Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa
The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…
Hoepner, Cynthia Colon
President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were
The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement
Urbina, Josue N.
There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with
Gao, Niu; Adan, Sara
Last year, the California Legislature passed a new law--the California Mathematics Placement Act--to address widespread concern over equity in the math placement process. The law is aimed at improving the measurement of student performance in order to move more students successfully through the high school curriculum. In this context, researchers…
Achieve, Inc., 2013
The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…
Achieve, Inc., 2013
This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…
This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students' field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the…
Ramsey, Susan Brady
The purpose of this study is to examine the effectiveness of the National Math and Science Initiative's Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The…
Melguizo, Tatiana; Bos, Johannes M.; Ngo, Federick; Mills, Nicholas; Prather, George
This study evaluates the effectiveness of math placement policies for entering community college students on these students' academic success in math. We estimate the impact of placement decisions by using a discrete-time survival model within a regression discontinuity framework. The primary conclusion that emerges is that initial placement in a…
Timmons, Sara J.
One of the many goals of schools is to have each student reach his/her fullest potential. One way schools challenge the accelerated learners is through the advanced placement (AP) program. Many able students at Indian River High School (IRHS) are choosing to enroll in college prep math courses instead of enrolling in honors and AP math. When…
Fay, Maggie P.; Bickerstaff, Susan; Hodara, Michelle
Drawn from surveys completed by 122 students enrolled in developmental math at four community colleges and from seven student focus groups with a total of 34 developmental math students at those same colleges, this research brief illuminates student experiences with and perspectives on the math assessment and placement process. Findings suggest…
Ngo, Federick; Kwon, William W.
Community college students are often placed in developmental math courses based on the results of a single placement test. However, concerns about accurate placement have recently led states and colleges across the country to consider using other measures to inform placement decisions. While the relationships between college outcomes and such…
Moore, George; Slate, John R.
Enrollment in Advanced Placement (AP) courses and performance on Advanced Placement examinations for American Indians in the U.S. for 2007 was analyzed. Scores on AP examinations, overall and then for five AP courses, were compared to the AP examination scores of White students. In every case, American Indians had AP examination scores that were…
Once upon a time, a student well advanced past grade level in math would have had few choices. Advanced students would invariably outpace the skills of their elementary teachers, and due to age wouldn't have options such as going to the middle school or community college for classes. Soon thereafter, students would enter middle school only to find…
Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.
Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…
Huang, Chun-Wei; Snipes, Jason; Finkelstein, Neal
Middle school math placement and progression are topics that are part of an active policy and practice discussion in California and elsewhere. Beginning in the 2008/09 school year, California's State Board of Education recommended that students complete algebra I by the end of grade 8. Between 2003 and 2009 the proportion of grade 8 students…
Lanegran, David A.
Discusses the four sections of the Advanced Placement (AP) human geography course focusing on agriculture: (1) development and diffusion of agriculture; (2) major agricultural production regions; (3) rural land use and change; and (4) impacts of modern agricultural change. Includes references and a resource list. (CMK)
Morton, John S.
This book is designed to help advanced placement students better understand macroeconomic concepts through various activities. The book contains 6 units with 64 activities, sample multiple-choice questions, sample short essay questions, and sample long essay questions. The units are entitled: (1) "Basic Economic Concepts"; (2) "Measuring Economic…
Morton, John S.
This book, in conjunction with the student activities books for macroeconomics and microeconomics, is designed for teaching the Advanced Placement Economics course. The book contains five units for the microeconomic portion and six units for the macroeconomic portion of the text. Along with the many activities are sample multiple-choice questions,…
BARRON, ROBERT; ROSELLE, LEONE
LITERARY AND CRITICAL WORKS, REFERENCE BOOKS, PERIODICALS, RECORDS, FILMS, AND FILMSTRIPS DEALING WITH ROMAN LITERATURE, HISTORY, CIVILIZATION, MYTHOLOGY, AND LANGUAGE ARE INCLUDED IN THIS BIBLIOGRAPHY OF RECOMMENDED READING IN ENGLISH FOR ADVANCED PLACEMENT PROGRAMS IN LATIN. THE LIST IS DIVIDED INTO TWO $500 GROUPS, SO THAT FOR CONVENIENCE IN…
Dr. Paul Dosal of the University of South Florida is not impressed with the way most high school students learn about Latin American history. Dosal believes an advanced placement course in the subject will change that. He's the executive director of ENLACE Florida, a statewide network funded by the W.K. Kellogg Foundation, designed to increase the…
Murphy, Alexander B.
Introduces this special issue of "Journal of Geography" focusing on the teaching of Advanced Placement (AP) human geography. States that essays were developed by members of the AP Human Geography Development Committee focusing on areas in the human geography course outline which are included in the appendix. (CMK)
This guide to effective writing strategies is based on three ideas that provide motivation for writing skills development in an advanced placement history class: students learn to write by writing; problem essays are more effective in developing writing skills than topic essays; and writing is a learning tool. Stressing that writing practice is…
Anne Arundel County Public Schools, Annapolis, MD.
Providing students with the opportunity to earn college credit while still in high school, the Advanced Placement English course described in this guide is designed to help students (1) want to choose from a wide range of literature for independent reading; (2) develop a critical awareness about literature; (3) recognize connections among works of…
Advanced Placement (AP), launched in 1955 by the College Board as a program to offer gifted high school students the opportunity to complete entry-level college coursework, has since expanded to encourage a broader array of students to tackle challenging content. This Education Commission of the State's Policy Analysis identifies key components of…
Demonstrates that Advanced Placement (AP) courses may not be appropriate for every student. Discusses the process of selecting students for AP U.S. history. Criteria include an application, summer sessions, and evidence of motivation to excel in the program. Considers the effects of this policy. (CMK)
Photoelectron spectroscopy (PES) is a new addition to the Advanced Placement (AP) Chemistry curriculum. This article explains the rationale for its inclusion, an overview of how the PES instrument records data, how the data can be analyzed, and how to include PES data in the course. Sample assessment items and analysis are included, as well as…
Journal of Chemical Education, 1983
Summarizes papers and minipapers on honors and advanced placement (AP) chemistry courses presented at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982). Advantages/disadvantages of AP chemistry, high school/college courses, and grouping all chemistry students in one class were among the topics discussed. (JN)
Achieve, Inc., 2013
Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…
Shepherd, Lesa Hanlin
Four hundred sixty students in four public high schools were used as subjects to determine which of eleven academic and demographic factors studied were significant predictors of success for the Advanced Placement Biology Examination. Factors studied were attendance, class rank, gender, grade level at the time of the examination, grade point average, level of prerequisite biology course, number of Advanced Placement Examinations taken in the year prior to the Advanced Placement Biology Examination, number of Advanced Placement Examinations taken in the same year as the Advanced Placement Biology Examination, proposed major in college, race, and SAT mathematics, verbal, and combined score. Significant relationships were found to exist between the Advanced Placement Biology Examination score and attendance, class rank, gender, grade level at the time of the Advanced Placement Biology Examination, grade point average, number of Advanced Placement Examinations taken in the year prior to the Advanced Placement Biology Examination, number of Advanced Placement Examinations taken in the same year as the Advanced Placement Biology Examination, race, and SAT scores. Significant relationships were not found to exist between Advanced Placement Biology Examination score and level prerequisite biology course and Advanced Placement Biology Examination score and proposed major in college. A multiple regression showed the best combination of predictors to be attendance, SAT verbal score, and SAT mathematics score. Discriminant analysis showed the variables in this study to be good predictors of whether the student would pass the Advanced Placement Biology Examination (score a 3, 4, or 5) or fail the Advanced Placement Biology Examination (score a 1 or 2). These results demonstrated that significant predictors for the Advanced Placement Biology Examination do exist and can be used to assist in the prediction of scores, prediction of passing or failing, the identification of
Howard, Lori A.; Potts, Elizabeth A.; Linz, Ed
As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral),…
Ramsey, Susan Brady
The purpose of this study is to examine the effectiveness of the National Math and Science Initiative's Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students' test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high schools.
Achieve, Inc., 2013
No student who hopes to compete in today's rapidly evolving global economy and job market can afford to graduate from high school with weak mathematical skills, which include the ability to use logic, reason, and solve problems. The benefits associated with improving the math performance of American students also extend to the larger U.S. economy.…
Bergmeier, Brian D.
Discusses two factors to consider when initiating advanced placement (AP) chemistry, namely, the quality of those teaching the program and the time necessary to teach the relevant concepts. Suggests offering laboratory sessions during evening hours as an alternative to traditional daytime arrangements for laboratory blocks. (JN)
Lewis, Traschell S.
The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academic performance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…
White, Carole D.
The major objectives and benefits of the Advanced Placement Program (APP) are summarized, and data specific to Delaware are compared to national statistics about advanced placement (AP) courses in high schools. School participation in the APP is considered an indicator of academic success by educators and policy makers. The extent to which…
Sadler, Philip M.; Sonnert, Gerhard; Tai, Robert; Klopfenstein, Kirstin
The Advanced Placement (AP) program was created to enhance the experience of gifted students as they transition from high school to college. "AP: A Critical Examination of the Advanced Placement Program," edited by Philip M. Sadler, Gerhard Sonnert, Robert Tai, and Kirstin Klopfenstein (2010, Harvard Education Press), questions the…
Mercurio, Joseph; And Others
Compared performance of Syracuse University Project Advance (PA) chemistry students (N=35) with advanced placement (AP) candidates on the AP chemistry examination. PA students scored slightly above the national average on the examination, and students who performed well (B or better) in AP chemistry also did well on the examination. (JN)
Hoff, David J.; Cavanagh, Sean
Improving K-12 instruction and student achievement in mathematics and science is at the heart of separate bills intended to bolster America's economic standing that won overwhelming approval in both houses of Congress last week. The House on April 24 approved the 10,000 Teachers, 10 Million Minds Science and Math Scholarship Act by a vote of…
Barton, Susan O'brien
During the high school years, when many students first have some choice in course selection, research indicates that girls choose to enroll in more math and science courses, take more advanced placement courses, and take more honors courses in English, biology, chemistry, mathematics, and foreign languages than ever before. Yet, not only are boys more likely to take all of the three core science courses (biology, chemistry, and physics), boys enroll in advanced placement physics approximately three times as often as do girls. This study examines the perceptions, attitudes, and aspirations of thirty high school girls enrolled in senior-level science electives in an attempt to understand their high school science course choices, and what factors were influencing them. This is a qualitative investigation employing constructivist grounded theory methods. There are two main contributions of this study. First, it presents a new conceptual and analytical framework to investigate the problem of why some high school girls do not enroll in physics coursework. This framework is grounded in the data and is comprised of three existing feminist perspectives along the liberal/radical continuum of feminist thought. Second, this study illuminates a complex set of reasons why participants avoided high school physics (particularly advanced placement physics) coursework. These reasons emerged as three broad categories related to: (a) a lack of connectedness with physics curriculum and instruction; (b) prior negative experiences with physics and math classroom climates; and (c) future academic goals and career aspirations. Taken together, the findings of this study indicate that the problem of high school girls and physics enrollment---particularly advanced placement physics enrollment---is a problem that cannot be evaluated or considered from one perspective.
Placement of a peripherally inserted central catheter (PICC) is often complicated by the infant's small size and previous use of the peripheral veins, making the traditional means of insertion inadequate. New techniques and technologies, previously reserved for pediatric and adult patients, are now available for use in neonates and can enhance the practice of neonatal PICC teams. The modified Seldinger technique allows insertion of the PICC via smaller peripheral veins while decreasing venous trauma and enhancing the rate of successful placement. A second useful technique, the catheter exchange procedure, allows insertion of a new catheter within the same vein when complications such as occlusion, breakage, or inappropriate position occur and require removal of the currently dwelling PICC. Clinicians caring for neonates and infants must continually update their knowledge and skill by incorporating new techniques into their practice.
Texas Education Agency, Austin. Office of Policy Planning and Research.
The participation and performance of 11th- and 12th-grade Texas public school district students on the College Entrance Examination Board's Advanced Placement and International Baccalaureate Organisation's programs during the 1999-2000 school year were studied. Results show the largest 1-year gains to date in the number of Texas Advanced Placement…
Sadler, Philip M., Ed.; Sonnert, Gerhard, Ed.; Tai, Robert H., Ed.; Klopfenstein, Kristin, Ed.
With an annual yearly growth rate of 9.3 percent over the last two decades, Advanced Placement courses have become a juggernaut in American high school education. AP courses are routinely perceived as an indicator of educational rigor, and many schools push to enroll low-income or minority students in these courses in the hope of preparing them…
Discusses the format and results of the first Advanced Placement (AP) Government and Politics Examinations given by high schools in May 1987. Findings show the need for further training of AP teachers, improved instruction, and increased student interest in political science. Provides ordering information for two AP guides to assist political…
Torres, Luz Adriana
This qualitative study sought to uncover the contextual factors of the schooling process that affect the enrollment of gifted Spanish speaking English Learners (ELs) in Advanced Placement (AP) courses. In addition, this study investigated the perceptions of gifted Spanish speaking ELs toward AP courses and how these perceptions might affect their…
Gray, Paul T., Jr.; Hidlebrant, Barbara S.; Strauss, Tim R.
