  2. Enhancing math competency of baccalaureate students.

    PubMed

    Allen, S; Pappas, A

    1999-01-01

    The result of a 4-year effort to study and institute changes in Baylor University School of Nursing's baccalaureate (BSN) students' math competencies was successful. The evolution of the current math competency process is detailed. By identifying at-risk, entry-level students through math examination in the junior I semester and each semester in the program, individual clinical faculty can customize the teaching-learning experience for students. Students who need more help than a clinical instructor has available, which is documented by semester examination failure, benefit from taking a 1-hour medication administration course before graduating from the BSN program. Insights and suggestions are offered for other schools encountering this problem. PMID:10194897

  3. 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.

  4. A Survey of Selected Teachers Opinions to the Effects of Class Size on Student Achievement among Middle School Students

    ERIC Educational Resources Information Center

    Leahy, Sarah

    2006-01-01

    Researchers have studied the affects of class size on student achievement for years. Therefore, the size of classes presently is disturbing. In regards to class size reductions, Murphy, 1998 states that students enjoyed significantly greater improvements in test scores in reading, language arts, and math. A class size research study was conducted…

  5. 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…

  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. Sci-Math: Applications in Proportional Problem Solving. Module Two.

    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. Module one is a pre-algebra module dealing with the arithmetic and logic…

  8. 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…

  9. An Experimental Evaluation of Four Elementary School Math Curricula

    ERIC Educational Resources Information Center

    Agodini, Roberto; Harris, Barbara

    2010-01-01

    This article examines the effectiveness of four elementary school math curricula: (a) "Investigations in Number, Data, and Space"; (b) "Math Expressions"; (c) "Saxon Math"; and (d) "Scott Foresman-Addison Wesley Mathematics" ("SFAW"). These curricula are distinct from one another and represent many of the diverse approaches used to teach…

  10. District Finds the Right Equation to Improve Math Instruction

    ERIC Educational Resources Information Center

    Holmstrom, Annette

    2010-01-01

    The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23%…

  11. 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…

  12. 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,…

  13. 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,…

  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. An Analysis of Math Congress in an Eighth Grade Classroom

    ERIC Educational Resources Information Center

    Kotsopoulos, Donna; Lee, Joanne

    2012-01-01

    A "math congress" is a pedagogical approach in which students present their solutions from their mathematical work completed individually, in pairs, or in small groups, and share and defend their mathematical thinking. Mathematical artifacts presented during math congress remain on display as community records of practice. Math congress has four…

  16. 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…

  17. 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…

  18. 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…

  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. Exploring Everyday Math: Ideas for Students, Teachers, and Parents

    ERIC Educational Resources Information Center

    Apelman, Maja; King, Julie

    This book focuses on everyday math and parent involvement. It is divided into three parts and contains activities that help teachers involve parents in everyday math. Part I, Getting Started, describes the organization of the book and includes a curriculum chart. Part II, Involving Parents, discusses how children learn math and strategies for…