Teaching undergraduate mathematics in interactive groups: how does it fit with students' learning?

NASA Astrophysics Data System (ADS)

Sheryn, Louise; Ell, Fiona

2014-08-01

Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in combinatorics, taught using a non-traditional, formal group work approach, the 10 students shared their views about how such an approach fitted in with their experience of learning mathematics. A descriptive thematic analysis of the students' responses revealed that despite being very comfortable with the traditional approach to learning new mathematics, most students were open to a formal group work approach and could see benefits from it after their participation. The students' prior conceptions of the goal of undergraduate mathematics learning and their view of themselves as 'mathematicians' framed their experience of learning mathematics in a non-traditional class.

Socioeconomic variation, number competence, and mathematics learning difficulties in young children.

PubMed

Jordan, Nancy C; Levine, Susan C

2009-01-01

As a group, children from disadvantaged, low-income families perform substantially worse in mathematics than their counterparts from higher-income families. Minority children are disproportionately represented in low-income populations, resulting in significant racial and social-class disparities in mathematics learning linked to diminished learning opportunities. The consequences of poor mathematics achievement are serious for daily functioning and for career advancement. This article provides an overview of children's mathematics difficulties in relation to socioeconomic status (SES). We review foundations for early mathematics learning and key characteristics of mathematics learning difficulties. A particular focus is the delays or deficiencies in number competencies exhibited by low-income children entering school. Weaknesses in number competence can be reliably identified in early childhood, and there is good evidence that most children have the capacity to develop number competence that lays the foundation for later learning.

Class and Home Problems: Optimization Problems

ERIC Educational Resources Information Center

Anderson, Brian J.; Hissam, Robin S.; Shaeiwitz, Joseph A.; Turton, Richard

2011-01-01

Optimization problems suitable for all levels of chemical engineering students are available. These problems do not require advanced mathematical techniques, since they can be solved using typical software used by students and practitioners. The method used to solve these problems forces students to understand the trends for the different terms…

ADVANCing the Agenda for Gender Equity

ERIC Educational Resources Information Center

Laursen, Sandra L.; Austin, Ann E.; Soto, Melissa; Martinez, Dalinda

2015-01-01

In recent years, women's representation in the science, technology, engineering, and mathematics (STEM) fields has grown at the undergraduate level, with STEM degrees earned by US women reaching parity in some fields and making notable progress in others. Yet the faculty with whom these undergraduates interact in classes and labs are much less…

Classroom Composition and Racial Differences in Opportunities to Learn

ERIC Educational Resources Information Center

Minor, Elizabeth Covay

2015-01-01

Black and White advanced math students leave high school with disparate math skills. One possible explanation is that minority students are exposed to different learning opportunities, even when they are taking classes with the same title. Using a convenience sample of the Mathematics Survey of the Enacted Curriculum (SEC), this study found that…

From "Work-and-Walk-By" to "Sherpa-at-Work"

ERIC Educational Resources Information Center

Drijvers, Paul

2011-01-01

Nowadays, many technological means are available to support teaching, such as the interactive whiteboard, class sets of laptop or netbook computers, and high speed internet access. For mathematics education there are advanced software packages for geometry, algebra, calculus, and statistics, which in many cases are available on line at no cost.…

Hard Lessons: Why Rational Number Arithmetic Is so Difficult for so Many People

ERIC Educational Resources Information Center

Siegler, Robert S.; Lortie-Forgues, Hugues

2017-01-01

Fraction and decimal arithmetic pose large difficulties for many children and adults. This is a serious problem, because proficiency with these skills is crucial for learning more advanced mathematics and science and for success in many occupations. This review identifies two main classes of difficulties that underlie poor understanding of…

EpiModel: An R Package for Mathematical Modeling of Infectious Disease over Networks.

PubMed

Jenness, Samuel M; Goodreau, Steven M; Morris, Martina

2018-04-01

Package EpiModel provides tools for building, simulating, and analyzing mathematical models for the population dynamics of infectious disease transmission in R. Several classes of models are included, but the unique contribution of this software package is a general stochastic framework for modeling the spread of epidemics on networks. EpiModel integrates recent advances in statistical methods for network analysis (temporal exponential random graph models) that allow the epidemic modeling to be grounded in empirical data on contacts that can spread infection. This article provides an overview of both the modeling tools built into EpiModel , designed to facilitate learning for students new to modeling, and the application programming interface for extending package EpiModel , designed to facilitate the exploration of novel research questions for advanced modelers.

EpiModel: An R Package for Mathematical Modeling of Infectious Disease over Networks

PubMed Central

Jenness, Samuel M.; Goodreau, Steven M.; Morris, Martina

2018-01-01

Package EpiModel provides tools for building, simulating, and analyzing mathematical models for the population dynamics of infectious disease transmission in R. Several classes of models are included, but the unique contribution of this software package is a general stochastic framework for modeling the spread of epidemics on networks. EpiModel integrates recent advances in statistical methods for network analysis (temporal exponential random graph models) that allow the epidemic modeling to be grounded in empirical data on contacts that can spread infection. This article provides an overview of both the modeling tools built into EpiModel, designed to facilitate learning for students new to modeling, and the application programming interface for extending package EpiModel, designed to facilitate the exploration of novel research questions for advanced modelers. PMID:29731699

Mathematics Instruction and Behavior Problems: Making the Connection

ERIC Educational Resources Information Center

Mancil, G. Richmond; Maynard, Katrina L.

2007-01-01

According to the National Center for Education Statistics' latest data on cross-national differences in math, science, and reading literacy among fourth- and eighth-graders and 15-year-olds, U.S. students rank close to the bottom in math. Just teaching more advanced subjects and forcing students to take more classes and do more homework, however,…

Instructor Facilitation of Whole-Class Discussion in Two Mathematics Classes for Preservice Teachers

ERIC Educational Resources Information Center

Young, Sarah Helen

2014-01-01

This study investigated how instructors engage preservice teachers (PSTs) in whole-class discussion in mathematics classes for PSTs. Participating in discussions of mathematical ideas by explaining mathematical ideas to others and responding to others' ideas and arguments might be beneficial for PSTs both to help them develop deeper knowledge of…

Function Plotters for Secondary Math Teachers. A MicroSIFT Quarterly Report.

ERIC Educational Resources Information Center

Weaver, Dave; And Others

This report examines mathematical graphing utilities or function plotters for use in introductory algebra classes of more advanced courses. Each product selected for inclusion in this report is able to construct the graph of a given equation on the screen and serves as a utility which may be used by the student for an open-ended exploration of a…

A Case Study of Single-Sex Middle School Mathematics Classes in a Mixed-Sex Public School

ERIC Educational Resources Information Center

Kawasha, Fridah Singongi Silishebo

2010-01-01

The purpose of this case study was to (a) examine the main and interaction effects of gender, race and class-type on mathematics achievement, mathematics attitudes and sources of mathematics self-efficacy, (b) investigate teacher-student interactions in the single-sex mathematics classes and (c) investigate perspectives about single-sex…

Improving students’ mathematical representational ability through RME-based progressive mathematization

NASA Astrophysics Data System (ADS)

Warsito; Darhim; Herman, T.

2018-01-01

This study aims to determine the differences in the improving of mathematical representation ability based on progressive mathematization with realistic mathematics education (PMR-MP) with conventional learning approach (PB). The method of research is quasi-experiments with non-equivalent control group designs. The study population is all students of class VIII SMPN 2 Tangerang consisting of 6 classes, while the sample was taken two classes with purposive sampling technique. The experimental class is treated with PMR-MP while the control class is treated with PB. The instruments used are test of mathematical representation ability. Data analysis was done by t-test, ANOVA test, post hoc test, and descriptive analysis. The result of analysis can be concluded that: 1) there are differences of mathematical representation ability improvement between students treated by PMR-MP and PB, 2) no interaction between learning approach (PMR-MP, PB) and prior mathematics knowledge (PAM) to improve students’ mathematical representation; 3) Students’ mathematical representation improvement in the level of higher PAM is better than medium, and low PAM students. Thus, based on the process of mathematization, it is very important when the learning direction of PMR-MP emphasizes on the process of building mathematics through a mathematical model.

Comparative Analyses of Discourse in Specialized STEM School Classes

ERIC Educational Resources Information Center

Tofel-Grehl, Colby; Callahan, Carolyn M.; Nadelson, Louis S.

2017-01-01

The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students…

Conceptualizing "Homework" in Flipped Mathematics Classes

ERIC Educational Resources Information Center

de Araujo, Zandra; Otten, Samuel; Birisci, Salih

2017-01-01

Flipped instruction is becoming more common in the United States, particularly in mathematics classes. One of the defining characteristics of this increasingly popular instructional format is the homework teachers assign. In contrast to traditional mathematics classes in which homework consists of problem sets, homework in flipped classes often…

Multi-Positioning Mathematics Class Size: Teachers' Views

ERIC Educational Resources Information Center

Handal, Boris; Watson, Kevin; Maher, Marguerite

2015-01-01

This paper explores mathematics teachers' perceptions about class size and the impact class size has on teaching and learning in secondary mathematics classrooms. It seeks to understand teachers' views about optimal class sizes and their thoughts about the education variables that influence these views. The paper draws on questionnaire responses…

New techniques for the analysis of manual control systems. [mathematical models of human operator behavior

NASA Technical Reports Server (NTRS)

Bekey, G. A.

1971-01-01

Studies are summarized on the application of advanced analytical and computational methods to the development of mathematical models of human controllers in multiaxis manual control systems. Specific accomplishments include the following: (1) The development of analytical and computer methods for the measurement of random parameters in linear models of human operators. (2) Discrete models of human operator behavior in a multiple display situation were developed. (3) Sensitivity techniques were developed which make possible the identification of unknown sampling intervals in linear systems. (4) The adaptive behavior of human operators following particular classes of vehicle failures was studied and a model structure proposed.

Improving students’ understanding of mathematical concept using maple

NASA Astrophysics Data System (ADS)

Ningsih, Y. L.; Paradesa, R.

2018-01-01

This study aimed to improve students’ understanding of mathematical concept ability through implementation of using Maple in learning and expository learning. This study used a quasi-experimental research with pretest-posttest control group design. The sample on this study was 61 students in the second semester of Mathematics Education of Universitas PGRI Palembang, South Sumatera in academic year 2016/2017. The sample was divided into two classes, one class as the experiment class who using Maple in learning and the other class as a control class who received expository learning. Data were collective through the test of mathematical initial ability and mathematical concept understanding ability. Data were analyzed by t-test and two ways ANOVA. The results of this study showed (1) the improvement of students’ mathematical concept understanding ability who using Maple in learning is better than those who using expository learning; (2) there is no interaction between learning model and students’ mathematical initial ability toward the improvement of students’ understanding of mathematical concept ability.

University Students' Problem Posing Abilities and Attitudes towards Mathematics.

ERIC Educational Resources Information Center

Grundmeier, Todd A.

2002-01-01

Explores the problem posing abilities and attitudes towards mathematics of students in a university pre-calculus class and a university mathematical proof class. Reports a significant difference in numeric posing versus non-numeric posing ability in both classes. (Author/MM)

Class Size Effects on Fourth-Grade Mathematics Achievement: Evidence from TIMSS 2011

ERIC Educational Resources Information Center

Li, Wei; Konstantopoulos, Spyros

2016-01-01

Class size reduction policies have been widely implemented around the world in recent years. However, findings about the effects of class size on student achievement have been mixed. This study examines class size effects on fourth-grade mathematics achievement in 14 European countries using data from TIMSS (Trends in International Mathematics and…

Experiences of high school Hispanic girls in pursuit of science, technology, engineering, and mathematics-related coursework and careers

NASA Astrophysics Data System (ADS)

Vijil, Veronica G.

2011-12-01

An overall increased awareness of the importance of science, technology, engineering, and mathematics (STEM) has prompted attention toward the continued underrepresentation of Hispanic women in this field. The purpose of this collective case study was to explore the support systems, perceived barriers, and prior experiences influencing high school Hispanic girls' decisions to pursue advanced coursework and related careers through a career pathway in science, technology, engineering, and mathematics (STEM) areas. Specifically, participants were interviewed regarding their mathematics and science experiences in elementary and middle schools, as well as perceived supports and barriers to their choices to pursue STEM careers and advanced coursework. Results indicated that the participants linked their elementary and middle school experiences with their teachers rather than specific activities. Accolades such as certificates and good grades for academic achievement contributed to the girls' strong self-efficacy at an early age. The participants possessed self-discipline and self-confidence, using intrinsic motivation to pursue their goals. Support systems included families and a few teachers. Barriers were revealed in different forms including derogatory comments by boys in class, difficult curricula with limited tutors available for higher level courses, and receipt of financial assistance to attend a university of their choice.

Exploring the Impact of a Standards-Based Mathematics and Pedagogy Class on Preservice Teachers' Beliefs and Subject Matter Knowledge

ERIC Educational Resources Information Center

Stohlmann, Micah Stephen

2012-01-01

This case study explored the impact of a standards-based mathematics and pedagogy class on preservice elementary teachers' beliefs and conceptual subject matter knowledge of linear functions. The framework for the standards-based mathematics and pedagogy class in this study involved the National Council of Teachers of Mathematics Standards,…

[Activities of Center for Lidar and Atmospheric Sciences Students, Hampton University

NASA Technical Reports Server (NTRS)

Temple, Doyle

2004-01-01

The mission of CLASS was to provide education and training in NASA-related mathematics, technology and science to US. students who are underrepresented. In these areas and to encourage them to pursue advanced degrees. The project has three goals which support this mission: research training, curriculum development and outreach. All project activities are designed to meet a concrete objective which directly advances one of these goals. The common theme of all project activities is NASA's Earth Science Enterprise, in particular, the use of laser-based remote sensing systems (lidars) to monitor and understand the earth's environment

Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

NASA Astrophysics Data System (ADS)

Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

Two Project-Based Strategies in an Interdisciplinary Mathematical Modeling in Biology Course

ERIC Educational Resources Information Center

Ludwig, Patrice; Tongen, Anthony; Walton, Brian

2018-01-01

James Madison University faculty team-teach an interdisciplinary mathematical modeling course for mathematics and biology students. We have used two different project-based approaches to emphasize the mathematical concepts taught in class, while also exposing students to new areas of mathematics not formally covered in class. The first method…

Racial Differences in Mathematics Test Scores for Advanced Mathematics Students

ERIC Educational Resources Information Center

Minor, Elizabeth Covay

2016-01-01

Research on achievement gaps has found that achievement gaps are larger for students who take advanced mathematics courses compared to students who do not. Focusing on the advanced mathematics student achievement gap, this study found that African American advanced mathematics students have significantly lower test scores and are less likely to be…

Increasing mathematical problem-solving performance through relaxation training

NASA Astrophysics Data System (ADS)

Sharp, Conni; Coltharp, Hazel; Hurford, David; Cole, Amykay

2000-04-01

Two intact classes of 30 undergraduate students enrolled in the same general education mathematics course were each administered the IPSP Mathematics Problem Solving Test and the Mathematics Anxiety Rating Scale at the beginning and end of the semester. Both groups experienced the same syllabus, lectures, course requirements, and assessment techniques; however, one group received relaxation training during an initial class meeting and during the first 5 to 7 minutes of each subsequent class. The group which had received relaxation training had significantly lower mathematics anxiety and significantly higher mathematics performance at the end of the course. The results suggest that relaxation training may be a useful tool for treating anxiety in undergraduate general education mathematics students.

Statistics for wildlifers: how much and what kind?

USGS Publications Warehouse

Johnson, D.H.; Shaffer, T.L.; Newton, W.E.

2001-01-01

Quantitative methods are playing increasingly important roles in wildlife ecology and, ultimately, management. This change poses a challenge for wildlife practitioners and students who are not well-educated in mathematics and statistics. Here we give our opinions on what wildlife biologists should know about statistics, while recognizing that not everyone is inclined mathematically. For those who are, we recommend that they take mathematics coursework at least through calculus and linear algebra. They should take statistics courses that are focused conceptually , stressing the Why rather than the How of doing statistics. For less mathematically oriented wildlifers, introductory classes in statistical techniques will furnish some useful background in basic methods but may provide little appreciation of when the methods are appropriate. These wildlifers will have to rely much more on advice from statisticians. Far more important than knowing how to analyze data is an understanding of how to obtain and recognize good data. Regardless of the statistical education they receive, all wildlife biologists should appreciate the importance of controls, replication, and randomization in studies they conduct. Understanding these concepts requires little mathematical sophistication, but is critical to advancing the science of wildlife ecology.

Attitudes of Prospective High School Mathematics Teachers towards Integrating Information Technologies into Their Future Teaching.

ERIC Educational Resources Information Center

Hazzan, Orit

This paper examines why the number of high school mathematics teachers who integrate computers into their math classes remains relatively low by analyzing the attitudes of prospective high school mathematics teachers. Data were gathered from written questionnaires and class discussions of four classes of prospective high school mathematics…

A Study of Coordination Between Mathematics and Chemistry in the Pre-Technical Program.

ERIC Educational Resources Information Center

Loiseau, Roger A.

This research was undertaken to determine whether the mathematics course offered to students taking courses in chemical technology was adequate. Students in a regular class and an experimental class were given mathematics and chemistry pretests and posttests. The experimental class was taught using a syllabus designed to maximize the coherence…

The Effects of History of Mathematics on Attitudes Toward Mathematics of College Algebra Students

ERIC Educational Resources Information Center

McBride, Cecil; Rollins, James H.

1977-01-01

Two college algebra classes were exposed to items from mathematics history in their classroom instruction, while two other college algebra classes received no such exposure. Results showed a significant positive attitude change of the mathematics history group. (DT)

Mathematical Conversations to Transform Algebra Class

ERIC Educational Resources Information Center

Szydlik, Jennifer Earles

2015-01-01

Classroom culture is established through both conversations and practices. Traditionally in mathematics class, the focus is primarily on the latter; that is, students are shown what "doing mathematics" looks like, and then asked that they try it themselves. This article discusses three mathematical conversations that help bring…

Construction and reconstruction concept in mathematics instruction

NASA Astrophysics Data System (ADS)

Mumu, Jeinne; Charitas Indra Prahmana, Rully; Tanujaya, Benidiktus

2017-12-01

The purpose of this paper is to describe two learning activities undertaken by lecturers, so that students can understand a mathematical concept. The mathematical concept studied in this research is the Vector Space in Linear Algebra instruction. Classroom Action Research used as a research method with pre-service mathematics teacher at University of Papua as the research subject. Student participants are divided into two parallel classes, 24 students in regular class, and remedial class consist of 18 students. Both approaches, construct and reconstruction concept, are implemented on both classes. The result shows that concept construction can only be done in regular class while in remedial class, learning with concept construction approach is not able to increase students' understanding on the concept taught. Understanding the concept of a student in a remedial class can only be carried out using the concept reconstruction approach.

Physics Doctorates: Skills Used & Satisfaction with Employment. Data from the Degree Recipient Follow-Up Survey for the Classes of 2013 and 2014. Focus On

ERIC Educational Resources Information Center

Pold, Jack; Mulvey, Patrick

2016-01-01

By the time people earn physics PhDs, they have learned a great deal about physics and how research is conducted. However, physics PhDs also develop skills and knowledge in a number of related areas, such as advanced mathematics, programming, modeling, and technical writing. Physics PhDs draw upon an arsenal of skills and knowledge in their…

Flipping Freshman Mathematics

ERIC Educational Resources Information Center

Zack, Laurie; Fuselier, Jenny; Graham-Squire, Adam; Lamb, Ron; O'Hara, Karen

2015-01-01

Our study compared a flipped class with a standard lecture class in four introductory courses: finite mathematics, precalculus, business calculus, and calculus 1. The flipped sections watched video lectures outside of class and spent time in class actively working on problems. The traditional sections had lectures in class and did homework outside…

Cognitive correlates of performance in advanced mathematics.

PubMed

Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin

2012-03-01

Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic). To promote mathematical knowledge among college students, it is necessary to understand what factors (including cognitive factors) are important for acquiring advanced mathematics. We recruited 80 undergraduates from four universities in Beijing. The current study investigated the associations between students' performance on a test of advanced mathematics and a battery of 17 cognitive tasks on basic numerical processing, complex numerical processing, spatial abilities, language abilities, and general cognitive processing. The results showed that spatial abilities were significantly correlated with performance in advanced mathematics after controlling for other factors. In addition, certain language abilities (i.e., comprehension of words and sentences) also made unique contributions. In contrast, basic numerical processing and computation were generally not correlated with performance in advanced mathematics. Results suggest that spatial abilities and language comprehension, but not basic numerical processing, may play an important role in advanced mathematics. These results are discussed in terms of their theoretical significance and practical implications. ©2011 The British Psychological Society.

Using Culturally Responsive Stories in Mathematics: Responses from the Target Audience

ERIC Educational Resources Information Center

Corp, Amy

2017-01-01

This study examined how Black students responded to the utilization of culturally responsive stories in their mathematics class. All students in the two classes participated in mathematics lessons that began with an African American story (culturally responsive to this population), followed by mathematical discussion and concluded with solving…

Self-Regulation of Mathematics Homework Behavior: An Empirical Investigation

ERIC Educational Resources Information Center

Xu, Jianzhong; Du, Jianxia; Fan, Xitao

2017-01-01

The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual…

Publisher's Announcement

NASA Astrophysics Data System (ADS)

Scriven, Neil

2003-12-01

We are delighted to announce that the new Editor-in-Chief of Journal of Physics A: Mathematical and General for 2004 will be Professor Carl M Bender of Washington University, St. Louis. Carl will, with the help of his world class editorial board, maintain standards of scientific rigour whilst ensuring that research published is of the highest importance. Carl attained his first degree in physics at Cornell University before studying for his PhD at Harvard. He later worked at The Institute for Advanced Study in Princeton and at MIT before assuming his current position at Washington University, St Louis. He has been a visiting professor at Technion, Haifa, and Imperial College, London and a scientific consultant for Los Alamos National Laboratory. His main expertise is in using classical applied mathematics to solve a broad range of problems in high-energy theoretical physics and mathematical physics. Since the publication of his book Advanced Mathematical Methods for Scientists and Engineers, written with Steven Orszag, he has been regarded as an expert on the subject of asymptotic analysis and perturbative methods. `Carl publishes his own internationally-important research in the journal and has been an invaluable, energetic member of the Editorial Board for some time' said Professor Ed Corrigan, Carl's predecessor as Editor, `he will be an excellent Editor-in-Chief'. Our grateful thanks and best wishes go to Professor Corrigan who has done a magnificent job for the journal during his five-year tenure.

Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

NASA Astrophysics Data System (ADS)

Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

2016-02-01

This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

On the Relationships between (Relatively) Advanced Mathematical Knowledge and (Relatively) Advanced Problem-Solving Behaviours

ERIC Educational Resources Information Center

Koichu, Boris

2010-01-01

This article discusses an issue of inserting mathematical knowledge within the problem-solving processes. Relatively advanced mathematical knowledge is defined in terms of "three mathematical worlds"; relatively advanced problem-solving behaviours are defined in terms of taxonomies of "proof schemes" and "heuristic behaviours". The relationships…

A Collective Case Study of the Influence of Teachers' Beliefs and Knowledge on Error-Handling Practices during Class Discussion of Mathematics

ERIC Educational Resources Information Center

Bray, Wendy S.

2011-01-01

This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher…

Influence of Problem-Based Learning Model of Learning to the Mathematical Communication Ability of Students of Grade XI IPA SMAN 14 Padang

NASA Astrophysics Data System (ADS)

Nisa, I. M.

2018-04-01

The ability of mathematical communication is one of the goals of learning mathematics expected to be mastered by students. However, reality in the field found that the ability of mathematical communication the students of grade XI IPA SMA Negeri 14 Padang have not developed optimally. This is evident from the low test results of communication skills mathematically done. One of the factors that causes this happens is learning that has not been fully able to facilitate students to develop mathematical communication skills well. By therefore, to improve students' mathematical communication skills required a model in the learning activities. One of the models learning that can be used is Problem Based learning model Learning (PBL). The purpose of this study is to see whether the ability the students' mathematical communication using the PBL model better than the students' mathematical communication skills of the learning using conventional learning in Class XI IPA SMAN 14 Padang. This research type is quasi experiment with design Randomized Group Only Design. Population in this research that is student of class XI IPA SMAN 14 Padang with sample class XI IPA 3 and class XI IPA 4. Data retrieval is done by using communication skill test mathematically shaped essay. To test the hypothesis used U-Mann test Whitney. Based on the results of data analysis, it can be concluded that the ability mathematical communication of students whose learning apply more PBL model better than the students' mathematical communication skills of their learning apply conventional learning in class XI IPA SMA 14 Padang at α = 0.05. This indicates that the PBL learning model effect on students' mathematical communication ability.

Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes

ERIC Educational Resources Information Center

Kombe, Dennis; Che, S. Megan; Carter, Traci L.; Bridges, William

2016-01-01

In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses…

Teacher and Classroom Characteristics and Their Relations to Mathematics Achievement of the Students in the TIMSS

ERIC Educational Resources Information Center

Akyuz, Gozde; Berberoglu, Giray

2010-01-01

Background: Teacher-related factors such as gender, experience, conceptions related to mathematics, instructional practices have effects with various magnitudes on students' mathematics achievement. Classroom related factors such as class size, class climate and limitations to teaching and their relation to mathematics achievement have also been…

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

ERIC Educational Resources Information Center

HORN, R.A.

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

Asking Questions in First-Grade Mathematics Classes: Potential Influences on Mathematical Thought.

ERIC Educational Resources Information Center

Perry, Michelle; And Others

1993-01-01

Types of questions asked in first-grade mathematics classes in Japan, Taiwan, and the United States were investigated. Observations of 311 lessons by 16 Japanese, 20 Taiwanese, and 33 U.S. teachers suggest that the kinds of questions asked in Taiwan and Japan contribute to more sophisticated mathematical knowledge. (SLD)

Recent Physics Doctorates: Skills Used & Satisfaction with Employment. Data from the Degree Recipient Follow-Up Survey for the Classes of 2009 and 2010. Focus On

ERIC Educational Resources Information Center

Anderson, Garrett; Mulvey, Patrick

2013-01-01

By the time people earn physics PhDs, they have learned a great deal about physics and how research is conducted. However, physics PhDs also develop skills and knowledge in a number of related areas, such as advanced mathematics, programming, modeling, and technical writing. New physics PhDs draw upon an arsenal of skills and knowledge in their…

Educational NASA Computational and Scientific Studies (enCOMPASS)

NASA Technical Reports Server (NTRS)

Memarsadeghi, Nargess

2013-01-01

Educational NASA Computational and Scientific Studies (enCOMPASS) is an educational project of NASA Goddard Space Flight Center aimed at bridging the gap between computational objectives and needs of NASA's scientific research, missions, and projects, and academia's latest advances in applied mathematics and computer science. enCOMPASS achieves this goal via bidirectional collaboration and communication between NASA and academia. Using developed NASA Computational Case Studies in university computer science/engineering and applied mathematics classes is a way of addressing NASA's goals of contributing to the Science, Technology, Education, and Math (STEM) National Objective. The enCOMPASS Web site at http://encompass.gsfc.nasa.gov provides additional information. There are currently nine enCOMPASS case studies developed in areas of earth sciences, planetary sciences, and astrophysics. Some of these case studies have been published in AIP and IEEE's Computing in Science and Engineering magazines. A few university professors have used enCOMPASS case studies in their computational classes and contributed their findings to NASA scientists. In these case studies, after introducing the science area, the specific problem, and related NASA missions, students are first asked to solve a known problem using NASA data and past approaches used and often published in a scientific/research paper. Then, after learning about the NASA application and related computational tools and approaches for solving the proposed problem, students are given a harder problem as a challenge for them to research and develop solutions for. This project provides a model for NASA scientists and engineers on one side, and university students, faculty, and researchers in computer science and applied mathematics on the other side, to learn from each other's areas of work, computational needs and solutions, and the latest advances in research and development. This innovation takes NASA science and engineering applications to computer science and applied mathematics university classes, and makes NASA objectives part of the university curricula. There is great potential for growth and return on investment of this program to the point where every major university in the U.S. would use at least one of these case studies in one of their computational courses, and where every NASA scientist and engineer facing a computational challenge (without having resources or expertise to solve it) would use enCOMPASS to formulate the problem as a case study, provide it to a university, and get back their solutions and ideas.

In-Class Purposes of Flipped Mathematics Educators

ERIC Educational Resources Information Center

Eisenhut, Lindsay A.; Taylor, Cynthia E.

2015-01-01

This paper provides empirical findings from a study that examined how three grade 7-12 flipped mathematics educators utilized class time when implementing a flipped learning model. Additionally, the researchers investigated the educators' purposes for various in-class tasks as well as their general use of class time. The data revealed flipped…

Effectiveness of discovery learning model on mathematical problem solving

NASA Astrophysics Data System (ADS)

Herdiana, Yunita; Wahyudin, Sispiyati, Ririn

2017-08-01

This research is aimed to describe the effectiveness of discovery learning model on mathematical problem solving. This research investigate the students' problem solving competency before and after learned by using discovery learning model. The population used in this research was student in grade VII in one of junior high school in West Bandung Regency. From nine classes, class VII B were randomly selected as the sample of experiment class, and class VII C as control class, which consist of 35 students every class. The method in this research was quasi experiment. The instrument in this research is pre-test, worksheet and post-test about problem solving of mathematics. Based on the research, it can be conclude that the qualification of problem solving competency of students who gets discovery learning model on level 80%, including in medium category and it show that discovery learning model effective to improve mathematical problem solving.

"It's Hard Getting Kids to Talk about Math": Helping New Teachers Improve Mathematical Discourse

ERIC Educational Resources Information Center

Bennett, Cory A.