Advanced Placement Human Geography (APHG) has grown steadily from 3,272 tests at the first test administration in 2001 to 14,139 tests in 2005. This paper examines the dynamics of growth throughout the United States through numbers of students and numbers of high schools involved in the program. APHG is discussed relative to the establishment of…
... Advanced Placement (AP) Test Fee Program AGENCY: Office of Elementary and Secondary Education (OESE), Department of Education. ACTION: Notice reopening the AP Test Fee fiscal year (FY) 2011 competition. SUMMARY... applications for the AP Test Fee FY 2011 competition. That notice established a November 17, 2010 deadline...
Barnard-Brak, Lucy; McGaha-Garnett, Valerie; Burley, Hansel
The current study examined access to Advanced Placement (AP) courses as a function of these school characteristics (e.g., percentage of ethnic minority and lower socioeconomic status) and then examined AP course enrollment as a function of both access to AP courses and these school characteristics. Using structural equation modeling techniques,…
Gagnon, Douglas J.; Mattingly, Marybeth J.
Completing Advanced Placement (AP) coursework is an important part of the selective college admissions process, and access to AP coursework can be viewed as a measure of equal opportunity. Relatively little research has fully examined how access to AP coursework is mediated by school characteristics. Rural schools are at a particular disadvantage…
The purpose of this article is to sketch a conceptualization of a framework for Advanced Placement (AP) Statistics Teaching Knowledge. Recent research continues to problematize the lack of knowledge and preparation among secondary level statistics teachers. The College Board's AP Statistics course continues to grow and gain popularity, but is a…
Ford, Larry R.
Discusses the cities and urban land use section of the Advanced Placement (AP) human geography course, focusing on the: (1) definitions of urbanism; (2) origin and evolution of cities; (3) functional character of contemporary cities; (4) built environment and social space; and (5) responses to urban growth. (CMK)
Thomson, William; And Others
The College Entrance Examination Board has prepared this publication to help secondary school teachers develop Advanced Placement (AP) courses in music. The discussion of strategy recommendations, reading materials, and record collections should be adapted to suit local preferences and individual skills. An opening section of general remarks…
Bernholc, Alissa; Baenen, Nancy; Howell, Toni
The Advanced Placement (AP) Program allows high school students to learn subjects at a college level of difficulty. Students may receive college credit if they earn a high enough score on the AP examination typically taken at the end of an AP course. This report describes the participation and achievement of AP students in the Wake County Public…
Reflects on the experience of being in an Advanced Placement (AP) U.S. history course in high school. Stresses that the intent of the course was only to prepare students to score well on the AP examination. Asserts that the course should have aimed beyond teaching to the test. (CMK)
Fornoff, Frank, Comp.
This publication is intended to aid in the planning and implementation of Advanced Placement (AP) chemistry courses. Included are reports from high schools that have established such courses concerning costs, facilities, and instructional requirements. Also included are the free-response sections of the 1974 and 1975 AP Chemistry Examination,…
In 1956, 1,220 college-bound juniors and seniors in 104 American high schools took the first Advanced Placement (AP) exams conducted by the Educational Testing Service for the College Board. The AP program was unabashedly elitist and designed to fortify the education of the nation's future leaders in anticipation of Cold War national security…
Santos, Peter A.
This paper describes and evaluates benefits of advanced placement programs and identifies materials which can help high school history classroom teachers develop effective advanced placement programs. An advanced placement program is defined as a program which requires a student to do extensive research and writing throughout the school year.…
Couturier, Lara K.; Cullinane, Jenna
This call to action is based on a simple but important premise: The nation cannot allow college placement policies, processes, and instruments to undermine promising efforts to increase student success in mathematics and increase attainment of STEM credentials. Efforts to redesign math pathways hold great promise for improving the teaching and…
Tennessee Department of Education, 2015
The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth…
New Mexico Public Education Department, 2007
This Strategic Action Plan for Advancing Math and Science Education is an initial outline of strategies, actions, measures of progress, resources needed, timelines, and responsible parties. The Plan focuses on these three main goals: (1) increasing student interest, participation, and achievement in math and science; (2) raising public support and…
Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the…
Eisner, Caroline, Ed.
This is the first comprehensive study to examine Advanced Placement (AP) course-taking patterns and subject test results in the nation's urban schools. This study investigates both Great City Schools' (GCS) AP scores and scores for a national sample of test takers. The GCS data set includes 58 large urban public school districts. The primary…
This article describes the Jaime Escalante Math Program, a system that in 1989 helped an East Los Angeles high school set a record by administering over 450 Advanced Placement exams, having administered only 10 tests in 1978. The article is presented in three sections. The first section describes the program, discussing origins and backgrounds:…
de Wolf, Virginia A.
Freshmen placed into the second or third quarter of the first year calculus sequence at the University of Washington were studied. Two major findings were: freshmen eligible for advanced placement earned mean mathematics Grade Point Averages (GPAs) which were quite high; and advanced placement students earned mean mathematics GPAs substantially…
Zohar, Anat; Sela, David
Investigates gender issues in Israeli advanced placement physics classes. Analyzes matriculation exam scores from approximately 400 high schools over 12 years. Conducts semi-constructed interviews with 50 advanced placement physics students (25 girls and 25 boys). Discusses changes in the ratio of girls, performance, and factors that are…
The Advanced Placement (AP) program was initiated during the early 1950's in response to growing concerns regarding the educational needs of high ability secondary school students. The Advanced Placement "Status Quo" (AP Status Quo) framework suggests that there has been an emphasis on preparing a few students while excluding the majority of…
... Application for New Awards; Advanced Placement (AP) Test Fee Program AGENCY: Office of Elementary and Secondary Education, Department of Education. ACTION: Notice. Overview Information: Advanced Placement Test.... Full Text of Announcement I. Funding Opportunity Description Purpose of Program: The AP Test...
... Applications for New Awards; Advanced Placement (AP) Test Fee Program AGENCY: Office of Elementary and Secondary Education, Department of Education. ACTION: Notice. Overview Information Advanced Placement Test... Announcement I. Funding Opportunity Description Purpose of Program: The AP Test Fee program awards grants...
Swanson, Julie Dingle; Nagy, Steven
The focus of this study was the first year of implementation of the Advanced Placement Academy (APA), a program within a high school providing honors and Advanced Placement coursework for high-ability African American students with previously limited access to rigorous courses. The qualitative investigation explores practical solutions from…
This document extends the National Association of Scholars' (NAS's) critique of the College Board from Advanced Placement U.S. History (APUSH) to Advanced Placement European History (APEH). The College Board distorts APEH in the same way that it distorted the first version of APUSH. The traditional history of Europe tells how Europeans, uniquely,…
Cramer, Gregory J.
This dissertation critically investigates how Advanced Placement (AP) U.S. History textbooks portray key events in Latino/a history. The investigation is made in light of claims made by the College Board, the ACLU, scholars, and federal and state governments that the Advanced Placement program is the path to educational equity for Latino/a…
Discusses a survey of 56 advanced placement (AP) U.S. history teachers. Explores the scope of AP history and types of posttest activities used after Advanced Placement examinations. Concludes that public school courses developed more deeply into post-1960 events than the private schools did. Describes movies, debates, simulations, and local…
Jara, Teresa Dianne
Purpose: The purpose of this study was to analyze the Advanced Placement exams that Hispanic students complete and to compare their overall performance with the performance of White students from 2000 to 2012. A second purpose was to determine which Advanced Placement exams were the most difficult exams for Hispanic students and which Advanced…
Docimo, Chelsey L.
The purpose of this eleventh grade Advanced Placement (AP) program study was to determine factors associated with AP placement and subsequent student performance. This research was considered to be a mixed methods case study with elements of arrested action research. One hundred and twenty-four students, four guidance counselors, three AP…
Juarez, Peter D.; Cramer, K. Elliott; Seebo, Jeffrey P.
Automated Fiber Placement (AFP) systems have been developed to help take advantage of the tailorability of composite structures in aerospace applications. AFP systems allow the repeatable placement of uncured, spool fed, preimpregnated carbon fiber tape (tows) onto substrates in desired thicknesses and orientations. This automated process can incur defects, such as overlapping tow lines, which can severely undermine the structural integrity of the part. Current defect detection and abatement methods are very labor intensive, and still mostly rely on human manual inspection. Proposed is a thermographic in situ inspection technique which monitors tow placement with an on board thermal camera using the preheated substrate as a through transmission heat source. An investigation of the concept is conducted, and preliminary laboratory results are presented. Also included will be a brief overview of other emerging technologies that tackle the same issue. Keywords: Automated Fiber Placement, Manufacturing defects, Thermography
Explains why Advanced Placement courses are not offered at Sandia Preparatory School, a college preparatory school located in Albuquerque, New Mexico. Focuses on the school mission, overall philosophy, and how this relates to the history classroom in particular. (CMK)
Juarez, Peter D.; Cramer, K. Elliott; Seebo, Jeffrey P.
Automated Fiber Placement (AFP) systems have been developed to help take advantage of the tailorability of composite structures in aerospace applications. AFP systems allow the repeatable placement of uncured, spool fed, preimpregnated carbon fiber tape (tows) onto substrates in desired thicknesses and orientations. This automated process can incur defects, such as overlapping tow lines, which can severely undermine the structural integrity of the part. Current defect detection and abatement methods are very labor intensive, and still mostly rely on human manual inspection. Proposed is a thermographic in situ inspection technique which monitors tow placement with an on board thermal camera using the preheated substrate as a through transmission heat source. An investigation of the concept is conducted, and preliminary laboratory results are presented. Also included will be a brief overview of other emerging technologies that tackle the same issue.
This article reports on reactions to the U.S. Department of Education's first time decision to sit out an international study designed to show how advanced high school students around the world measure up in math and science. Mark S. Schneider, the commissioner of the department's National Center for Education Statistics, which normally takes the…
For many people committed to strong academic standards, the "advanced" high school courses offered through the College Board's Advanced Placement program and, increasingly, the Diploma Programme of the International Baccalaureate Organisation (IBO) represent the curricular gold standard for secondary education. Admissions directors and…
Andrews, Amanda; Brown, Jennifer
Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…
Wehde-Roddiger, Christina, Trevino, Rolando; Anderson, Pamela; Arrambide, Teresa; O'Conor, Juana; Onwuegbuzie, Anthony J.
As high schools offer more pre-Advanced Placement (pre-AP) and Advanced Placement (AP) courses to prepare students for college academics, students often are given quality grade point average (GPA) points to help compensate for the rigorous curriculum. In states where class ranking determines automatic university admission, fluctuations of class…
Davis, Pamela; Davis, Michael P.; Mobley, Jerry A.
This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African-American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African…
Claesgens, Jennifer; Daubenmire, Paul L.; Scalise, Kathleen M.; Balicki, Scott; Gochyyev, Perman; Stacy, Angelica M.
This paper compares the performance of students at a high-performing U.S. public school (n = 64) on the advanced placement (AP) chemistry exam to their performance on the ChemQuery assessment system. The AP chemistry exam was chosen because, as the National Research Council acknowledges, it is the "perceived standard of excellence and school…
Advanced Placement (AP) courses within secondary English education can fail to meet the needs of gifted students in the postmodern era. Because AP courses often are standardized, despite the College Board's efforts to allow freedom in course design, gifted students, as especially attuned to discrepancies between practice and theory, are being…
Bednarz, Sarah Witham
This article examines Advanced Placement Human Geography (AP HG) in the context of its place in efforts to reform geography education. It presents a critical analysis of the AP program and its curriculum, asserting that it represents "powerful knowledge" as conceptualized by Young. It concludes with a call for research in AP HG aligned…
Maryland State Department of Education, 2009
Maryland public high school students outperformed all others in the nation on the rigorous Advanced Placement (AP) exams, according to the College Board's fifth annual analysis of the AP program. Maryland ranked first nationwide in the percentage of public school students scoring 3 or higher on at least one AP exam. A score of 3 or higher on the…
Buonviri, Nathan O.; Paney, Andrew S.
Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources,…
Kaloger, James Heracles
The purpose of this study was to attempt to identify those factors that influence a high school student's success on the Advanced Placement (AP) Examinations by examining and comparing the variables contained in the high school records of former AP participants. A total of 248 high school students participated in the research. The criterion for…
Graham, Mark A.; Sims-Gunzenhauser, Alice
Because of education reform policy and misconceptions about artistry and artistic assessment, visual art education remains in the margins of high school education. One response to the lack of supportive arts education policy is the Advanced Placement (AP) Studio Art Program, a visual arts assessment at the high school level that engages large…
Traubitz, Nancy; Pfetsch, Cheryl
Developed to enhance students' cultural awareness of Africa and the Far East, this guide contains both interdisciplinary and specific content curriculum materials for two course units in Advanced Placement English. These units were designed to (1) communicate the countries' rudimentary geography and history; (2) introduce the value systems,…
Sanderson, Geoffrey T.
Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County Public Schools (MCPS) Class of 2013 continued to outperform students in the state of Maryland and the nation on AP examinations, based on…
Marks, Susan F.
Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2012 continued to outperform Maryland and the nation on Advanced Placement (AP) examinations based on the "AP Report to the Nation" released by the College Board on February 20, 2013. In 2012, 67.3 percent of MCPS graduates took one or more AP exams. A striking…
Luo, Samia Merza
This study compared student academic achievement in two college readiness programs, Advanced Placement (AP) and International Baccalaureate (IB) and attempted to determine how well program participation predict student performance compared to variables such as SES, parent education level, GPA, gender, and SAT II scores. Finally, the research…
Sanderson, Geoffrey T.
Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 continued to outperform students in the state of Maryland on AP examinations based on AP…
Navarro, Maria V.
This memorandum describes the Advanced Placement (AP) and International Baccalaureate (IB) exams participation and performance of 2013 to 2015 public school graduates in Montgomery County Public Schools (MCPS) and the state of Maryland. The results are disaggregated by demographics and high schools. Students in the MCPS Class of 2015 continued to…
Hertberg-Davis, Holly; Callahan, Carolyn M.
Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study investigates how a broad range of gifted secondary students…
Sublett, Michael D.
Members of the National Council for Geographic Education have been instrumental in the creation, launch, and early success of Advanced Placement Human Geography. Annual meetings of the Council have served as a forum for spreading the word about the course and its follow-up national examination and in helping teachers develop content confidence and…
Warne, Russell T.; Larsen, Ross; Anderson, Braydon; Odasso, Alyce J.
The Advanced Placement (AP) program is an educational program that permits high school students to take introductory college-level courses and receive college credit by passing a standardized end-of-course exam. Data were obtained from a statewide database of 2 high school graduating cohorts (N = 90,044). We used a series of propensity score…
Flores, Sergio; Gomez, Martin O.
Some school leaders have viewed programs such as Advanced Placement (AP) as an attractive option to resolve the ongoing achievement gap problem. However, the ongoing debate in the field about maintaining the ostensible purity of the AP program versus diluting it with program expansion has hindered the full utilization of AP classes to close the…
Chajewski, Michael; Mattern, Krista D.; Shaw, Emily J.
The purpose of the current study was to examine the relationship between Advanced Placement (AP) exam participation and enrollment in a 4-year postsecondary institution. A positive relationship was expected given that the primary purpose of offering AP courses is to allow students to engage in college-level academic work while in high school, and…
Cisneros, Jesus; Holloway-Libell, Jessica; Gomez, Laura M.; Corley, Kathleen M.; Powers, Jeanne M.
Participation in Advanced Placement (AP) classes and AP test-taking are widely viewed as indicators of students' college readiness. We analyzed enrollment in AP courses and AP test outcomes in Arizona to document disparities in students' access to rigorous curricula in high school and outline some implications of these patterns for education…
Manos, Marika Elizabeth
While Advanced Placement (AP) programs have been traditionally targeted toward academically prepared students, some secondary administrators make AP courses accessible to all students in order to support college readiness. The purpose of the present study is to explore how the AP program is being implemented in an urban school where many students…
Johnston, Sharon; Barbour, Michael K.
The purpose of the research was to compare student performance on Advanced Placement (AP) exams from 2009 to 2011 at Florida Virtual School and to explore student perceptions of their online course experience compared with the classroom-based AP experiences. The data indicated that students performed at levels comparable to the national sample but…
Shaw, Emily J.; Marini, Jessica P.; Mattern, Krista D.
The current study evaluated the relationship between various operationalizations of the Advanced Placement[R] (AP) exam and course information with first-year grade point average (FYGPA) in college to better understand the role of AP in college admission decisions. In particular, the incremental validity of the different AP variables, above…
This quantitative study examined the impact that Advanced Placement (AP) coursework had on students attending college with specific emphasis on those who failed the exam. The study comprised four years of entering freshmen students between the academic years 2006-2009. The study was comprehensive in that it revealed all AP attempts regardless of…
Judson, Eugene; Hobson, Angela
This exploratory study examined and compared overall trends in growth and student achievement of the Advanced Placement (AP) program. Using data from the past two decades, analyses indicated there has been steady and extensive growth of AP participation, particularly among underclassmen and some minority groups. However, overall achievement, as…
Holmes, Maria Alexander
Purpose: The purpose of this study was to analyze ethnic and gender differences in Advanced Placement (AP) exam performance of U.S. high school students. Specifically, the extent to which differences exist in overall AP exam performance scores within and between four ethnic groups (i.e., Asian, Black, Hispanic, and White) was investigated. Within…
Milburn, Kristine M.
Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a growing need to understand the impact of taking multiple AP courses concurrently on the social-emotional lives of high-achieving students. Procedures: This phenomenological…
Godfrey, Kelly E.
Advanced Placement Program Summer Institute (APSI) courses provide teachers with an overview of the curriculum, structure, and content of specific AP courses. Attention is devoted not only to the development of curriculum but also to teaching strategies and the relationship of the course to the AP Examination. During the summers of 2006 and 2007,…
Bauer, Donna H.; And Others
This is a supplement to the Advanced Placement (AP) German literature course description. Its aim is both to assist teachers in planning an AP German literature course and to provide experienced AP teachers with information about other successful programs. To this end, six teachers from different high schools in the U.S. provide descriptions of…
In 2013, Tennessee counted nearly 7,000 students in the senior cohort whose academic skills when they entered high school suggested they were on track to earn college credits through Advanced Placement (AP) exams. Yet just over half of these students actually graduated with an AP credit, and less than a third of the economically disadvantaged…
Stratopoulos, Irene Chachas
The main purposes in examining and evaluating the Advanced Placement English Program in Salt Lake and Granite School Districts were to identify the essential curriculum features of the program, to make suggestions for curriculum improvement, and to determine whether or not the quality of the AP English Program surpassed that of the conventional…
Collins, Crystal; Lenard, Matthew
Advanced Placement (AP) and International Baccalaureate (IB) courses continue to receive national recognition for their rigorous curricula, and many colleges and universities award credit to students who score well on end-of-course exams in AP classes. Research suggests that students are better prepared for college if they take these courses and…
The Southern Regional Education Board (SREB) states lead the nation in student participation in Advanced Placement (AP) and International Baccalaureate (IB) programs. The region also continued to match the nation in the success rates of high school students on AP exams in 2008. SREB's "Challenge to Lead" Goals for Education recognize the…
Advanced Placement (AP) Human Geography faced a number of hurdles that nearly derailed the course before it launched in 2000-2001. A dedicated cadre of geography professionals and high school teachers rose to the challenge and the course remains one of the fastest growing AP courses currently offered by College Board. Seventeen readers and leaders…
One method of delivering college-level coursework to high school students is through the Advanced Placement (AP) program. Many colleges and universities provide credit to students who earn a qualifying score on any of the 34 available AP exams offered by the College Board. All qualified comprehensive high schools in the Wake County Public School…
Hertberg-Davis, Holly; Callahan, Carolyn M.; Kyburg, Robin M.
Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) Programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study employed a grounded theory approach to investigate how…
Stein, Roger D.
Describes a reading-skill-building curriculum that prepares students to handle the reading in the Advanced Placement Spanish Literature course, a course that treats the works of Borges, Garcia Lorca, Matute, Neruda, and Unamuno. Suggests techniques and texts that aid in the teaching of these skills. (SED)
Background: Access to Advanced Placement (AP) courses is stratified by class and race. Researchers have identified how schools serving disadvantaged students suffer from various kinds of resource deprivations, concluding that interventions are needed to equalize access to AP courses. On the other hand, the theory of Effectively Maintained…
The College Board's Advanced Placement European History examination has evolved over the course of its first half-century of existence in virtually all respects: the types and subject matter of questions asked (and not asked); the nature of the history those questions reflect; the number of questions both offered and to be answered, as well as how…
Gritter, Kristine; Beers, Scott; Knaus, Robert W.
This article examines teacher scaffolding of academic language in an Advanced Placement United States History (APUSH) course throughout a school year for one student who received a perfect score on the end of year APUSH exam. Data includes four months of observation of teacher instructional strategies to scaffold student writing and vignettes of…
Discusses teaching Advanced Placement (AP) U.S. history at an urban, minority high school. Addresses student recruitment; using a summer assignment; notetaking and the Document-Based Quiz, various teaching strategies; preparing and reviewing for the AP examination; using special events; and the importance of professional development and…
King, Justyna Plichta
This dissertation examines educators' perceptions regarding open access Advanced Placement (AP) program courses and their impact on non-traditional AP students in one suburban school district. The data were collected during the 2009-2010 school year through a 15-item Likert scale (and one open-ended item) survey which was disseminated during…
Blackwell, Deborah L.; Pisani, Jana S.; Pisani, Michael J.
In the year 2000, the Texas Education Agency and the Texas A&M University System teamed up to create an initiative called the University Faculty Fellows Program. Spearheaded by Texas A&M International University in Laredo, the program paired up faculty from the university with area Advanced Placement (AP) teachers in a variety of…
Halasa, Katrina Bassam
The major purpose of this qualitative study was to examine the past in order to understand the complex phenomenon of students engaging in science (Newman, Ridenour, Newman, & DeMarco, 2003) specifically through the oral histories of six self-identified African American males enrolled in a high school Advanced Placement Biology class and the…
McDowell, Mary Collier
The purpose of this study was to determine the extent to which Collective Teacher Efficacy explained the variance in Black and Hispanic enrollment in Advanced Placement and International Baccalaureate classes. In order to achieve this purpose, survey research methodology was employed with Virginia high schools as the unit of study. Fifty-three…
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…
Hallett, Ronald E.; Venegas, Kristan M.
This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years,…
Dutkowsky, Donald H.; Evensky, Jerry M.; Edmonds, Gerald S.
This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to…
Wood, Steven M.
Advanced Placement[R] (AP[R]) courses provide high school students an opportunity to be exposed to the rigors of college while they are still in high school. Since school policies play a role in the opportunities for students to pursue these courses, educational leaders must be aware of the ways in which their personal beliefs and school practices…
Modu, Christopher C.; Taft, Hessy L.
Compares performance of first-year general chemistry college students from 32 institutions with performance of Advanced Placement (AP) Chemistry Candidates in 1978 to provide a concurrent validity measure of the multiple-choice section of the AP chemistry examination. Average AP candidates scored significantly higher than average college students.…
Huang, Chun-Wei; Snipes, Jason; Finkelstein, Neal
Questions about how best to place students into appropriate middle grade math courses have been central to ongoing education policy and practice discussions in California and across the United States. Recent studies have shown that enrolling in algebra I in grade 8 works well for some students but backfires for others. This REL West report…
Magee, Pamela Ann
An increasing number of recent high school graduates' college math placement test results indicate that they are not ready for college level math. This study examined the perceptions of recent high school graduates enrolled in developmental math classes to determine their level of satisfaction with their math placement, the relationship of…
Gallagher, Shelagh A.
Is it a myth that Advanced Placement (AP) is an adequate program for gifted students? AP is so covered with myths and assumptions that it is hard to get a clear view of the issues. In this article, the author finds the answer about AP by looking at current realties. First, AP is hard for gifted students to avoid. Second, AP never was a program…
Gilleland, Kevin; Muli, Juliana
Advanced Placement (AP) outcomes for Wake County Public School System (WCPSS) students have continued an upward trend for over 18 years, out-performing the state and the nation in all measures. In 2013-14 there were 13,757 exams taken by 6,955 WCPSS test-takers with almost 76% of the exams resulting in scores at or above 3, outperforming Guilford…
Hoepner, Cynthia Colon
President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country.…
Hyser, Raymond M.
Explores the development of the Advanced Placement (AP) U.S. history test and reviews its grading process for consistency and fairness. Examines the efforts taken to ensure compatibility with college-level U.S. history survey courses. (CMK)
Baldwin, Anna; And Others
This publication contains materials used in the three phases of the reading and mathematics components of work-specific classes. Each section begins with an overview of developments in that phase. Section 1 focuses on Phase 1 during which math and reading were taught as separate components. It contains a math placement appraisal, worksheets and…
Handwerk, Philip; Tognatta, Namrata; Coley, Richard J.; Gitomer, Drew H.
Providing high school students access to advanced coursework has long been considered an important means of preparing students for success after high school. This study merges data from College Board's Advanced Placement (AP) program for the 2003-2004 school year with data from the U.S. Department of Education for all U.S. public high schools to…
Maina, Nyambura Susan
At the request of the Office of Curriculum and Instructional Programs, the Office of Shared Accountability examined the impact of offering Advanced Grade 8 U.S. History on enrollment and performance in Advanced Placement (AP) social studies courses in Grade 9. The study compared Grade 9 enrollment and performance in AP U.S. History or AP U.S.…
Mercurio, Joseph A.; And Others
Syracuse University's Project Advance (one of the first high school college cooperative programs in the United States through which college courses, taught in high schools by high school faculty, are taken for college credit) is described. (MLW)
Many experts give the nation's schools a poor grade for their approach to teaching mathematics and for their preparation of mathematics teachers. While many policymakers make much of data that suggest children in the United States lag behind many other advanced countries in math, many experts call for a change in mathematics education,…
Willingham, Warren W.; Morris, Margaret
The college careers of students who had participated in the Advanced Placement Program (AP) in secondary school were studied, based on extensive information on 4,814 students who participated in the Personal Qualities Project, a longitudinal study in nine colleges and universities. The project included information on 1,115 AP and 3,699 non-AP…
Marcel, Kathleen W.