2010-01-01

This article examines how two new teachers, with varied content knowledge and preparation as teachers in mathematics education, improved their use of whole-class discourse in their mathematics classes with a mentor's assistance. Discourse has long been shown to be influential in supporting students' learning of mathematics, but the implementation…

Understanding Mathematic Concept in Relation and Function Method through Active Learning Type Group to Group Distributed LKS

NASA Astrophysics Data System (ADS)

Kudri, F.; Rahmi, R.; Haryono, Y.

2018-04-01

This research is motivated by the lack of understanding of mathematical concepts students and teachers have not familiarize students discussed in groups. This researchaims to determine whether an understanding of mathematical concepts junior class VIII SMPN 2 in Ranah Batahan Kabupaten Pasaman Barat by applying active learning strategy group to group types with LKS better than conventional learning. The type of research is experimental the design of randomized trials on the subject. The population in the study were all students VIII SMPN 2 Ranah Batahan Kabupaten Pasaman Barat in year 2012/2013 which consists of our class room experiment to determine the grade and control class with do nerandomly, so that classes VIII1 elected as a experiment class and class VIII4 as a control class. The instruments used in the test empirically understanding mathematical concepts are shaped by the essay with rt=0,82 greater than rt=0,468 means reliable tests used. The data analysis technique used is the test with the help of MINITAB. Based on the results of the data analisis known that both of the sample are normal and homogenity in real rate α = 0,05, so the hypothesis of this research is received. So, it can be concluded students’ understanding mathematical concept applied the active Group to Group learning strategy with LKS is better than the students’ understanding mathematical concept with Conventional Learning.

Lack of quantitative training among early-career ecologists: a survey of the problem and potential solutions

PubMed Central

Ezard, Thomas H.G.; Jørgensen, Peter S.; Zimmerman, Naupaka; Chamberlain, Scott; Salguero-Gómez, Roberto; Curran, Timothy J.; Poisot, Timothée

2014-01-01

Proficiency in mathematics and statistics is essential to modern ecological science, yet few studies have assessed the level of quantitative training received by ecologists. To do so, we conducted an online survey. The 937 respondents were mostly early-career scientists who studied biology as undergraduates. We found a clear self-perceived lack of quantitative training: 75% were not satisfied with their understanding of mathematical models; 75% felt that the level of mathematics was “too low” in their ecology classes; 90% wanted more mathematics classes for ecologists; and 95% more statistics classes. Respondents thought that 30% of classes in ecology-related degrees should be focused on quantitative disciplines, which is likely higher than for most existing programs. The main suggestion to improve quantitative training was to relate theoretical and statistical modeling to applied ecological problems. Improving quantitative training will require dedicated, quantitative classes for ecology-related degrees that contain good mathematical and statistical practice. PMID:24688862

Connecting Advanced and Secondary Mathematics

ERIC Educational Resources Information Center

Murray, Eileen; Baldinger, Erin; Wasserman, Nicholas; Broderick, Shawn; White, Diana

2017-01-01

There is an ongoing debate among scholars in understanding what mathematical knowledge secondary teachers should have in order to provide effective instruction. We explore connections between advanced and secondary mathematics as an entry point into this debate. In many cases, advanced mathematics is considered relevant for secondary teachers…

Students' Emotions in the High School Mathematical Class: Appraisals in Terms of a Structure of Goals

ERIC Educational Resources Information Center

Martínez-Sierra, Gustavo; García-González, María del Socorro

2017-01-01

Little research in the field of Mathematics Education is directed towards emotions of students beyond their emotions in problem-solving. In particular, the daily emotions of students in a mathematics class have been sparsely studied in the field of mathematics education. In order to fill this gap, this qualitative research aims to identify high…

Gender Differences in Mathematical Achievement Related to the Ratio of Girls to Boys in School Classes

NASA Astrophysics Data System (ADS)

Manger, Terje; Gjestad, Rolf

1997-03-01

The relationship between mathematical achievement and the ratio of boys to girls in school classes was investigated in a sample of third-grade Norwegian elementary school students (440 girls and 480 boys). Belonging to classes with a numerical majority of boys or girls did not affect the achievement of either of the sexes. The results from the study do not support the single-sexing of mathematics teaching.

TIMSS Advanced 2008 Assessment Frameworks

ERIC Educational Resources Information Center

Garden, Robert A.; Lie, Svein; Robitaille, David F.; Angell, Carl; Martin, Michael O.; Mullis, Ina V.S.; Foy, Pierre; Arora, Alka

2006-01-01

Developing the Trends in International Mathematics and Science Study (TIMSS) Advanced 2008 Assessment Frameworks was a collaborative venture involving mathematics and physics experts from around the world. The document contains two frameworks for implementing TIMSS Advanced 2008--one for advanced mathematics and one for physics. It also contains…

Class Size Effects on Mathematics Achievement in Cyprus: Evidence from TIMSS

ERIC Educational Resources Information Center

Konstantopoulos, Spyros; Shen, Ting

2016-01-01

Class size reduction has been viewed as one school mechanism that can improve student achievement. Nonetheless, the literature has reported mixed findings about class size effects. We used 4th- and 8th-grade data from TIMSS 2003 and 2007 to examine the association between class size and mathematics achievement in public schools in Cyprus. We…

Piloting a Web-Based Homework System in Developmental Mathematics Classrooms

ERIC Educational Resources Information Center

Dass, Wendi E.

2012-01-01

This Capstone project studied a pilot of the web-based homework system "Hawkes" in developmental mathematics classes at a mid-sized community college. The purpose of the study was to investigate how three instructors of developmental mathematics courses incorporated "Hawkes" in their classes, what obstacles they encountered,…

Influences of Teaching Approaches and Class Size on Undergraduate Mathematical Learning

ERIC Educational Resources Information Center

Olson, Jo Clay; Cooper, Sandy; Lougheed, Tom

2011-01-01

An issue for many mathematics departments is the success rate of precalculus students. In an effort to increase the success rate, this quantitative study investigated how class size and teaching approach influenced student achievement and students' attitudes towards learning mathematics. Students' achievement and their attitudes toward learning…

Mathematical Anxiety among Business Statistics Students.

ERIC Educational Resources Information Center

High, Robert V.

A survey instrument was developed to identify sources of mathematics anxiety among undergraduate business students in a statistics class. A number of statistics classes were selected at two colleges in Long Island, New York. A final sample of n=102 respondents indicated that there was a relationship between the mathematics grade in prior…

Atoms in astronomy

NASA Technical Reports Server (NTRS)

Blanchard, P. A.

1976-01-01

Aspects of electromagnetic radiation and atomic physics needed for an understanding of astronomical applications are explored. Although intended primarily for teachers, this brochure is written so that it can be distributed to students if desired. The first section, Basic Topics, is suitable for a ninth-grade general science class; the style is simple and repetitive, and no mathematics or physics background is required. The second section, Intermediate and Advanced Topics, requires a knowledge of the material in the first section and assumes a generally higher level of achievement and motivation on the part of the student. These latter topics might fit well into junior-level physics, chemistry, or earth-science courses. Also included are a glossary, a list of references and teaching aids, class exercises, and a question and answer section.

Center for Center for Technology for Advanced Scientific Component Software (TASCS)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kostadin, Damevski

A resounding success of the Scientific Discovery through Advanced Computing (SciDAC) program is that high-performance computational science is now universally recognized as a critical aspect of scientific discovery [71], complementing both theoretical and experimental research. As scientific communities prepare to exploit unprecedented computing capabilities of emerging leadership-class machines for multi-model simulations at the extreme scale [72], it is more important than ever to address the technical and social challenges of geographically distributed teams that combine expertise in domain science, applied mathematics, and computer science to build robust and flexible codes that can incorporate changes over time. The Center for Technologymore » for Advanced Scientific Component Software (TASCS)1 tackles these these issues by exploiting component-based software development to facilitate collaborative high-performance scientific computing.« less

Changing Beliefs about Teaching in Large Undergraduate Mathematics Classes

ERIC Educational Resources Information Center

Kensington-Miller, Barbara; Sneddon, Jamie; Yoon, Caroline; Stewart, Sepideh

2013-01-01

Many lecturers use teacher-centred styles of teaching in large undergraduate mathematics classes, often believing in the effectiveness of such pedagogy. Changing these beliefs about how mathematics should be taught is not a simple process and many academic staff are reluctant to change their ways of lecturing due to tradition and ease. This study…

Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes

ERIC Educational Resources Information Center

Toles, Ann

2010-01-01

To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…

Mind map learning for advanced engineering study: case study in system dynamics

NASA Astrophysics Data System (ADS)

Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

Embedded Mathematics in Chemistry: A Case Study of Students' Attitudes and Mastery

NASA Astrophysics Data System (ADS)

Preininger, Anita M.

2017-02-01

There are many factors that shape students' attitudes toward science, technology, engineering and mathematics. This exploratory study of high school students examined the effect of enriching chemistry with math on chemistry students' attitudes toward math and careers involving math. To measure student attitudes, a survey was administered before and after the 18-week chemistry class; results from the chemistry class were compared to survey results from students in an elective science class that did not emphasize mathematics. At the end of the 18-week period, only the chemistry students exhibited more positive views toward their abilities in mathematics and careers that involve mathematics, as compared to their views at the outset of the course. To ensure that chemistry mastery was not hindered by the additional emphasis on math, and that mastery on state end-of-course examinations reflected knowledge acquired during the math-intensive chemistry class, a chemistry progress test was administered at the start and end of the term. This exploratory study suggests that emphasizing mathematical approaches in chemistry may positively influence attitudes toward math in general, as well as foster mastery of chemistry content.

Recent advances in the analysis of behavioural organization and interpretation as indicators of animal welfare

PubMed Central

Asher, Lucy; Collins, Lisa M.; Ortiz-Pelaez, Angel; Drewe, Julian A.; Nicol, Christine J.; Pfeiffer, Dirk U.

2009-01-01

While the incorporation of mathematical and engineering methods has greatly advanced in other areas of the life sciences, they have been under-utilized in the field of animal welfare. Exceptions are beginning to emerge and share a common motivation to quantify ‘hidden’ aspects in the structure of the behaviour of an individual, or group of animals. Such analyses have the potential to quantify behavioural markers of pain and stress and quantify abnormal behaviour objectively. This review seeks to explore the scope of such analytical methods as behavioural indicators of welfare. We outline four classes of analyses that can be used to quantify aspects of behavioural organization. The underlying principles, possible applications and limitations are described for: fractal analysis, temporal methods, social network analysis, and agent-based modelling and simulation. We hope to encourage further application of analyses of behavioural organization by highlighting potential applications in the assessment of animal welfare, and increasing awareness of the scope for the development of new mathematical methods in this area. PMID:19740922

Confidence Wagering during Mathematics and Science Testing

ERIC Educational Resources Information Center

Jack, Brady Michael; Liu, Chia-Ju; Chiu, Hoan-Lin; Shymansky, James A.

2009-01-01

This proposal presents the results of a case study involving five 8th grade Taiwanese classes, two mathematics and three science classes. These classes used a new method of testing called confidence wagering. This paper advocates the position that confidence wagering can predict the accuracy of a student's test answer selection during…

Cognitive Correlates of Performance in Advanced Mathematics

ERIC Educational Resources Information Center

Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin

2012-01-01

Background: Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic).Aims: To promote mathematical knowledge among college students, it is necessary to understand what factors…

A Comparison of Students in Single-Sex Classes and Coeducational Classes in High Poverty Public Elementary Schools in Mathematics and Reading Achievement

ERIC Educational Resources Information Center

Aldridge, Ashley Elizabeth

2009-01-01

The purpose of this study was to investigate whether any statistically significant differences in mathematics and reading academic achievement and academic gains of male and female students taught in single-sex classes existed when compared to male and female students taught in coeducational classes. This study reported findings from mathematics…

The Clock Project: Gears as Visual-Tangible Representations for Mathematical Concepts

ERIC Educational Resources Information Center

Andrade, Alejandro

2011-01-01

As we have noticed from our own classroom experiences, children often find it difficult to identify the adequate operations learned in mathematics class when they are solving mechanical-operators problems in Technology class. We wanted to design a project that exploits the idea of a hands-on relationship between mathematics and technology to teach…

Attributes of Instances of Student Mathematical Thinking That Are Worth Building on in Whole-Class Discussion

ERIC Educational Resources Information Center

Van Zoest, Laura R.; Stockero, Shari L.; Leatham, Keith R.; Peterson, Blake E.; Atanga, Napthalin A.; Ochieng, Mary A.

2017-01-01

This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners' understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative…

Pre-Service Class Teacher' Ability in Solving Mathematical Problems and Skills in Solving Daily Problems

ERIC Educational Resources Information Center

Aljaberi, Nahil M.; Gheith, Eman

2016-01-01

This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…

The Effect of Cultures in Eighth Grade Mathematics Classroom: A Case Study of a LEP Student.

ERIC Educational Resources Information Center

Duncan, Aki

The fastest-growing sector of the American school population is the limited English proficient (LEP) students, those students whose native language is not English. When mainstreamed they are usually enrolled in physical education, art, and music classes first. The students then enter mathematics classes under the assumption that mathematics is…

Mathematical Modeling in the Undergraduate Curriculum

ERIC Educational Resources Information Center

Toews, Carl

2012-01-01

Mathematical modeling occupies an unusual space in the undergraduate mathematics curriculum: typically an "advanced" course, it nonetheless has little to do with formal proof, the usual hallmark of advanced mathematics. Mathematics departments are thus forced to decide what role they want the modeling course to play, both as a component of the…

Visuospatial training improves elementary students' mathematics performance.

PubMed

Lowrie, Tom; Logan, Tracy; Ramful, Ajay

2017-06-01

Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. The study involved grade six students (ages 10-12) in eight classes. There were five intervention classes (n = 120) and three non-intervention control classes (n = 66). A specifically designed 10-week spatial reasoning programme was developed collaboratively with the participating teachers, with the intervention replacing the standard mathematics curriculum. The five classroom teachers in the intervention programme presented 20 hr of activities aimed at enhancing students' spatial visualization, mental rotation, and spatial orientation skills. The spatial reasoning programme led to improvements in both spatial ability and mathematics performance relative to the control group who received standard mathematics instruction. Our study is the first to show that a classroom-based spatial reasoning intervention improves elementary school students' mathematics performance. © 2017 The British Psychological Society.

Projects Using a Computer Algebra System in First-Year Undergraduate Mathematics

ERIC Educational Resources Information Center

Rosenzweig, Martin

2007-01-01

This paper illustrates the use of computer-based projects in two one-semester first-year undergraduate mathematics classes. Developed over a period of years, the approach is one in which the classes are organised into work-groups, with computer-based projects being undertaken periodically to illustrate the class material. These projects are…

Whole-Class Scaffolding for Learning to Solve Mathematics Problems Together in a Computer-Supported Environment

ERIC Educational Resources Information Center

Abdu, Rotem; Schwarz, Baruch; Mavrikis, Manolis

2015-01-01

We investigate teachers' practices in a whole-class context when they scaffold students' learning in situations where students use technologies that facilitate group learning to solve mathematical problems in small groups. We describe teachers' practices in order to evaluate their contribution to "Whole-Class Scaffolding" in the context…

The Impact of Advanced Curriculum on the Achievement of Mathematically Promising Elementary Students

ERIC Educational Resources Information Center

Gavin, M. Katherine; Casa, Tutita M.; Adelson, Jill L.; Carroll, Susan R.; Sheffield, Linda Jensen

2009-01-01

The primary aim of Project M[superscript 3]: Mentoring Mathematical Minds was to develop and field test advanced units for mathematically promising elementary students based on exemplary practices in gifted and mathematics education. This article describes the development of the units and reports on mathematics achievement results for students in…

Bayesian classification theory

NASA Technical Reports Server (NTRS)

Hanson, Robin; Stutz, John; Cheeseman, Peter

1991-01-01

The task of inferring a set of classes and class descriptions most likely to explain a given data set can be placed on a firm theoretical foundation using Bayesian statistics. Within this framework and using various mathematical and algorithmic approximations, the AutoClass system searches for the most probable classifications, automatically choosing the number of classes and complexity of class descriptions. A simpler version of AutoClass has been applied to many large real data sets, has discovered new independently-verified phenomena, and has been released as a robust software package. Recent extensions allow attributes to be selectively correlated within particular classes, and allow classes to inherit or share model parameters though a class hierarchy. We summarize the mathematical foundations of AutoClass.

Mathematics Through Science, Part III: An Experimental Approach to Functions. Teacher's Commentary. Revised Edition.

ERIC Educational Resources Information Center

Bolduc, Elroy J., Jr.; And Others

The purpose of this project is to teach learning and understanding of mathematics at the ninth grade level through the use of science experiments. This part of the program contains significant amounts of material normally found in a beginning algebra class. The material should be found useful for classes in general mathematics as a preparation for…

Mathematics for Water and Wastewater Treatment Plant Operators. Water and Wastewater Training Program.

ERIC Educational Resources Information Center

South Dakota Dept. of Environmental Protection, Pierre.

This booklet is intended to aid the prospective waste treatment plant operator or drinking water plant operator in learning to solve mathematical problems, which is necessary for Class I certification. It deals with the basic mathematics which a Class I operator may require in accomplishing day-to-day tasks. The book also progresses into problems…

Upgrading geometry conceptual understanding and strategic competence through implementing rigorous mathematical thinking (RMT)

NASA Astrophysics Data System (ADS)

Nugraheni, Z.; Budiyono, B.; Slamet, I.

2018-03-01

To reach higher order thinking skill, needed to be mastered the conceptual understanding and strategic competence as they are two basic parts of high order thinking skill (HOTS). RMT is a unique realization of the cognitive conceptual construction approach based on Feurstein with his theory of Mediated Learning Experience (MLE) and Vygotsky’s sociocultural theory. This was quasi-experimental research which compared the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and the control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning model toward conceptual understanding and strategic competence of Junior High School Students. The data was analyzed by using Multivariate Analysis of Variance (MANOVA) and obtained a significant difference between experimental and control class when considered jointly on the mathematics conceptual understanding and strategic competence (shown by Wilk’s Λ = 0.84). Further, by independent t-test is known that there was significant difference between two classes both on mathematical conceptual understanding and strategic competence. By this result is known that Rigorous Mathematical Thinking (RMT) had positive impact toward Mathematics conceptual understanding and strategic competence.

Teacher’s Mathematical Communication Profile in Facilitating and Guiding Discussion

NASA Astrophysics Data System (ADS)

Umami, R.; Budayasa, I. K.; Suwarsono, St.

2018-01-01

Teacher’s communication skill plays an important role, one of which is to guide a class discussion for teaching purposes. This study aimed to investigate a teacher’s mathematical communication profile in facilitating and guiding a class discussion. This study is qualitative. A junior teacher of high school (i.e., a teacher with 1 to 5 year teaching experience) teaching mathematics at X-Social Class was selected as the subject of this study. The data was collected by observing the teacher’s mathematical communication in facilitating and guiding a discussion with the rules of sinus as the teaching material, and it was followed by a deep interview. The result showed that the junior teacher facilitated and guided a class discussion include providing responses (answer) addressing students’ difficulties and providing chances for students to propose and explain their ideas and be active in discussion. The junior teacher provides responses at sharp, optimal, and specific manner. In addition, she provides chances for her students to explain their thinking and have a discussion in anticipative, observative, selective, and connective manner. However, the study found that some of high-school teachers develop mathematical communication skills and use them to develop students’ mathematical communication skills.

Integration of Digital Technology and Innovative Strategies for Learning and Teaching Large Classes: A Calculus Case Study

ERIC Educational Resources Information Center

Vajravelu, Kuppalapalle; Muhs, Tammy

2016-01-01

Successful science and engineering programs require proficiency and dynamics in mathematics classes to enhance the learning of complex subject matter with a sufficient amount of practical problem solving. Improving student performance and retention in mathematics classes requires inventive approaches. At the University of Central Florida (UCF) the…

Obstacles of Teaching Mathematics Faced by the Class Teachers in Jordan

ERIC Educational Resources Information Center

Nejem, Khamis Mousa; Muhanna, Waffa

2013-01-01

The purpose of the study is to investigate the obstacles of teaching mathematics faced by the class teachers in Jordan. To achieve this purpose a study sample of 192 male and female class teachers was selected randomly from government schools. The instrument of the study was a questionnaire used to investigate the obstacles of mathematics…

A Case Study of Markdale High School's Implementation of Heterogeneously-Grouped Classes in English, Mathematics, Science, and Social Studies

ERIC Educational Resources Information Center

Pierre-Louis, Fred

2010-01-01

The purpose of this study was to describe Markdale High School's change from separate college preparatory and general level classes to heterogeneously-grouped classes in English, mathematics, science, and social studies, with particular emphasis on the principal's leadership style, change process, and teacher concerns (Hall & Hord, 2006)…

Implementation of cooperative learning model type STAD with RME approach to understanding of mathematical concept student state junior high school in Pekanbaru

NASA Astrophysics Data System (ADS)

Nurhayati, Dian Mita; Hartono

2017-05-01

This study aims to determine whether there is a difference in the ability of understanding the concept of mathematics between students who use cooperative learning model Student Teams Achievement Division type with Realistic Mathematic Education approach and students who use regular learning in seventh grade SMPN 35 Pekanbaru. This study was quasi experiments with Posttest-only Control Design. The populations in this research were all the seventh grade students in one of state junior high school in Pekanbaru. The samples were a class that is used as the experimental class and one other as the control class. The process of sampling is using purposive sampling technique. Retrieval of data in this study using the documentation, observation sheets, and test. The test use t-test formula to determine whether there is a difference in student's understanding of mathematical concepts. Before the t-test, should be used to test the homogeneity and normality. Based in the analysis of these data with t0 = 2.9 there is a difference in student's understanding of mathematical concepts between experimental and control class. Percentage of students experimental class with score more than 65 was 76.9% and 56.4% of students control class. Thus be concluded, the ability of understanding mathematical concepts students who use the cooperative learning model type STAD with RME approach better than students using the regular learning. So that cooperative learning model type STAD with RME approach is well used in learning process.

Adding structure to the transition process to advanced mathematical activity

NASA Astrophysics Data System (ADS)

Engelbrecht, Johann

2010-03-01

The transition process to advanced mathematical thinking is experienced as traumatic by many students. Experiences that students had of school mathematics differ greatly to what is expected from them at university. Success in school mathematics meant application of different methods to get an answer. Students are not familiar with logical deductive reasoning, required in advanced mathematics. It is necessary to assist students in this transition process, in moving from general to mathematical thinking. In this article some structure is suggested for this transition period. This essay is an argumentative exposition supported by personal experience and international literature. This makes this study theoretical rather than empirical.

The Measurement of Students' Achievement in Teaching Primary School Fifth Year Mathematics Classes

ERIC Educational Resources Information Center

Doganay, Ahmet; Bal, Ayten Pinar

2010-01-01

The aim of this study was to investigate students' and teachers' point of views about preparing measurement tools used in mathematics classes, the level of learning that these tools are intended to measure, how often they are used and how they are scored in terms of assessing 5th grade primary school mathematic courses. The population of the study…

Learning Behaviours of Low-Achieving Children's Mathematics Learning in Using of Helping Tools in a Synchronous Peer-Tutoring System

ERIC Educational Resources Information Center

Tsuei, Mengping

2017-01-01

This study examined the effects of low-achieving children's use of helping tools in a synchronous mathematics peer-tutoring system on the children's mathematics learning and their learning behaviours. In a remedial class, 16 third-grade students in a remedial class engaged in peer tutoring in a face-to-face synchronous online environment during a…

Teacher Questioning and Invitations to Participate in Advanced Mathematics Lectures

ERIC Educational Resources Information Center

Paoletti, Teo; Krupnik, Victoria; Papadopoulos, Dimitrios; Olsen, Joseph; Fukawa-Connelly, Tim; Weber, Keith

2018-01-01

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies…

Student comprehension of mathematics through astronomy

NASA Astrophysics Data System (ADS)

Search, Robert

The purpose of this study is to examine how knowledge of astronomy can enhance college-level learning situations involving mathematics. The fundamental symbiosis between mathematics and astronomy was established early in the 17th century when Johannes Kepler deduced the 3 basic laws of planetary motion. This mutually harmonious relationship between these sciences has been reinforced repeatedly in history. In the early 20th century, for example, astronomer Arthur Eddington used photographic evidence from a 1919 solar eclipse to verify Einstein's mathematical theory of relativity. This study was conducted in 5 undergraduate mathematics classes over the course of 2 years. An introductory course in ordinary differential equations, taught in Spring Semester 2013, involved 4 students. A similar course in Spring Semester 2014 involved 6 students, a Summer Semester 2014 Calculus II course involved 2 students, and a Summer 2015 Astronomy course involved 8 students. The students were asked to use Kepler's astronomical evidence to deduce mathematical laws normally encountered on an undergraduate level. They were also asked to examine the elementary mathematical aspects involved in a theoretical trajectory to the planet Neptune. The summer astronomy class was asked to draw mathematical conclusions about large numbers from the recent discoveries concerning the dwarf planet Pluto. The evidence consists primarily of videotaped PowerPoint presentations conducted by the students in both differential equations classes, along with interviews and tests given in all the classes. All presentations were transcribed and examined to determine the effect of astronomy as a generator of student understanding of mathematics. An analysis of the data indicated two findings: definite student interest in a subject previously unknown to most of them and a desire to make the mathematical connection to celestial phenomena.

High School Students' Goals for Working Together in Mathematics Class: Mediating the Practical Rationality of Studenting

ERIC Educational Resources Information Center

Webel, Corey

2013-01-01

In this article I explore high school students' perspectives on working together in a mathematics class in which they spent a significant amount of time solving problems in small groups. The data included viewing session interviews with eight students in the class, where each student watched video clips of their own participation, explaining and…

A Self-paced Course in Pharmaceutical Mathematics Using Web-based Databases

PubMed Central

Bourne, David W.A.; Davison, A. Machelle

2006-01-01

Objective To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. Design The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Assessment Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Conclusions Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence. PMID:17149445

A self-paced course in pharmaceutical mathematics using web-based databases.

PubMed

Bourne, David W A; Davison, A Machelle

2006-10-15

To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence.

Autoclass: An automatic classification system

NASA Technical Reports Server (NTRS)

Stutz, John; Cheeseman, Peter; Hanson, Robin

1991-01-01

The task of inferring a set of classes and class descriptions most likely to explain a given data set can be placed on a firm theoretical foundation using Bayesian statistics. Within this framework, and using various mathematical and algorithmic approximations, the AutoClass System searches for the most probable classifications, automatically choosing the number of classes and complexity of class descriptions. A simpler version of AutoClass has been applied to many large real data sets, has discovered new independently-verified phenomena, and has been released as a robust software package. Recent extensions allow attributes to be selectively correlated within particular classes, and allow classes to inherit, or share, model parameters through a class hierarchy. The mathematical foundations of AutoClass are summarized.

How to Solve Polyhedron Problem?

NASA Astrophysics Data System (ADS)

Wijayanti, A.; Kusumah, Y. S.; Suhendra

2017-09-01

The purpose of this research is to know the possible strategies to solve the problem in polyhedron topic with Knilsey’s Learning Model as scaffolding for the student. This research was conducted by using mixed method with sequential explanatory design. Researchers used purposive sampling technique to get two classes for Knisley class and conventional class and an extreme case sampling technique to get interview data. The instruments used are tests, observation sheets and interview guidelines. The result of the research shows that: (1) students’ strategies to solve polyhedron problem were grouped into two steps: by partitioning the problem to find out the solution and make a mathematical model of the mathematical sentence given and then connect it with the concept that the students already know; (2) students ‘mathematical problem solving ability in Knisley class is higher than those in conventional class.

GeoGebra Assist Discovery Learning Model for Problem Solving Ability and Attitude toward Mathematics

NASA Astrophysics Data System (ADS)

Murni, V.; Sariyasa, S.; Ardana, I. M.

2017-09-01

This study aims to describe the effet of GeoGebra utilization in the discovery learning model on mathematical problem solving ability and students’ attitude toward mathematics. This research was quasi experimental and post-test only control group design was used in this study. The population in this study was 181 of students. The sampling technique used was cluster random sampling, so the sample in this study was 120 students divided into 4 classes, 2 classes for the experimental class and 2 classes for the control class. Data were analyzed by using one way MANOVA. The results of data analysis showed that the utilization of GeoGebra in discovery learning can lead to solving problems and attitudes towards mathematics are better. This is because the presentation of problems using geogebra can assist students in identifying and solving problems and attracting students’ interest because geogebra provides an immediate response process to students. The results of the research are the utilization of geogebra in the discovery learning can be applied in learning and teaching wider subject matter, beside subject matter in this study.

Writing about Class and Race Differences and Similarities in Early Childhood Mathematics: The Case of One Monograph

ERIC Educational Resources Information Center

Parks, Amy Noelle

2015-01-01

This article reports on a literature review of 49 articles that cited a single monograph East Lansing written in 1981 about early learning in mathematics to make claims of similarity or difference across lines of race and class in early mathematics. The review found that while about two-thirds of the articles cited the monograph to make claims of…

Have Basic Mathematical Skills Grown Obsolete in the Computer Age: Assessing Basic Mathematical Skills and Forecasting Performance in a Business Statistics Course

ERIC Educational Resources Information Center

Noser, Thomas C.; Tanner, John R.; Shah, Situl

2008-01-01

The purpose of this study was to measure the comprehension of basic mathematical skills of students enrolled in statistics classes at a large regional university, and to determine if the scores earned on a basic math skills test are useful in forecasting student performance in these statistics classes, and to determine if students' basic math…

Research in Applied Mathematics Related to Mathematical System Theory.

DTIC Science & Technology

1977-06-01

This report deals with research results obtained in the field of mathematical system theory . Special emphasis was given to the following areas: (1...Linear system theory over a field: parametrization of multi-input, multi-output systems and the geometric structure of classes of systems of...constant dimension. (2) Linear systems over a ring: development of the theory for very general classes of rings. (3) Nonlinear system theory : basic

Discarded Minds: How Gender, Race and Class Biases Prevent Young Women from Obtaining an Adequate Math and Science Education in New York City Public Schools.

ERIC Educational Resources Information Center

Syron, Lisa

This study is a systematic investigation of female participation in mathematics and science classes in New York City schools. Six major findings reported include: (1) young women's low levels of participation in mathematics and science reflect the overall low levels of participation and reveal lack of attention to excellence in mathematics and…

A Chinese young adult non-scientist's epistemologies and her understandings of the concept of speed

NASA Astrophysics Data System (ADS)

Cao, Ying; Brizuela, Barbara M.

2015-08-01

Past research has investigated students' epistemologies while they were taking courses that required an integrated understanding of mathematical and scientific concepts. However, past studies have not investigated students who are not currently enrolled in such classes. Additionally, past studies have primarily focused on individuals who are native English speakers from Western cultures. In this paper, we aim to investigate whether Hammer and his colleagues' claims concerning learners' epistemologies could be extended to individuals who lack advanced mathematics and science training, have had different cultural and learning experiences, and have grown up speaking and learning in another language. To this end, we interviewed a participant with these characteristics about her understandings of the concept of speed. Our findings show that previous theoretical frameworks can be used to explain the epistemologies of the individual examined in this study. The case suggests that these theories may be relevant regardless of the learner's mathematics and science background, language, educational experience, and cultural background. In the future, more cases should be examined with learners from different academic backgrounds and cultures to further support this finding.

Use of CAS in Secondary School: A Factor Influencing the Transition to University-Level Mathematics?

ERIC Educational Resources Information Center

Varsavsky, Cristina

2012-01-01

Australian secondary school systems offer three levels of senior (year 12) mathematics studies, none of them compulsory: elementary, intermediate and advanced. The intermediate and advanced studies prepare students for further mathematics studies at university level. In the state of Victoria, there are two versions of intermediate mathematics: one…

How Syntactic Reasoners Can Develop Understanding, Evaluate Conjectures, and Generate Counterexamples in Advanced Mathematics

ERIC Educational Resources Information Center

Weber, Keith

2009-01-01

This paper presents a case study of a highly successful student whose exploration of an advanced mathematical concept relies predominantly on syntactic reasoning, such as developing formal representations of mathematical ideas and making logical deductions. This student is observed as he learns a new mathematical concept and then completes…

Adding Structure to the Transition Process to Advanced Mathematical Activity

ERIC Educational Resources Information Center

Engelbrecht, Johann

2010-01-01

The transition process to advanced mathematical thinking is experienced as traumatic by many students. Experiences that students had of school mathematics differ greatly to what is expected from them at university. Success in school mathematics meant application of different methods to get an answer. Students are not familiar with logical…

Basic and Advanced Numerical Performances Relate to Mathematical Expertise but Are Fully Mediated by Visuospatial Skills

PubMed Central

2016-01-01

Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. PMID:26913930

TIMSS Advanced 2015 Assessment Frameworks

ERIC Educational Resources Information Center

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

2014-01-01

The "TIMSS Advanced 2015 Assessment Frameworks" provides the foundation for the two international assessments to take place as part of the International Association for the Evaluation of Educational Achievement's TIMSS (Trends in International Mathematics and Science Study) Advanced 2015--Advanced Mathematics and Physics. Chapter 1 (Liv…

Elementary Preservice Teachers' and Elementary Inservice Teachers' Knowledge of Mathematical Modeling

ERIC Educational Resources Information Center

Schwerdtfeger, Sara

2017-01-01

This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through…

Teaching Mathematical Modeling in Mathematics Education

ERIC Educational Resources Information Center

Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

2016-01-01

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

Patterns of interactions at grade 5 classroom in learning the topic of statistics viewed from cognitive load theory

NASA Astrophysics Data System (ADS)

Setianingsih, R.

2018-01-01

The nature of interactions that occurs among teacher, students, learning sources, and learning environment creates different settings to enhance learning. Any setting created by a teacher is affected by 3 (three) types of cognitive load: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. This study is qualitative in nature, aims to analyse the patterns of interaction that are constituted in mathematics instructions by taking into account the cognitive load theory. The subjects of this study are 21 fifth-grade students who learn mathematics in small groups and whole-class interactive lessons. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting, in which there was a different type of cognitive load that dominantly affecting the learning processes at each setting. During learning mathematics in whole class setting, the most frequently found interaction patterns were to discuss and compare solution based on self-developed models, followed by expressing opinions. This is consistent with the principles of mathematics learning, which gives students wide opportunities to construct mathematical knowledge through individual learning, learning in small groups as well as learning in whole class settings. It means that by participating in interactive learning, the students are habitually engaged in productive interactions and high level of mathematical thinking.

The Effects of Constructivist Learning Environment on Prospective Mathematics Teachers' Opinions

ERIC Educational Resources Information Center

Narli, Serkan; Baser, Nes'e

2010-01-01

To explore the effects of constructivist learning environment on prospective teachers' opinions about "mathematics, department of mathematics, discrete mathematics, countable and uncountable infinity" taught under the subject of Cantorian Set Theory in discrete mathematics class, 60 first-year students in the Division of Mathematics…

A Case Study of Teachers' Development of Well-Structured Mathematical Modelling Activities

ERIC Educational Resources Information Center

Stohlmann, Micah; Maiorca, Cathrine; Allen, Charlie

2017-01-01

This case study investigated how three teachers developed mathematical modelling activities integrated with content standards through participation in a course on mathematical modelling. The class activities involved experiencing a mathematical modelling activity, reading and rating example mathematical modelling activities, reading articles about…

Does Time Matter in Improving Mathematical Discussions? The Influence of Mathematical Autonomy

ERIC Educational Resources Information Center

Kosko, Karl W.; Wilkins, Jesse L. M.

2015-01-01

Facilitating students' transition from less to more mathematically productive engagement in discussions is an important area of investigation. Research on mathematical whole-class discussions has consistently identified facilitating students' mathematical autonomy as a central component of this transition. Additionally, research commonly infers…

Counting to 20: Online Implementation of a Face-to-Face, Elementary Mathematics Methods Problem-Solving Activity

ERIC Educational Resources Information Center

Schwartz, Catherine Stein

2012-01-01

This study describes implementation of the same problem-solving activity in both online and face-to-face environments. The activity, done in the first class period or first module of a K-2 mathematics methods course, was initially used in a face-to-face class and then adapted later for use in an online class. While the task was originally designed…

Secondary School Advanced Mathematics, Chapter 8, Systems of Equations. Teacher's Commentary.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This manual was designed for use with the last of five texts in the Secondary School Advanced Mathematics (SSAM) series. Developed for students who have completed the Secondary School Mathematics (SSM) program and wish to continue their studies in mathematics, this series is designed to review, strengthen, and fill gaps in the material covered in…

Secondary School Advanced Mathematics, Chapter 3, Formal Geometry. Teacher's Commentary.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This manual was designed for use with the second of five texts in the Secondary School Advanced Mathematics (SSAM) series. Developed for students who have completed the Secondary School Mathematics (SSM) program and wish to continue their studies in mathematics, this series is designed to review, strengthen, and fill gaps in the material covered…

Secondary School Advanced Mathematics, Chapter 3, Formal Geometry. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the second of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. This volume is devoted to a rigorous development of theorems in plane geometry from 22…

Secondary School Advanced Mathematics, Chapter 8, Systems of Equations. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the last of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. In this volume the solution of systems of linear and quadratic equations and inequalities in…

Pushing the Limit: A Class Project

ERIC Educational Resources Information Center

Odafe, Victor U.

2012-01-01

Instructors are constantly struggling to help students understand mathematical concepts as well as the relevance of mathematics to the real world. In calculus, students possess misconceptions of the limit concept. "Pushing the Limit" refers to a semester-long calculus class project that required students to read about, interview calculus…

Use of CAS in secondary school: a factor influencing the transition to university-level mathematics?

NASA Astrophysics Data System (ADS)

Varsavsky, Cristina

2012-01-01

Australian secondary school systems offer three levels of senior (year 12) mathematics studies, none of them compulsory: elementary, intermediate and advanced. The intermediate and advanced studies prepare students for further mathematics studies at university level. In the state of Victoria, there are two versions of intermediate mathematics: one where students learn and are examined with a computer algebra system (CAS) and another where students can only use scientific calculators. This study compares the performance of 1240 students as they transitioned to traditional university-level mathematics and according to whether they learned intermediate mathematics with or without the assistance of a CAS. This study concludes that students without CAS show a slight advantage, but the most important factor affecting student performance is the uptake of advanced-level mathematics studies in secondary school.

Students’ Mathematical Creative Thinking through Problem Posing Learning

NASA Astrophysics Data System (ADS)

Ulfah, U.; Prabawanto, S.; Jupri, A.

2017-09-01

The research aims to investigate the differences in enhancement of students’ mathematical creative thinking ability of those who received problem posing approach assisted by manipulative media and students who received problem posing approach without manipulative media. This study was a quasi experimental research with non-equivalent control group design. Population of this research was third-grade students of a primary school in Bandung city in 2016/2017 academic year. Sample of this research was two classes as experiment class and control class. The instrument used is a test of mathematical creative thinking ability. Based on the results of the research, it is known that the enhancement of the students’ mathematical creative thinking ability of those who received problem posing approach with manipulative media aid is higher than the ability of those who received problem posing approach without manipulative media aid. Students who get learning problem posing learning accustomed in arranging mathematical sentence become matter of story so it can facilitate students to comprehend about story

An Attempt of Making Program-Generated Animation in a Beginners’ Programming Class

NASA Astrophysics Data System (ADS)

Matsuyama, Chieko; Nakashima, Toyoshiro; Ishii, Naohiro

In general, mathematical subjects are used for programming education in universities. In this case, many students lose the interest in the programming because the students have the preconception that is difficult to program by using the mathematical expressions. Especially beginners of the programming are a tendency to lose the interest. Therefore it is pointed out to use the subjects which do not need mathematical knowledge as much as possible. In this paper the authors have tried to make animation that are generated by programs instead of the mathematical subjects in a beginners’ programming class using C language used in a wide-ranging field. The authors discuss about improvements of the interest of students for programming by the try that is to make animation by programs in a programming class and refer to its effects.

Connecting Mathematics and Writing Workshop: It's Kinda like Ice Skating

ERIC Educational Resources Information Center

Carter, Susan

2009-01-01

Second-grade students struggle with writing about mathematical topics during math class, so the teacher begins to integrate mathematical topics into their Writing Workshop. Content journals are used during math, and students are encouraged to write about personal connections to mathematical situations, as well as incorporate mathematical concepts…

Allied Health Applications Integrated into Developmental Mathematics Using Problem Based Learning

ERIC Educational Resources Information Center

Shore, Mark; Shore, JoAnna; Boggs, Stacey

2004-01-01

For this FIPSE funded project, mathematics faculty attended allied health classes and allied health faculty attended developmental mathematics courses to incorporate health examples into the developmental mathematics curriculum. Through the course of this grant a 450-page developmental mathematics book was written with many problems from a variety…

Using Writing in Mathematics to Deepen Student Learning

ERIC Educational Resources Information Center

Urquhart, Vicki

2009-01-01

Writing is the ability to compose text effectively for different purposes and audiences. When many of us reflect on our own school experiences, we recall writing in English and history classes, but not in mathematics. Math classes previously relied on skill-building and conceptual understanding activities. Today, teachers are realizing that…

Students' and Teachers' Perceptions of Single-Sex and Mixed-Sex Mathematics Classes.

ERIC Educational Resources Information Center

Rennie, Leonie; Parker, Lesley H.

1997-01-01

Examines students' perceptions of learning settings in single-sex and mixed-sex mathematics classes and teachers' responses to those different classroom contexts. Concludes that single-sex classrooms provide a more supportive environment for girls but a significantly less supportive environment for boys. The single-sex environment provides…

The Jukes-Cantor Model of Molecular Evolution

ERIC Educational Resources Information Center

Erickson, Keith

2010-01-01

The material in this module introduces students to some of the mathematical tools used to examine molecular evolution. This topic is standard fare in many mathematical biology or bioinformatics classes, but could also be suitable for classes in linear algebra or probability. While coursework in matrix algebra, Markov processes, Monte Carlo…

Maximum Pre-Angiogenic Tumor Size

ERIC Educational Resources Information Center

Erickson, Amy H. Lin

2010-01-01

This material has been used twice as an out-of-class project in a mathematical modeling class, the first elective course for mathematics majors. The only prerequisites for this course were differential and integral calculus, but all students had been exposed to differential equations, and the project was assigned during discussions about solving…

Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

ERIC Educational Resources Information Center

Akayuure, Peter; Apawu, Jones

2015-01-01

The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working…

Secondary School Mathematics Teachers' Knowledge Levels and Use of History of Mathematics

ERIC Educational Resources Information Center

Bütüner, Suphi Önder

2018-01-01

This study describes secondary school mathematics teachers' use of history of mathematics in their classes and their knowledge levels in this field. The study population included a total of 58 secondary school mathematics teachers working at the secondary schools located in Yozgat city center, and the sample included 32 mathematics teachers from…

Secondary School Advanced Mathematics, Chapter 1, Organizing Geometric Knowledge, Chapter 2, Concepts and Skills in Algebra. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the first of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. The first chapter, devoted to organizing geometric knowledge, deals with the distinction…

An Analysis of the Effects of Class Size on Student Achievement in Selected Middle Schools in the Sandhills Region of North Carolina

ERIC Educational Resources Information Center

Maples, Jeffrey B.

2009-01-01

The purpose of this study was to analyze the effects of class size and student achievement in mathematics and reading. The study focused on grades 6 through 8 and used the results of the North Carolina EOG tests in mathematics and reading for the academic year 2006-2007. This study examined the effects of class size and student achievement in…

Mathematics learning on geometry for children with autism

NASA Astrophysics Data System (ADS)

Widayati, F. E.; Usodo, B.; Pamudya, I.

2017-12-01

The purpose of this research is to describe: (1) the mathematics learning process in an inclusion class and (2) the obstacle during the process of mathematics learning in the inclusion class. This research is a descriptive qualitative research. The subjects were a mathematics teacher, children with autism, and a teacher assistant. Method of collecting data was observation and interview. Data validation technique is triangulation technique. The results of this research are : (1) There is a modification of lesson plan for children with autism. This modification such as the indicator of success, material, time, and assessment. Lesson plan for children with autism is arranged by mathematics teacher and teacher assistant. There is no special media for children with autism used by mathematics teacher. (2) The obstacle of children with autism is that they are difficult to understand mathematics concept. Besides, children with autism are easy to lose their focus.

Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.

PubMed

Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi

2016-09-01

Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities

ERIC Educational Resources Information Center

An, Song; Capraro, Mary Margaret; Tillman, Daniel A.

2013-01-01

This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third…

A Study of Mathematics Infusion in Middle School Technology Education Classes

ERIC Educational Resources Information Center

Burghardt, M. David; Hecht, Deborah; Russo, Maria; Lauckhardt, James; Hacker, Michael

2010-01-01

The present study examined the impact of introducing a mathematics infused engineering/technology education (ETE) curriculum on students' mathematics content knowledge and attitudes toward mathematics. The purpose of the present study was to: (a) compare the effects of a mathematics infused ETE curriculum and a control curriculum on student…

Romance of a Mathematician: Celebrating St Valentine's Day in a Mathematics Class

ERIC Educational Resources Information Center

Hekimoglu, Serkan

2005-01-01

Mathematics should not be studied simply because it is useful; mathematics should be also studied because it nurtures both the mind and soul with its beauty. By completing the four activities described in this paper, students will appreciate mathematical ideas both rationally and emotionally. Since students' appreciation of mathematical ideas…

Advanced Mathematical Thinking

ERIC Educational Resources Information Center

Dubinsky, Ed; McDonald, Michael A.; Edwards, Barbara S.

2005-01-01

In this article we propose the following definition for advanced mathematical thinking: Thinking that requires deductive and rigorous reasoning about mathematical notions that are not entirely accessible to us through our five senses. We argue that this definition is not necessarily tied to a particular kind of educational experience; nor is it…

Student performance and attitudes in a collaborative and flipped linear algebra course

NASA Astrophysics Data System (ADS)

Murphy, Julia; Chang, Jen-Mei; Suaray, Kagba

2016-07-01

Flipped learning is gaining traction in K-12 for enhancing students' problem-solving skills at an early age; however, there is relatively little large-scale research showing its effectiveness in promoting better learning outcomes in higher education, especially in mathematics classes. In this study, we examined the data compiled from both quantitative and qualitative measures such as item scores on a common final and attitude survey results between a flipped and a traditional Introductory Linear Algebra class taught by two individual instructors at a state university in California in Fall 2013. Students in the flipped class were asked to watch short video lectures made by the instructor and complete a short online quiz prior to each class attendance. The class time was completely devoted to problem solving in group settings where students were prompted to communicate their reasoning with proper mathematical terms and structured sentences verbally and in writing. Examination of the quality and depth of student responses from the common final exam showed that students in the flipped class produced more comprehensive and well-explained responses to the questions that required reasoning, creating examples, and more complex use of mathematical objects. Furthermore, students in the flipped class performed superiorly in the overall comprehension of the content with a 21% increase in the median final exam score. Overall, students felt more confident about their ability to learn mathematics independently, showed better retention of materials over time, and enjoyed the flipped experience.

Secondary School Advanced Mathematics, Chapter 4, Equations, Inequalities, and Radicals, Chapter 5, Circles and Spheres. Teacher's Commentary.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This manual was designed for use with the third of five texts in the Secondary School Advanced Mathematics (SSAM) series. Developed for students who have completed the Secondary School Mathematics (SSM) program and wish to continue their studies in mathematics, this series is designed to review, strengthen, and fill gaps in the material covered in…

Secondary School Advanced Mathematics, Chapter 1, Organizing Geometric Knowledge, Chapter 2, Concepts and Skills in Algebra. Teacher's Commentary.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This manual was designed for use with the first of five texts in the Secondary School Advanced Mathematics (SSAM) series. Developed for students who have completed the Secondary School Mathematics (SSM) program and wish to continue their studies in mathematics, this series is designed to review, strengthen, and fill gaps in the material covered in…

Secondary School Advanced Mathematics, Chapter 4, Equations, Inequalities, and Radicals, Chapter 5, Circles and Spheres. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the third of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. The first of the two chapters in this text deals with equations, inequalities and radicals.…

A Discourse Analysis of the Online Mathematics Classroom

ERIC Educational Resources Information Center

Offenholley, Kathleen H.

2012-01-01

Thirteen online mathematics classes were analyzed using a discourse coding system created by Bellack et al. (1966). Findings suggest that the ratio of teacher-to-student discourse is far lower in online than in face-to-face classes and varies widely from instructor to instructor. A strong positive correlation was shown between instructor posts and…

"Pretty Lights" and Maths! Increasing Student Engagement and Enhancing Learning through the Use of Electronic Voting Systems

ERIC Educational Resources Information Center

King, Samuel O.; Robinson, Carol L.

2009-01-01

University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student-lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student-lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have…

Creative Reasoning and Shifts of Knowledge in the Mathematics Classroom

ERIC Educational Resources Information Center

Hershkowitz, Rina; Tabach, Michal; Dreyfus, Tommy

2017-01-01

In the course of the last few years, we have investigated shifts of knowledge among different settings in inquiry-based mathematics classrooms: the individual, the small group and the whole class community. The different theoretical perspectives we used for analysing group work and for analysing whole class discussions, and the empirical data, led…

Metric Education in Mathematics Methods Classes.

ERIC Educational Resources Information Center

Trent, John H.

A pre-test on knowledge of the metric system was administered to elementary mathematics methods classes at the University of Nevada at the beginning of the 1975 Spring Semester. A one-hour lesson was prepared and taught regarding metric length, weight, volume, and temperature. At the end of the semester the original test was given as the…

Parent Academy: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Husain, Fatima; Jabin, Nico; Haywood, Sarah; Kasim, Adetayo; Paylor, Jonathan

2016-01-01

The Parent Academy was a series of classes for pupils' parents, designed to improve the English and mathematics attainment of pupils in Years 3 to 6 in English primary schools. Parents were offered the opportunity to participate in 12 Parent Academy classes, 6 on English and 6 on mathematics, delivered fortnightly by tutors with teaching…

Epistemic Schemes and Epistemic States. a Study of Mathematics Convincement in Elementary School Classes

ERIC Educational Resources Information Center

Rigo-Lemini, Mirela

2013-01-01

The paper introduces an interpretative framework that contains a characterization of "epistemic schemes" (constructs that are used to explain how class agents themselves are able to gain convincement in or promote convincement of mathematical statements) and "epistemic states" (a person's internal states, such as…

The Mathematics--Children's-Literature Connection.

ERIC Educational Resources Information Center

Gailey, Stavroula K.

1993-01-01

Describes three types of children's books for use in developing mathematical concepts. Discusses the characteristics of a good mathematical concept book, methods of incorporating reading into the mathematics class, and three examples of children's books. Includes a bibliography of 159 children's trade books selected for integration into…

Students' Relationships with Mathematics: Affect and Identity

ERIC Educational Resources Information Center

Ingram, Naomi

2015-01-01

In this paper, an examination of students' relationships with mathematics is informed by affective research into internal mathematical structures and identity research into students' narratives. By analysing the perceptions of a class of 31 adolescents, five interacting elements emerged: students' views, feelings, mathematical knowledge,…

Flipping Preservice Elementary Teachers' Mathematics Anxieties

ERIC Educational Resources Information Center

Dove, Anthony; Dove, Emily

2017-01-01

In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with teacher-created videos, flipped classroom with Khan Academy videos) compared in improving students'…

Mathematics Content Coverage and Student Learning in Kindergarten

PubMed Central

Engel, Mimi; Claessens, Amy; Watts, Tyler; Farkas, George

2017-01-01

Analyzing data from two nationally representative kindergarten cohorts, we examine the mathematics content teachers cover in kindergarten. We expand upon prior research, finding that kindergarten teachers report emphasizing basic mathematics content. Although teachers reported increased coverage of advanced content between the 1998–99 and 2010–11 school years, they continued to place more emphasis on basic content. We find that time on advanced content is positively associated with student learning, whereas time on basic content has a negative association with learning. We argue that increased exposure to more advanced mathematics content could benefit the vast majority of kindergartners. PMID:29353913

Analysis of creative mathematic thinking ability in problem based learning model based on self-regulation learning

NASA Astrophysics Data System (ADS)

Munahefi, D. N.; Waluya, S. B.; Rochmad

2018-03-01

The purpose of this research identified the effectiveness of Problem Based Learning (PBL) models based on Self Regulation Leaning (SRL) on the ability of mathematical creative thinking and analyzed the ability of mathematical creative thinking of high school students in solving mathematical problems. The population of this study was students of grade X SMA N 3 Klaten. The research method used in this research was sequential explanatory. Quantitative stages with simple random sampling technique, where two classes were selected randomly as experimental class was taught with the PBL model based on SRL and control class was taught with expository model. The selection of samples at the qualitative stage was non-probability sampling technique in which each selected 3 students were high, medium, and low academic levels. PBL model with SRL approach effectived to students’ mathematical creative thinking ability. The ability of mathematical creative thinking of low academic level students with PBL model approach of SRL were achieving the aspect of fluency and flexibility. Students of academic level were achieving fluency and flexibility aspects well. But the originality of students at the academic level was not yet well structured. Students of high academic level could reach the aspect of originality.

Conditional Inference and Advanced Mathematical Study: Further Evidence

ERIC Educational Resources Information Center

Inglis, Matthew; Simpson, Adrian

2009-01-01

In this paper, we examine the support given for the "theory of formal discipline" by Inglis and Simpson (Educational Studies Mathematics 67:187-204, "2008"). This theory, which is widely accepted by mathematicians and curriculum bodies, suggests that the study of advanced mathematics develops general thinking skills and, in particular, conditional…

Gestures and Insight in Advanced Mathematical Thinking

ERIC Educational Resources Information Center

Yoon, Caroline; Thomas, Michael O. J.; Dreyfus, Tommy

2011-01-01

What role do gestures play in advanced mathematical thinking? We argue that the role of gestures goes beyond merely communicating thought and supporting understanding--in some cases, gestures can help generate new mathematical insights. Gestures feature prominently in a case study of two participants working on a sequence of calculus activities.…

Teacher-Student Interpersonal Behavior in Secondary Mathematics Classes in Indonesia

ERIC Educational Resources Information Center

Maulana, Ridwan; Opdenakker, Marie-Christine; den Brok, Perry; Bosker, Roel J.

2012-01-01

This study is aimed at describing profiles of interpersonal behavior of Indonesian mathematics teachers and examining associations between students' perceptions of their mathematics teachers' interpersonal behavior and their motivation in learning mathematics. Data were collected with the Indonesian version of the Questionnaire on Teacher…

Fostering Sex Equity in Math.

ERIC Educational Resources Information Center

Moody, Charles D.; Linn, Eleanor

1986-01-01

The role of mathematics as a critical determiner of employment is noted, and the "significant absence of women and minority students in mathematics classes" is given attention. The need to gain competence in mathematics skills and confidence in mathematical abilities calls for programs to increase student participation, motivation, and…

Mathematical Rigor vs. Conceptual Change: Some Early Results

NASA Astrophysics Data System (ADS)

Alexander, W. R.

2003-05-01

Results from two different pedagogical approaches to teaching introductory astronomy at the college level will be presented. The first of these approaches is a descriptive, conceptually based approach that emphasizes conceptual change. This descriptive class is typically an elective for non-science majors. The other approach is a mathematically rigorous treatment that emphasizes problem solving and is designed to prepare students for further study in astronomy. The mathematically rigorous class is typically taken by science majors. It also fulfills an elective science requirement for these science majors. The Astronomy Diagnostic Test version 2 (ADT 2.0) was used as an assessment instrument since the validity and reliability have been investigated by previous researchers. The ADT 2.0 was administered as both a pre-test and post-test to both groups. Initial results show no significant difference between the two groups in the post-test. However, there is a slightly greater improvement for the descriptive class between the pre and post testing compared to the mathematically rigorous course. There was great care to account for variables. These variables included: selection of text, class format as well as instructor differences. Results indicate that the mathematically rigorous model, doesn't improve conceptual understanding any better than the conceptual change model. Additional results indicate that there is a similar gender bias in favor of males that has been measured by previous investigators. This research has been funded by the College of Science and Mathematics at James Madison University.

Secondary School Advanced Mathematics, Chapter 6, The Complex Number System, Chapter 7, Equations of the First and Second Degree in Two Variables. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the fourth of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. This text begins with a brief discussion of quadratic equations which motivates the…

Secondary School Advanced Mathematics, Chapter 6, The Complex Number System, Chapter 7, Equations of the First and Second Degree in Two Variables. Teacher's Commentary.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This manual was designed for use with the fourth of five texts in the Secondary School Advanced Mathematics (SSAM) series. Developed for students who have completed the Secondary School Mathematics (SSM) program and wish to continue their studies in mathematics, this series is designed to review, strengthen, and fill gaps in the material covered…

Students' Attitudes towards Mathematics and the Impacts of Mathematics Teachers' Approaches on It

ERIC Educational Resources Information Center

Elçi, Aysun Nüket

2017-01-01

The purpose of the study is to determine students' attitudes towards mathematics, to investigate these attitudes according to the different variables, and to reveal the impacts of mathematics teachers' approaches and in-class activities on the students' attitudes towards mathematics. The study was conducted with the high school students from…

Evolution of Mathematics Teachers' Pedagogical Knowledge When They Are Teaching through Modeling

ERIC Educational Resources Information Center

Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Alacaci, Cengiz; Cakiroglu, Erdinc; Cetinkaya, Bulent

2017-01-01

Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students' mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers' knowledge to use modeling in mathematics education and how…

A Case Study on Pre-Service Secondary School Mathematics Teachers' Cognitive-Metacognitive Behaviours in Mathematical Modelling Process

ERIC Educational Resources Information Center

Sagirli, Meryem Özturan

2016-01-01

The aim of the present study is to investigate pre-service secondary mathematics teachers' cognitive-metacognitive behaviours during the mathematical problem-solving process considering class level. The study, in which the case study methodology was employed, was carried out with eight pre-service mathematics teachers, enrolled at a university in…

Relationships of Mathematics Anxiety, Mathematics Self-Efficacy and Mathematics Performance of Adult Basic Education Students

ERIC Educational Resources Information Center

Watts, Beverly Kinsey

2011-01-01

Competent mathematical skills are needed in the workplace as well as in the college setting. Adults in Adult Basic Education classes and programs generally perform below high school level competency, but very few studies have been performed investigating the predictors of mathematical success for adults. The current study contributes to the…

Student teachers’ mathematical questioning and courage in metaphorical thinking learning

NASA Astrophysics Data System (ADS)

Hendriana, H.; Hidayat, W.; Ristiana, M. G.

2018-01-01

This study was designed in the form of experiments with control group design and post-test only which aimed to examine the role of metaphorical thinking learning in the mathematical questioning ability of student teachers based on the level of mathematical courage. The population of this study was student teachers of mathematics education study program in West Java Province, while the sample of this study was 152 student teachers which were set purposively and then randomly to be included in the experimental class and control class. Based on the results and discussion, it was concluded that: (a) the mathematical questioning ability of student teachers who received Metaphorical Thinking learning was better than those who received conventional learning seen from mathematical courage level; (b) learning and mathematical courage level factors affected the achievement of student teachers’ mathematical questioning ability. In addition, there was no interaction effect between learning and mathematical courage level (high, medium, and low) simultaneously in developing student teachers’ mathematical questioning ability; (c) achievement of mastering mathematical questioning ability of student teacher was still not well achieved on indicator of problem posing in the form of non-routine question and open question.