A study examined rural, low-income students' experiences with online advanced placement (AP) courses. Interviews were conducted with 30 students, their mentors, and school administrators at four rural high schools in two Western states; 25 students were low-income. Positive comments about the online experience mentioned interaction with other…
Williams, Jermaine F.
This quantitative study examined the impact of Advanced Placement (AP) and Dual Enrollment (DE) on early college academic performance by analyzing and comparing first year and sophomore year persistence rates and grade point averages (GPAs) of four student cohorts who began their education at a large urban research I university in fall 2007. These…
Scott, Timothy P.; Tolson, Homer; Lee, Yi-Hsuan
The College Board Advanced Placement Program allows high school students to take college-level courses and if an appropriate score on an exam is received, college credit is earned. While the program has had its detractors (access in rural and inner-city schools, lack of diversity, pre-selection of talented students, poor articulation with actual…
Bridgeman, Brent; Lewis, Charles
Essay and multiple-choice scores from Advanced Placement (AP) examinations in American History, European History, English Language and Composition, and Biology were matched with freshman grades in a sample of 32 colleges. Multiple-choice scores from the American History and Biology examinations were superior to essays for predicting overall grade…
Alper, Seth M.
This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…
Sadler, Philip M.; Tai, Robert H.
Honors and advanced placement (AP) courses are commonly viewed as more demanding than standard high school offerings. Schools employ a range of methods to account for such differences when calculating grade point average and the associated rank in class for graduating students. In turn, these statistics have a sizeable impact on college admission…
Flowers, Lamont A.
Despite the wealth of information generated in recent years regarding the benefits for students who participate in Advanced Placement (AP) programs on educational outcomes, limited research exists contrasting and comparing the differential effects of AP program participation on educational and labor market outcomes by race. However, research…
Liekar, Christine Y.
Since the time of Sputnik, American educators and policymakers have recognized the need to raise expectations by increasing rigor in high schools across the United States. Copious studies attest to the fact that students who take Advanced Placement coursework experience success in college (Adelman, 1999; Camara, 2003; College Board, 2005;…
Gruman, Daniel H.
A substantial amount of research examines the benefits of high school college-credit attainment programs against non-participation. The growth in popularity of these programs, particularly Advanced Placement (AP) and dual enrollment (DE), has them competing against one another for student attention. However, students, schools, and policymakers do…
Ackerman, Phillip L.; Kanfer, Ruth; Calderwood, Charles
Background/Context: The past few decades have seen an explosive growth in high-school student participation in the Advanced Placement program® (AP), with nearly two million exams completed in 2011. Traditionally, universities have considered AP enrollment as an indicator for predicting academic success during the admission process. However, AP…
... Application for New Awards; Advanced Placement (AP) Test Fee Program--Reopening the AP Test Fee Fiscal Year.... ACTION: Notice reopening the AP Test Fee fiscal year 2012 competition. Catalog of Federal Domestic... 8848) a notice inviting applications for the AP Test Fee fiscal year (FY) 2012 competition (February...
Cooney, Siobhan M.; McKillip, Mary E. M.; Smith, Kara
The present study investigates how current college students perceive their experiences in high school Advanced Placement Program (AP) courses. The goal of this research was twofold: We wanted to not only add to the existing literature on outcomes for AP students but also investigate possible benefits for students without success (i.e., a score of…
This study investigated the lived experiences of first-generation college students and the perceived influence of taking high school Advanced Placement (AP) courses on their college education. The following research questions were addressed: (a) what motivated students to consider going to college, (b) what was their experience in taking AP…
National Center for Educational Achievement, 2010
Many policymakers and education leaders have embraced the Advanced Placement (AP) Program as a tool to strengthen the high school curriculum and prepare students for college. The popularity of the AP program among these policy leaders reflects their belief that the traditional high school curriculum has often failed to provide rigorous courses…
Koch, Bevan; Slate, John R.; Moore, George W.
We compared the performance of Hispanic students from California, Texas, and Arizona on the two Advanced Placement (AP) English exams (i.e., English Language and Composition and English Literature and Composition) using archival data from the College Board from 1997 through 2012. Pearson chi-square tests yielded statistically significant…
Advanced Placement (AP) and Dual Enrollment (DE) are two programs that allow high school students to earn college credits. The recent growth of these programs has been unprecedented. However, there is little evidence that compares how they fare in terms of improving college access and success. Using data from two cohorts of all high school…
Krutka, Daniel G.
Prevalent models of secondary education in the United States have tended to privilege the acquisition of knowledge of scientific disciplines that is often peripheral to the experiences of students. My Advanced Placement Government classes were no different, and this caused me to wonder whether my classes were meeting the often-stated goal of the…
Park, Kelly; Caine, Vera; Wimmer, Randolph
Enriched high school curricula like the Advanced Placement and International Baccalaureate Diploma programs are endorsed as "pathway programs" for postsecondary-bound students. Program participation is perceived to have benefits that appeal to a broad stakeholder group of universities, administrators, teachers, students, and parents. In…
Paek, Pamela L.; Ponte, Eva; Sigel, Irv; Braun, Henry; Powers, Don
The Advanced Placement Program® (AP®) is dedicated to providing high school students opportunities to enroll in college-level courses while in high school. The advantages of such accelerated opportunities are both financial and educational. The AP Program is available internationally. As a result of its widespread availability, considerable effort…
McCarthy, Christopher J.; Lambert, Richard G.; Crowe, Elizabeth W.; McCarthy, Colleen J.
This study examined the relationship of teachers' perceptions of coping resources and demands to job satisfaction factors. Participants were 158 Advanced Placement Statistics high school teachers who completed measures of personal resources for stress prevention, classroom demands and resources, job satisfaction, and intention to leave the field…
Rowland, M. Lance; Shircliffe, Barbara J.
This study examines educators' perspectives on accountability mandates designed to expand access to the College Board's Advanced Placement (AP) classes to traditionally underserved students at a diverse suburban high school in Florida, Palm Crest High School. Consistent with Elmore (1979), district and site-based administrators focused on the…
This paper discusses student attitudes and beliefs on using the Science Writing Heuristic (SWH) in an advanced placement (AP) chemistry classroom. During the 2007 school year, the SWH was used in a class of 24 AP chemistry students. Using a Likert-type survey, student attitudes and beliefs on the process were determined. Methods for the study are…
Felder, Jonathan E.; Finney, Joni E.; Kirst, Michael W.
"Informed math self-placement," a program implemented at American River College in Sacramento, California, to determine students' readiness for college-level math, has been in place for three years. This case study describes the development and implementation of math self-placement at American River. Math self-placement consists of a…
Crawford, Freda M.
Sixty percent of American high schools offer one or more Advanced Placement courses, and several thousand Advanced Placement teachers serve as Readers or graders of Advanced Placement exams each year. This study was conducted to determine the characteristics of teachers who choose to participate in Advanced Placement Environmental Science Readings and determine how these teachers view the Reading experience as a form of professional development. This study was conducted with teacher participants at the June 2004 Advanced Placement Environmental Science Reading. Sixty of the 114 teacher participants completed a survey regarding their education background, age, experience level, educational philosophy, involvement in professional development opportunities, perceptions of the professional benefits of the Reading, and the influence of the Reading experience on their pedagogical practices. Semi-structured interviews were then conducted with a subset of 18 teacher participants to determine their perceptions regarding the professional benefits of the Reading experience, its potential to serve as a professional development activity, and perceived changes in their pedagogical practices resulting from participation in the Reading process. Results indicate that APES Reading teacher participants are experienced, effective teachers from many parts of the country. These teachers participate in ongoing professional development activities, can delineate components of effective professional development, strongly believe that effective professional development occurs at the APES Reading, and report that their pedagogical practice has improved as a result of participation in the APES Reading. Considering the crucial role teachers play in the educational process, it is important to pursue this additional avenue of professional development in order to further improve APES teacher effectiveness.
Halasa, Katrina Bassam
The major purpose of this qualitative study was to examine the past in order to understand the complex phenomenon of students engaging in science (Newman, Ridenour, Newman, & DeMarco, 2003) specifically through the oral histories of six self-identified African American males enrolled in a high school Advanced Placement Biology class and the oral histories about events that followed during their post high school experiences. To elucidate an understanding of this phenomenon, this research explored the ecology of African American males' descriptions of their school science, their peer school science community, their lived experiences during and after graduation, and their meso-community (Bronfenbrenner, 1979). Many minority and low-income students are less likely to enroll in rigorous courses during high school (Education Trust, 2006). This study is of utmost importance because capturing the informants' oral histories may improve rigorous science education. Many African American male students are attending urban schools with an ever growing achievement gap among their White counterparts (Norman, Ault, Bentz, & Meskimen, 2001); therefore, they are disengaging in science. As a result, African American males are underrepresented in both science careers and achievements in science (Atwater, 2000; National Science Foundation, 1994). The six oral histories highlighted the ecological factors that affected African American males regarding (1) the impact of their relationship with their mothers, (2) the understanding of personal responsibility, (3) the notion of a scientist, (4) the issue of gender being more of an obstacle than race, (5) the understanding that education is valuable, (6) the interactions and influence of relationships with others on their decisions, (7) the development of integrity through the participation in sports, (8) the ecological neighborhood environment influences an image, (9) the enrollment of Advanced Placement Biology course helped the transition
The purpose of this study was to obtain an accurate picture of minority student enrollment in honors and advanced placement (AP) classes at Wichita (Kansas) High School East and to develop a plan of action to close the achievement gap between White and non-White students. Prior to this study there was no clear, concise data to move this discussion…
Zhang, Dake; Xin, Yan Ping; Si, Luo
This study explored how a teaching experiment, which taught double counting with a constructive task assignment according to an ongoing assessment, helped students with mathematics difficulties develop their multiplicative reasoning skills. The participants were two fifth graders with math learning disabilities and one at risk. A micro-genetic…
Bottge, Brian A.; Grant, Timothy S.; Stephens, Ana C.; Rueda, Enrique
While curriculum specialists and committees often decide how mathematics is taught, it is ultimately principals who influence the extent to which these initiatives are carried out. The overall goal of this article is to provide school leaders with classroom-based research that describes one way of improving the math skills of middle school…
Willett, Terrence; Karandjeff, Kelley
How do we determine if incoming students are ready for college-level work? California's community college system is currently working to address this complex question in a more nuanced, comprehensive, and equitable way. This research brief offers insights that can inform these efforts resulting from the Student Transcript-Enhanced Placement Study…
... include the College Board and IB Americas. VII. Agency Contact FOR FURTHER INFORMATION CONTACT: Francisco... placement tests and receive scores for which college academic credit is awarded. Program Authority: 20 U.S.C... through a proposed College Pathways and Accelerated Learning program. However, we are...
Beck-Winchatz, Bernhard; Riccobono, Mark A.
Like their sighted peers, many blind students in elementary, middle, and high school are naturally interested in space. This interest can motivate them to learn fundamental scientific, quantitative, and critical thinking skills, and sometimes even lead to careers in Science, Technology, Engineering, and Math (STEM) disciplines. However, these students are often at a disadvantage in science because of the ubiquity of important graphical information that is generally not available in accessible formats, the unfamiliarity of teachers with non-visual teaching methods, lack of access to blind role models, and the low expectations of their teachers and parents. We discuss joint efforts by the National Aeronautics and Space Administration (NASA) and the National Federation of the Blind’s (NFB) National Center for Blind Youth in Science (NCBYS) to develop and implement strategies to promote opportunities for blind youth in science. These include the development of tactile space science books and curriculum materials, science academies for blind middle school and high school students, and college-level internship and mentoring programs. The partnership with the NFB exemplifies the effectiveness of collaborations between NASA and consumer-directed organizations to improve opportunities for underserved and underrepresented individuals.
Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A
The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills.
Educators recognize the importance of reasoning ability for development of critical thinking skills, conceptual change, metacognition, and participation in 21st century society. There is a recognized need for students to improve their skills of argumentation, however, argumentation is not explicitly taught outside logic and philosophy---subjects that are not part of the K-12 curriculum. One potential way of supporting the development of argumentation skills in the K-12 context is through incorporating Computer-Assisted Argument Mapping to evaluate arguments. This quasi-experimental study tested the effects of such argument mapping software and was informed by the following two research questions: 1. To what extent does the collaborative use of Computer-Assisted Argumentation Mapping to evaluate competing theories influence the critical thinking skill of argument evaluation, metacognitive awareness, and conceptual knowledge acquisition in high school Advanced Placement physics, compared to the more traditional method of text tables that does not employ Computer-Assisted Argumentation Mapping? 2. What are the student perceptions of the pros and cons of argument evaluation in the high school Advanced Placement physics environment? This study examined changes in critical thinking skills, including argumentation evaluation skills, as well as metacognitive awareness and conceptual knowledge, in two groups: a treatment group using Computer-Assisted Argumentation Mapping to evaluate physics arguments, and a comparison group using text tables to evaluate physics arguments. Quantitative and qualitative methods for collecting and analyzing data were used to answer the research questions. Quantitative data indicated no significant difference between the experimental groups, and qualitative data suggested students perceived pros and cons of argument evaluation in the high school Advanced Placement physics environment, such as self-reported sense of improvement in argument
Bailey, Anne Lowrey
Charles Pine, CASE's Professor of the Year, is a professor who gets students to know and love math and physics and who has emerged as a leading teacher of math teachers. It started when Pine found that his students couldn't do the math involved in his physics classes. (MLW)
Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L
Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers.