Ecological quality boundary-setting procedures: the Gulf of Riga case study.

PubMed

Aigars, Juris; Müller-Karulis, Bärbel; Martin, Georg; Jermakovs, Vadims

2008-03-01

Two approaches for setting ecological class boundaries, response curves and a simplified mathematical boundary-setting protocol, were tested for coastal, transitional and open waters in the Gulf of Riga, Baltic Sea. The simplified mathematical boundary-setting protocol defines acceptable ecological status based on expert judgment by a uniform relative deviation from reference conditions. In contrast, response curves derive class boundary definitions from observed changes in biological quality elements along environmental pressure gradients for class boundary definitions. Identification of relevant environmental pressures for the construction of response curves was based on a conceptual model of eutrophication in the Gulf of Riga. Response curves were successfully established for summer chlorophyll a and transparency, as well as for macrozoobenthos abundance in the Central Gulf, macrozoobenthos biotic coefficient in the Southern Gulf, and maximum depth of phytobenthos in the Northern Gulf. In the Gulf of Riga response curves almost always permitted a larger deviation from reference conditions than the 50% deviation applied for the simplified mathematical boundary-setting protocol. The case study clearly demonstrated that class boundary definitions should take into account the sensitivity of the target water body. Also, the class boundaries for different ecological quality elements were internally more consistent than those derived by the simplified mathematical boundary-setting protocol.

Students' and teachers' perceptions of single-sex and mixed-sex mathematics classes

NASA Astrophysics Data System (ADS)

Rennie, Léonie J.; Parker, Lesley H.

1997-11-01

This study examines students' perceptions of the learning settings in single-sex and mixed-sex mathematics classes, and teachers' responses to those different classroom contexts. Nearly 300 students in four coeducational secondary schools gave their views of the nature of their participation and interaction in their mathematics classrooms, and data were also obtained from their teachers. There was congruence between students' and teachers' perceptions of the environment in the two kinds of classrooms. Overall, it was perceived that single-sex classrooms provided a more supportive environment for girls, but a rather less supportive environment for boys. Teachers used different strategies with the two kinds of classes and, although many experienced initial difficulty with unruly boys' classes, these problems were overcome. The single-sex environment provided opportunities for teachers to address apparent shortcomings arising from boys' and girls' previous educational experience, which resulted in improved attitudes and performance.

The Effect of Teaching Model ‘Learning Cycles 5E’ toward Students’ Achievement in Learning Mathematic at X Years Class SMA Negeri 1 Banuhampu 2013/2014 Academic Year

NASA Astrophysics Data System (ADS)

Yeni, N.; Suryabayu, E. P.; Handayani, T.

2017-02-01

Based on the survey showed that mathematics teacher still dominated in teaching and learning process. The process of learning is centered on the teacher while the students only work based on instructions provided by the teacher without any creativity and activities that stimulate students to explore their potential. Realized the problem above the writer interested in finding the solution by applying teaching model ‘Learning Cycles 5E’. The purpose of his research is to know whether teaching model ‘Learning Cycles 5E’ is better than conventional teaching in teaching mathematic. The type of the research is quasi experiment by Randomized Control test Group Only Design. The population in this research were all X years class students. The sample is chosen randomly after doing normality, homogeneity test and average level of students’ achievement. As the sample of this research was X.7’s class as experiment class used teaching model learning cycles 5E and X.8’s class as control class used conventional teaching. The result showed us that the students achievement in the class that used teaching model ‘Learning Cycles 5E’ is better than the class which did not use the model.

Regularization and Approximation of a Class of Evolution Problems in Applied Mathematics

DTIC Science & Technology

1991-01-01

8217 DT)IG AD-A242 223 FINAL REPORT Nov61991:ti -ll IN IImI 1OV1 Ml99 1 REGULARIZATION AND APPROXIMATION OF A-CLASS OF EVOLUTION -PROBLEMS IN APPLIED...The University of Texas at Austin Austin, TX 78712 91 10 30 050 FINAL REPORT "Regularization and Approximation of a Class of Evolution Problems in...micro-structured parabolic system. A mathematical analysis of the regularized equations-has been developed to support our approach. Supporting

Teaching the Blue-Eyed Islanders Puzzle in a Liberal Arts Mathematics Course

ERIC Educational Resources Information Center

Shea, Stephen

2012-01-01

The blue-eyed islanders puzzle is an old and challenging logic puzzle. This is a narrative of an experience introducing a variation of this puzzle on the first day of classes in a liberal arts mathematics course for non-majors. I describe an exercise that was used to facilitate the class's understanding of the puzzle.

Effects of Clicker Use on Calculus Students' Mathematics Anxiety

ERIC Educational Resources Information Center

Batchelor, John

2015-01-01

This paper reports the results of a survey study of clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course during the Fall 2013 semester. Students in two large lecture sections of calculus completed surveys at the beginning and end of the course. One class used clickers, whereas the other class was taught…

Using Culturally Relevant Teaching in a Co-Educational Mathematics Class of a Patriarchal Community

ERIC Educational Resources Information Center

Mogari, David

2017-01-01

The paper reports on the use of culturally relevant teaching in a class located in a patriarchal community. The paper is conceptualised around the notion that learners' familiar context provided by the socio-cultural activities can facilitate mathematics learning and make it fun to learn. Data were derived from a lesson activity using…

How to Make a Math Modeling Class from Scratch in Six (Not-So) Easy Steps

ERIC Educational Resources Information Center

Gerhardt, Ira

2017-01-01

The recent introduction of a new course in mathematical modeling at Manhattan College has provided students with a valuable opportunity to gain practical experience utilizing tools in applying their mathematical abilities to a real-world problem. This paper describes the steps taken to create this class, from obtaining a real-world partner…

Giving More Realistic Definitions of Trigonometric Ratios II

ERIC Educational Resources Information Center

Bhattacharjee, Pramode Ranjan

2014-01-01

This paper being an extension of Bhattacharjee (2012) is very much relevant to Year 9 to Year 10A in the "Australian Curriculum: Mathematics". It also falls within the purview of class IX to class XII curriculum of Mathematics in India (Revised NCERT curriculum) for students aged 14-17 years. In Bhattacharjee (2012), the discovery of…

Teacher-Created Videos in a Flipped Mathematics Class: Digital Curriculum Materials or Lesson Enactments?

ERIC Educational Resources Information Center

de Araujo, Zandra; Otten, Samuel; Birisci, Salih

2017-01-01

The rise of digital resources has had profound effects on mathematics curricula and there has been a concurrent increase in teachers flipping their instruction--that is, assigning instructional videos or multimedia for students to watch as homework and completing problem or exercise sets in class rather than vice versa. These changes have created…

College Algebra Students' Attitudes toward Mathematics in Their Careers

ERIC Educational Resources Information Center

Champion, Joe; Parker, Frieda; Mendoza-Spencer, Bernadette; Wheeler, Ann

2011-01-01

The purpose of this study was to identify the degree to which college algebra students' value mathematical skills in their prospective careers. A survey was administered to N = 144 students in 6 college algebra classes at a mid-sized doctoral granting university. Students in half the classes completed a data analysis project, and half of the…

Evaluating Online Resources in Terms of Learning Environment and Student Attitudes in Middle-Grade Mathematics Classes

ERIC Educational Resources Information Center

Earle, James E.; Fraser, Barry J.

2017-01-01

The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the…

Students' Discourse When Working in Pairs with Etoys in an Eighth-Grade Mathematics Class

ERIC Educational Resources Information Center

DeJarnette, Anna F.

2016-01-01

I examined students' discourse while working in pairs at the computer in an eighth-grade mathematics class to understand how students kept track of the people and things they discussed. I found that students most often referenced themselves and objects within the environment, through references to shared knowledge and the representations on the…

Historical Topics for the Mathematics Classroom.

ERIC Educational Resources Information Center

National Council of Teachers of Mathematics, Inc., Reston, VA.

The National Council of Teachers of Mathematics (NCTM) has published this updated edition in response to a continuing demand for historical materials to be used in teaching mathematics. This publication was originally issued in 1969 as the "Thirty-first Yearbook." Its primary objective is to make available to mathematics classes important material…

Single-Sex Mathematics Instruction in an Urban Independent School.

ERIC Educational Resources Information Center

Seitsinger, Anne M.; Barboza, Helen C.; Hird, Anne

An urban independent middle school grouped its 63 sixth and seventh graders into single-sex mathematics classes (SSMC) to improve girls' achievement in mathematics (AIM) and attitudes toward mathematics (ATM) with no negative impact on boys. Researchers analyzed AIM, ATM, and interactions/instruction. AIM measures included Metropolitan Achievement…

Annotated Bibliography of Mathematics Resources. Program Resources.

ERIC Educational Resources Information Center

Markus, Nancy L.

Two bibliographies that review 18 books and resource materials that adult educators can use to teach mathematics in adult literacy classes are included. The materials are suggested to help teachers implement an effective, successful mathematics program, using many of the strategies recommended by the National Council of Teachers of Mathematics.…

Gesture in a Kindergarten Mathematics Classroom

ERIC Educational Resources Information Center

Elia, Iliada; Evangelou, Kyriacoulla

2014-01-01

Recent studies have advocated that mathematical meaning is mediated by gestures. This case study explores the gestures kindergarten children produce when learning spatial concepts in a mathematics classroom setting. Based on a video study of a mathematical lesson in a kindergarten class, we concentrated on the verbal and non-verbal behavior of one…

ABC Problem in Elementary Mathematics Education: Arithmetic "before" Comprehension

ERIC Educational Resources Information Center

Boote, Stacy K.; Boote, David N.

2018-01-01

Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a…

Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

ERIC Educational Resources Information Center

Burton, Megan; Daane, C. J.; Giesen, Judy

2008-01-01

This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

Mathematics for Electronics.

ERIC Educational Resources Information Center

Clary, Joseph R.; Nery, Karen P.

This set of 20 modules was designed for use primarily to help teach and reinforce the basic mathematics skills in electronics classes. The modules are based on electronics competencies that require mathematics skills, as determined by a panel of high school electronics and mathematics teachers. Each module consists of one or two pages of basic…

The Student Mathematics Portfolio: Value Added to Student Preparation?

ERIC Educational Resources Information Center

Burks, Robert

2010-01-01

This article describes key elements for educators to successfully implement a student mathematics portfolio in an undergraduate mathematics course. This article offers practical advice for implementing a student mathematics portfolio in a freshman precalculus course. We look at the potential value added to student class preparation and compare our…

Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

ERIC Educational Resources Information Center

Bulut, Neslihan

2016-01-01

The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…

Students' and Teachers' Conceptual Metaphors for Mathematical Problem Solving

ERIC Educational Resources Information Center

Yee, Sean P.

2017-01-01

Metaphors are regularly used by mathematics teachers to relate difficult or complex concepts in classrooms. A complex topic of concern in mathematics education, and most STEM-based education classes, is problem solving. This study identified how students and teachers contextualize mathematical problem solving through their choice of metaphors.…

Gender Differences in the Use and Benefit of Advanced Learning Technologies for Mathematics

ERIC Educational Resources Information Center

Arroyo, Ivon; Burleson, Winslow; Tai, Minghui; Muldner, Kasia; Woolf, Beverly Park

2013-01-01

We provide evidence of persistent gender effects for students using advanced adaptive technology while learning mathematics. This technology improves each gender's learning and affective predispositions toward mathematics, but specific features in the software help either female or male students. Gender differences were seen in the students' style…

Contradictions between and within School and University Activity Systems Helping to Explain Students' Difficulty with Advanced Mathematics

ERIC Educational Resources Information Center

Jooganah, Kamila; Williams, Julian S.

2016-01-01

This article explores how contradictions, as framed by activity theory (Engeström, 1987), can explain first-year undergraduate students' experiences of learning advanced mathematics. Analysing qualitative interview and observational data of students and lecturers based in one university mathematics department, we argue that contradictions between…

Bioinformatics education in high school: implications for promoting science, technology, engineering, and mathematics careers.

PubMed

Kovarik, Dina N; Patterson, Davis G; Cohen, Carolyn; Sanders, Elizabeth A; Peterson, Karen A; Porter, Sandra G; Chowning, Jeanne Ting

2013-01-01

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre-post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

PubMed Central

Kovarik, Dina N.; Patterson, Davis G.; Cohen, Carolyn; Sanders, Elizabeth A.; Peterson, Karen A.; Porter, Sandra G.; Chowning, Jeanne Ting

2013-01-01

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers. PMID:24006393

"Mathematics in the Workplace": A Pilot Enrichment Programme for Mathematically Talented Primary Students in Hong Kong

ERIC Educational Resources Information Center

Kwan, Anderson C. K.; Yuen, Mantak

2013-01-01

The authors report on the implementation of an enrichment programme titled "Mathematics in the Workplace" for mathematically talented students, aged 8 to 12 years, who were studying in Primary 3 to Primary 6 classes in Hong Kong. The aim of the pilot programme was to enable gifted learners to make connections between mathematics and its…

Impact of Adaptive Materials on Teachers and their Students with Visual Impairments in Secondary Science and Mathematics Classes

NASA Astrophysics Data System (ADS)

Rule, Audrey C.; Stefanich, Greg P.; Boody, Robert M.; Peiffer, Belinda

2011-04-01

Science, technology, engineering, and mathematics (STEM) fields, important in today's world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio-converted text, tactile graphics, and involvement in hands-on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student's impairment. A variety of teacher-created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics.

When the Classroom Floor Becomes the Complex Plane: Addition and Multiplication as Ways of Bodily Navigation

ERIC Educational Resources Information Center

Nemirovsky, Ricardo; Rasmussen, Chris; Sweeney, George; Wawro, Megan

2012-01-01

In this article we contribute a perspective on mathematical embodied cognition consistent with a phenomenological understanding of perception and body motion. It is based on the analysis of 4 selected episodes in 1 session of an undergraduate mathematics class. The theme of this particular class session was the geometric interpretation of the…

A Postcard from a Primary Mathematics Classroom in Chongqing, China

ERIC Educational Resources Information Center

Norton, Stephen; Zhang, Qinqiong

2013-01-01

We often hear about how well other countries are performing in international tests such as PISA. In this article, Stephen Norton and Qinqiong Zhang describe a classroom and a tutor session from a Chinese setting. They describe the amount of time spent in class and out of class working on mathematics. Also they explain how learning is highly valued…

Effects of Game Technology on Elementary Student Learning in Mathematics

ERIC Educational Resources Information Center

Shin, Namsoo; Sutherland, LeeAnn M.; Norris, Cathleen A.; Soloway, Elliot

2012-01-01

This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a…

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

ERIC Educational Resources Information Center

Klecker, Beverly M.; Klecker, Richard L.

2014-01-01

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

Students' Agency in an In-Class Computer-Centered Developmental Mathematics Classroom: The Best Laid Plans of Math and (Wo)men

ERIC Educational Resources Information Center

Aly, Geillan Dahab

2016-01-01

Community colleges are tasked with helping all students regardless of their academic background to receive a degree, certificate, or other form of education. Many of these students need support in learning the mathematical content necessary to take college-level courses. Since a large proportion of students in these developmental classes are…

Do Teachers Make Decisions Like Firefighters? Applying Naturalistic Decision-Making Methods to Teachers' In-Class Decision Making in Mathematics

ERIC Educational Resources Information Center

Jazby, Dan

2014-01-01

Research into human decision making (DM) processes from outside of education paint a different picture of DM than current DM models in education. This pilot study assesses the use of critical decision method (CDM)--developed from observations of firefighters' DM -- in the context of primary mathematics teachers' in-class DM. Preliminary results…

Teaching Literacy and Mathematics in Reception Classes: A Survey by HMI.

ERIC Educational Resources Information Center

Office for Standards in Education, London (England).

Her Majesty's Inspectors (HMI) inspected the teaching of literacy and mathematics in the reception year in a sample of 129 schools between autumn 2000 and summer 2001. Most of the schools were designated as primary, teaching children from the age of four or five to eleven. A few schools had nursery classes or units attached to them. In half the…

Mathematics Achievement with Digital Game-Based Learning in High School Algebra 1 Classes

ERIC Educational Resources Information Center

Ferguson, Terri Lynn Kurley

2014-01-01

This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina…

The Quality of Instruction in Urban High Schools: Comparing Mathematics and Science to English and Social Studies Classes in Chicago

ERIC Educational Resources Information Center

Lee, Valerie E.; Robinson, Shanta R.; Sebastian, James

2012-01-01

Is the quality of instruction systematically better in one subject than another? Teachers and students in the same Chicago high schools reported on one core-curriculum class (English, mathematics, science, or social studies) in 2007 surveys. Teachers commented on instructional demands and student participation. Students described engagement,…

Interplay among School Climate, Gender, Attitude toward Mathematics, and Mathematics Performance of Middle School Students

ERIC Educational Resources Information Center

Choi, Namok; Chang, Mido

2011-01-01

This research examined the important factors influencing the mathematics achievement of students in middle schools by hierarchically specifying the personal and contextual variables. The study focused on the effect of school climate at the class level and the effects of student gender, attitude toward mathematics, educational aspiration, parent…

Good Mathematics Teaching from Mexican High School Students' Perspective

ERIC Educational Resources Information Center

Martinez-Sierra, Gustavo

2014-01-01

This paper reports a qualitative research that identifies the characteristics of good mathematics teaching from the perspective of Mexican high school students. For this purpose, the social representations of a good mathematics teacher and a good mathematics class were identified in a group of 67 students. In order to obtain information, a…

Computer Aided Learning of Mathematics: Software Evaluation

ERIC Educational Resources Information Center

Yushau, B.; Bokhari, M. A.; Wessels, D. C. J.

2004-01-01

Computer Aided Learning of Mathematics (CALM) has been in use for some time in the Prep-Year Mathematics Program at King Fahd University of Petroleum & Minerals. Different kinds of software (both locally designed and imported) have been used in the quest of optimizing the recitation/problem session hour of the mathematics classes. This paper…

Group by Subject or by Ability? Tertiary Mathematics for Engineering Students

ERIC Educational Resources Information Center

Plank, Michael; James, Alex; Hannah, John

2011-01-01

The mathematics topics taught to engineering students at university are ostensibly no different to those taught to mathematics majors, so should these students be taught together or separately? Should engineering students be segregated by ability in their mathematics classes? This study analyses the grades of over 1000 engineering students, and…

The Effect of Manipulatives on Achievement Scores in the Middle School Mathematics Class

ERIC Educational Resources Information Center

Doias, Elaine D.

2013-01-01

When applied to mathematics education, manipulatives help students to visualize mathematical concepts and apply them to everyday situations. Interest in mathematics instruction has increased dramatically over the past two decades with the introduction of virtual manipulatives, as opposed to the concrete manipulatives that have been employed for…

Approaches to Studying the Enacted Mathematics Curriculum. Research in Mathematics Education

ERIC Educational Resources Information Center

Heck, Dan, Ed.; Chval, Kathryn, Ed.; Weiss, Iris, Ed.; Ziebarth, Steven W., Ed.

2012-01-01

Curriculum materials are among the most pervasive and powerful influences on school mathematics. In many mathematics classes, student assignments, the questions the teacher asks, the ways students are grouped, the forms of assessment, and much more originate in curriculum materials. At the same time, teachers have considerable latitude in how they…

What's Working: Program Factors Influencing California Community College Basic Skills Mathematics Students' Advancement to Transfer Level

ERIC Educational Resources Information Center

Fiero, Diane M.

2013-01-01

Purpose: The purpose of this study was to determine which basic skills program factors were exhibited by successful basic skills programs that helped students advance to transfer-level mathematics. This study specifically examined California community college basic skills programs that assist students who place in mathematics courses 2 levels…

Reassessing the Economic Value of Advanced Level Mathematics

ERIC Educational Resources Information Center

Adkins, Michael; Noyes, Andrew

2016-01-01

In the late 1990s, the economic return to Advanced level (A-level) mathematics was examined. The analysis was based upon a series of log-linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Graduates and Diplomates. The core finding was that A-level mathematics had a unique earnings premium…

Incentivizing Advanced Mathematics Study at Upper Secondary Level: The Case of Bonus Points in Ireland

ERIC Educational Resources Information Center

Treacy, Páraic Thomas

2018-01-01

Secondary level mathematics education in Ireland has recently experienced a period of significant change with the introduction of new curricula and the addition of an incentive to study upper secondary mathematics at the most advanced level (Higher Level). This incentive, typically referred to as 'bonus points', appears to have aided a significant…

The effect of creative problem solving on students’ mathematical adaptive reasoning

NASA Astrophysics Data System (ADS)

Muin, A.; Hanifah, S. H.; Diwidian, F.

2018-01-01

This research was conducted to analyse the effect of creative problem solving (CPS) learning model on the students’ mathematical adaptive reasoning. The method used in this study was a quasi-experimental with randomized post-test only control group design. Samples were taken as many as two classes by cluster random sampling technique consisting of experimental class (CPS) as many as 40 students and control class (conventional) as many as 40 students. Based on the result of hypothesis testing with the t-test at the significance level of 5%, it was obtained that significance level of 0.0000 is less than α = 0.05. This shows that the students’ mathematical adaptive reasoning skills who were taught by CPS model were higher than the students’ mathematical adaptive reasoning skills of those who were taught by conventional model. The result of this research showed that the most prominent aspect of adaptive reasoning that could be developed through a CPS was inductive intuitive. Two aspects of adaptive reasoning, which were inductive intuitive and deductive intuitive, were mostly balanced. The different between inductive intuitive and deductive intuitive aspect was not too big. CPS model can develop student mathematical adaptive reasoning skills. CPS model can facilitate development of mathematical adaptive reasoning skills thoroughly.

STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM).

PubMed

Stout, Jane G; Dasgupta, Nilanjana; Hunsinger, Matthew; McManus, Melissa A

2011-02-01

Three studies tested a stereotype inoculation model, which proposed that contact with same-sex experts (advanced peers, professionals, professors) in academic environments involving science, technology, engineering, and mathematics (STEM) enhances women's self-concept in STEM, attitudes toward STEM, and motivation to pursue STEM careers. Two cross-sectional controlled experiments and 1 longitudinal naturalistic study in a calculus class revealed that exposure to female STEM experts promoted positive implicit attitudes and stronger implicit identification with STEM (Studies 1-3), greater self-efficacy in STEM (Study 3), and more effort on STEM tests (Study 1). Studies 2 and 3 suggested that the benefit of seeing same-sex experts is driven by greater subjective identification and connectedness with these individuals, which in turn predicts enhanced self-efficacy, domain identification, and commitment to pursue STEM careers. Importantly, women's own self-concept benefited from contact with female experts even though negative stereotypes about their gender and STEM remained active. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Mathematics Underground

ERIC Educational Resources Information Center

Luther, Kenneth H.

2012-01-01

Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

Mathematics Classrooms in Japan, Taiwan, and the United States.

ERIC Educational Resources Information Center

Stigler, James W.; And Others

1987-01-01

Studies were conducted in Chinese, Japanese, and American classrooms during mathematics classes. Large cross-cultural differences were found in variables related to classroom structure and management. These paralleled differences in mathematics achievement among China, Japan, and the United States. (PCB)

Latent transition analysis of pre-service teachers' efficacy in mathematics and science

NASA Astrophysics Data System (ADS)

Ward, Elizabeth Kennedy

This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy (OE). Findings suggest that the mathematics and science teaching efficacy (PTE) of pre-service teachers is a multi-class phenomena. The analyses revealed a four-class model of PTE at the beginning and end of the final year of teacher training. Results indicate that when pre-service teachers transition between classes, they tend to move from a lower efficacy class into a higher efficacy class. In addition, the findings suggest that time-varying variables (attitudes and beliefs) and time-invariant variables (previous coursework, previous experiences, and teacher perceptions) are statistically significant predictors of efficacy class membership. Further, analyses suggest that the measures used to assess outcome expectancy are not suitable for LCA and LTA procedures.

Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

ERIC Educational Resources Information Center

Wood, William B.

2002-01-01

A recently released National Research Council (NRC) report, "Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools", evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study,…

Development of guidelines for the definition of the relavant information content in data classes

NASA Technical Reports Server (NTRS)

Schmitt, E.

1973-01-01

The problem of experiment design is defined as an information system consisting of information source, measurement unit, environmental disturbances, data handling and storage, and the mathematical analysis and usage of data. Based on today's concept of effective computability, general guidelines for the definition of the relevant information content in data classes are derived. The lack of a universally applicable information theory and corresponding mathematical or system structure is restricting the solvable problem classes to a small set. It is expected that a new relativity theory of information, generally described by a universal algebra of relations will lead to new mathematical models and system structures capable of modeling any well defined practical problem isomorphic to an equivalence relation at any corresponding level of abstractness.

Some observations on the interdigitation of advances in medical science and mathematics.

PubMed

Glamore, Michael James; West, James L; O'leary, James Patrick

2013-12-01

The immense advancement of our understanding of disease processes has not been a uniform progression related to the passage of time. Advances have been made in "lurches" and "catches" since the advent of the written word. There has been a remarkable interdependency between such advances in medicine and advances in mathematics that has proved beneficial to both. This work explores some of these critical relationships and documents how the individuals involved contributed to advances in each.

The Impact of Participation in an Ancillary Science and Mathematics Program (SEMAA) on Engagement Rates of Middle School Students in Regular Mathematics Classrooms

ERIC Educational Resources Information Center

Seaton, Daniel M.; Carr, Donna

2005-01-01

The purpose of this study was to investigate the impact of participation in a federally sponsored, short-term, cocurricular, mathematics and science program (Science Engineering Mathematics Aerospace Academy, SEMAA) on the engagement rates of sixth- and seventh-grade students in public school mathematics classes. Engagement was measured with the…

A Mathematics Software Database Update.

ERIC Educational Resources Information Center

Cunningham, R. S.; Smith, David A.

1987-01-01

Contains an update of an earlier listing of software for mathematics instruction at the college level. Topics are: advanced mathematics, algebra, calculus, differential equations, discrete mathematics, equation solving, general mathematics, geometry, linear and matrix algebra, logic, statistics and probability, and trigonometry. (PK)

Innovations in Science and Mathematics Education: Advanced Designs for Technologies of Learning.

ERIC Educational Resources Information Center

Jacobson, Michael J., Ed.; Kozma, Robert B., Ed.

This collection of essays consists of current work that addresses the challenge not just to put the newest technologies in schools, but to identify advanced ways to design and use these new technologies to advance learning. These essays are intended for science and mathematics educators, educational and cognitive researchers, instructional…

Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context. NCES 2017-002

ERIC Educational Resources Information Center

Stephens, Maria; Landeros, Katherine; Perkins, Robert; Tang, Judy H.

2016-01-01

The Trends in International Mathematics and Science Study (TIMSS) 2015 is the sixth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and…

Effects of Advance Organiser Strategy during Instruction on Secondary School Students' Mathematics Achievement in Kenya's Nakuru District

ERIC Educational Resources Information Center

Githua, Bernard N.; Nyabwa, Rachel Angela

2008-01-01

Students have continued to perform poorly in KCSE examinations in certain mathematics topics taught in secondary schools in Kenya. One such topic is commercial arithmetic. Successful teaching of mathematics depends partly on correct use of teaching methods in classroom settings. This study sought to examine how the use of advance organisers during…

Advanced Math? Write!

ERIC Educational Resources Information Center

Brandenburg, Sister M. Luka

2002-01-01

High-school mathematics teacher in Rock Island, Illinois, describes plan for using writing assignment to improve student understanding of advanced mathematics. Plan includes the following elements: Start small, be firm with students, make writing assignments count, and inform colleagues. (PKP)

Social class and mathematics school knowledge of two private schools in Banten Province

NASA Astrophysics Data System (ADS)

Siahaan, M. F.

2018-05-01

The purpose of this study was to identify school mathematics topics and mathematics learning experiences of two elementary schools in contrasting social class settings under an umbrella of one institution. A case study research methodology was used to examine data collected from those two Elementary schools. The data revealed that there were similarities in curriculum framework, curriculum materials but there were also significant differences in what was taught and what was experienced in those two schools. The data suggested that word problem and a pedagogy of critical thinking were implemented in one of the schools. The differences were assessed in terms of theoretical and social implications. It was concluded that social stratification of mathematical knowledge occurred

Analyses of Children's Mathematics Proficiency from ECLS-K 1998 and 2010 Cohorts: Why Early Mathematics?

ERIC Educational Resources Information Center

Lee, Joohi; Pant, Mohan D.

2017-01-01

This article presents the correlation analyses of mathematics item response theory scores from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 and 2010 data, and proposes the critical need for systematic efforts to improve the quality of pre- and in-service teachers of young children in teaching mathematics.

The Effect of the Success in Teaching Geometry of Basic Level Education Mathematics

ERIC Educational Resources Information Center

Yavuz, Ayse; Aydin, Bünyamin; Avci, Musa

2016-01-01

The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last…

Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

ERIC Educational Resources Information Center

Lin, Su-Wei; Tai, Wen-Chun

2015-01-01

This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…

Mathematics for the Class of 2000. Pennsylvania Council of Teachers of Mathematics 1988 Yearbook.

ERIC Educational Resources Information Center

Nicely, Robert F., Jr., Ed.; Sigmund, Thomas F., Ed.

One of the strengths of the Pennsylvania Council of Teachers of Mathematics (PCTM) is that it gives mathematicians and mathematics educators the opportunity to exchange and contribute to each other's professional growth. The topic for each yearbook is chosen to coincide with the annual PCTM meeting. This 1988 yearbook contains 27 articles which…

A COMPARISON OF MATHEMATICS PROGRAMS FOR ABLE JUNIOR HIGH SCHOOL STUDENTS, VOLUME 1 - FINAL REPORT.

ERIC Educational Resources Information Center

GOLDBERG, MIRIAM L.; AND OTHERS

THE TALENTED YOUTH PROJECT (TYP) MATHEMATICS STUDY WAS DESIGNED AS A STUDY TO COMPARE THE EFFECTIVENESS OF VARIOUS CURRICULUM PATTERNS AND PRACTICES IN MATHEMATICS EDUCATION CURRENTLY USED WITH ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS. THE SAMPLE CONSISTED OF 51 CLASSES AND 6 MATHEMATICS PROGRAMS. THE LORGE-THORNDIKE VERBAL INTELLIGENCE…

The Effects of Modern Mathematics Computer Games on Mathematics Achievement and Class Motivation

ERIC Educational Resources Information Center

Kebritchi, Mansureh; Hirumi, Atsusi; Bai, Haiyan

2010-01-01

This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly…

Salient Beliefs of Secondary School Mathematics Teachers Using Dynamic Geometry Software

ERIC Educational Resources Information Center

Chan, Kan Kan

2015-01-01

Even though dynamic geometry software (DGS) is becoming an emergent instructional tool for mathematics teachers, many teachers are still in the process of consideration about whether to use it. In order to encourage teachers to use DGS, this study seeks to discover mathematics teachers' salient beliefs about the use of DGS in mathematics class.…

Contextual approach using VBA learning media to improve students’ mathematical displacement and disposition ability

NASA Astrophysics Data System (ADS)

Chotimah, Siti; Bernard, M.; Wulandari, S. M.

2018-01-01

The main problems of the research were the lack of reasoning ability and mathematical disposition of students to the learning of mathematics in high school students in Cimahi - West Java. The lack of mathematical reasoning ability in students was caused by the process of learning. The teachers did not train the students to do the problems of reasoning ability. The students still depended on each other. Sometimes, one of patience teacher was still guiding his students. In addition, the basic ability aspects of students also affected the ability the mathematics skill. Furthermore, the learning process with contextual approach aided by VBA Learning Media (Visual Basic Application for Excel) gave the positive influence to the students’ mathematical disposition. The students are directly involved in learning process. The population of the study was all of the high school students in Cimahi. The samples were the students of SMA Negeri 4 Cimahi class XIA and XIB. There were both of tested and non-tested instruments. The test instrument was a description test of mathematical reasoning ability. The non-test instruments were questionnaire-scale attitudes about students’ mathematical dispositions. This instrument was used to obtain data about students’ mathematical reasoning and disposition of mathematics learning with contextual approach supported by VBA (Visual Basic Application for Excel) and by conventional learning. The data processed in this study was from the post-test score. These scores appeared from both of the experimental class group and the control class group. Then, performing data was processed by using SPSS 22 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of reasoning ability and mathematical disposition of students whose learning with contextual approach supported by learning media of VBA (Visual Basic Application for Excel) was better than students who got conventional learning.

Probability with Collaborative Data Visualization Software

ERIC Educational Resources Information Center

Willis, Melinda B. N.; Hay, Sue; Martin, Fred G.; Scribner-MacLean, Michelle; Rudnicki, Ivan

2015-01-01

Mathematics teachers continually look for ways to make the learning of mathematics more active and engaging. Hands-on activities, in particular, have been demonstrated to improve student engagement and understanding in mathematics classes. Likewise, many scholars have emphasized the growing importance of giving students experience with the…

Humanize Your Classroom with the History of Mathematics.

ERIC Educational Resources Information Center

Bidwell, James K.

1993-01-01

History humanizes mathematics and explains the "whys" by showing its logical development. Communicating, connecting, and valuing of mathematics can be effected by interjecting historical moments, reading biographies, creating displays for the classroom, and tracing historically accurate developments of topics in class. (Contains 26…

Experimenting with Mathematical Biology

ERIC Educational Resources Information Center

Sanft, Rebecca; Walter, Anne

2016-01-01

St. Olaf College recently added a Mathematical Biology concentration to its curriculum. The core course, Mathematics of Biology, was redesigned to include a wet laboratory. The lab classes required students to collect data and implement the essential modeling techniques of formulation, implementation, validation, and analysis. The four labs…

Unisex Math: Narrowing the Gender Gap.

ERIC Educational Resources Information Center

Tapia, Martha; Marsh, George E., II

This study examined gender differences in attitudes toward mathematics of undergraduate students. The Attitudes Toward Mathematics Instrument (ATMI) was administered to students enrolled in introductory mathematics classes (Pre-Calculus, Calculus, and Business Calculus) at two Southeast universities, one a large state university and the other one…

Mathematics Laboratories--More than Fun

ERIC Educational Resources Information Center

Vance, James H.; Kieren, Thomas E.

1972-01-01

The study assessed the effectiveness of methematical laboratories as compared with the regular mathematics teaching program. A control group, mathematical laboratory group, and a third group called a Class Discovery Group were formed for making comparisons. Gains were higher on cumulative achievement, transfer, and divergent thinking measures for…

A High School Statistics Class Investigates the Death Penalty

ERIC Educational Resources Information Center

Brelias, Anastasia

2015-01-01

Recommendations for reforming high school mathematics curricula emphasize the importance of engaging students in mathematical investigations of societal issues (CCSSI [Common Core State Standards Initiative] 2010; NCTM [National Council of Teachers of Mathematics] 2000). Proponents argue that these investigations can positively influence students'…

First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis

PubMed Central

Geary, David C.; Bailey, Drew H.; Littlefield, Andrew; Wood, Phillip; Hoard, Mary K.; Nugent, Lara

2009-01-01

Kindergarten to 3rd grade mathematics achievement scores from a prospective study of mathematical development were subjected to latent growth trajectory analyses (n = 306). The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving children. The groups were administered a battery of intelligence (IQ), working memory, and mathematical-cognition measures in 1st grade. The children with MLD had general deficits in working memory and IQ, and potentially more specific deficits on measures of number sense. The LA children did not have working memory or IQ deficits, but showed moderate deficits on these number sense measures and for addition fact retrieval. The distinguishing features of the HA children were a strong visuospatial working memory, a strong number sense, and frequent use of memory-based processes to solve addition problems. Implications for the early identification of children at risk for poor mathematics achievement are discussed. PMID:20046817

Annual Perspectives in Mathematics Education 2016: Mathematical Modeling and Modeling Mathematics

ERIC Educational Resources Information Center

Hirsch, Christian R., Ed.; McDuffie, Amy Roth, Ed.

2016-01-01

Mathematical modeling plays an increasingly important role both in real-life applications--in engineering, business, the social sciences, climate study, advanced design, and more--and within mathematics education itself. This 2016 volume of "Annual Perspectives in Mathematics Education" ("APME") focuses on this key topic from a…

GENASIS Mathematics : Object-oriented manifolds, operations, and solvers for large-scale physics simulations

NASA Astrophysics Data System (ADS)

Cardall, Christian Y.; Budiardja, Reuben D.

2018-01-01

The large-scale computer simulation of a system of physical fields governed by partial differential equations requires some means of approximating the mathematical limit of continuity. For example, conservation laws are often treated with a 'finite-volume' approach in which space is partitioned into a large number of small 'cells,' with fluxes through cell faces providing an intuitive discretization modeled on the mathematical definition of the divergence operator. Here we describe and make available Fortran 2003 classes furnishing extensible object-oriented implementations of simple meshes and the evolution of generic conserved currents thereon, along with individual 'unit test' programs and larger example problems demonstrating their use. These classes inaugurate the Mathematics division of our developing astrophysics simulation code GENASIS (Gen eral A strophysical Si mulation S ystem), which will be expanded over time to include additional meshing options, mathematical operations, solver types, and solver variations appropriate for many multiphysics applications.

Using collective argumentation to engage students in a primary mathematics classroom

NASA Astrophysics Data System (ADS)

Brown, Raymond

2017-02-01

This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints of using CA to enrich student engagement with mathematics. The design of the research was based on a teaching experiment that sought to capture the influence of social and cultural processes on learning and development. Participants included primary and secondary school teachers and their mathematics classes. This article focuses on the practice of one female primary school teacher. Data sources included interview transcripts, report writings, journal entries and observational records. Data were analysed using a participation framework. Findings suggest that aspects of CA such as students explaining and justifying ideas and presenting ideas to the whole class can be used by teachers to promote student engagement with mathematics.

Yeast for Mathematicians: A Ferment of Discovery and Model Competition to Describe Data.

PubMed

Lewis, Matthew; Powell, James

2017-02-01

In addition to the memorization, algorithmic skills and vocabulary which are the default focus in many mathematics classrooms, professional mathematicians are expected to creatively apply known techniques, construct new mathematical approaches and communicate with and about mathematics. We propose that students can learn these professional, higher-level skills through Laboratory Experiences in Mathematical Biology which put students in the role of mathematics researcher creating mathematics to describe and understand biological data. Here we introduce a laboratory experience centered on yeast (Saccharomyces cerevisiae) growing in a small capped flask with a jar to collect carbon dioxide created during yeast growth and respiration. The lab requires no specialized equipment and can easily be run in the context of a college math class. Students collect data and develop mathematical models to explain the data. To help place instructors in the role of mentor/collaborator (as opposed to jury/judge), we facilitate the lab using model competition judged via Bayesian Information Criterion. This article includes details about the class activity conducted, student examples and pedagogical strategies for success.

Utilizing geogebra in financial mathematics problems: didactic experiment in vocational college

NASA Astrophysics Data System (ADS)

Ghozi, Saiful; Yuniarti, Suci

2017-12-01

GeoGebra application offers users to solve real problems in geometry, statistics, and algebra fields. This studydeterminesthe effect of utilizing Geogebra on students understanding skill in the field of financial mathematics. This didactic experiment study used pre-test-post-test control group design. Population of this study were vocational college students in Banking and Finance Program of Balikpapan State Polytechnic. Two classes in the first semester were chosen using cluster random sampling technique, one class as experiment group and one class as control group. Data were analysed used independent sample t-test. The result of data analysis showed that students understanding skill with learning by utilizing GeoGeobra is better than students understanding skill with conventional learning. This result supported that utilizing GeoGebra in learning can assist the students to enhance their ability and depth understanding on mathematics subject.

An Empirical Investigation of Differences between Mathematics Specialists and Non-Specialists at the High School Level in Cyprus: A Logistic Regression Approach

ERIC Educational Resources Information Center

Papanastasiou, Elena C.; Zembylas, Michalinos

2006-01-01

The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics…

Tracing the Construction of Mathematical Activity with an Advanced Graphing Calculator to Understand the Roles of Technology Developers, Teachers and Students

ERIC Educational Resources Information Center

Hillman, Thomas

2014-01-01

This article examines mathematical activity with digital technology by tracing it from its development through its use in classrooms. Drawing on material-semiotic approaches from the field of Science and Technology Studies, it examines the visions of mathematical activity that developers had for an advanced graphing calculator. It then follows the…

Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey

ERIC Educational Resources Information Center

Lew, Kristen; Fukawa-Connelly, Timothy Patrick; Mejía-Ramos , Juan Pablo; Weber, Keith

2016-01-01

We describe a case study in which we investigate the effectiveness of a lecture in advanced mathematics. We first videorecorded a lecture delivered by an experienced professor who had a reputation for being an outstanding instructor. Using video recall, we then interviewed the professor to determine the ideas that he intended to convey and how he…

Sex, Class, and Physical Science Educational Attainment: Portions due to Achievement Versus Recruitment

NASA Astrophysics Data System (ADS)

Simon, Richard M.; Farkas, George

Nationally representative data from the National Education Longitudinal Study are used to investigate why males (rather than females) and children of parents with advanced degrees (rather than those from less-educated parents) are more highly represented among physical science bachelor's degrees and graduate students. Parental education is measured by three categories: neither parent has a bachelor's degree, at least one parent has a bachelor's degree, or at least one parent has a degree beyond the bachelor's. Physical science is defined as students majoring in physics, engineering, mathematics, or computer science. The effects of mathematics achievement and effects not accounted for by mathematics achievement (what the authors call "recruitment" effects) are isolated for parental education categories and for sex, allowing inequality in physical science degree attainment to be decomposed into portions due to achievement and portions due to recruitment. Additionally, the results from logistic regressions predicting the attainment of a bachelor's degree in physical science as well as the pursuit of a graduate degree in physical science are presented. It is found that for parental education categories, the gaps in physical science educational attainment are nearly entirely accounted for by differences in mathematics achievement, suggesting that if achievement could be equalized, physical science educational attainment differences among parental education categories would disappear. However, the sex gap in physical science educational attainment operates almost entirely independent of achievement effects, suggesting that if the mathematics achievement distributions of males and females were identical, the sex gap in physical science educational attainment would be unchanged from what it is today.

Mathematical models of cell motility.

PubMed

Flaherty, Brendan; McGarry, J P; McHugh, P E

2007-01-01

Cell motility is an essential biological action in the creation, operation and maintenance of our bodies. Developing mathematical models elucidating cell motility will greatly advance our understanding of this fundamental biological process. With accurate models it is possible to explore many permutations of the same event and concisely investigate their outcome. While great advancements have been made in experimental studies of cell motility, it now has somewhat fallen on mathematical models to taking a leading role in future developments. The obvious reason for this is the complexity of cell motility. Employing the processing power of today's computers will give researches the ability to run complex biophysical and biochemical scenarios, without the inherent difficulty and time associated with in vitro investigations. Before any great advancement can be made, the basics of cell motility will have to be well-defined. Without this, complicated mathematical models will be hindered by their inherent conjecture. This review will look at current mathematical investigations of cell motility, explore the reasoning behind such work and conclude with how best to advance this interesting and challenging research area.

Equity Implications for Mathematics Learning Outcomes

ERIC Educational Resources Information Center

Reznichenko, Nataliya

2013-01-01

The call for "mathematics for all" reaffirms the belief that all students should have equal access, equal educational experiences, and equal educational outcomes. Existing gap in students' mathematics achievement have long been coupled with the demographic categories of race and ethnicity, culture and language, SES and social class,…

Popcorn: An Explosive Mixture of General Mathematics.

ERIC Educational Resources Information Center

Westerberg, Judy; Whiting, Jack

1992-01-01

Presents an activity developed for back-to-back general science and mathematics classes involving measurement, data analysis, and consumer mathematics. Students compare brands of popcorn for number of popped and unpopped kernels, volume, size, color, texture, and flavor, and develop advertisements for the best brands. Suggests possible extension…

Going Out on a Limb: A Reading and Writing Course about the Fourth Dimension.

ERIC Educational Resources Information Center

Putz, John F.

2001-01-01

Describes a reading and writing course about the fourth dimension that involves readings selected from both mathematical and non-mathematical literature, frequent class discussion, several invited speakers from disciplines other than mathematics, and some hands-on and group activities. (Author/ASK)

Socioeconomic Variation, Number Competence, and Mathematics Learning Difficulties in Young Children

ERIC Educational Resources Information Center

Jordan, Nancy C.; Levine, Susan C.

2009-01-01

As a group, children from disadvantaged, low-income families perform substantially worse in mathematics than their counterparts from higher-income families. Minority children are disproportionately represented in low-income populations, resulting in significant racial and social-class disparities in mathematics learning linked to diminished…

Students' Mathematical Modeling of Motion

ERIC Educational Resources Information Center

Marshall, Jill A.; Carrejo, David J.

2008-01-01

We present results of an investigation of university students' development of mathematical models of motion in a physical science course for preservice teachers and graduate students in science and mathematics education. Although some students were familiar with the standard concepts of position, velocity, and acceleration from physics classes,…

Teaching Mathematics Using Steplets

ERIC Educational Resources Information Center

Bringslid, Odd; Norstein, Anne

2008-01-01

This article evaluates online mathematical content used for teaching mathematics in engineering classes and in distance education for teacher training students. In the EU projects Xmath and dMath online computer algebra modules (Steplets) for undergraduate students assembled in the Xmath eBook have been designed. Two questionnaires, a compulsory…

The Important Things about Writing in Secondary Mathematics Classes

ERIC Educational Resources Information Center

Jao, Limin; Hall, Jennifer

2018-01-01

In this article, the authors present a writing activity that allowed pre-service teachers to be creative in the mathematics classroom. Inspired by "The Important Book" by Margaret Wise Brown, students explored secondary-level mathematics concepts, discussing various attributes/characteristics of each concept through their written…

"Math Is All around Us and … We Can Use It to Help Us": Teacher Agency in Mathematics Education through Critical Reflection

ERIC Educational Resources Information Center

Felton, Mathew D.; Koestler, Courtney

2015-01-01

As social-justice mathematics teacher educators, we have always engaged and supported the prospective and practicing teachers in our classes in critical reflection about mathematics and the teaching and learning of mathematics (Felton, 2010, 2012; Felton & Koestler, 2012; Koestler, 2012). Although there are different notions, purposes, and…

An Investigation into the Perceptions of Mathematics and Information Literacy Self-Efficacy Levels of Pre-Service Primary Mathematics Teachers

ERIC Educational Resources Information Center

Dinçer, Bahar; Yilmaz, Süha

2016-01-01

The purpose of this study is to examine the relationship between perceptions of the self-efficacy levels for both mathematics literacy and information literacy in pre-service primary mathematics teachers and the factors on which the relationship depends (variables include gender, class level, hours spent reading books and computer-access…

High School Mathematics Teachers' Levels of Achieving Technology Integration and In-Class Reflections: The Case of Mathematica

ERIC Educational Resources Information Center

Ardiç, Mehmet Alper; Isleyen, Tevfik

2017-01-01

The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this…

Effects of Single-Sex versus Co-Educational Classes and Schools on Gender Differences in Progress in Language and Mathematics Achievement

ERIC Educational Resources Information Center

Van de gaer, Eva; Pustjens, Heidi; Van Damme, Jan; De Munter, Agnes

2004-01-01

In this study, the effects of single-sex versus co-educational classes and schools on the progress in language and mathematics of boys and girls at the end of the second year of secondary education are investigated. Data from the Longitudinaal Onderzoek Secundair Onderwijs project are used. Multilevel analyses were carried out on a sample of…

Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria versus Unknown Small-Group Average Criteria

ERIC Educational Resources Information Center

Scott, Katelyn C.; Skinner, Christopher H.; Moore, Tara C.; McCurdy, Merilee; Ciancio, Dennis; Cihak, David F.

2017-01-01

An adapted alternating treatments design was used to evaluate and compare the effects of two group contingency interventions on mathematics assignment accuracy in an intact first-grade classroom. Both an interdependent contingency with class-average criteria (16 students) and a dependent contingency with criteria based on the average of a smaller,…

Theoretical Aeroacoustics: Compiled Mathematical Derivations of Fereidoun 'Feri' Farassat

NASA Technical Reports Server (NTRS)

Miller, Steven A. E.

2016-01-01

Dr. Fereidoun 'Feri' Farassat was a theoretical aero-acoustician at the National Aeronautics and Space Administration (NASA) Langley Research Center. This book contains technical derivations, notes, and classes that Dr. Farassat produced during his professional career. The layout of the book has been carefully crafted so that foundational ideas through advanced theories, which altered the technical discipline of aeroacoustics, build upon one another. The book can be used to understand the theories of acoustics and learn one contemporary aeroacoustic prediction approach made popular by Dr. Farassat. Most importantly, this book gives the general reader insight into how one of NASA's best aeroacoustics theoreticians thought, constructed, and solved problems throughout his career.

Driven by History: Mathematics Education Reform

ERIC Educational Resources Information Center

Permuth, Steve; Dalzell, Nicole

2013-01-01

The advancement of modern societies is fueled by mathematics, and mathematics education provides the foundation upon which future scientists and engineers will build. Society dictates how mathematics will be taught through the development and implementation of mathematics standards. When examining the progression of these standards, it is…

Origins of the brain networks for advanced mathematics in expert mathematicians

PubMed Central

Amalric, Marie; Dehaene, Stanislas

2016-01-01

The origins of human abilities for mathematics are debated: Some theories suggest that they are founded upon evolutionarily ancient brain circuits for number and space and others that they are grounded in language competence. To evaluate what brain systems underlie higher mathematics, we scanned professional mathematicians and mathematically naive subjects of equal academic standing as they evaluated the truth of advanced mathematical and nonmathematical statements. In professional mathematicians only, mathematical statements, whether in algebra, analysis, topology or geometry, activated a reproducible set of bilateral frontal, Intraparietal, and ventrolateral temporal regions. Crucially, these activations spared areas related to language and to general-knowledge semantics. Rather, mathematical judgments were related to an amplification of brain activity at sites that are activated by numbers and formulas in nonmathematicians, with a corresponding reduction in nearby face responses. The evidence suggests that high-level mathematical expertise and basic number sense share common roots in a nonlinguistic brain circuit. PMID:27071124

Origins of the brain networks for advanced mathematics in expert mathematicians.

PubMed

Amalric, Marie; Dehaene, Stanislas

2016-05-03

The origins of human abilities for mathematics are debated: Some theories suggest that they are founded upon evolutionarily ancient brain circuits for number and space and others that they are grounded in language competence. To evaluate what brain systems underlie higher mathematics, we scanned professional mathematicians and mathematically naive subjects of equal academic standing as they evaluated the truth of advanced mathematical and nonmathematical statements. In professional mathematicians only, mathematical statements, whether in algebra, analysis, topology or geometry, activated a reproducible set of bilateral frontal, Intraparietal, and ventrolateral temporal regions. Crucially, these activations spared areas related to language and to general-knowledge semantics. Rather, mathematical judgments were related to an amplification of brain activity at sites that are activated by numbers and formulas in nonmathematicians, with a corresponding reduction in nearby face responses. The evidence suggests that high-level mathematical expertise and basic number sense share common roots in a nonlinguistic brain circuit.

Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement?

PubMed

Nguyen, Tutrang; Watts, Tyler W; Duncan, Greg J; Clements, Douglas H; Sarama, Julie S; Wolfe, Christopher; Spitler, Mary Elaine

In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children's emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement.

Why so few young women in mathematics, science, and technology classes?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wieda, K.J.

Many factors influence the success of women in scientific and technical careers. Women represent over 50% of the U.S. population, yet less than 16% of women are employed in scientific and technical careers. Research over the last decade makes it clear that disparities exist in the participation, achievement, and attitudes of young men and young women in science classes. Young women are as interested in science experiences as young men up until age nine. After that age, the number of young women interested in science, mathematics, and technology classes drops. Not enrolling in science and mathematics classes in high schoolmore » limits career options for young women, and their chance to succeed in a scientific or technical field becomes remote. Why is this happening? What can we, as educators, scientists, and parents do to address this problem? The literature identifies three principal factors that relate to the lack of female involvement in science classes: culture, attitude, and education. This paper reviews these factors and provides examples of programs that Pacific Northwest Laboratory (PNL) and others have developed to increase the number of young women entering college ready and wanting to pursue a career in a scientific or technical field.« less

Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation

ERIC Educational Resources Information Center

Finau, Teukava; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

2018-01-01

This paper presents the effects of a cognitive acceleration program in mathematics classes on Tongan students' achievements, motivation and self-regulation. Cognitive Acceleration in Mathematics Education (CAME) is a program developed at King's College and implemented worldwide with the aim of improving students' thinking skills, mathematics…

Instructional Qualities of a Successful Mathematical Problem-Solving Class.

ERIC Educational Resources Information Center

Santos-Trigo, Manuel

1998-01-01

Describes activities that have been successfully implemented by an expert during a mathematical problem-solving course. Focuses on the identification of the qualities of these problems used to promote the development of student strategies and values that reflect mathematical practice in the classroom. Contains 17 references. (ASK)

Keystone Method: A Learning Paradigm in Mathematics

ERIC Educational Resources Information Center

Siadat, M. Vali; Musial, Paul M.; Sagher, Yoram

2008-01-01

This study reports the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention. The subject of the study was a large group of students in remedial mathematics classes at the college, willing to learn but lacking basic educational…

A Multiple Case Study of College-Contextualized Mathematics Curriculum

ERIC Educational Resources Information Center

Valenzuela, Hector

2018-01-01

Contextualization is a method used for mathematics curriculum design within lesson plans and as a pedagogical practice in face-to-face classes. Many researchers are studying the effects of using contextualization in the teaching and the learning process for mathematics (Bottge & Cho, 2013; Perin, 2011; Young, Hodge, Edwards, & Leising,…

Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms

ERIC Educational Resources Information Center

Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.

2012-01-01

The primary focus of this study was to investigate the effectiveness of games when used in tertiary-level mathematics classes in the United Arab Emirates. Our study incorporated a mixed-method approach that involved surveys (to assess students' perceptions of the learning environment and attitudes towards mathematics), interviews, observations of…

Achieving Standards in a Fiber Optic Mathematics Classroom.

ERIC Educational Resources Information Center

Zbiek, Rose Mary; Foletta, Gina M.

1995-01-01

In response to standards set by the National Council of Teachers of Mathematics, K-12 teachers were interviewed to investigate issues related to implementing standards in K-12 fiber optic mathematics classes. Issues include: achieving student-centered classrooms; incorporating technology into distance education; and structuring assessment so more…

Logistics of Mathematical Modeling-Focused Projects

ERIC Educational Resources Information Center

Harwood, R. Corban

2018-01-01

This article addresses the logistics of implementing projects in an undergraduate mathematics class and is intended both for new instructors and for instructors who have had negative experiences implementing projects in the past. Project implementation is given for both lower- and upper-division mathematics courses with an emphasis on mathematical…

Web-Based Implementation of Discrete Mathematics

ERIC Educational Resources Information Center

Love, Tanzy; Keinert, Fritz; Shelley, Mack

2006-01-01

The Department of Mathematics at Iowa State University teaches a freshman-level Discrete Mathematics course with total enrollment of about 1,800 students per year. The traditional format includes large lectures, with about 150 students each, taught by faculty and temporary instructors in two class sessions per week and recitation sections, with…

Classroom Strategies to Make Sense and Persevere

ERIC Educational Resources Information Center

Wilburne, Jane M.; Wildmann, Tara; Morret, Michael; Stipanovic, Julie

2014-01-01

Three mid-level mathematics teachers (grades 7 and 8) and a university mathematics educator formed a year-long professional learning community. The objective was to collectively look at how they were promoting the Standards for Mathematical Practice (SMP) (CCSSI 2010) in their classes. The monthly discussions followed an iterative cycle in which…

Geometric Mean--What Does It Mean?

ERIC Educational Resources Information Center

Kalder, Robin S.

2012-01-01

The National Council of Teachers of Mathematics and numerous mathematics educators promote the combination of conceptual understanding and procedural learning in the successful instruction of mathematics. Despite this, when geometric mean is taught in a typical American geometry class, it is taught as a process only despite the many connections…

Teaching Mathematical Problem Solving to Students with Limited English Proficiency.

ERIC Educational Resources Information Center

Kaplan, Rochelle G.; Patino, Rodrigo A.

Many mainstreamed students with limited English proficiency continue to face the difficulty of learning English as a second language (ESL) while studying mathematics and other content areas framed in the language of native speakers. The difficulty these students often encounter in mathematics classes and their poor performance on subsequent…

Elementary School Mathematics Teacher Trainees' Metacognitive Awareness Levels: Turkey Case

ERIC Educational Resources Information Center

Memnun, Dilek Sezgin; Hart, Lynn Cecilia

2012-01-01

The aim of this research is to determine the metacognitive awareness levels of elementary mathematics teacher trainees and to investigate whether their awareness differs according to gender and class level. We also investigate the relationship between the metacognitive awareness levels of trainee mathematics teacher's and their overall performance…

Students' Perceptions of Single-Gender Science and Mathematics Classroom Experiences

ERIC Educational Resources Information Center

Brown, Sherri L.; Ronau, Robert R.

2012-01-01

While participating in single- and mixed-gender science and mathematics classes, ninth-grade urban high school students' (n = 118) academic self-concept, self-efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema-Sherman Mathematics (modified for Science) Attitude and the Patterns…

Creating Cultures of Participation to Promote Mathematical Discourse

ERIC Educational Resources Information Center

Bennett, Cory A.

2014-01-01

Discourse requires students to evaluate and interpret the perspectives, ideas, and mathematical arguments of others as well as construct valid arguments of their own. That is, students develop deeper understandings of mathematics when they engage in meaningful social interactions such as whole class discourse. Both the National Council of Teachers…

The Influence of Building Block Play on Mathematics Achievement and Logical and Divergent Thinking in Italian Primary School Mathematics Classes

ERIC Educational Resources Information Center

Pirrone, Concetta; Tienken, Christopher H.; Pagano, Tatiana; Di Nuovo, Santo

2018-01-01

In an experimental study to explain the effect of structured Building Block Play with LEGO™ bricks on 6-year-old student mathematics achievement and in the areas of logical thinking, divergent thinking, nonverbal reasoning, and mental imagery, students in the experimental group scored significantly higher (p = 0.05) in mathematics achievement and…

A Study on the Effect of Mathematics Teaching Provided through Drama on the Mathematics Ability of Six-Year-Old Children

ERIC Educational Resources Information Center

Erdogan, Serap; Baran, Gulen

2009-01-01

This study was conducted to examine the effect of mathematics teaching given through the drama method on the mathematical ability of six-year-old children. The research was conducted in Ankara on 105 children from the kindergarten classes of two different primary schools of the Ministry of National Education, which are at middle socio-economic…

What the United States Can Learn From Singapore's World-Class Mathematics System (and What Singapore Can Learn from the United States): An Exploratory Study

ERIC Educational Resources Information Center

Ginsburg, Alan; Leinwand, Steven; Anstrom, Terry; Pollock, Elizabeth

2005-01-01

This exploratory study compares key features of the Singapore and U.S. mathematics systems in the primary grades, when students need to build a strong mathematics foundation. It identifies major differences between the mathematics frameworks, textbooks, assessments, and teachers in Singapore and the United States. It also presents initial results…

Mathematics Dynamic Assessment: Informal Assessment that Responds to the Needs of Struggling Learners in Mathematics

ERIC Educational Resources Information Center

Allsopp, David H.; Kyger, Maggie M.; Lovin, LouAnn; Gerretson, Helen; Carson, Katie L.; Ray, Sharon

2008-01-01

Ms. Carlisi teaches middle school mathematics for students who were retained at least 1 year and who were identified as at risk of failure in mathematics. About half of her class of 14 students has identified learning disabilities and/or emotional and behavioral difficulties. Ms. Carlisi worries constantly that she is not going to be able to help…

"Our Issues, Our People--Math as Our Weapon": Critical Mathematics in a Chicago Neighborhood High School

ERIC Educational Resources Information Center

Gutstein, Eric

2016-01-01

This article provides an example of, and lessons from, teaching and learning critical mathematics in a Chicago public neighborhood high school with a social justice focus. It is based on a qualitative study of my untracked, 12th-grade mathematics class, a full-year enactment of mathematics for social and racial justice. Students were Black and…

It Matters Which Class You Are In: Student-Centred Teaching and the Enjoyment of Learning Mathematics

ERIC Educational Resources Information Center

Noyes, Andrew

2012-01-01

The 2007 Trends in International Mathematics and Science Survey highlighted how attitudes to mathematics had declined sharply for students in many of the high attaining countries in the survey, England being no exception. There is a notable drop in positive attitudes to mathematics between 9 and 14, as well as a remarkable decline for 14 year olds…

Case Study Projects for College Mathematics Courses Based on a Particular Function of Two Variables

ERIC Educational Resources Information Center

Shi, Y.