Breland, Hunter M.; Oltman, Philip K.
Advanced Placement Program® (AP®) Examinations in Macroeconomics, Microeconomics, and Comparative Government and Politics were studied to examine college course performance and gender differences. It was concluded that students who had received college credit for AP performed as well or better in higher-level college courses in Macroeconomics and…
Jin, Qiushuang; Shi, Qian
This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…
Patterson, Brian F.; Packman, Sheryl; Kobrin, Jennifer L.
The purpose of this study was to examine the effects of Advanced Placement (AP) exam participation and performance on college grades for courses taken in the same subject area as students' AP Exam(s). Students' first-year college subject area grade point averages (SGPAs) were examined in nine subject areas: mathematics, computer science,…
Patterson, Brian F.; Packman, Sheryl; Kobrin, Jennifer L.
The purpose of this study was to examine the effects of Advanced Placement[R] (AP[R]) exam participation and performance on college grades for courses taken in the same subject area as students' AP Exam(s). Students' first-year college subject area grade point averages (SGPAs) were examined in nine subject areas: mathematics, computer science,…
Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M.
Using qualitative methods, the researchers explored student perceptions of the social and emotional advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, differences between the AP and IB programs in those perceptions, and whether or not students report experiencing a "forced-choice…
Sanderson, Geoffrey T.
This memorandum provides data on the participation and performance of Advanced Placement (AP) exams taken by students in the Montgomery County (Maryland) Public Schools (MCPS) in the 2012-2013 school year as compared with those by public school students in Maryland and the nation. Generally, the number of AP exams taken by MCPS students in 2013…
Lanni, Laura M.
A guided-inquiry lab, suitable for first-year general chemistry or high school advanced placement chemistry, is presented that uses only inexpensive, store-bought materials. The reaction of sodium bicarbonate (baking soda) with aqueous acetic acid (vinegar), under the constraint of the challenge to completely fill a sealable plastic bag with the…
Longford, Nicholas T.
A case is presented for adjusting the scores for free response items in the Advanced Placement (AP) tests. Using information about the rating process from the reliability studies, administrations of the AP test for three subject areas, psychology, computer science, and English language and composition, are analyzed. In the reliability studies, 299…
de la Varre, Claire
This study used a social presence construct derived from the Community of Inquiry (COI) framework, with cohesive, affective, and interactive components, to explore online discussion in an Advanced Placement course for rural high school students. The COI is based on the underlying theoretical framework of social constructivism, where interaction is…
This practicum was designed to increase the experiences in the genre of world drama, to further develop student understanding of its evolution and impact on subsequently created drama, and to proffer a diverse collection of drama for senior level students pursuing the Advanced Placement (AP) English literature program. A comprehensive curriculum,…
Poole, Kerry D.
Florida has experienced some of the greatest growth of Advanced Placement (AP) programs in recent years and student scores on the AP exams have evolved into a highly significant metric in evaluating student proficiency and teacher and school effectiveness. Despite this growth, it is not well known how AP teachers make decisions about the content…
Buck, Gary; Kostin, Irene; Morgan, Rick
The purpose of this study is to examine the content of the questions in a number of Advanced Placement Examinations and to attempt to identify content that is related to gender-based performance differences. Free-response questions for ten forms of the AP® Exams in U.S. History, European History, Biology, Microeconomics, and Macroeconomics were…
Department of Education, Washington, DC.
This transcript reproduces a Department of Education/College Board-sponsored discussion on ways to expand advanced-placement (AP) opportunities in high schools. The deliberations opened with a presentation by Terry Peterson, Senior Advisor to Education Secretary Richard Riley, in which he focused on the importance of AP courses for minority and…
Driver, Jason Hughes
This study examines the relationship between high school efforts at post-secondary preparation for college bound students and the expectations of college and university admissions personnel. The Advanced Placement (AP) teachers and administrators at a rural Northwest Florida high school were administered a quantitative survey in order to collect…
Sanderson, Geoffrey T.
The continuing emphasis by Montgomery County (Maryland) Public Schools (MCPS) on rigorous course taking resulted in MCPS students taking a record-setting 33,662 Advanced Placement (AP) exams in 2014. Additionally, the percentage of AP exams taken by MCPS students who attained scores of 3 or higher (73.9 percent) was 13.0 and 16.7 percentage points…
Poat, M. D.; Lauret, J.
The STAR online computing environment is a demanding concentrated multipurpose compute system with the objective to obtain maximum throughput with process concurrency. Motivation for extending the STAR online compute farm from a simple job processing tool for data taking, into a multipurpose resource equipped with a large storage system would lead any dedicated resources to become an extremely efficient and an attractive multi-purpose facility. To achieve this goal, our compute farm is using the Ceph distributed storage system which has proven to be an agile solution due to its effective POSIX interface and excelling its object storage with IO concurrency. With this we have taken our cluster one step further in terms of IO performance by investigating and leveraging new technologies and key features of Ceph. With the acquisition of a 10Gb backbone network we have ensured to eliminate the network as a limitation. With further acquisition of large fast drives (1TB SSDs) we will show how one can customize the data placement options Ceph has to offer such as primary affinity, mounting OSD journals on SSDs, and Cache Tiering along with non-Ceph related local disk caching techniques. We will discuss the latest performance results along with the expected results by using each technique. We hope this paper will serve the community's interest for the Ceph distributed storage solution.
There is a dearth of research involving advanced second language (L2) learners in the USA [Brantmeier, C., 2001. Second language reading research on passage content and gender: challenges for the intermediate level curriculum, Foreign Language Annals 34, 325-333; Young, D.J., 2003. Workshop on overcoming anxiety in the foreign language classroom.…
Lazzaro, Christopher; Jones, Lee; Webb, David C.; Grover, Ryan; Di Giacomo, F. Tony; Marino, Katherine Adele
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…
Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.
Achieve, Inc., 2013
Far too many students in the U.S. give up on math early because it does not come easy and they believe only students with innate ability can really be "good" at mathematics, a notion that is all too often reinforced by adults who believe the same thing. There is a serious gap between how Americans value math generally and how they value math for…
Persin, Ronald C.
The purpose of this study was to investigate whether statistically significant differences existed between high school Honors Physics websites and those of Advanced Placement (AP) Physics in terms of Web-design, National Science Education Standards (NSES) Physics content, and NSES Science Process standards. The procedure began with the selection of 152 sites comprising two groups with equal sample sizes of 76 for Honors Physics and for Advanced Placement Physics. The websites used in the study were accumulated using the Google(TM) search engine. To find Honors Physics websites, the search words "honors physics high school" were entered as the query into the search engine. To find sites for Advanced Placement Physics, the query, "advanced placement physics high school," was entered into the search engine. The evaluation of each website was performed using an instrument developed by the researcher based on three attributes: Web-design, NSES Physics content, and NSES Science Process standards. A "1" was scored if the website was found to have each attribute, otherwise a "0" was given. This process continued until all 76 websites were evaluated for each of the two types of physics websites, Honors and Advanced Placement. Subsequently the data were processed using Excel functions and the SPSS statistical software program. The mean and standard deviation were computed individually for the three attributes under consideration. Three, 2-tailed, independent samples t tests were performed to compare the two groups of physics websites separately on the basis of Web Design, Physics Content, and Science Process. The results of the study indicated that there was only one statistically significant difference between high school Honors Physics websites and those of AP Physics. The only difference detected was in terms of National Science Education Standards Physics content. It was found that Advanced Placement Physics websites contained more NSES physics content than Honors
Four decades ago following Russia's Sputnik satellite launching, the nation embraced "new" math as part of its commitment not to fall behind its global neighbors. Issues addressed in "new-new" math include equal access to challenging learning, problem solving, reasoning and proof, communications, multiple ways to solve…
Math games bring out kids' natural love of numbers. Yet in the waning days of school, students can't wait for that final bell to ring. Each summer, most students lose about two months of mathematical computation skills. So how do teachers keep their students focused on math up till the end? Before sending them off for the summer, get them hooked…
O'Brien, Thomas C.
Parrot math (memorization) seeks to control children through external rewards and punishments, rather than harness their intelligence and curiosity. Recent standardized test results document parrot math's failure. Activities-based approaches, supported by a constructivist philosophy (involving classifying, inferring, generalizing, and…
At Colorado Mountain College (CMC), academic advising is based upon a comparison of students' basic skills with the skill requirements of individual courses. Students who enter CMC to obtain a degree must take placement tests in writing, reading, math, and study skills before they can enroll in classes. The placement test battery includes a…
Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.
The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438
This report presents the description for the NASTRAN finite element for the AMSU-A1 module. The purpose of this report is to document the NASTRAN bulk data deck, transmitted under separate cover. The structural Math Model is to be used by the spacecraft contractor for dynamic loads analysis.
The practical goal of graduate education is placement of graduates. But what does "placement" mean? Academics use the word without thinking much about it. "Placement" is a great keyword for the graduate-school enterprise. For one thing, its meaning certainly gives a purpose to graduate education. Furthermore, the word is a portal into the way of…
Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score
Examines the implementation and utility of the blocked longitudinal growth method (BLGM) to understand math course placement practices in junior high schools in one district. Found that movement away from a conventional and normative approach to a more flexible approach based on growth in math skills seems to be supported. (Author/MLF)
Melguizo, Tatiana; Kosiewicz, Holly; Prather, George; Bos, Johannes
The study's main objective was to provide a detailed description of math Assessment and Placement (A&P) policies in the Los Angeles Community College District (LACCD). The study was focused on math because a larger proportion of students place into remedial math than remedial reading or English (Bailey, Jeong, & Cho, 2010; Parsad, Lewis,…
Rasmussen, Natalie D.
The academic achievement gap between African American and White students has gained much attention in recent years. Much has been written about the causes of and reasons for this problem ranging from the vestigial effects of slavery to poor parenting. Much less has been written or understood about its solution. While it is impossible for educators to change the pasts of their African American students, it is possible to effect change for the few minutes in which they are in direct contact with them each day. If African American science students are taught effective study skills and habits, then perhaps they might have the tools to close the achievement gap themselves. The participants in this phenomenologically based interpretive study were five African American Advanced Placement Chemistry students from an inner-city high school. Three in-depth interviews were conducted with each of the participants during the beginning, middle and end of a semester. The purpose of the interviews was to locate the students in terms of their thought processes, experiences and perceived barriers concerning the nature and practice of effective study and retention of chemistry content. The interviews were recorded and transcribed. The texts were then analyzed for common themes. Five common themes emerged from the interviews. These were: (1) Homework vs. Study: a distinction between homework---which students knew how to approach; and study---which they did not. (2) Student Effort: their changing perception of adequate and effective study practices while in a rigorous course. (3) Teacher Rigor: they perceived high expectations and challenging work as a sign of respect from their teachers. (4) Parental Involvement: students' admission that they desired more input from parents regarding their academic performance. (5) Racial Considerations: their need to disprove negative stereotypes and their personal observations regarding racial differences in studying. A discussion of the themes and
Brown, Jayna Nicole
Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress ( p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.
Green, Daniel; Kearney, Thomas
Emperor penguins, the largest of all the penguin species, attain heights of nearly four feet and weigh up to 99 pounds. Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how…
Discussion in maths lessons has always been something encouraged by ATM but can be difficult to initiate for non-specialist and inexperienced teachers who may feel they need material in books to get them going. In this article, the author describes resources aimed at encouraging discussion among primary mathematicians. These resources include: (1)…
Depalma, Darlene M.
A problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation examined cognitive and motivational variables thought to play a part in the under-representation of females in AP physics. Cognitive variables consisted of mathematics, reading, and science knowledge, as measured by scores on the 10th and 11th grade Florida Comprehensive Assessment Tests (FCAT). The motivational factors of attitude, stereotypical views toward science, self-efficacy, and epistemological beliefs were measured by a questionnaire developed with questions taken from previously proven reliable and valid instruments. A general survey regarding participation in extracurricular activities was also included. The sample included 12th grade students from two high schools located in Seminole County, Florida. Of the 106 participants, 20 girls and 27 boys were enrolled in AP physics, and 39 girls and 20 boys were enrolled in other elective science courses. Differences between males and females enrolled in AP physics were examined, as well as differences between females enrolled in AP physics and females that chose not to participate in AP physics, in order to determine predictors that apply exclusively to female enrollment in high school AP physics and predictors of an anticipated science related college major. Data were first analyzed by Exploratory Factor Analysis, followed by Analysis of Variance (ANOVA), independent t-tests, univariate analysis, and logistic regression analysis. One overall theme that emerged from this research was findings that refute the ideas that
Jones, Bruce D.