2007-01-01

Based on a sequence of number pairs, a recent paper (Mauch, E. and Shi, Y., 2005, Using a sequence of number pairs as an example in teaching mathematics, "Mathematics and Computer Education," 39(3), 198-205) presented some interesting examples that can be used in teaching high school and college mathematics classes such as algebra, geometry,…

Mathematics Models in Chemistry--An Innovation for Non-Mathematics and Non-Science Majors

ERIC Educational Resources Information Center

Rash, Agnes M.; Zurbach, E. Peter

2004-01-01

The intention of this article is to present a year-long interdisciplinary course, Mathematical Models in Chemistry. The course is comprised of eleven units, each of which has both a mathematical and a chemical component. A syllabus of the course is given and the format of the class is explained. The interaction of the professors and the content is…

Learner Perceptions of the Introduction of Computer-Assisted Learning in Mathematics at a Peri-Urban School in South Africa

ERIC Educational Resources Information Center

Hartley, M. Shaheed; Treagust, David F.

2014-01-01

This study responded to a national call to improve the outcomes in mathematics in the Grade 12 matriculation examination in South Africa by reporting learners' perceptions of the introduction of computer-assisted learning in their mathematics classrooms. Three Grade 12 mathematics classes in a peri-urban school in South Africa were visited over a…

Variability in Anxiety for Teaching Mathematics among Pre-service Elementary School Teachers Enrolled in a Mathematics Course.

ERIC Educational Resources Information Center

Levine, Gavrielle

This investigation traced changes in anxiety for teaching mathematics (ATM) among pre-service elementary school teachers (n=36) enrolled in a mathematics methods course by analyzing their weekly journal entries. Journal entries were coded for high level of ATM (ATM-high) or absence of ATM (ATM-absent) during the first class session, as well as…

Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

NASA Astrophysics Data System (ADS)

Pujiastuti, E.; Waluya, B.; Mulyono

2018-03-01

There were many ways of solving the problem offered by the experts. The author combines various ways of solving the problem as a form of novelty. Among the learning model that was expected to support the growth of problem-solving skills was SAVI. The purpose, to obtain trace results from the analysis of the problem-solving ability of students in the Dual Integral material. The research method was a qualitative approach. Its activities include tests was filled with mathematical connections, observation, interviews, FGD, and triangulation. The results were: (1) some students were still experiencing difficulties in solving the problems. (2) The application of modification of SAVI learning model effective in supporting the growth of problem-solving abilities. (3) The strength of the students related to solving the problem, there were two students in the excellent category, there were three students in right classes and one student in the medium group.

An Assessment of Different Educational Background of Students Performance in Engineering Mathematics and on the Class of Award Obtained at the Higher National Diploma (HND) Level at Cape Coast Polytechnic, Ghana

ERIC Educational Resources Information Center

Asirifi, Michael Kwabena; Mensah, Kweku Abeeku; Amoako, Joseph

2015-01-01

The purpose of this research article is to find out an assessment of different educational background of students performance in engineering mathematics and on the class of award obtained at the Higher National Diploma (HND) level at Cape Coast Polytechnic. A descriptive survey was conducted on students of the Electricals/Electronics Department…

An Examination of Single-Gender and Coeducational Classes: Their Impact on the Academic Achievement of Middle School Students Enrolled in Mathematics and Science at Selected Schools in Georgia

ERIC Educational Resources Information Center

Elam, Jeanette H.

2009-01-01

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade…

New verifiable stationarity concepts for a class of mathematical programs with disjunctive constraints.

PubMed

Benko, Matúš; Gfrerer, Helmut

2018-01-01

In this paper, we consider a sufficiently broad class of non-linear mathematical programs with disjunctive constraints, which, e.g. include mathematical programs with complemetarity/vanishing constraints. We present an extension of the concept of [Formula: see text]-stationarity which can be easily combined with the well-known notion of M-stationarity to obtain the stronger property of so-called [Formula: see text]-stationarity. We show how the property of [Formula: see text]-stationarity (and thus also of M-stationarity) can be efficiently verified for the considered problem class by computing [Formula: see text]-stationary solutions of a certain quadratic program. We consider further the situation that the point which is to be tested for [Formula: see text]-stationarity, is not known exactly, but is approximated by some convergent sequence, as it is usually the case when applying some numerical method.

Encouraging Young Women to Stay in the Mathematics Pipeline: Mathematics Camps for Young Women

ERIC Educational Resources Information Center

Chacon, Paul; Soto-Johnson, Hortensia

2003-01-01

For two summers, week-long residential mathematics programs were held for high school women, with the primary goal of encouraging them to continue their study of mathematics. The activities were designed to rekindle their excitement about mathematics and to support the idea that women should learn advanced mathematics. This paper reports the…

Advanced Mathematical Thinking and Students' Mathematical Learning: Reflection from Students' Problem-Solving in Mathematics Classroom

ERIC Educational Resources Information Center

Sangpom, Wasukree; Suthisung, Nisara; Kongthip, Yanin; Inprasitha, Maitree

2016-01-01

Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In…

Gender Differences in School Achievement: A Within-Class Perspective

ERIC Educational Resources Information Center

Cahan, Sorel; Barneron, Meir; Kassim, Suhad

2014-01-01

Relying on the results of the achievement tests in mathematics, science, native language (Hebrew/Arabic) and English, administered to 1430 5th-grade co-educational classes in Israel, this study examines the between-class variability of the within-class mean score gender differences and its class and school correlates. The four main results of the…

Chinese Education and Learning Activities outside of Class: What Lies beyond Basic Education?

ERIC Educational Resources Information Center

Lu, Jinjin; Jiang, Han

2016-01-01

A considerable number of studies have investigated students' learning in class and outside of class across subjects such as English, mathematics, and physical education in China and other countries. Scholars have found that students' activities in class and outside of class are closely related to their learning outcomes, self-regulated learning…

Modern Mathematical Topics in Chemistry.

ERIC Educational Resources Information Center

Henson, R. C.; Stumbles, A. M.

1979-01-01

Discusses how modern mathematical language can be used to develop chemical ideas in class. Examples for the application of Venn Diagrams and Flow Diagrams in teaching chemistry in the Nuffield courses are presented. (HM)

Ordinary differential equations with applications in molecular biology.

PubMed

Ilea, M; Turnea, M; Rotariu, M

2012-01-01

Differential equations are of basic importance in molecular biology mathematics because many biological laws and relations appear mathematically in the form of a differential equation. In this article we presented some applications of mathematical models represented by ordinary differential equations in molecular biology. The vast majority of quantitative models in cell and molecular biology are formulated in terms of ordinary differential equations for the time evolution of concentrations of molecular species. Assuming that the diffusion in the cell is high enough to make the spatial distribution of molecules homogenous, these equations describe systems with many participating molecules of each kind. We propose an original mathematical model with small parameter for biological phospholipid pathway. All the equations system includes small parameter epsilon. The smallness of epsilon is relative to the size of the solution domain. If we reduce the size of the solution region the same small epsilon will result in a different condition number. It is clear that the solution for a smaller region is less difficult. We introduce the mathematical technique known as boundary function method for singular perturbation system. In this system, the small parameter is an asymptotic variable, different from the independent variable. In general, the solutions of such equations exhibit multiscale phenomena. Singularly perturbed problems form a special class of problems containing a small parameter which may tend to zero. Many molecular biology processes can be quantitatively characterized by ordinary differential equations. Mathematical cell biology is a very active and fast growing interdisciplinary area in which mathematical concepts, techniques, and models are applied to a variety of problems in developmental medicine and bioengineering. Among the different modeling approaches, ordinary differential equations (ODE) are particularly important and have led to significant advances. Ordinary differential equations are used to model biological processes on various levels ranging from DNA molecules or biosynthesis phospholipids on the cellular level.

TIMSS Advanced 2015 and Advanced Placement Calculus & Physics. A Framework Analysis. Research in Review 2016-1

ERIC Educational Resources Information Center

Lazzaro, Christopher; Jones, Lee; Webb, David C.; Grover, Ryan; Di Giacomo, F. Tony; Marino, Katherine Adele

2016-01-01

This report will determine to what degree the AP Physics 1 and 2 and AP Calculus AB and BC frameworks are aligned with the Trends in International Mathematics and Science Study (TIMSS) Advanced Physics and Mathematics frameworks. This will enable an exploration of any differences in content coverage and levels of complexity, and will set the stage…

Mathematics in Power Technology.

ERIC Educational Resources Information Center

Trombley, Carl; And Others

This mathematics curriculum is designed to be taught by the technology education teacher during the power technology class over a period of 2 years. It is intended to be elective in nature; upon successful completion of both years, one-half credit in mathematics is to be awarded. A list of the academic competencies contained in the curriculum…

Coordinating Formal and Informal Aspects of Mathematics in a Computer Based Learning Environment

ERIC Educational Resources Information Center

Skouras, A. S.

2006-01-01

The introduction of educational technology to school classes promises--through the students' active engagement with mathematical concepts--the creation of teaching and learning opportunities in mathematics. However, the way technological tools are used in the teaching practice as a means of human thought and action remains an unsettled matter as…

The Nature of Scaffolding in Undergraduate Students' Transition to Mathematical Proof

ERIC Educational Resources Information Center

Blanton, Maria L.; Stylianou, Despina A.; David, Maria Manuela

2003-01-01

This paper explores the role of instructional scaffolding in the development of undergraduate students' understanding of mathematical proof during a one-year discrete mathematics course. We describe here the framework adapted for the analysis of whole-class discussion and examine how the teacher scaffolded students' thinking. Results suggest that…

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…

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

ERIC Educational Resources Information Center

Hill-Cunningham, Pamela Renee

2012-01-01

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

Identifying Differences in Early Mathematical Skills among Children in Head Start

ERIC Educational Resources Information Center

Wu, Qiong; Lei, Pui-wa; DiPerna, James C.; Morgan, Paul L.; Reid, Erin E.

2015-01-01

The purpose of this study was to examine early mathematical skill differences among preschool children in US Head Start classrooms. Latent class analysis based on six early mathematical subtest scores (i.e. counting aloud, measurement, counting objects, numbers and shapes, pattern recognition, and grouping) from a sample of 279 Head Start children…

Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

ERIC Educational Resources Information Center

Junsay, Merle L.

2016-01-01

This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

Mathematics in the Real World: How People in Different Professions Use Mathematics.

ERIC Educational Resources Information Center

Rule, Audrey C., Ed.

This paper reports on a class assignment written by preservice teachers on the use of mathematics in different professions. The professions included licensed practical nurse, auto mechanic, research and development product manager for industrial cleaning products, dental office assistant, snack bar employee at a beach club, beauty salon owner and…

Does Writing Have Any Effect on Mathematics Success?

ERIC Educational Resources Information Center

Dündar, Sefa

2016-01-01

In this study, the relationship between mathematics success and the formal properties and contents of the notebooks in which students take notes during mathematics classes have been examined. The exploratory model, in which quantitative and qualitative data are used together, has been used in this study. This study consists of 176 students from 3…

Data-Driven Intervention: Correcting Mathematics Students' Misconceptions, Not Mistakes

ERIC Educational Resources Information Center

Holmes, Vicki-Lynn; Miedema, Chelsea; Nieuwkoop, Lindsay; Haugen, Nicholas

2013-01-01

In an age when reform is based on standards and instruction is based on research, this article gives practical advice for how mathematics teachers can analyze errors in student problems to create interventions that aid not only the individual's development, but the entire class's as well. By learning how to correct mathematics students'…

Girls' and Boys' Mathematics Achievement, Affect, and Experiences: Findings from ECLS-K

ERIC Educational Resources Information Center

Lubienski, Sarah T.; Robinson, Joseph P.; Crane, Corinna C.; Ganley, Colleen M.

2013-01-01

Amid debates about the continued salience of gender in mathematics, this report summarizes an IES-funded investigation of gender-related patterns in the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K). Girls' and boys' mathematics achievement, confidence, and interest were examined, along with experiences at home and…

Voice, Identity, and Mathematics: Narratives of Working Class Students

ERIC Educational Resources Information Center

Hodge, Lynn Liao; Harris, Ramona Gartman

2015-01-01

In this paper, we present an analysis of student interview data focusing on students' ideas about mathematics and their experiences learning mathematics. We draw on the idea of "personal identity" (Cobb, Gresalfi, & Hodge, 2009) to capture the differences and similarities in students' views of math and themselves as math learners,…

Student Perspectives of Web-Based Mathematics

ERIC Educational Resources Information Center

Loong, Esther Yook-Kin; Herbert, Sandra

2012-01-01

This paper presents the results of a survey conducted with students (N = 97) whose teachers have used the Web in their mathematics classes. Their responses to the use of the Internet for learning mathematics are reported here. Factor analyses were used to determine the constructs that underlie the survey. These constructs were found to be…

Designing for Improvement in Professional Development for Community College Developmental Mathematics Faculty

ERIC Educational Resources Information Center

Edwards, Ann R.; Sandoval, Carlos; McNamara, Haley

2015-01-01

More than 60% of the nation's 14 million community college students are required to complete at least one developmental mathematics class before enrolling in college-credit courses; however, 80% of them do not successfully complete any college-level mathematics course within 3 years. To address this problem, the Community College Pathways…

Fostering Elementary Students' Mathematics Disposition through Music-Mathematics Integrated Lessons

ERIC Educational Resources Information Center

An, Song A.; Tillman, Daniel A.; Boren, Rachel; Wang, Junjun

2014-01-01

Two classes of third grade students (n = 56) from an elementary school located on the western coast of the United States participated in this research study. A pretest-posttest control group design was utilized to examine changes between two groups of participating students' in mathematics achievement and dispositions, including beliefs about…

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…

Experiencing Research Practice in Pure Mathematics in a Teacher Training Context

ERIC Educational Resources Information Center

Knoll, Eva; Ernest, Paul; Morgan, Simon

2004-01-01

This paper presents the early results of an experiment involving a class of elementary student teachers within the context of their mathematics preparation. The motivation of the exercise centered on giving them an experience with mathematical research at their own level and ascertaining its impact on their attitudes and beliefs. The students…

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,…

Mathematics Achievement: Traditional Instruction and Technology-Assisted Course Delivery Methods

ERIC Educational Resources Information Center

Vilardi, Robert

2013-01-01

The purpose of this study was to analyze technology-assisted course delivery methods to determine their overall effectiveness as it pertains to mathematics courses. This study analyzed both current and historical data in mathematics classes in the areas of achievement, retention, and grade distribution. The goal of this study was to determine if…

Mathematics Achievement: Traditional Instruction and Technology-Assisted Course Delivery Methods

ERIC Educational Resources Information Center

Vilardi, Robert; Rice, Margaret L.

2014-01-01

The purpose of this study was to analyze technology-assisted course delivery methods to determine their overall effectiveness as it pertains to mathematics courses. This study analyzed both current and historical data in the areas of achievement, retention, and grade distribution for mathematics classes. The study included 14,562 students enrolled…

Web-Based Mathematics: Some "Dos" and "Don'ts"

ERIC Educational Resources Information Center

Loong, Esther Yook-Kin

2011-01-01

This case study describes an "out of field" teacher's use of the Internet to teach a range of mathematical topics in a modified Year 8 mathematics class. It highlights the importance of three factors for implementing a discernible web-based teaching strategy: appropriate choice of web objects, effective "virtual" pedagogy, and technical support…

The Problem Is the Solution: Creating Original Problems in Gifted Mathematics Classes

ERIC Educational Resources Information Center

Matsko, Vince; Thomas, Jerald

2014-01-01

The purpose of this exploratory study was to assess the effect of a novel approach to mathematics instruction on gifted high school students' engagement, motivation, and metacognition. Participants in this study included gifted students who were enrolled in a 3-year, residential, specialized mathematics and science high school. Rather than respond…

Using Literacy Strategies to Teach Precalculus and Calculus

ERIC Educational Resources Information Center

Roepke, Tena L.; Gallagher, Debra K.

2015-01-01

Mathematics preservice teachers often complain vehemently about their required content-area reading courses. They ask such questions as, "Why do I have to worry about literacy when I'm going to be a mathematics teacher?" or "How will this ever help me in my mathematics classes?" or "When will I ever have time for…

A Reflective Journey through Theory and Research in Mathematical Learning and Development

ERIC Educational Resources Information Center

Belbase, Shashidhar

2010-01-01

This paper is an attempt to reflect on class sessions during the fall 2010 in a course "Theory and Research in Mathematical Learning and Development". This reflection as a learning journey portrays discussions based on foundational perspectives (FP), historical highlights (HH), and guiding questions (GQ) related to mathematics learning and…

DocFish: A Card Game with Factoring

ERIC Educational Resources Information Center

Fishman, Daniel M.

2010-01-01

Games can be a valuable tool for a mathematics teacher. Students who dislike mathematics and are not engaged in class never get to experience the exhilaration that accompanies hard work and real accomplishment in mathematics; they usually experience only the frustration that accompanies enforced and futile effort. Game playing is a way to engage…

Teacher Efficacy of High School Mathematics Co-Teachers

ERIC Educational Resources Information Center

Rimpola, Raquel C.

2011-01-01

High school mathematics inclusion classes help provide all students the access to rigorous curriculum. This study provides information about the teacher efficacy of high school mathematics co-teachers. It considers the influence of the amount of collaborative planning time on the efficacy of co-teachers. A quantitative research design was used,…

Integrating Language and Content: Challenges in a Japanese Supplementary School in Victoria

ERIC Educational Resources Information Center

Okumura, Shinji; Obara, Yumi

2017-01-01

The Melbourne International School of Japanese (MISJ) is a supplementary Saturday school which offers Japanese language and mathematics taught in Japanese from kindergarten to senior secondary level. Classes are scheduled on Saturdays from 9am to 3pm and approximately half of the program is dedicated to mathematics. While mathematics education…

Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Bouck, Emily C.; Satsangi, Rajiv; Doughty, Teresa Taber; Courtney, William T.

2014-01-01

Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of…

A Study of the Use of a Handheld Computer Algebra System in Discrete Mathematics

ERIC Educational Resources Information Center

Powers, Robert A.; Allison, Dean E.; Grassl, Richard M.

2005-01-01

This study investigated the impact of the TI-92 handheld Computer Algebra System (CAS) on student achievement in a discrete mathematics course. Specifically, the researchers examined the differences between a CAS section and a control section of discrete mathematics on students' in-class examinations. Additionally, they analysed student approaches…

Mathematically Gifted in the Heterogeneously Grouped Mathematics Classroom: What Is a Teacher to Do?

ERIC Educational Resources Information Center

Reed, Catherine Finlayson

2004-01-01

Differentiation provides one method by which teachers can provide appropriate challenges at appropriate levels for all learners in a heterogeneously grouped mathematics classroom, where the range of abilities and interests can be wide. This article considers a heterogeneously grouped high school geometry class where differentiation is practiced.…

Constructive Failure in Mathematics Classes

ERIC Educational Resources Information Center

Rowlett, Joel E.

2011-01-01

Great strides in the real world are usually accompanied by failure. Mathematics teachers should accept some failure as their students take risks during mathematical explorations. This is not to imply that students should fail an entire course, but they should have opportunities to take risks that may lead to failure, especially in the area of…

Mathematics Engagement in an Australian Lower Secondary School

ERIC Educational Resources Information Center

Norton, Stephen

2017-01-01

The importance of actively engaging in mathematics discourse in order to learn mathematics is well recognized. In this paper, I use Basil Bernstein's concepts of pedagogic discourse to document and analyse academic learning time of students in Years 8 and 9 at a suburban lower secondary school: in particular, for what proportion of class time…

Inquiry-Based Argumentation in Primary Mathematics: Reflecting on Evidence

ERIC Educational Resources Information Center

Fielding-Wells, Jill

2013-01-01

Argumentation in mathematics teaching has potential to move students beyond tacit understanding of mathematical concepts and procedures towards articulation and justification of their ideas; a practice in which evidence is central. Design-based research was used to examine the nature of evidence used by a class of primary students through levels…

Teaching Multidigit Multiplication: Combining Multiple Frameworks to Analyse a Class Episode

ERIC Educational Resources Information Center

Clivaz, Stéphane

2017-01-01

This paper provides an analysis of a teaching episode of the multidigit algorithm for multiplication, with a focus on the influence of the teacher's mathematical knowledge on their teaching. The theoretical framework uses Mathematical Knowledge for Teaching, mathematical pertinence of the teacher and structuration of the milieu in a descending and…

Mathematical models of behavior of individual animals.

PubMed

Tsibulsky, Vladimir L; Norman, Andrew B

2007-01-01

This review is focused on mathematical modeling of behaviors of a whole organism with special emphasis on models with a clearly scientific approach to the problem that helps to understand the mechanisms underlying behavior. The aim is to provide an overview of old and contemporary mathematical models without complex mathematical details. Only deterministic and stochastic, but not statistical models are reviewed. All mathematical models of behavior can be divided into two main classes. First, models that are based on the principle of teleological determinism assume that subjects choose the behavior that will lead them to a better payoff in the future. Examples are game theories and operant behavior models both of which are based on the matching law. The second class of models are based on the principle of causal determinism, which assume that subjects do not choose from a set of possibilities but rather are compelled to perform a predetermined behavior in response to specific stimuli. Examples are perception and discrimination models, drug effects models and individual-based population models. A brief overview of the utility of each mathematical model is provided for each section.

The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

NASA Astrophysics Data System (ADS)

Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

2017-05-01

This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

Incentivizing advanced mathematics study at upper secondary level: the case of bonus points in Ireland

NASA Astrophysics Data System (ADS)

Treacy, Páraic Thomas

2018-04-01

Secondary level mathematics education in Ireland has recently experienced a period of significant change with the introduction of new curricula and the addition of an incentive to study upper secondary mathematics at the most advanced level (Higher Level). This incentive, typically referred to as 'bonus points', appears to have aided a significant increase in the number of students studying upper secondary mathematics at Higher Level. However, thematic analysis of interviews with experienced upper secondary mathematics examiners and exploration of mathematics diagnostic test data outlined in this paper suggest that the difficulty of the Higher Level upper secondary mathematics final examination in Ireland has reduced since the introduction of the bonus points initiative. The sharp increase in students attempting this examination coupled with a policy of maintaining a consistent proportion of students achieving passing grades was identified as a key reason for this possible reduction in standards.

32 CFR 901.5 - Academic examination requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Level 1 (Standard) Mathematics or Level II (Intensive) Mathematics. (Level 1 recommended for candidates without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take the complete battery of tests: English, mathematics, social studies, and natural sciences. ...

Predicting the Attitudes and Self-Esteem of the Grade 9th Lower Secondary School Students towards Mathematics from Their Perceptions of the Classroom Learning Environment

ERIC Educational Resources Information Center

Tran, Van Dat

2012-01-01

This study reports the validity of the hypothesis that students' perceptions of the learning environment of mathematics classroom may predict their attitudes and self-esteem towards mathematics. It examines data from 487 grade 9th students from 14 mathematics classes in 7 Vietnamese lower secondary schools to identify how students' perceptions of…

Estrategias Didácticas y Conocimiento Especializado de Profesores de Matemáticas. Un Caso en Álgebra Escolar = Teaching Strategies and Mathematics Teacher's Specialized Knowledge. A Case in School Algebra

ERIC Educational Resources Information Center

Sandoval, Ivonne; Solares Rojas, Armando; García-Campos, Montserrat

2017-01-01

We present results of the analysis of knowledge used by a secondary school mathematics teacher in her classroom practice. This knowledge takes shape and is displayed as specific teaching strategies in the management of her class when she incorporates Computer Algebra Systems. Based on observations of regular classes, we find that her knowledge…

Teacher Leaders: Advancing Mathematics Learning

ERIC Educational Resources Information Center

Kinzer, Cathy J.; Rincón, Mari; Ward, Jana; Rincón, Ricardo; Gomez, Lesli

2014-01-01

Four elementary school instructors offer insights into their classrooms, their unique professional roles, and their leadership approaches as they reflect on their journey to advance teacher and student mathematics learning. They note a "teacher leader" serves as an example to other educators and strives to impact student learning;…

Indicators of Multiplicative Reasoning among Fourth Grade Students

ERIC Educational Resources Information Center

Carrier, James A.

2010-01-01

Many students encounter difficulty in their transition to advanced mathematical thinking. Such difficulty may be explained by a lack of understanding of many concepts taught in early school years, especially multiplicative reasoning. Advanced mathematical thinking depends on the development of multiplicative reasoning. The purpose of this study…

A Limit Theorem on the Cores of Large Standard Exchange Economies

PubMed Central

Brown, Donald J.; Robinson, Abraham

1972-01-01

This note introduces a new mathematical tool, nonstandard analysis, for the analysis of an important class of problems in mathematical economics—the relation between bargaining and the competitive price system. PMID:16591988

Volleyball Scoring Systems.

ERIC Educational Resources Information Center

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

2002-01-01

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

Cooking Up Mathematics in the Kindergarten.

ERIC Educational Resources Information Center

Partridge, Elizabeth; And Others

1996-01-01

Discusses ways to use cooking to teach kindergartners about science, language, reading, geography, and mathematics, including number sense, numeration concepts, geometric shapes, and measurement skills. Tips on cooking in class and several recipes are given. (MTE)

"Sacred Cows Make the Best Hamburger"

ERIC Educational Resources Information Center

Barger, Rita H.; McCoy, Ann C.

2009-01-01

This article describes the authors' attempts to make a college mathematics class more hands-on and interactive. The authors challenge other college mathematics instructors to try similar approaches to enhance the learning and understanding of their students.

Imagination, Intuition, and Computing in School Algebra.

ERIC Educational Resources Information Center

Kieren, Thomas E.; Olson, Alton T.

1989-01-01

Two incidents involving novice teachers with classes in grades 7 and 10 are presented. Then considered are the nature of intuitive mathematics and contributions computers can make to such intuitive mathematics, particularly in Algebra. (MNS)

Clinical Assessment in Mathematics: Learning the Craft.

ERIC Educational Resources Information Center

Hunting, Robert P.; Doig, Brian A.

1997-01-01

Discusses a professional development program called Clinical Approaches to Mathematics Assessment. Argues for the advanced training of mathematics teachers who understand knowledge construction processes of students; can use clinical tools for evaluating a student's unique mathematical "fingerprint"; and can create or adapt problems, tasks, or…

Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement?

PubMed Central

Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie S.; Wolfe, Christopher; Spitler, Mary Elaine

2016-01-01

In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children’s emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement. PMID:27057084

Advanced Algebra and Calculus. High School Mathematics Curricula. Instructor's Guide.

ERIC Educational Resources Information Center

Natour, Denise M.

This manual is an instructor's guide for the utilization of the "CCA High School Mathematics Curricula: Advanced Algebra and Calculus" courseware developed by the Computer-based Education Research Laboratory (CERL). The curriculum comprises 34 algebra lessons within 12 units and 15 calculus lessons that are computer-based and require…

TIMMS Advanced 2015 Assessment Frameworks

ERIC Educational Resources Information Center

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

2014-01-01

It is critical for countries to ensure that capable secondary school students receive further preparation in advanced mathematics and science, so that they are ready to enter challenging university-level studies that prepare them for careers in science, technology, engineering, and mathematics (STEM) fields. This group of students will become the…

Advancing K-8 Teachers' STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies

ERIC Educational Resources Information Center

Niess, Margaret; Gillow-Wiles, Henry

2013-01-01

This primarily online Master's degree program focused on advancing K-8 teachers' interdisciplinary mathematical and science content knowledge while integrating appropriate digital technologies as learning and teaching tools. The mixed-method, interpretive study examined in-service teachers' technological, pedagogical, and content knowledge (TPACK)…

Explorations with 142857: Connecting the Elementary with the Advanced

ERIC Educational Resources Information Center

Flores, Alfinio

2008-01-01

University mathematics education courses do not always provide the opportunity to make connections between advanced topics and the mathematics taught in middle school or high school. Activities like the ones described in this article invite such connections. Analyzing concrete or particular examples provides a better grasp of abstract concepts.…

The Differential Effects of Gender and Mathematics Anxiety-Apprehension on Developmental Students' Academic Performance and Persistence.

ERIC Educational Resources Information Center

Ikegulu, T. Nelson

The performance of 244 (111 male and 133 female) developmental college students was studied in relation to their perceived levels of mathematics anxiety (123 low and 121 high). The Mathematics Anxiety-Apprehension Survey (MAAS) (T. Ikegulu, 1998) was administered to students in four classes from two institutions. The product limit estimator…

Implementation of Formative Assessment--Effects of Quality of Programme Delivery on Students' Mathematics Achievement and Interest

ERIC Educational Resources Information Center

Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard

2018-01-01

The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the "quality of programme delivery" affects students' mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their…

Are Different Students Expected to Learn Norms Differently in the Mathematics Classroom?

ERIC Educational Resources Information Center

Planas, Nuria; Gorgorio, Nuria

2004-01-01

We analyse social interactions during the first days of class in a secondary mathematics classroom (15 and 16-year-olds) with a high percentage of immigrant students. Our analyses show the co-existence of different models for both the interpretation and the use of classroom social norms and socio-mathematical norms. Valorising some behaviours over…

Math Anxiety--Contributing School and Individual Level Factors

ERIC Educational Resources Information Center

Radišic, Jelena; Videnovic, Marina; Baucal, Aleksander

2015-01-01

PISA 2003 survey data indicate high levels of mathematics anxiety among students in Serbia. More than a half of Serbian students are concerned with whether they will have difficulties in a mathematics class or earn poor marks. At the same time, the achievement on the mathematical literacy scale is very poor. Building on control-value theory, the…

Rethinking Mathematics Teaching in Liberia: Realistic Mathematics Education

ERIC Educational Resources Information Center

Stemn, Blidi S.

2017-01-01

In some African cultures, the concept of division does not necessarily mean sharing money or an item equally. How an item is shared might depend on the ages of the individuals involved. This article describes the use of the Realistic Mathematics Education (RME) approach to teach division word problems involving money in a 3rd-grade class in…

A High School Mathematics Teacher Tacking through the Middle Way: Toward a Critical Postmodern Autoethnography in Mathematics Education

ERIC Educational Resources Information Center

Wamsted, John Oliver

2013-01-01

The "urban" mathematics classroom has become an increasingly polarized site, one where many middle-class White teachers attempt to bridge the divide between themselves and their relatively economically disadvantaged, non-White students. With its mania for high-stakes testing, current education policy has intensified the importance of…

Symmetry Motion Classes; Cambridge Conference on School Mathematics Feasibility Study No. 40.

ERIC Educational Resources Information Center

McLane, Lyn

These materials were written with the aim of reflecting the thinking of The Cambridge Conference on School Mathematics (CCSM) regarding the goals and objectives for school mathematics. This document details the planning and response for each of ten lessons involving symmetry motions. The problems focused on (1) combining motions in a given order,…

"New Directions for Traditional Lessons": Can Handheld Game Consoles Enhance Mental Mathematics Skills?

ERIC Educational Resources Information Center

Main, Susan; O'Rourke, John

2011-01-01

This paper reports on a pilot study that compared the use of commercial off-the-shelf (COTS) handheld game consoles (HGCs) with traditional teaching methods to develop the automaticity of mathematical calculations and self-concept towards mathematics for year 4 students in two metropolitan schools. One class conducted daily sessions using the HGCs…

Building Connections between Sociomathematical Norms and Cognitive Demand to Improve the Quality of Whole Class Mathematics Conversations

ERIC Educational Resources Information Center

Williams, Lori

2010-01-01

Mathematical discussions support and promote student learning as an integral part of the contexts in which students learn mathematics. Yet, American school practices often focus on teachers disseminating knowledge to students and students acquiring that knowledge through rote rehearsal rather than higher order thinking. One barrier to change in…

Interactions between Language and Mathematics with Deaf Students: Defining the "Language-Mathematics" Equation.

ERIC Educational Resources Information Center

Hillegeist, Eleanor; Epstein, Kenneth

The study examined the relationship between language and mathematics with 11 classes of deaf students taking Algebra 1 or Algebra 2 at the Gallaudet University School of Preparatory Studies. Specifically, the study attempted to predict the difficulty of a variety of relatively simple algebra problems based on the abstractness of the math and the…

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

ERIC Educational Resources Information Center

Lavy, Ilana; Zarfin, Orly

2013-01-01

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

Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-Class Discussions around Mathematical Problem-Solving Tasks

ERIC Educational Resources Information Center

Enoch, Sarah Elizabeth

2013-01-01

While professional developers have been encouraging teachers to plan for discourse around problem solving tasks as a way to orchestrate mathematically productive discourse (Stein, Engle, Smith, & Hughes, 2008; Stein, Smith, Henningsen, & Silver, 2009) no research has been conducted explicitly examining the relationship between the plans…

Students' Perceptions of the Learning Environment and Attitudes in Game-Based Mathematics Classrooms

ERIC Educational Resources Information Center

Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.; Khine, Myint Swe

2013-01-01

We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students' perceptions of the learning environment and their attitudes towards of mathematics. A pre-post design involved the administration of English and Arabic versions of two surveys (one…

Using Instructional Activities Game to Promote Mathematics: Teachers' Innovative Instruction

ERIC Educational Resources Information Center

Matsuda, Toshiki

2008-01-01

NIER (National Institute of Educational Research, 2004) survey revealed that the most common attitude of Japanese high school students to mathematics is that "it is not useful in daily life but must be learnt for entrance examinations". It was also clarified that only 3.2 percent of mathematics teachers use computers in their classes.…

Effectiveness of ST Math in College Remedial Mathematics Students Learning of Fraction Concepts

ERIC Educational Resources Information Center

Ito, Taro

2017-01-01

This study examined the extent to which the iPad app, Spatial Temporal Mathematics (ST Math), diminished college remedial mathematics students' natural number bias and deepened their fraction conceptual understanding. In this quasi-experimental study one class played the ST Math fraction games for 8 weeks, and they were compared to a control class…

The Development and Publication of Elementary Mathematics Textbooks: Let the Buyer Beware!

ERIC Educational Resources Information Center

Reys, Barbara J.; Reys, Robert E.

2006-01-01

Mathematics textbooks are critical tools for student learning in American classrooms. Teachers use them daily to plan and deliver lessons, and students use them in class to explore and learn mathematics. Given textbooks' potential to support student learning, it is important to understand how they are developed. While pressure is growing on…

An Example of Using History of Mathematics in Classes

ERIC Educational Resources Information Center

Goktepe, Sevda; Ozdemir, Ahmet Sukru

2013-01-01

In recent years, the topic of integrating history to mathematics lessons in teaching-learning processes has been frequently discussed among researchers. The main aim of this study is to present an example activity which enriched with history of mathematics and to take the views of students about teaching course in this way. In addition, to create…

Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms

ERIC Educational Resources Information Center

Hunter, Roberta; Anthony, Glenda

2012-01-01

How prospective teachers can best be prepared to teach effectively in mathematics classrooms is a topic of current concern. In this paper, we describe our exploration of ways in which prospective teachers were supported to translate what they learnt in mathematics methods classes into pedagogical practice. We illustrate how the use of discourse…

Can Interactive Visualization Tools Engage and Support Pre-University Students in Exploring Non-Trivial Mathematical Concepts?

ERIC Educational Resources Information Center

Liang, Hai-Ning; Sedig, Kamran

2010-01-01

Many students find it difficult to engage with mathematical concepts. As a relatively new class of learning tools, visualization tools may be able to promote higher levels of engagement with mathematical concepts. Often, development of new tools may outpace empirical evaluations of the effectiveness of these tools, especially in educational…

Using a Before-During-After (BDA) Model to Plan Effective Secondary Mathematics Lessons

ERIC Educational Resources Information Center

Wilburne, Jane Murphy; Peterson, Winnie

2007-01-01

Creating effective mathematics lessons can be a challenge for any teacher. One approach to design an effective lesson is using a before-during-after (BDA) format. This article describes what a BDA format is and provides two examples of how it is implemented in high school mathematics classes. (Contains 2 tables and 5 figures.)

The Affordances of Using a Flipped Classroom Approach in the Teaching of Mathematics: A Case Study of a Grade 10 Mathematics Class

ERIC Educational Resources Information Center

Muir, Tracey; Geiger, Vince

2016-01-01

Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. This study investigates a teacher's, and his students', perceptions…

Using Science to Promote Preservice Teacher Understanding of Problem Solving in Mathematics

ERIC Educational Resources Information Center

Tobias, Jennifer M.; Ortiz, Enrique

2007-01-01

Preservice elementary teachers need to be given the experiences of integrating mathematics with other subjects. They need to go into the classroom with the understanding that mathematics is not an isolated topic. This article describes a paper airplane activity that was presented in a class of preservice elementary education teachers to show how…

Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching

ERIC Educational Resources Information Center

Isiksal-Bostan, Mine; Sahin, Elvan; Ertepinar, Hamide

2015-01-01

The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers' beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in…

"A Bad Head for Maths"? Constructions of Educability and Mathematics in Adult Students' Narrative Life Histories

ERIC Educational Resources Information Center

Siivonen, Päivi

2013-01-01

The article focuses on the social differences of educability constructed in Finnish general upper secondary school adult graduates' narratives on mathematics. Social class, gender, and age intertwine in the narratives that express the adult students' worries about their ability and competence to study and learn mathematics. Social differences of…

Historical Research: How to Fit Minority and Women's Studies into Mathematics Class

ERIC Educational Resources Information Center

Saraco, Margaret R.

2008-01-01

This article presents a lesson for studying minority and women's contributions to the field of mathematics in the middle school classroom. This lesson may be able to stem the tide of the shrinking number of students entering the field of mathematics by helping them become interested in its history. Nonetheless, this project encourages students to…

Secondary School Students' Attitudes towards Mathematics Computer--Assisted Instruction Environment in Kenya

ERIC Educational Resources Information Center

Mwei, Philip K.; Wando, Dave; Too, Jackson K.

2012-01-01

This paper reports the results of research conducted in six classes (Form IV) with 205 students with a sample of 94 respondents. Data represent students' statements that describe (a) the role of Mathematics teachers in a computer-assisted instruction (CAI) environment and (b) effectiveness of CAI in Mathematics instruction. The results indicated…

Understanding Informal and Formal Mathematical Abilities in Mainland Chinese and Chinese-American Children.

ERIC Educational Resources Information Center

Zhou, Zheng; Cheng, Christine; Mottram, Lisa; Rosenblum, Stacey

Informal and formal mathematical abilities were studied in the preschool, kindergarten, and first grade children in Beijing, China and Chinese-American children in New York City. Test of Early Mathematical Abilities-2nd Edition (TEMA-2) was administered to the three groups of children (children from Beijing, Chinese-American from lower-class, and…

The same teacher, the same curriculum materials, different schools: What is the enacted curriculum?

NASA Astrophysics Data System (ADS)

Eisenmann, Tammy

This research examines how the same teacher implements the same curriculum material in two different schools. The aim of the study is to examine how the enacted algebra curriculum may change when the same teacher enacts the same written curriculum materials in different classes. This research comprises two case studies. Each case examines one teacher who taught the beginning of the mathematical topic "equivalent algebraic expressions", to two 7th grade classes from different schools. The same textbook was used in all four classes. The data collected includes: 1. Observations: 25930 lessons throughout the school year in each of the participating classes; Other mathematics classes in each of the schools; Other non9mathematics classes in the participating classes. A total of 130 lessons were observed. The observations included continuous observations of the teaching of "equivalent algebraic expressions" (15919 lessons) in each class. These observations are the main data source of this research; 2. Interviews with the teachers; 3. Informal conversations; and 4. Field notes. The data was analyzed both through quantitative and qualitative analysis. The research focuses on the following two aspects of the enacted curriculum: implementation of the recommendation that appeared in the curriculum materials and the types of algebraic activity that the students were exposed to during the teaching of the mathematical topic. Kieran's framework (Kieran, 1996, 2004), which distinguishes between three types of algebraic activities 9 generational, transformational and global/meta9level 9 was employed for the examination of the algebraic activities. Comparisons were made for two aspects of the research: between the enacted curriculum in each of the classes and the curriculum materials; and between each of the classes taught by same teacher. It was found that in case study 1, that examined teacher Sara and schools Carmel and Tavor -- most of the recommendations for instruction that appeared in the curriculum materials, were implemented: The students were exposed to the main mathematical subjects/ideas and the mathematical sequence that appeared in the curriculum materials; the lesson structure was similar to the recommended structure, and did not include work on assignments that were not recommended in the curriculum materials. In spite of the similarities in each of the classes, and the curriculum materials, and between the two classes -- a few differences were found, mainly while comparing the enactment in Tavor versus the recommendations in the curriculum materials and the enactment in Carmel. Examination of the algebraic types of activities that the students were exposed to in Carmel and Tavor schools throughout the school year shows that, although the students in the two schools were not required to deal with a similar number of assignments and tasks, in both schools they were exposed to the three types of algebraic activities in similar distribution as appear in the curriculum materials. The focus on the algebraic types of activities exposed to during the whole class work, shows that a significantly lesser percentage of global/meta9level activities was enacted in Tavor. In Tavor, teacher Sara omitted global/meta level activities that appear in the curriculum materials and in addition, there were several cases in which the same assignment/task was enacted in Carmel as a global/meta9level activity but was not enacted in Tavor. In case study 2, which included teacher Rebecca and schools Gamla and Arbel, not all the recommendations in the curriculum material were enacted. Indeed, in both classes the main mathematics subjects/ideas intended for this topic according to the curriculum materials were presented to the students, and the topic was taught according to the mathematical sequence that appeared in the curriculum materials, however in both classes the lesson structures were different from the intended structure -- unintended assignments were enacted, and some of the assignments were enacted not according to their purpose (for example, an assignment that was intended for group work was given as homework). These differences were found in comparison of each of the classes to the curriculum materials and in comparison between Gamla and Arbel. Examination of the algebraic types of activities that the students were exposed to in both classes throughout the school year as well as in the whole class -- shows differences originating from both transformational and global/meta9level algebraic activities. It was found that in Gamla more global/meta9level activities were enacted, as compared to the curriculum materials and the enactment in Arbel. In Arbel, however, emphasis was given to transformational activities as compared to the curriculum materials and enactment in Gamla. In addition it was found that there is also a difference in the way both teachers, Sara and Rebecca, perceived the curriculum materials, and that this perception is expressed in the different way each of them used the curriculum materials in their classes. (Abstract shortened by UMI.)

Teaching Undergraduate Mathematics in Interactive Groups: How Does It Fit with Students' Learning?

ERIC Educational Resources Information Center

Sheryn, Louise; Ell, Fiona

2014-01-01

Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in…

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

... Power Rockets and Class 3-Advanced High Power Rockets. 101.25 Section 101.25 Aeronautics and Space... OPERATING RULES MOORED BALLOONS, KITES, AMATEUR ROCKETS AND UNMANNED FREE BALLOONS Amateur Rockets § 101.25 Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets. When operating...

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

... Power Rockets and Class 3-Advanced High Power Rockets. 101.25 Section 101.25 Aeronautics and Space... OPERATING RULES MOORED BALLOONS, KITES, AMATEUR ROCKETS AND UNMANNED FREE BALLOONS Amateur Rockets § 101.25 Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets. When operating...

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

... Power Rockets and Class 3-Advanced High Power Rockets. 101.25 Section 101.25 Aeronautics and Space... OPERATING RULES MOORED BALLOONS, KITES, AMATEUR ROCKETS AND UNMANNED FREE BALLOONS Amateur Rockets § 101.25 Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets. When operating...

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

... Power Rockets and Class 3-Advanced High Power Rockets. 101.25 Section 101.25 Aeronautics and Space... OPERATING RULES MOORED BALLOONS, KITES, AMATEUR ROCKETS AND UNMANNED FREE BALLOONS Amateur Rockets § 101.25 Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets. When operating...

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

... Power Rockets and Class 3-Advanced High Power Rockets. 101.25 Section 101.25 Aeronautics and Space... OPERATING RULES MOORED BALLOONS, KITES, AMATEUR ROCKETS AND UNMANNED FREE BALLOONS Amateur Rockets § 101.25 Operating limitations for Class 2-High Power Rockets and Class 3-Advanced High Power Rockets. When operating...

Formative assessment in mathematics for engineering students

NASA Astrophysics Data System (ADS)

Ní Fhloinn, Eabhnat; Carr, Michael

2017-07-01

In this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the implementation of such assessments, with a particular focus on time or resource constraints and large class sizes, as well as effective methods of feedback. In addition, we consider the benefits of such formative assessments for students and staff.

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)

What I Wish I Had Learned in School.

ERIC Educational Resources Information Center

Tuttle, Jerome E.

1990-01-01

Discussed are some applications of mathematics involved in actuarial science which may be taught in high school mathematics classes. Described are the importance of approximate solutions, multiple answers, and selling the solution to a problem. (CW)

Experiences Teaching a Software Aided Mathematics Course for a General University Audience.

ERIC Educational Resources Information Center

McGivney, Raymond J., Jr.

1990-01-01

Described is a nonmajor mathematics course taught using computers and lab experiments. Included are the challenge, solution, description of the first class, problems, successes, the syllabus, student comments, and the conclusion. (KR)

Effects of reading picture books on kindergartners' mathematics performance.

PubMed

van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander

2016-02-07

This article describes a field experiment with a pretest-posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect ( d  = .13) on kindergartners' mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys.

Effects of reading picture books on kindergartners’ mathematics performance

PubMed Central

van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander

2016-01-01

This article describes a field experiment with a pretest–posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners’ mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys. PMID:26855457

The Effectiveness of Technology Integration in a Metropolitan Elementary Mathematics Program: Mad Dog Math

ERIC Educational Resources Information Center

Cohen, Miriam

2012-01-01

The outcome of American students' performances during international comparisons consistently scoring inadequately in mathematics exposes the crisis of deficient mathematics achievement thus causing deep concerns. Learners who acquire a strong theoretical foundation in mathematics at the primary level thrived later in more advanced level…

Lessons from the Past Look to the Future.

ERIC Educational Resources Information Center

Howden, Hilde

2000-01-01

Technological advances and many other changes in society change how and what students learn. Indicates the need to learn lessons from the past in order to be more mathematically literate and broaden the mathematics curriculum to a mathematical sciences curriculum that incorporates 21st century mathematics. (Contains 14 references.) (ASK)

Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities: A Literature Review

ERIC Educational Resources Information Center

Hwang, Jiwon; Riccomini, Paul J.

2016-01-01

Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem-solving tasks as well as…

Mathematics in Literature and Cinema: An Interdisciplinary Course

ERIC Educational Resources Information Center

Chabrán, H. Rafael; Kozek, Mark

2016-01-01

We describe our team-taught, interdisciplinary course "Numb3rs in Lett3rs & Fi1ms: Mathematics in Literature and Cinema," which explores mathematics in the context of modern literature and cinema. Our goal with this course is to advance collaborations between mathematics and the written/theatre-based creative arts.

Evidence of the Need to Prepare Prospective Teachers to Engage in Mathematics Consultations

ERIC Educational Resources Information Center

van Ingen, Sarah; Eskelson, Samuel L.; Allsopp, David

2016-01-01

The mathematics consultation represents a powerful opportunity for mathematics teachers to leverage the knowledge base of special education professionals to advance equity for students with special education needs. Yet, most teacher preparation programs do not specifically prepare prospective teachers to engage in mathematics-specific…

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 described...

The influence of mathematics learning using SAVI approach on junior high school students’ mathematical modelling ability

NASA Astrophysics Data System (ADS)

Khusna, H.; Heryaningsih, N. Y.

2018-01-01

The aim of this research was to examine mathematical modeling ability who learn mathematics by using SAVI approach. This research was a quasi-experimental research with non-equivalent control group designed by using purposive sampling technique. The population of this research was the state junior high school students in Lembang while the sample consisted of two class at 8th grade. The instrument used in this research was mathematical modeling ability. Data analysis of this research was conducted by using SPSS 20 by Windows. The result showed that students’ ability of mathematical modeling who learn mathematics by using SAVI approach was better than students’ ability of mathematical modeling who learn mathematics using conventional learning.

Exploring mathematics anxiety and attitude: Mathematics students' experiences

NASA Astrophysics Data System (ADS)

Sahri, Nurul Ashikin; Kamaruzaman, Wan Nur Farahdalila Wan; Jamil, Jastini Mohd.; Shaharanee, Izwan Nizal Mohd.

2017-11-01

A quantitative and correlational, survey methods were used to investigate the relationships among mathematical anxiety and attitude toward student's mathematics performance. Participants were 100 students volunteer to enroll in undergraduate Industrial Statistics, Decision Sciences and Business Mathematics at one of northern university in Malaysia. Survey data consisted of demographic items and Likert scale items. The collected data was analyzed by using the idea of correlation and regression analysis. The results indicated that there was a significant positive relationship between students' attitude and mathematics anxiety. Results also indicated that a substantial positive effect of students' attitude and mathematics anxiety in students' achievement. Further study can be conducted on how mathematical anxiety and attitude toward mathematics affects can be used to predict the students' performance in the class.

Advancement via Individual Determination: A Model for Equity in Secondary Mathematics

ERIC Educational Resources Information Center

Hodges, Cynthia D.

2013-01-01

This study examined the impact of Advancement Via Individual Determination (AVID) methodologies on the mathematics achievement of African American, European American, and Hispanic students as measured by the State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) for Algebra I. This quantitative nonexperimental ex post facto…

Career Advancement Outcomes in Academic Science, Technology, Engineering and Mathematics (STEM): Gender, Mentoring Resources, and Homophily

ERIC Educational Resources Information Center

Lee, Sang Eun

2017-01-01

This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement…

Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies

ERIC Educational Resources Information Center

Roschelle, Jeremy; Shechtman, Nicole; Tatar, Deborah; Hegedus, Stephen; Hopkins, Bill; Empson, Susan; Knudsen, Jennifer; Gallagher, Lawrence P.

2010-01-01

The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. The studies evaluated the SimCalc approach, which integrates an interactive representational technology, paper curriculum,…

Strategic Alliance to Advanced Technological Education through Enhanced Mathematics, Science, Technology, and English Education at the Secondary Level

ERIC Educational Resources Information Center

Scarborough, Jule Dee

2004-01-01

This document (book) reports on the Strategic Alliance to Advance Technological Education through Enhanced Mathematics, Science, Technology, and English Education at the Secondary Level, funded by National Science Foundation. It was a collaborative partnership involving the Rockford Public Schools, Rock Valley College, and Northern Illinois…

Advanced Mathematics 305--Optional Half Credit. Interim Guide.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This manual outlines an advanced mathematics course for secondary school students in Manitoba (Canada). Included are eight different topics for a total of ten modules, with each module accounting for 18 40-minute periods. Teachers, or teachers and students cooperatively, should select the equivalent of five modules from the eight topics covered.…

Science and Mathematics Advanced Placement Exams: Growth and Achievement over Time

ERIC Educational Resources Information Center

Judson, Eugene

2017-01-01

Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation…

The Equity Education. Fostering the Advancement of Women in the Sciences, Mathematics, and Engineering.

ERIC Educational Resources Information Center

Davis, Cinda-Sue; And Others

This volume includes 10 reports that present findings and recommendations for advancing women in science, mathematics and engineering. Critical issues facing women in these disciplines are addressed, including demographic myths and realities at various educational levels; the educational pipeline for girls and women; involvement in education and…

A life skills approach to mathematics instruction: preparing students with learning disabilities for the real-life math demands of adulthood.

PubMed

Patton, J R; Cronin, M E; Bassett, D S; Koppel, A E

1997-01-01

Current mathematics instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of mathematics instruction provides college preparation. Too often, classes in mathematics ignore the skills needed in home and community and on the job. The present article examines the ways in which general mathematics instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.

The impact of rigorous mathematical thinking as learning method toward geometry understanding

NASA Astrophysics Data System (ADS)

Nugraheni, Z.; Budiyono, B.; Slamet, I.

2018-05-01

To reach higher order thinking skill, needed to be mastered the conceptual understanding. RMT is a unique realization of the cognitive conceptual construction approach based on Mediated Learning Experience (MLE) theory by Feurstein and Vygotsky’s sociocultural theory. This was quasi experimental research which was comparing the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning method toward conceptual understanding of Junior High School students. The data was analyzed by using Independent t-test and obtained a significant difference of mean value between experimental and control class on geometry conceptual understanding. Further, by semi-structure interview known that students taught by RMT had deeper conceptual understanding than students who were taught by conventional way. By these result known that Rigorous Mathematical Thinking (RMT) as learning method have positive impact toward Geometry conceptual understanding.

Developmental gains in visuospatial memory predict gains in mathematics achievement.

PubMed

Li, Yaoran; Geary, David C

2013-01-01

Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.

Implementing a reform-oriented pedagogy: challenges for novice secondary mathematics teachers

NASA Astrophysics Data System (ADS)

Lewis, Gary M.

2014-06-01

Novice secondary mathematics teachers attempting teaching consonant with the National Council of Teachers of Mathematics (1991, 2007) Professional Standards for Teaching Mathematics experience many stresses related to their attempts at student-centered instruction; prominent among those were novices' challenges when orchestrating whole-class mathematical discussions with students taking a central, substantive role. During such discussions, students offer conjectures, ideas, and solutions and use mathematical argumentation and verification processes. Such teaching can create uncertainty and stress as teachers occupy a revised teaching role. They avoid evaluating student ideas during class; instead, they ask questions to move students' thinking forward, pose problems that deepen students' mathematical understanding, and choose between competing directions the discussion may take. Ultimately, teachers decide whether to continue pursuing such teaching goals or revert back to more familiar, teacher-centered methods. Supportive networks showed promise at helping novices navigate their first few years of teaching; organized networks helped novices meet their teaching goals while limiting the impact of their challenges on their well-being and teaching goals. The results of this study may inform teacher educators, administrators, and colleagues on how to support novices in pursuing teaching better aligned with novices' teaching ideals and reformer's visions.

Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement

PubMed Central

Li, Yaoran; Geary, David C.

2013-01-01

Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning. PMID:23936154

Conversations to Transform Geometry Class

ERIC Educational Resources Information Center

Szydlik, Jennifer Earles; Parrott, Amy; Belnap, Jason Knight

2016-01-01

Classroom culture is negotiated and established through both conversations and practices. Traditionally, teachers and researchers have focused primarily on the individual and social construction of mathematical content--that is, students' conceptual understanding and procedural skills--through mathematical actions and practices. This article…

Mathematical Models for Immunology: Current State of the Art and Future Research Directions.

PubMed

Eftimie, Raluca; Gillard, Joseph J; Cantrell, Doreen A

2016-10-01

The advances in genetics and biochemistry that have taken place over the last 10 years led to significant advances in experimental and clinical immunology. In turn, this has led to the development of new mathematical models to investigate qualitatively and quantitatively various open questions in immunology. In this study we present a review of some research areas in mathematical immunology that evolved over the last 10 years. To this end, we take a step-by-step approach in discussing a range of models derived to study the dynamics of both the innate and immune responses at the molecular, cellular and tissue scales. To emphasise the use of mathematics in modelling in this area, we also review some of the mathematical tools used to investigate these models. Finally, we discuss some future trends in both experimental immunology and mathematical immunology for the upcoming years.

Mathematical Relationships between Neuron Morphology and Neurite Growth Dynamics in Drosophila melanogaster Larva Class IV Sensory Neurons

NASA Astrophysics Data System (ADS)

Ganguly, Sujoy; Liang, Xin; Grace, Michael; Lee, Daniel; Howard, Jonathon

The morphology of neurons is diverse and reflects the diversity of neuronal functions, yet the principles that govern neuronal morphogenesis are unclear. In an effort to better understand neuronal morphogenesis we will be focusing on the development of the dendrites of class IV sensory neuron in Drosophila melanogaster. In particular we attempt to determine how the the total length, and the number of branches of dendrites are mathematically related to the dynamics of neurite growth and branching. By imaging class IV neurons during early embryogenesis we are able to measure the change in neurite length l (t) as a function of time v (t) = dl / dt . We found that the distribution of v (t) is well characterized by a hyperbolic secant distribution, and that the addition of new branches per unit time is well described by a Poisson process. Combining these measurements with the assumption that branching occurs with equal probability anywhere along the dendrite we were able to construct a mathematical model that provides reasonable agreement with the observed number of branches, and total length of the dendrites of the class IV sensory neuron.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bastian, Mark; Trigueros, Jose V.

Phoenix is a Java Virtual Machine (JVM) based library for performing mathematical and astrodynamics calculations. It consists of two primary sub-modules, phoenix-math and phoenix-astrodynamics. The mathematics package has a variety of mathematical classes for performing 3D transformations, geometric reasoning, and numerical analysis. The astrodynamics package has various classes and methods for computing locations, attitudes, accesses, and other values useful for general satellite modeling and simulation. Methods for computing celestial locations, such as the location of the Sun and Moon, are also included. Phoenix is meant to be used as a library within the context of a larger application. For example,more » it could be used for a web service, desktop client, or to compute simple values in a scripting environment.« less

Impact of Chess Training on Mathematics Performance and Concentration Ability of Children with Learning Disabilities

ERIC Educational Resources Information Center

Scholz, Markus; Niesch, Harald; Steffen, Olaf; Ernst, Baerbel; Loeffler, Markus; Witruk, Evelin; Schwarz, Hans

2008-01-01

The aim of this study is to evaluate the benefit of chess in mathematics lessons for children with learning disabilities based on lower intelligence (IQ 70-85). School classes of four German schools for children with learning disabilities were randomly assigned to receive one hour of chess lesson instead of one hour of regular mathematics lessons…

Examining Teachers' Struggles as They Attempt to Implement Dialogical Interaction as Part of Promoting Mathematical Reasoning within Their Classrooms

ERIC Educational Resources Information Center

Akkus, Recai; Hand, Brian

2011-01-01

This study examines the changes in teaching practices during the implementation of a pedagogical model called the mathematics reasoning approach (MRA), which was founded on 2 critical areas in mathematics, problem solving, and writing to learn. Three algebra teachers implemented the approach with their classes, which were divided into control…

Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale

ERIC Educational Resources Information Center

Leis, Micela; Schmidt, Karen M.; Rimm-Kaufman, Sara E.