This study addresses the placement of students in remedial education among community colleges in the United States. Of specific interest is the appropriate entry-level placement of students in math courses. Citing that traditional standardized placement tests are overly broad and thus of questionable value for placing community college students in…
Tobias, Sheila; Donady, Bonnie
Describes the rationale and mode of operations for a Math Clinic at Wellesley University and Wesleyan College where counselors and math specialists work together to combat "math anxiety," particularly in female students. (HMV)
Bozec, Alexandre; Benezery, Karen; Chamorey, Emmanuel; Ettaiche, Marc; Vandersteen, Clair; Dassonville, Olivier; Poissonnet, Gilles; Riss, Jean-Christophe; Hannoun-Lévi, Jean-Michel; Chand, Marie-Eve; Leysalle, Axel; Saada, Esma; Sudaka, Anne; Haudebourg, Juliette; Hebert, Christophe; Falewee, Marie-Noelle; Demard, François; Santini, José; Peyrade, Frédéric
The objective of the study is to evaluate the nutritional status and determine its impact on clinical outcomes in patients with locally advanced hypopharyngeal cancer included in an induction chemotherapy (ICT)-based larynx preservation program without prophylactic feeding-tube placement. All patients with locally advanced (T3/4, N0-3, M0) hypopharyngeal squamous cell carcinoma, technically suitable for total pharyngolaryngectomy, treated by docetaxel, cisplatin and 5-fluorouracil (TPF)-ICT for larynx preservation at our institution between 2004 and 2013, were included in this retrospective study. Patients' nutritional status was closely monitored. Enteral nutrition was used if and when a patient was unable to sustain per-oral nutrition and hydration. The impact of nutritional status on clinical outcomes was investigated in univariate and multivariate analysis. A total of 53 patients (42 men and 11 women, mean age = 58.6 ± 8.2 years) were included in this study. Six (11.3 %) patients had lost more than 10 % of their usual body weight before therapy. Compared with patients' usual weight, the mean maximum patient weight loss during therapeutic management was 8.7 ± 4.5 kg. Enteral nutrition was required in 17 patients (32 %). We found no influence of the tested nutritional status-related factors on response to ICT, toxicity of ICT, overall, cause-specific and recurrence-free survival, and on post-therapeutic swallowing outcome. Maximum weight loss was significantly associated with a higher risk of enteral tube feeding during therapy (p = 0.03) and of complications (grade ≥3, p = 0.006) during RT. Without prophylactic feeding-tube placement, approximately one-third of the patients required enteral nutrition. There was no significant impact of nutritional status on oncologic or functional outcomes.
"When am I ever going to use this?" This question is heard or thought in every middle-level math class across the land. Teachers struggle to apply math lessons to everyday life and make math meaningful and useful for their students. This author, too, struggled with this problem, until she read the book "Math Curse" by Jon Scieszka (Viking Books,…
Hoyt, Cathy Fillmore
This book features a comprehensive review of the Math Sense series and is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers;…
A Forum To Expand Advanced Placement Opportunities: Increasing Access and Improving Preparation in High Schools. Strategies To Overcome Challenges in Rural and Small Schools. Transcript of Proceedings (Washington, D.C., February 11, 2000).
Department of Education, Washington, DC.
This transcript reproduces a Department of Education/College Board sponsored discussion on ways to expand advanced placement (AP) opportunities in high schools. The deliberations opened with a presentation by Phil Chavez, an assistant principal in San Antonio, Texas, who outlined the genesis and development of the AP program in his predominantly…
Engelhard, George, Jr.; Myford, Carol M.
The purpose of this study was to examine, describe, evaluate, and compare the rating behavior of faculty consultants who scored essays written for the Advanced Placement English Literature and Composition (AP® ELC) Exam. Data from the 1999 AP ELC Exam were analyzed using FACETS (Linacre, 1998) and SAS. The faculty consultants were not all…
Meagher, Michael; Ozgun-Koca, Asli; Edwards, Michael Todd
This paper reports on a study of 22 preservice teachers enrolled in a first-semester mathematics teaching methods course. Course activities included participation in two separate field experiences in neighboring school districts. The methods class placed considerable emphasis on the use of advanced digital technologies in the teaching and learning…
Sharp, Helen M.; Shega, Joseph W.
Purpose: To describe the beliefs and practices of speech-language pathologists (SLPs) about the use of percutaneous endoscopic gastrostomy (PEG) among patients with advanced dementia and dysphagia. Method: A survey was mailed to a geographically stratified random sample of 1,050 medical SLPs. Results: The response rate was 57%, and 326 surveys met…
Jin, Qiushuang; Shi, Qian
This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high school students were sleep deprived. Sleep deprivation was significantly associated with enrollment in AP/college courses. Results indicated that enrollment in AP/college courses had a greater impact on younger students than older students. Compared with non-AP/college course takers, AP/college course takers slept approximately 20 minutes less per night. Specifically, 9th- and 10th-grade AP/college course takers slept approximately 1 hour less and 40 minutes less, respectively. In addition, students enrolled in two or more AP/college classes received 1 hour less and 30 minutes less among 10th and 11th graders, respectively. These results provide useful information on adolescent sleep patterns for school nurses.
Markus, Doron J.
Test anxiety is one of the most debilitating and disruptive factors associated with underachievement and failure in schools (Birenbaum, Menucha, Nasser, & Fadia, 1994; Tobias, 1985). Researchers have suggested that interventions that combine multiple test-anxiety reduction techniques are most effective at reducing test anxiety levels (Ergene, 2003). For the current study, involving 62 public high school students enrolled in advanced placement science courses, the researcher designed a multimodal intervention designed to reduce test anxiety. Analyses were conducted to assess the relationships among test anxiety levels, unit examination scores, and irregular multiple-choice error patterns (error clumping), as well as changes in these measures after the intervention. Results indicate significant, positive relationships between some measures of test anxiety and error clumping, as well as significant, negative relationships between test anxiety levels and student achievement. In addition, results show significant decreases in holistic measures of test anxiety among students with low anxiety levels, as well as decreases in Emotionality subscores of test anxiety among students with high levels of test anxiety. There were no significant changes over time in the Worry subscores of test anxiety. Suggestions for further research include further confirmation of the existence of error clumping, and its causal relationship with test anxiety.
Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…
Math education consultant Marilyn Burns finds that teachers ask her the same three questions so often she's named them "The Big Three": What can I do with students who finish their math work more quickly?, How can I free up time to work with kids who need extra help?, and How can I differentiate math learning experiences? Burns, who…
Hartel, R. W.; Adem, M.
A math review exam, written and administered in conjunction with the Quantitative Assessment Program at the Univ. of Wisconsin-Madison, is used at the beginning of the 1st food engineering course to evaluate math skills needed for successful completion of the course. Students who do not score well on the math exam are targeted for individual…
Crosnoe, Robert; Schneider, Barbara
Analysis of the National Education Longitudinal Study revealed that socioeconomically advantaged students persist in high school math at higher rates than their disadvantaged peers even when they have the same initial placements and skill levels. These disparities are larger among students with prior records of low academic status because students…
Silk, Kami J; Parrott, Roxanne L
Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.
May, Deborah C.; Welch, Edward
Of 223 children who were coded as buy-a-year (BAY), overplaced (OP), or traditional (TR) based on their Gesell placement status, there were no significant differences between TR, BAY, or OP children on referrals or classification or on receipt of speech and language service, remedial reading, remedial math, or counseling. (Author/CL)
Hoyt, Jeff E.; Sorensen, Colleen T.
Reports that students entering an urban state college still had high remedial placement rates even though they successfully completed college preparatory math and English courses in high school. Discusses the "chain of blame" and concerns regarding the rigor of high school programs. (Contains 45 references.) (AUTH/NB)
Venkatapathy, Ethiraj; Arnold, James O.; Peterson, K. H.; Blosser, M. L.
This paper describes aerothermodynamic and thermal structural testing that demonstrate the viability of three dimensional woven carbon cloth and advanced carbon-carbon (ACC) ribs for use in the Adaptive Deployable Entry Placement Technology (ADEPT). ADEPT is an umbrella-like entry system that is folded for stowage in the launch vehicle's shroud and deployed prior to reaching the atmeopheric interface. A key feature of the ADEPT concept is a lower ballistic coefficient for delivery of a given payload than seen with conventional, rigid body entry systems. The benefits that accrue from the lower ballistic coefficient incllude factor-of-ten reductions of deceleration forces and entry heating. The former enables consideration of new classes of scientific instruments for solar system exploration while the latter enables the design of a more efficient thermal protection system. The carbon cloth base lined for ADEPT has a dual use in that it serves as the thermal protection system and as the "skin" that transfers aerdynamic deceleration loads to its umbrella-like substructure. Arcjet testing described in this paper was conducted for some of the higher heating conditions for a future Venus mission using the ADEPT concept, thereby showing that the carbon cloth can perform in a relevant entry environment. Recently completed the thermal structural testing of the cloth attached to a representative ACC rib design is also described. Finally, this paper describes a preliminary engineering level code, based on the arcjet data, that can be used to estimate cloth thickness for future ADEPT missions and to predict carbon cloth performance in future arcjet tests.
Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C
People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.
Zwerling, L. Steven
Describes the Math Learning Center at Palm Beach Junior College which offers 21 courses of study, including all math courses through trigonometry and 11 general education math courses. Examines the implementation process and various program features. (DR)
Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.
Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000
Casad, Bettina J; Hale, Patricia; Wachs, Faye L
Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.
This article recounts the battle in the "math wars" that took place in Massachusetts, United States in 1999-2000 over the scope, content and teaching of the state's K-12 mathematics curriculum. Harsh controversies arose between the partisans of a "reform-math" movement stressing an undefined "conceptual understanding"…
Stone, James R., III
This article presents a study, Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in Career and Technical Education, which focused on areas where mathematics concepts logically occurred in the technical and career field being studied and emphasized the math skills students must learn to understand those concepts in…
Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.
It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…
Tuttle, Harry Grover
Technology can support the study of math in a variety of ways. Through class Web sites, blogs or wikis, teachers can communicate the math standards, the goals needed to achieve the standards, homework assignments, projects, tests, and helpful Web sites for parents and students. The online site becomes an extension of the class. There are plenty of…
The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…
The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.
Betz, Nancy E.
While much progress has been made in treating math anxiety, little is yet known about its causes, correlates or effects. The present study examined factors related to the prevalence and intensity of math anxiety in college students and the extent to which math anxiety is predictive of math course grades. The 655 subjects were obtained from two…
The primary method of placement at Portland CC (PCC) is the Compass Placement test. For the most part, students are placed correctly, but there are cases when students feel that they have been placed too low. In such cases we use our newly created Placement Advisory Test (PAT) to help us place them appropriately. (Contains 2 figures.)
Grant, Catherine Miles; Davenport, Linda Ruiz
One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…
Trumm, Christoph Gregor; Rubenbauer, Bianca; Piltz, Stefan; Reiser, Maximilian F.; Hoffmann, Ralf-Thorsten
We present a case of combined surgical screw placement and osteoplasty guided by computed tomography-fluoroscopy (CTF) in a 68-year-old man with unilateral osteolytic destruction and a pathological fracture of the iliosacral joint due to a metastasis from renal cell carcinoma. The patient experienced intractable lower back pain that was refractory to analgesia. After transarterial particle and coil embolization of the tumor-feeding vessels in the angiography unit, the procedure was performed under general anesthesia by an interdisciplinary team of interventional radiologists and trauma surgeons. Under intermittent single-shot CTF, two K wires were inserted into the left iliosacral joint from a lateral transiliac approach at the S1 level followed by two self-tapping surgical screws. Continuous CTF was used for monitoring of the subsequent polymethylmethacrylate injection through two vertebroplasty cannulas for further stabilization of the screw threads within the osteolytic sacral ala. Both the screw placement and cement injection were successful, with no complications occurring during or after the procedure. With additional nonsteroidal anti-inflammatory and opioid medication, the patient reported a marked decrease in his lower back pain and was able to move independently again at the 3-month follow-up assessment. In our patient with intolerable back pain due to tumor destruction and consequent pathological fracture of the iliosacral joint, CTF-guided iliosacral screw placement combined with osteoplasty was successful with respect to joint stabilization and a reduction in the need for analgesic therapy.
Presents number loop pattern activities and games designed to interest elementary students in mathematics and encourage computational skills. The activities work as games and cooperative activities and invite math exploration. (SM)
Kowski, Lynne E.
Predicting student success has long been a question of interest for postsecondary admission counselors throughout the United States. Past research has examined the validity of several methods designed for predicting undergraduate success. High school record, standardized test scores, extracurricular activities, and combinations of all three have…
Trabulsi, N.; Pelletier, J. S.; Abraham, C.; Vanounou, T.
Background. Pancreatic adenocarcinoma of the body and tail usually presents late and is typically unresectable. The modified Appleby procedure allows resection of pancreatic body carcinoma with celiac axis (CA) invasion. Given that the feasibility of this technique is based on the presence of collateral circulation, it is crucial to confirm the presence of an anatomical and functional collateral system. Methods. We here describe a novel technique used in two patients who were candidates for Appleby resection. We present their clinical scenario, imaging, operative findings, and postoperative course. Results. Both patients had a preoperative angiogram for assessment of anatomical circulation and placement of an endovascular stent to cover the CA. We hypothesize that this new technique allows enhancement of collateral circulation and helps minimize intraoperative blood loss when transecting the CA at its takeoff. Moreover, extra length on the CA margin may be gained, as the artery can be transected at its origin without the need for vascular clamp placement. Conclusion. We propose this novel technique in the preoperative management of patients who are undergoing a modified Appleby procedure. While further experience with this technique is required, we believe that it confers significant advantages to the current standard of care. PMID:26491217
Taylor-Cox, Jennifer; Oberdorf, Christine
Why should schools have a Family Math Night? It helps students learn essential math concepts. It gives parents a chance to serve as models of motivation, persistence and competence. It promotes math success in a supportive setting. With its step-by-step directions and suggestions for both teachers and parents, this book takes the worry out of…
Lyons, Ian M; Beilock, Sian L
Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.