2015-01-01

The Student Engagement in Mathematics Scale (SEMS) is a self-report measure that was created to assess three dimensions of student engagement (social, emotional, and cognitive) in mathematics based on a single day of class. In the current study, the SEMS was administered to a sample of 360 fifth graders from a large Mid-Atlantic district. The…

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…

Engaging in Problem Posing Activities in a Dynamic Geometry Setting and the Development of Prospective Teachers' Mathematical Knowledge

ERIC Educational Resources Information Center

Lavy, Ilana; Shriki, Atara

2010-01-01

In the present study we explore changes in perceptions of our class of prospective mathematics teachers (PTs) regarding their mathematical knowledge. The PTs engaged in problem posing activities in geometry, using the "What If Not?" (WIN) strategy, as part of their work on computerized inquiry-based activities. Data received from the PTs'…

Prospective Teachers' Perspectives on Mathematics Teaching and Learning: Lens for Interpreting Experiences in a Standards-Based Mathematics Course

ERIC Educational Resources Information Center

Chamberlin, Michelle T.

2013-01-01

In a mathematics course for prospective elementary teachers, we strove to model standards-based pedagogy. However, an end-of-class reflection revealed the prospective teachers were considering incorporating standards-based strategies in their future classrooms in ways different from our intent. Thus, we drew upon the framework presented by Simon,…

Tracking the Success of Pre-College Algebra Workshop Students in Subsequent College Mathematics Classes

ERIC Educational Resources Information Center

Fuller, Edgar; Deshler, Jessica M.; Kuhn, Betsy; Squire, Douglas

2014-01-01

In 2007 the Department of Mathematics at our institution began developing a placement process designed to identify at-risk students entering mathematics courses at the College Algebra and Calculus levels. Major changes in our placement testing process and the resulting interventions for at-risk students were put in place in Fall of 2008. At the…

AN EVALUATION OF HIGH SCHOOL MATHEMATICS PROGRAMMED TEXTS WHEN USED WITH DEAF STUDENTS.

ERIC Educational Resources Information Center

BORNSTEIN, HARRY

A COMPARISON WAS MADE OF THE RATE AND LEVEL OF ACHIEVEMENT OF 150 DEAF STUDENTS RESULTING FROM THE USE OF PROGRAMED TEXTS AS AGAINST THE USUAL LECTURE METHODS IN HIGH SCHOOL MATHEMATICS. EACH OF FOUR MATHEMATICS TEACHERS HAD TWO COMPARABLE CLASSES. THE CONTROL GROUP RECEIVED INFORMATION BY SIMULTANEOUS LECTURE AND THE EXPERIMENTAL GROUPS USED THE…

The Effects of Integrating LEGO Robotics into a Mathematics Curriculum to Promote the Development of Proportional Reasoning

ERIC Educational Resources Information Center

Casler-Failing, Shelli L.

2017-01-01

This mixed methods, action research case study sought to investigate the effects of incorporating LEGO robotics into a seventh grade mathematics curriculum focused on the development of proportional reasoning through the lens of Social Constructivist Theory. Quantitative data was collected via pre- and post-tests from the mathematics class of six…

Four Mediation Models of Teacher Expectancy Effects on Students' Outcomes in Mathematics and Literacy

ERIC Educational Resources Information Center

Trusz, Slawomir

2018-01-01

The study tested 4 direct and 28 indirect teacher expectancy effects on students' results in the mathematics and literacy sections of the matriculation test, and their final marks in the 12th-grade mathematics and literacy class. The following were considered as mediators: student self-esteem, their self-expectancy, and time spent learning…

Professional Opportunities in the Mathematical Sciences. Eleventh Edition. A Report for Undergraduate Students of Mathematics.

ERIC Educational Resources Information Center

Mathematical Association of America, Washington, DC.

This report is intended to give an indication of the variety of careers available to persons with interest and preparation in the mathematical sciences. Each part focuses on a particular class of professions, with necessary training as well as the character of the work and general conditions of employment described. Parts I through V deal with…

Using a Sequence of Number Pairs as an Example in Teaching Mathematics

ERIC Educational Resources Information Center

Mauch, Elizabeth; Shi, Yixun

2005-01-01

A sequence of number pairs can be used to generate many interesting examples in teaching mathematics subjects at various levels. It is often used in elementary or middle school mathematics classes to illustrate the concept of "patterns." In this paper the authors present a few interesting ways of using this sequence to form examples for high…

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

NASA Astrophysics Data System (ADS)

Burt, Stacey M.

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

Advanced mathematics communication beyond modality of\\xA0sight

NASA Astrophysics Data System (ADS)

Sedaghatjou, Mina

2018-01-01

This study illustrates how mathematical communication and learning are inherently multimodal and embodied; hence, sight-disabled students are also able to conceptualize visuospatial information and mathematical concepts through tactile and auditory activities. Adapting a perceptuomotor integration approach, the study shows that the lack of access to visual fields in an advanced mathematics course does not obstruct a blind student's ability to visualize, but transforms it. The goal of this study is not to compare the visually impaired student with non-visually impaired students to address the 'differences' in understanding; instead, I discuss the challenges that a blind student, named Anthony, has encountered and the ways that we tackled those problems. I also demonstrate how the proper and precisely crafted tactile materials empowered Anthony to learn mathematical functions.

Mathematics Learning Assisted Geogebra using Technologically Aligned Classroom (TAC) to Improve Communication Skills of Vocasional High School Student

NASA Astrophysics Data System (ADS)

Yuliardi, R.; Nurjanah

2017-09-01

The purpose of this study to analyze mathematical communication skill’s student to resolve geometry transformation problems through computer Assisted Geogebra using Technologically Aligned Classroom (TAC). The population in this study were students from one of Vocasional High School Student in West Java. Selection of sample by purposed random sampling, the experimental class is taught Technologically Aligned Classroom (TAC) with GeoGebra, while the control class is taught by conventional learning. This study was quasi-experimental with pretest and posttest control group design. Based on the results; (1) The enhancement of student mathematical communication skills through TAC was higher than the conventional learning; (2) based on gender, there were no differences of mathematical communication skilss student who exposed with TAC and conventional learning; (3) based on KAM test, there was significant enhancement of students’ communication skills among ability of high, middle, and low KAM. The differences occur between high KAM and middle KAM, and also between high KAM and low KAM. Based on this result, mathematics learning Assisted Geogebra using Technologically Aligned Classroom (TAC) can be applied in the process of Mathematics Learning in Vocasional High School.

Critical Thinking Skills of Students through Mathematics Learning with ASSURE Model Assisted by Software Autograph

NASA Astrophysics Data System (ADS)

Kristianti, Y.; Prabawanto, S.; Suhendra, S.

2017-09-01

This study aims to examine the ability of critical thinking and students who attain learning mathematics with learning model ASSURE assisted Autograph software. The design of this study was experimental group with pre-test and post-test control group. The experimental group obtained a mathematics learning with ASSURE-assisted model Autograph software and the control group acquired the mathematics learning with the conventional model. The data are obtained from the research results through critical thinking skills tests. This research was conducted at junior high school level with research population in one of junior high school student in Subang Regency of Lesson Year 2016/2017 and research sample of class VIII student in one of junior high school in Subang Regency for 2 classes. Analysis of research data is administered quantitatively. Quantitative data analysis was performed on the normalized gain level between the two sample groups using a one-way anova test. The results show that mathematics learning with ASSURE assisted model Autograph software can improve the critical thinking ability of junior high school students. Mathematical learning using ASSURE-assisted model Autograph software is significantly better in improving the critical thinking skills of junior high school students compared with conventional models.

Do Comments on Mathematics Homework Affect Student Achievement?

ERIC Educational Resources Information Center

Austin, Joe Dan

1976-01-01

Students in nine classes were randomly assigned to treatment groups receiving (1) written comments on their homework papers or (2) no comments. In two of the classes, the students receiving comments showed achievement superior to that of the others. In the remainder of the classes there was no difference. (SD)

Rudolf Mössbauer in Munich

NASA Astrophysics Data System (ADS)

Kalvius, G. M.; Kienle, P.

Mössbauer and one of the authors (PK) started in 1949 studying physics at the Technische Hochschule München (THM), which was still under reconstruction from the war damages. It offered two directions for studying physics: "Physik A" and "Physik B." I took courses in "Physik A," which meant Technical Physics; Mössbauer studied "Physik B," which was General Physics. Actually, the lectures of both directions were not too different up to the forth semester, followed by a "pre-diploma" examination, which Mössbauer passed in 1952. I as "Physik A" student had besides the various physics, chemistry, and mathematics courses, in addition lectures in Technical Electricity, Technical Mechanics, Technical Thermodynamics, and later Measurement Engineering offered by very famous professors, such as W.O. Schumann, L. Föppl, W. Nußelt, and H. Piloty. Our physics teachers were G. Joos (Experimental physics), G. Hettner (Theoretical Physics), and W. Meissner (Technical Physics); in mathematics, we enjoyed lectures by J. Lense and R. Sauer, and interesting chemistry lectures by W. Hieber. Thus we received a high-class classical education, but quantum mechanics was not a compulsory subject. Mössbauer complained about this deficiency when he realized that the effect he found was a quantum mechanical phenomenon. Quantum mechanics was offered as an optional subject by Prof. Fick and Prof. Haug. Mössbauer just missed to take these advanced lectures, although he was highly talented in mathematics and received even a tutoring position in the mathematics institute of Prof. R. Sauer, while I worked in engineering projects and had extensive industrial training.

Total Quality Management in the Classroom: Applications to University-Level Mathematics.

ERIC Educational Resources Information Center

Williams, Frank

1995-01-01

Describes a Total Quality Management-based system of instruction that is used in a variety of undergraduate mathematics courses. The courses that incorporate this approach include mathematics appreciation, introductory calculus, and advanced applied linear algebra. (DDR)

An Investigation of Eighth Grade Students' Problem Posing Skills (Turkey Sample)

ERIC Educational Resources Information Center

Arikan, Elif Esra; Ünal, Hasan

2015-01-01

To pose a problem refers to the creative activity for mathematics education. The purpose of the study was to explore the eighth grade students' problem posing ability. Three learning domains such as requiring four operations, fractions and geometry were chosen for this reason. There were two classes which were coded as class A and class B. Class A…

Analyzing the Teaching of Advanced Mathematics Courses via the Enacted Example Space

ERIC Educational Resources Information Center

Fukawa-Connelly, Timothy Patrick; Newton, Charlene

2014-01-01

Examples are believed to be very important in developing conceptual understanding of mathematical ideas, useful both in mathematics research and instruction (Bills & Watson in "Educational Studies in Mathematics" 69:77-79, 2008; Mason & Watson, 2008; Bills & Tall, 1998; Tall & Vinner, 1981). In this study, we draw on the…

For the Technologically Challenged: Four Free Online Tools to Liven up a Mathematics Classroom

ERIC Educational Resources Information Center

Northcote, Maria

2015-01-01

Use of technology in the mathematics classroom has the potential to advance children's learning of mathematics and enhance their attitudes about mathematics. When used in conjunction with purposeful planning, teachers can use technological tools to reinforce their pedagogical intentions and to facilitate relevant learning activities for students.…

University of Chicago School Mathematics Project 6-12 Curriculum. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2011

2011-01-01

The "University of Chicago School Mathematics Project ("UCSMP") 6-12 Curriculum" is a series of yearlong courses--(1) Transition Mathematics; (2) Algebra; (3) Geometry; (4) Advanced Algebra; (5) Functions, Statistics, and Trigonometry; and (6) Precalculus and Discrete Mathematics--emphasizing problem solving, real-world applications, and the use…

Pedagogical Applications from Real Analysis for Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Wasserman, Nicholas; Weber, Keith

2017-01-01

In this article, we consider the potential influences of the study of proofs in advanced mathematics on secondary mathematics teaching. Thus far, the literature has highlighted the benefits of applying the conclusions of particular proofs to secondary content and of developing a more general sense of disciplinary practices in mathematics in…

Learning Mathematics in English at Basic Schools in Ghana: A Benefit or Hindrance?

ERIC Educational Resources Information Center

Fredua-Kwarteng, Eric; Ahia, Francis

2015-01-01

Facilitating effective mathematics learning and higher mathematics achievement have long been recognized as a key to the scientific and technological advancement of the African continent. While the central role that language proficiency plays in mathematics teaching and learning has received an overwhelming research attention in the literature…

Using Composition Techniques To Improve Classroom Instruction and Students' Understanding of Proof.

ERIC Educational Resources Information Center

Goff, Christopher Dale

2002-01-01

Describes an effort to incorporate standard composition exercises into a sophomore-level discrete mathematics class. Provides an example of how peer review can be integrated with a mathematical curriculum through the writing of proofs. (Author/KHR)

The Effect of Concept Attainment Model on Mathematically Critical Thinking Ability of The University Students

NASA Astrophysics Data System (ADS)

Angraini, L. M.; Kartasasmita, B.; Dasari, D.

2017-02-01

This study examined the university students’ mathematically critical thinking ability through Concept Attainment Model learning. The Kolmogorov-Smirnov test, Levene test, t test, ANOVA one and two ways were used to analyse the data. The results of this study showed that (1) there is no difference grade on the student’s mathematical critical thinking ability between experimental group and conventional group as a whole, (2) there is no difference on the students’ mathematical critical thinking ability of experimental classes based on their mathematical early ability (3) there is no interaction between the learning that is used with the students’ mathematical early ability on the students’ mathematical critical thinking ability.

Technologies That Facilitate the Study of Advanced Mathematics by Students Who Are Blind: Teachers' Perspectives

ERIC Educational Resources Information Center

DePountis, Vicki M.; Pogrund, Rona L.; Griffin-Shirley, Nora; Lan, William Y.

2015-01-01

This research examined the perspectives of teachers of students with visual impairments (TVIs) regarding the use and effectiveness of electronic assistive technology (EAT) purported to assist students who are blind in advanced mathematics subjects. The data for this study were collected via an online survey distributed to a convenience sample of…

Technologies Used in the Study of Advanced Mathematics by Students Who Are Visually Impaired in Classrooms: Teachers' Perspectives

ERIC Educational Resources Information Center

DePountis, Vicki M.; Pogrund, Rona L.; Griffin-Shirley, Nora; Lan, William Y.

2015-01-01

Introduction: This research examined the perspectives of teachers of students who are visually impaired regarding the use and effectiveness of high-tech assistive technology purported to assist visually impaired students in advanced mathematics. Methods: The data for this study were collected via a mixed-methods online survey distributed through…

Advanced high school biology in an era of rapid change: a summary of the biology panel report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools.

PubMed

Wood, William B

2002-01-01

A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.

Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

PubMed Central

2002-01-01

A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors. PMID:12669097

College Science and Mathematics Teaching Faculty Talk about Science and Mathematics: An Examination of the Role of Discourse in an Upper Elementary/Middle-Level Teacher Preparation Program.

ERIC Educational Resources Information Center

McGinnis, J. Randy; Watanabe, Tad

This research employs a mixed theoretical perspective drawing on elements from interactionism and social constructivism. In this study, a discourse analysis is performed on conversations among intra- and inter-institutional mathematics and science teaching faculty participating in reforming content classes for teacher candidates in the Maryland…

WWC Review of the Report "The Impact of Indiana's System of Interim Assessments on Mathematics and Reading." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

The study, "The Impact of Indiana's System of Interim Assessments on Mathematics and Reading," examined the effects of using Diagnostic Assessment Tools (DAT) on mathematics and reading outcomes for students in 59 Indiana schools during the 2009-10 academic year. DAT consists of interim assessment tools--Wireless Generation's mCLASS for…

"Infinity Means It Goes on Forever": Siblings' Informal Teaching of Mathematics

ERIC Educational Resources Information Center

Howe, Nina; Adrien, Emmanuelle; Della Porta, Sandra; Peccia, Stephanie; Recchia, Holly; Osana, Helena P.; Ross, Hildy

2016-01-01

Sibling-directed teaching of mathematical topics during naturalistic home interactions was investigated in 39 middle-class sibling dyads at two time points. At time 1 (T1), siblings were 2 and 4 years of age, and at time 2 (T2), siblings were 4 and 6 years of age. Intentional sequences of sibling-directed mathematical teaching were coded for (i)…

The Use of Concrete Learning Objects Taken from the History of Mathematics in Mathematics Education

ERIC Educational Resources Information Center

Bütüner, Suphi Önder

2016-01-01

This study aimed to reveal the effects of teaching with concrete learning objects taken from the history of mathematics on student achievement. Being a quasi-experimental study, it was conducted with two grade 8 classes in a secondary school located in Trabzon. The experimental group consisted of 27 students and the control group consisted of 25.…

Closing the feedback loop: engaging students in large first-year mathematics test revision sessions using pen-enabled screens

NASA Astrophysics Data System (ADS)

Donovan, Diane; Loch, Birgit

2013-01-01

How can active learning, peer learning and prompt feedback be achieved in large first-year mathematics classes? Further, what technologies may support these aims? In this article, we assert that test revision sessions in first-year mathematics held in a technology-enhanced lecture theatre can be highly interactive with students solving problems, learning from each other and receiving immediate feedback. This is facilitated by pen-enabled screens and synchronization software. We argue that the educational benefits achievable through the technology do outweigh the technological distractions, and that these benefits can be achieved by focused, targeted one-off sessions and not only by a semester-long, regular approach. Repeat mid-semester test revision sessions were offered on a non-compulsory basis using pen-enabled screens for all students. Students worked practice test questions and marked solutions to mathematical problems on the screens. Students' work was then displayed anonymously for their peers to see. Answers were discussed with the whole class. We discuss outcomes from two offerings of these sessions using student feedback and lecturer reflections and show the impact of participation on self-reported student confidence. Pedagogical approaches that the technology allowed for the first time in a large class are highlighted. Students responded uniformly positively.

A Spreadsheet in the Mathematics Classroom.

ERIC Educational Resources Information Center

Watkins, Will; Taylor, Monty

1989-01-01

Demonstrates how spreadsheets can be used to implement linear system solving algorithms in college mathematics classes. Lotus 1-2-3 is described, a linear system of equations is illustrated using spreadsheets, and the interplay between applications, computations, and theory is discussed. (four references) (LRW)

Analysis of Frequency of Tests and Varying Feedback Delays in College Mathematics Achievement

ERIC Educational Resources Information Center

Townsend, Neal R.; Wheatley, Grayson H.

1975-01-01

Sixteen beginning analytic geometry and calculus classes (442 students) followed eight testing regimes for one academic quarter. Three aptitude subgroups were identified in each class. Classes to which daily quizzes were given achieved significantly higher on a specially constructed test than those which had only a single midterm examination.…

Estimation of a Frontier Production Function for the South Carolina Educational Process.

ERIC Educational Resources Information Center

Cooper, Samuel T.; Cohn, Elchanan

1997-01-01

Estimates frontier production functions for South Carolina's educational process, using data from 541 classes. Classes taught by teachers who received merit awards show greater mathematics and reading achievement gain scores, as do classes with fewer free-lunch students. There was a positive relationship between achievement and (larger) class…

Examining Factor Score Distributions to Determine the Nature of Latent Spaces

ERIC Educational Resources Information Center

Steinley, Douglas; McDonald, Roderick P.

2007-01-01

Similarities between latent class models with K classes and linear factor models with K-1 factors are investigated. Specifically, the mathematical equivalence between the covariance structure of the two models is discussed, and a Monte Carlo simulation is performed using generated data that represents both latent factors and latent classes with…

Mathematical Discovery and "Affect": The "Effect" of Aha! Experiences on Undergraduate Mathematics Students

ERIC Educational Resources Information Center

Liljedahl, Peter G.

2005-01-01

The AHA! experience-the moment of illumination on the heels of lengthy, and seemingly fruitless, intentional effort-has long been the basis for lore in mathematics. Unfortunately, such lore is often restricted to the discussion of these phenomena in the context of great mathematicians and great mathematical advancement. But are such experiences…

Influence of a Mathematics Teachers' Circle on Elementary Teachers' Use of Problem Solving

ERIC Educational Resources Information Center

Garner, Mary L.; Watson, Virginia; Rogers, Beth; Head, Catherine

2017-01-01

Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and…

Advancements in Research on Creativity and Giftedness in Mathematics Education: Introduction to the Special Issue

ERIC Educational Resources Information Center

Singer, Florence Mihaela; Sheffield, Linda Jensen; Leikin, Roza

2017-01-01

Creativity and giftedness in mathematics education research are topics of an increased interest in the education community during recent years. This introductory paper to the special issue on Mathematical Creativity and Giftedness in Mathematics Education has a twofold purpose: to offer a brief historical perspective on the study of creativity and…

Mathematical Creativity: Psychology, Progress and Caveats

ERIC Educational Resources Information Center

Sriraman, Bharath

2017-01-01

The aim of this paper is to provide a concise survey of advances in the study of the psychology of creativity, with an emphasis on literature that is typically not cited in mathematics education. In spite of claims that mathematical creativity is an ill-defined area of inquiry in mathematics education, the literature from psychology can serve as…

Middle School Mathematics: 2006-07 to 2008-09. Impact Evaluation. E&R Report No. 10.11

ERIC Educational Resources Information Center

Paeplow, Colleen

2010-01-01

In 2006-07, seven Wake County Public School System (WCPSS) middle schools piloted Algebraic Thinking as an alternate approach to teaching middle school mathematics. Algebraic Thinking was developed to help students in grade 6 reach higher mathematics courses by combining the regular and advanced middle school mathematics courses into one…

Engineering Undergraduates' Views of A-Level Mathematics and Further Mathematics as Preparation for Their Degree

ERIC Educational Resources Information Center

Darlington, Ellie; Bowyer, Jessica

2017-01-01

An ongoing reform programme of the post-16 Advanced "A"-level qualifications in England and Wales means that pre-university mathematics content and assessment will change from 2017. Undergraduate engineering is a subject that relies heavily on mathematics, and applicants to engineering degree programmes in the UK are required to have…

Programmability in AIPS++

NASA Technical Reports Server (NTRS)

Hjellming, R. M.

1992-01-01

AIPS++ is an Astronomical Information Processing System being designed and implemented by an international consortium of NRAO and six other radio astronomy institutions in Australia, India, the Netherlands, the United Kingdom, Canada, and the USA. AIPS++ is intended to replace the functionality of AIPS, to be more easily programmable, and will be implemented in C++ using object-oriented techniques. Programmability in AIPS++ is planned at three levels. The first level will be that of a command-line interpreter with characteristics similar to IDL and PV-Wave, but with an intensive set of operations appropriate to telescope data handling, image formation, and image processing. The third level will be in C++ with extensive use of class libraries for both basic operations and advanced applications. The third level will allow input and output of data between external FORTRAN programs and AIPS++ telescope and image databases. In addition to summarizing the above programmability characteristics, this talk will given an overview of the classes currently being designed for telescope data calibration and editing, image formation, and the 'toolkit' of mathematical 'objects' that will perform most of the processing in AIPS++.

The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

NASA Astrophysics Data System (ADS)

Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

2018-01-01

This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

A qualitative study of motivation in Alaska Native Science and Engineering Program (ANSEP) precollege students

NASA Astrophysics Data System (ADS)

Yatchmeneff, Michele

The dramatic underrepresentation of Alaska Natives in science, technology, engineering and mathematics (STEM) degrees and professions calls for rigorous research in how students access these fields. Research has shown that students who complete advanced mathematics and science courses while in high school are more academically prepared to pursue and succeed in STEM degree programs and professions. There is limited research on what motivates precollege students to become more academically prepared before they graduate from high school. In Alaska, Alaska Native precollege students regularly underperform on required State of Alaska mathematics and science exams when compared to non-Alaska Native students. Research also suggests that different things may motivate Alaska Native students than racial majority students. Therefore there is a need to better understand what motivates Alaska Native students to take and successfully complete advanced mathematics and science courses while in high school so that they are academically prepared to pursue and succeed in STEM degrees and professions. The Alaska Native Science & Engineering Program (ANSEP) is a longitudinal STEM educational enrichment program that works with Alaska Native students starting in middle school through doctoral degrees and further professional endeavors. Research suggests that Alaska Native students participating in ANSEP are completing STEM degrees at higher rates than before the program was available. ANSEP appears to be unique due to its longitudinal approach and the large numbers of Alaska Native precollege, university, and graduate students it supports. ANSEP provides precollege students with opportunities to take advanced high school and college-level mathematics and science courses and complete STEM related projects. Students work and live together on campus during the program components. Student outcome data suggests that ANSEP has been successful at motivating precollege participants to successfully complete advanced high school and college-level mathematics and science courses prior to high school graduation. This study was designed to examine the motivations of Alaska Native high school students who participated in the ANSEP Precollege components to take advanced mathematics and science courses in high school or before college. Participants were 30 high school or college students, 25 of whom were Alaska Native, who were currently attending or had attended Alaska Native Science & Engineering Program (ANSEP) Precollege components in high school. Self-determination theory was used as this study's theoretical framework to develop the semi-structured interview questions and also analyze the interviews. A thematic approach was used to analyze the interviews. The results of this study indicated that ANSEP helped the Alaska Native high school students gain a sense of autonomy, competence, and relatedness in order to be motivated to take advanced mathematics and science courses in high school or before college. In particular, Alaska Native high school students described that relatedness was an important element to them being motivated to take advanced mathematics and science courses. More specifically, participants reported that the Alaska Native community developed at the ANSEP Building and the relationships they developed with their Alaska Native high school peers and staff played an influential role in the motivation of these students. These findings are important because research suggests that autonomy and competence are more important elements than relatedness because they generate or maintain intrinsic motivation. Alaska Native high school students reported that ANSEP was more successful in helping them gain a sense of competence and relatedness than at helping them gain a sense of autonomy. More specifically, the reason the participants did not feel ANSEP developed their sense of autonomy was because ANSEP restricted their actions during the ANSEP Precollege study sessions. My study implies that Alaska Native students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. Educators and STEM program leaders should incorporate elements of belonging into the educational environments they develop for their Alaska Native students. Future research should be conducted to determine if other racial minority students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. My study also indicated that Alaska Native students were motivated to take advanced mathematics and science courses by knowing ANSEP would support them in future programming because of its longitudinal approach. Funding agencies of STEM programs should consider funding programs that provide a longitudinal approach to help Alaska Native students' sense of competence grow. Future research should include studying other STEM programs to determine if they are motivating their students to take and succeed in advanced mathematics and science courses.

Improving operating room efficiency by applying bin-packing and portfolio techniques to surgical case scheduling.

PubMed

Van Houdenhoven, Mark; van Oostrum, Jeroen M; Hans, Erwin W; Wullink, Gerhard; Kazemier, Geert

2007-09-01

An operating room (OR) department has adopted an efficient business model and subsequently investigated how efficiency could be further improved. The aim of this study is to show the efficiency improvement of lowering organizational barriers and applying advanced mathematical techniques. We applied advanced mathematical algorithms in combination with scenarios that model relaxation of various organizational barriers using prospectively collected data. The setting is the main inpatient OR department of a university hospital, which sets its surgical case schedules 2 wk in advance using a block planning method. The main outcome measures are the number of freed OR blocks and OR utilization. Lowering organizational barriers and applying mathematical algorithms can yield a 4.5% point increase in OR utilization (95% confidence interval 4.0%-5.0%). This is obtained by reducing the total required OR time. Efficient OR departments can further improve their efficiency. The paper shows that a radical cultural change that comprises the use of mathematical algorithms and lowering organizational barriers improves OR utilization.

The Role of Teachers' Knowledge of Functions in Their Teaching: A Conceptual Approach with Illustrations from Two Cases

ERIC Educational Resources Information Center

Watson, Anne; Harel, Guershon

2013-01-01

We investigate whether and how personal mathematical knowledge at an advanced level impacts on teaching at a lower school level. We study this in the context of functions because understanding them permeates secondary and advanced mathematics. Textbook treatment of these can be patchy, implying a need for knowledgeable teachers to rectify…

Smooth Transition for Advancement to Graduate Education (STAGE) for Underrepresented Groups in the Mathematical Sciences Pilot Project: Broadening Participation through Mentoring

ERIC Educational Resources Information Center

Eubanks-Turner, Christina; Beaulieu, Patricia; Pal, Nabendu

2018-01-01

The Smooth Transition for Advancement to Graduate Education (STAGE) project was a three-year pilot project designed to mentor undergraduate students primarily from under-represented groups in the mathematical sciences. The STAGE pilot project focused on mentoring students as they transitioned from undergraduate education to either graduate school…

Does lake size matter? Combining morphology and process modeling to examine the contribution of lake classes to population-scale processes

USGS Publications Warehouse

Winslow, Luke A.; Read, Jordan S.; Hanson, Paul C.; Stanley, Emily H.

2014-01-01

With lake abundances in the thousands to millions, creating an intuitive understanding of the distribution of morphology and processes in lakes is challenging. To improve researchers’ understanding of large-scale lake processes, we developed a parsimonious mathematical model based on the Pareto distribution to describe the distribution of lake morphology (area, perimeter and volume). While debate continues over which mathematical representation best fits any one distribution of lake morphometric characteristics, we recognize the need for a simple, flexible model to advance understanding of how the interaction between morphometry and function dictates scaling across large populations of lakes. These models make clear the relative contribution of lakes to the total amount of lake surface area, volume, and perimeter. They also highlight the critical thresholds at which total perimeter, area and volume would be evenly distributed across lake size-classes have Pareto slopes of 0.63, 1 and 1.12, respectively. These models of morphology can be used in combination with models of process to create overarching “lake population” level models of process. To illustrate this potential, we combine the model of surface area distribution with a model of carbon mass accumulation rate. We found that even if smaller lakes contribute relatively less to total surface area than larger lakes, the increasing carbon accumulation rate with decreasing lake size is strong enough to bias the distribution of carbon mass accumulation towards smaller lakes. This analytical framework provides a relatively simple approach to upscaling morphology and process that is easily generalizable to other ecosystem processes.