Holdener, J.; Milnikel, R.
In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.
Gross, Fred E.; Elkind, CavidEpstein, Ann S.; Copley, Juanita V.; Haugen, Ginny; Haugen, Kirsten
Presents five articles addressing numbers and math instruction for young children: "Math Talk with Young Children: One Parent's Experience" (Fred E. Gross); "How Children Build Their Understanding of Numbers" (David Elkind); "Early Math: It's More than Numbers" (Ann S. Epstein); "Assessing Mathematical Learning: Observing and Listening to…
This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include algebra and geometry. Lessons are organized around four strands: (1) skill lessons…
Roettinger, Theresa Marie
Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy…
This study examined the mathematics beliefs of students who attained mastery, as indicated by earning an A, in their introductory math class in fall, 2008. This study addressed the following research questions: do students who attain mastery in introductory college math courses differ in their math beliefs from students who pass introductory math…
McIntosh, Ronald D.
Professional learning communities (PLCs) are designed to increase and improve the time teachers spend working with one another planning curriculum for mathematics, reading, writing, history, English, and other disciplines offered by their school. These meetings help to improve test scores in math and English. Teachers have coupled their subject…
Drum, Jean, Ed.
This theme issue discusses education of gifted students in the areas of math and science. The issue contains several articles, an editorial, a program description, and a profile of an educator. "Our Most Important Investment for the Future: The Education of Our Youth" (Marian C. Diamond) describes educational programs of the Lawrence…
Kuhn, Matt; Dempsey, Kathleen
In 1999, Richard Lee Colvin published an article in "The School Administrator" titled "Math Wars: Tradition vs. Real-World Applications" that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the…
The March issue of "Mathematics Teaching" included an article by Alice Onion about Bowland Maths, focussing on the nature and use of the Professional Development modules that the Bowland Trust has developed--there are now seven such CPD modules on the Bowland website. The article also mentioned that the Bowland Trust had recently…
Hintz, Allison; Kazemi, Elham
By simply asking students how they got the answer to a problem, math teachers can open the door to stimulating discussions in class. But how can they make sure those discussions promote mathematical understanding? Allison Hintz and Elham Kazemi explain that teachers need to know what the goal is for a discussion and plan accordingly. The authors…
Switzer, J. Matt
Too often, the experiences that middle school students have in math do not connect to what they experience in elementary school. Although middle school teachers often have a sense of the content that students have learned in elementary school, the school structure and other factors can inhibit communication between elementary school and middle…
In the first part (AA 527 718) of this two part article math expression was discussed as well as student difficulty with translating written symbols into easily verbalized sentences. In this second part comprehension problems are examined and activities are offered to help students overcome these reading difficulties. (Editor/RK)
Since 1990, the January issue of "Teaching Pre K-8" has highlighted a school visit by the president of the National Council of Teachers of Mathematics. This article discusses Cathy Seeley's visit to a 6th grade classroom at the J. E. Pearce Middle School in Austin, Texas, where she participated in a math activity from the Connected…
Maida, Paula J.
Integrating mathematics across the curriculum offers students the opportunity to link ideas in a natural, impactive way. In this article, the author shares some interactive math activities that she used in a fourth-grade class on "Cinco de Mayo," a holiday honoring Mexican independence. These fun activities not only allowed connections to be made…
Blum, Christopher O.
Asserts that when college mathematics is taught as one of the liberal arts, Euclid's Elements of Geometry, which is one of the oldest math textbooks, may still be the best, because it helps students understand what is "lovely about mathematics". Suggests that "Elements of Geometry" promotes the mental exercise that comes from…
Eubanks-Turner, Christina; Hajj, Najat
In this article, Christina Eubanks-Turner and Najat Hajj describe a planning process that they used to create a fun-filled eighth-grade math activity that focused on parade planning. The activity was designed to enhance and supplement the eighth-grade algebra curriculum on linear equations and functions, help students use mathematical habits of…
Wyks, Hollis W.; Austin, Robert J.
The teacher's guide for the remedial text-workbook "Understanding Math" discusses instruction of the deaf student. An answer key for workbooks 1 and 2, a section with masters for transparencies to be used for games and activities and for teaching fractions, and two patterns for making geometric solids are included in the guide. For workbooks 1 and…
Schoenfeld, Alan H.
During the 1990s, the teaching of mathematics became the subject of heated controversies known as the math wars. The immediate origins of the conflicts can be traced to the "reform" stimulated by the National Council of Teachers of Mathematics' "Curriculum and Evaluation Standards for School Mathematics." Traditionalists fear that reform-oriented,…
Schmidt, Sheldon; Perino, Joseph
Compared beginning kindergarten subtest scores on Vane Test of Language and Vane Kindergarten Test to Metropolitan Achievement Test Scores in reading and math, Otis-Lennon School Ability Test Index, and placement into special education or high achievement programs following second grade. Results revealed effective predictability of the screening…
Lewallen, Willard Clark
A study was conducted at Antelope Valley College in California to explore the use of multiple measures in placement recommendations by examining variables potentially associated with success in writing, reading, and math courses. The study sample was all students who were assessed and enrolled in reading and writing courses in fall 1990, spring…
Mekonnen, Adugna K.
This study develops a multiple measure placement method (MMPM) that is comprised of predictor variables such as ACCUPLACER math (ACCM), ACCUPLACER reading (ACCR), arithmetic diagnostic test (ADT), high school grade point average (HSGPA), high school mathematics performance (HSMP), and duration since last mathematics course taken in high school…
Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle
In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn. PMID:20617111
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Glaese, John R.; Tobbe, Patrick A.
The Space Station Mechanism Test Bed consists of a hydraulically driven, computer controlled six degree of freedom (DOF) motion system with which docking, berthing, and other mechanisms can be evaluated. Measured contact forces and moments are provided to the simulation host computer to enable representation of orbital contact dynamics. This report describes the development of a generalized math model which represents the relative motion between two rigid orbiting vehicles. The model allows motion in six DOF for each body, with no vehicle size limitation. The rotational and translational equations of motion are derived. The method used to transform the forces and moments from the sensor location to the vehicles' centers of mass is also explained. Two math models of docking mechanisms, a simple translational spring and the Remote Manipulator System end effector, are presented along with simulation results. The translational spring model is used in an attempt to verify the simulation with compensated hardware in the loop results.
Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.
Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID
Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus
Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…
Lucas, David M.; Fugitt, Jamie
By means of a qualitative research method known as folknography, a concerted effort was made to discern perceptions of math and math education in the rural Midwest. A community that will be referred to as Midville, located in the state of Illinois, was chosen as the target population for this study. The community and surrounding region stands over…
Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine
The widespread concern about mathematics achievement has drawn extensive research attention to what skills predict later academic achievement. There is clear and consistent evidence that math achievement at school entry is the strongest predictor of later school success and educational attainment. Early childhood math achievement can thus have…
Sparks, Sarah D.
Math problems make more than a few students--and even teachers--sweat, but new brain research is providing insights into the earliest causes of the anxiety so often associated with mathematics. Experts argue that "math anxiety" can bring about widespread, intergenerational discomfort with the subject, which could lead to anything from fewer…
Mokashi, Neelima A.
This article depicts the rewarding experience of creating mathematical environments for kindergarten and elementary students by focusing on one of the most important and often difficult-to-grasp concepts (fractions) through play methods incorporated into a math fair. The basic concept of a math fair is threefold: (1) to create preplanned,…
IDRA Newsletter, 1998
This newsletter theme issue includes six articles on improving math and science education, particularly for poor, Limited-English-Proficient (LEP), and female students. "Effective Math and Science Instruction--The Project Approach for LEP Students" (Joseph Vigil) describes how hands-on science projects can increase student motivation,…
This article presents the author's story, as a teacher, about building a Math Matters club and discusses why her students arrived at school before first bell to participate enthusiastically. The author's students seemed to have a negative attitude about math. In giving that stirring motivational speech, she apparently overlooked one important…
In this article, the author relates how a math-assessment software has allowed his school to track the academic progress of its students. The author relates that in the first year that the software was deployed, schoolwide averages in terms of national standing on the math ITBS rose from the 42nd to 59th percentile. In addition, a significant…
MacDonald, Lucy; Caverly, David C.
Reviews the evolution of math software from the 1980s to the present. Discusses how current notions of learning styles have changed software applications and how critical thinking and problem solving have impacted software development. Addresses the overall effect of technology on math anxiety and explores what new technology tools are available…
An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…
Ready, Patricia M.
The life cycle of "new math" is fertile ground for the study of the diffusion of an innovation. New math arrived in 1958 to save the day for America after the Soviet Union launched Sputnik, the first successful space flight in 1957. In a period of 16 years an entire diffusion cycle was completed throughout the entire educational system…
Achieve, Inc., 2013
Too many students and educators view the senior year and graduation from high school as an end point, rather than one vital step along the education pipeline. Students who engage in a fourth year of math tap into and build upon their advanced analytic skills and are more likely to have better success in postsecondary course work, as they have…
Galloway, James L.
Analyzed the effects of reduced financing on college placement items such as services, staffing, fees, conference attendance, travel, recruitment, and salaries. Placement personnel (N=224) responded to a questionnaire. Results indicated that budgets have generally remained the same. (RC)
Soni, Akanksha; Kumari, Santha
The present study investigated the antecedents and consequences of children's math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math…
Stahl, Gerry; Çakir, Murat Perit; Weimar, Stephen; Weusijana, Baba Kofi; Ou, Jimmy Xiantong
The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…
In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…
Since most elementary school teachers do not hold a degree in mathematics, teaching math may be a daunting task for some. Following are a few techniques to help make teaching and learning math easier and less stressful. First, know that math is a difficult subject to teach--even for math teachers. The subject matter itself is challenging. Second,…
In many elementary classrooms, math tends to be individualized work with repetitive paper-and-pencil assignments. This research project attempted to generate more interest in math, reduce math anxiety, and make math more enjoyable for students. Through the use of cooperative learning, students practiced and developed social skills needed to…
Allen, K. Eileen; And Others
These three colloqium papers focus on math readiness and the young child, the use of games in teaching basic math skills, and the teaching of math concepts through informal day care activities. The first paper discusses notions about math readiness. It points out that mental age has little to do with readiness to learn basic concept skills and…
Kay, Cynthia; Charles, Jim
Emphasizes the need to integrate math and writing and shows how writing can assist in understanding math concepts or processes. Suggests activities that encourage writing in mathematics, and suggests how to combine math and writing to create such activities. Provides examples of children's literature that can be used as an introduction into math.…
Impacted material placement plans (IMPP) are documents identifying the essential elements in placing remediation wastes into disposal facilities. Remediation wastes or impacted material(s) are those components used in the construction of the disposal facility exclusive of the liners and caps. The components might include soils, concrete, rubble, debris, and other regulatory approved materials. The IMPP provides the details necessary for interested parties to understand the management and construction practices at the disposal facility. The IMPP should identify the regulatory requirements from applicable DOE Orders, the ROD(s) (where a part of a CERCLA remedy), closure plans, or any other relevant agreements or regulations. Also, how the impacted material will be tracked should be described. Finally, detailed descriptions of what will be placed and how it will be placed should be included. The placement of impacted material into approved on-site disposal facilities (OSDF) is an integral part of gaining regulatory approval. To obtain this approval, a detailed plan (Impacted Material Placement Plan [IMPP]) was developed for the Fernald OSDF. The IMPP provides detailed information for the DOE, site generators, the stakeholders, regulatory community, and the construction subcontractor placing various types of impacted material within the disposal facility.
Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L
A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety.
Hart, Sara A; Logan, Jessica A R; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.
Hart, Sara A.; Logan, Jessica A.R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math. PMID:26957650
Washington's 2008 Strategic Master Plan for Higher Education called for creating "multiple pathways from high school to college or workforce training" --through greater use of dual credit and concurrent high school and college enrollment options. The most prevalent of these in Washington are Running Start, which accounts for 12,500 FTE;…
Twitchell, Theodore G.
This study reports the outcome of an initial implementation of a California law permitting mentally gifted high school students to attend a junior college part time. The program procedure is described in terms of (1) selection and enrollment, (2) discipline, (3) books, (4) matters relating to high school graduation, (5) information for parents,…
Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara
Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence.
Sandusky, Donald A.; Marchello, Joseph M.; Baucom, Robert M.; Johnston, Norman J.
Automated tow placement (ATP) utilizes robotic technology to lay down adjacent polymer-matrix-impregnated carbon fiber tows on a tool surface. Consolidation and cure during ATP requires that void elimination and polymer matrix adhesion be accomplished in the short period of heating and pressure rolling that follows towpreg ribbon placement from the robot head to the tool. This study examined the key towpreg ribbon properties and dimensions which play a significant role in ATP. Analysis of the heat transfer process window indicates that adequate heating can be achieved at lay down rates as high as 1 m/sec. While heat transfer did not appear to be the limiting factor, resin flow and fiber movement into tow lap gaps could be. Accordingly, consideration was given to towpreg ribbon having uniform yet non-rectangular cross sections. Dimensional integrity of the towpreg ribbon combined with customized ribbon architecture offer great promise for processing advances in ATP of high performance composites.
Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…
7. View showing placement of timber deck placement on chord and built up construction of top chord and continuous construction through top panel points, eye bar construction on bottom chord - Bridge No. 2.4, Spanning Boiling Fork Creek at Railroad Milepost JC-2.4, Decherd, Franklin County, TN
Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…
Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.
Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…
Churchwell, Don Wesley
This study examined the relationship between STAR Math gains and TCAP composite scores. The purpose of this study was to determine if there was a significant relationship between STAR Math pretest and posttest gains over the course of the 2005-2006 academic year through the use of the STAR Math software program and TCAP math composite scores at…
Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal
The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…
Doblin, Stephen A.
MAPP (A Mathematics Placement Program) uses two COBOL programs to place entering freshmen in mathematics courses which are commensurate with their backgrounds and abilities. Having been used for three years, the program is considered to be a viable alternative to the traditional mathematics placement process. (Author/JKS)
Drawing on information and references in the ERIC system, this literature review describes research related to a child's developmental placement. The issues examined include school entrance age; predictive validity, reliability, and features of Gesell School Readiness Assessment; retention; and the effectiveness of developmental placement. A…
Mount San Antonio Community Coll. District, Walnut, CA.
The Improvement of Job Placement Services Project was undertaken to examine and strengthen job placement services and programs in the California community colleges. Specific objectives of the project were to: (1) select and convene a 12-member representative advisory committee to oversee project operations working with the California Placement…
Shippen, Samuel Joseph, Ed.; Wasil, Raymond A., Ed.
This document contains a compilation of original manuscripts written by competent authorities in the field of job placement services for students. Viewing placement as both a product and an integral part of a developmental process, these papers are divided into the following six topical areas: (1) information, (2) exploration, (3) counseling, (4)…
Greer, Richard M.; And Others
This study reports results of ACPA Commission XII's survey of 101 college student personnel training institutions regarding their graduate placement. Graduates were identified according to degree, race, and sex. Percentages of graduates placed, specialty areas, types of institutions, areas of the country, and time and method of placement were…
Brantz, Malcolm; Sadowski, Edward B.
As a strategy to promote the Arapahoe Community College Library's collections and services, the Library undertook to brand itself as a math resource center. In promoting one area of expertise, math was selected to help address the problem of a large portion of high school graduates' inability to work at college-level math. A "Math…
After 11 years of teaching, the question the author worries about now is "How do we do this well? How do we engage students in math classes? How do we convince them that math is beautiful, fun and powerful?" For the math department at the author's school, Boston Arts Academy (BAA), the answer has been to infuse creativity into math…
This article reports that two programs for teaching mathematics in the early grades--Math Expressions and Saxon Math--emerged as winners in early findings released last week from a large-scale federal experiment that pits four popular, and philosophically distinct, math curricula against one another. But the results don't promise to end the…
Kangas, Jon; Ma, Tony
A study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC) to determine persistence rates over 4 academic years for students with no previous college experience who entered arithmetic (Math 310), beginning algebra (Math 12), and intermediate algebra (Math 13) courses in fall 1988. The study sought to determine…
Gavin, M. Katherine; Firmender, Janine M.; Casa, Tutita M.
What is math talent? Ten different educators will most likely provide 10 different answers. Researchers state that one reason mathematical talent is difficult to describe involves the different ways children manifest math talent. Children can display math talent in three different ways: (a) those who reason abstractly and have an "algebraic…
Roman, Harry T.
Teachers and students will find a very practical math application right in a pair of common binoculars. This article describes a procedure to get a bit of math practice and analysis. It presents a math activity with elementary students on taking measurements using the binoculars. (Contains 1 table.)
This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers; decimals and money; fractions, ratios,…
This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers and addition, subtraction, multiplication, and division. Lessons are…
Frechette, Ellen Carley
This book is designed to help adults gain the range of math skills they need to succeed in life and work and on standardized tests including the GED. It is expected to help students overcome math anxiety, discover math as interesting and purposeful, and develop good number sense. Lessons are organized around four strands: (1) skill lessons…
Mitchell, Robert P.
This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include measurement and data analysis such as measuring distance, space, time, capacity,…
Hart, Sara A; Ganley, Colleen M; Purpura, David J
There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.
Describes three simple games that do not involve numbers and that can be used to teach children problem-solving strategies and math skills. The games are Tick-Tack-Toe; Jest, a game that uses a blocking strategy; and Nim, a game that uses a capturing strategy. All three games force students to plan ahead and calculate possible outcomes using…
Franklin, Teresa; Peng, Li-Wei
The public and educational communities are aware of the continuing crisis in math education in our middle schools and the convergence of technologies for teaching and learning. This paper presents a case study in which iPod Touch[R] was used to help middle school students learn about algebraic equations and, in particular, the concept of slope,…
College Entrance Examination Board, Princeton, NJ.
This guide is designed to enable the beginner, as well as the advanced user, to understand and use the Computerized Placement Management Software (CPMS). The CPMS is a system for evaluating information about students and recommending their placement into courses best suited for them. It also tracks their progress and maintains their records. The…
Patterson, Brian F.; Ewing, Maureen
The Advanced Placement Program® (AP®) was created to provide access to rigorous, college-level curricula to motivated and prepared high school students. This study evaluated whether the AP Exam scores from the summative exams associated with 10 courses were valid for the placement of students into higher-level college courses in the subject area…
Konle-Seidl, Regina; Walwei, Ulrich
Trends in job placement in Europe and the effects of advances in information and communication technologies on job placement practices were examined through case studies of France, Germany, the Netherlands, and the United Kingdom. The case studies revealed that the market shares of public employment services (PES) are generally higher than those…
Coordinating advancement functions of units and divisions accustomed to independent operation and discretionary budgets isn't easy. Market research can help bridge those divides. And at a time of limited financial resources, institutions are eager to make smart choices with their marketing dollars. Market research can cut through misperceptions…
Cleary, Timothy J; Chen, Peggy P
The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.
Jennings, Lenora; Likis, Lori
An urban community spotlighted declining mathematics achievement and took some measures, in which the students' performance increased substantially. The Benjamin Banneker Charter Public School in Cambridge, Massachusetts, engaged the entire community and launched the campaign called "Math Everywhere", which changed Benjamin Banneker's…
CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2008
This document presents content standards tables for math. [CASAS content standards tables are designed for educators at national, state and local levels to inform the alignment of content standards, instruction and assessment. The Content Standards along with the CASAS Competencies form the basis of the CASAS integrated assessment and curriculum…
IDRA Newsletter, 1995
This theme issue contains six articles on improving math and science education for minority group students, particularly language-minority students. "Accelerating Content Area Gains for English Language Learners" (Laura Chris Green) describes the Young Scientists Acquiring English project, which seeks to improve the content-area…
Leatham, Keith R.; Hill, Diane S.
In this article, the authors discuss some of the dispositions that comprise students' (and teachers') relationships with mathematics--what they call a "mathematical identity." They define "mathematical identity" as an individual's "relationship" with mathematics. They present three reflective tasks that can be used with math students at all levels…
Developmental mathematics has been under the radar within higher education for some time. The reality is that there are many proven best practices in developmental math. Unfortunately, there are many obstacles that prevent student success. Moreover, the high rates of attrition and failure have led state legislators and college administrators to…
Suggest several math activities using the simple technique of tapping a sugar maple tree for sap. Information and activities presented are useful in tapping one or two trees on school property, helping students who tap trees at home, or leading a field trip to a nearby maple sugaring site. (ERB)
The material presented in this booklet is designed to provide supplemental information and exercises to aid in the development of basic everyday skills in business math. Seven units are presented with each unit containing basic information on the unit topic, followed by student exercises, and a review section. The seven units are (1) check writing…
Lin, Tony; Erfan, Sasan
Mathematical modeling is an open-ended research subject where no definite answers exist for any problem. Math modeling enables thinking outside the box to connect different fields of studies together including statistics, algebra, calculus, matrices, programming and scientific writing. As an integral part of society, it is the foundation for many…
Khan, Salman; Slavitt, Elizabeth
Summit San Jose is part of the Summit Public Schools network, a group of charter schools in California's Bay Area. In 2011, when Summit San Jose first opened its new high school with a cohort of 9th graders, the teachers decided to pilot Khan Academy. At the time, they had piloted their math resources and platform with five classrooms in Los…
Sherard, Wade H.
The author draws from the literature eight specific guidelines for classroom teachers to help them prevent or ameliorate students' math anxiety. Suggestions include: avoid sex stereotyping; help students develop self-confidence; concentrate on problem solving, spatial skills, and the language of mathematics; and provide a relaxed, supportive…
Steiner, Eric T; Ashcraft, Mark H
Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.
Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.
This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122
Lin, Miao-hsiang; Huang, Su-yun; Chang, Yuan-chin
This article considers the problem of educational placement. Several discriminant techniques are applied to a data set from a survey project of science ability. A profile vector for each student consists of five science-educational indicators. The students are intended to be placed into three reference groups: advanced, regular, and remedial.…
With the rapidly changing demographic due to survival rates from medical advances, the need to strengthen training on SEND is now recognised, and special school placements valued, having been previously marginalised within initial teacher training. Practices developed since 2008 at one university to support progression of trainees to gain advanced…
... 34 Education 2 2010-07-01 2010-07-01 false Educational placements. 300.327 Section 300.327... Educational Placements Development of Iep § 300.327 Educational placements. Consistent with § 300.501(c), each... makes decisions on the educational placement of their child. (Authority: 20 U.S.C. 1414(e))...
... 34 Education 2 2011-07-01 2010-07-01 true Educational placements. 300.327 Section 300.327... Educational Placements Development of Iep § 300.327 Educational placements. Consistent with § 300.501(c), each... makes decisions on the educational placement of their child. (Authority: 20 U.S.C. 1414(e))...
Thomas, Matthew M.; Glowasky, Robert A.; McIlroy, Bruce E.; Story, Todd A.
Smart structures research and development, with the ultimate aim of rapid commercial and military production of these structures, are at the forefront of the Synthesis and Processing of Intelligent Cost-Effective Structures (SPICES) program. As part of this ARPA-sponsored program, MDA-E is using fiber placement processes to manufacture integrated smart structure systems. These systems comprise advanced composite structures with embedded fiber optic sensors, shape memory alloys, piezoelectric actuators, and miniature accelerometers. Cost-effective approaches and solutions to smart material synthesis in the fiber-placement process, based upon integrated product development, are discussed herein.
Otts, Cynthia D.
The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of…
Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.
We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented,…
Gardas, Bartlomiej; Deffner, Sebastian; Saxena, Avadh Behari
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Greg Tang has a resume that could get his foot in the door to a lot of places. A graduate of Harvard with both a B.A. and M.A. in economics, Tang has found success as a business executive, a speechwriter, a software designer and owner of a Tae Kwon Do school. After the publication of his first best-selling book for children, "The Grapes of Math"…
When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized-controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before being taught demonstrated significantly greater conceptual understanding and ability to transfer to novel problems than those who were taught first. The second study further showed that when given an opportunity to learn from the failed problem-solving attempts of their peers, students outperformed those who were taught first, but not those who engaged in problem solving first. Process findings showed that the number of student-generated solutions significantly predicted learning outcomes. These results challenge the conventional practice of direct instruction to teach new math concepts and procedures, and propose the possibility of learning from one's own failed problem-solving attempts or those of others before receiving instruction as alternatives for better math learning.
Orosco, Michael J.
Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…
In an increasingly technological world, developing basic math skills is crucial. Headlines regularly be-moan the international ranking of American students on math proficiency, and students from low-income families do worse in math than their more affluent peers. The federal Bureau of Labor Statistics projects that employment in occupations…
National Math and Science Initiative, 2008
This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14…
Farnsworth, Donald M., Jr.
While research continues to link increased math anxiety with reduced working memory, the exact nature of the relationship remains elusive. In addition, research regarding the extent of the impact math anxiety has on working memory is contradictory. This research clarifies the directional nature of math anxiety as it pertains to working memory, and…
Arroyo, Ivon; Royer, James M.; Woolf, Beverly P.
This article integrates research in intelligent tutors with psychology studies of memory and math fluency (the speed to retrieve or calculate answers to basic math operations). It describes the impact of computer software designed to improve either strategic behavior or math fluency. Both competencies are key to improved performance and both…
Lyons, Ian M; Beilock, Sian L
Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.
Bianco, Simone; Tisato, Francesco
In this work we address the problem of optimal sensor placement for a given region and task. An important issue in designing sensor arrays is the appropriate placement of the sensors such that they achieve a predefined goal. There are many problems that could be considered in the placement of multiple sensors. In this work we focus on the four problems identified by Hörster and Lienhart. To solve these problems, we propose an algorithm based on Direct Search, which is able to approach the global optimal solution within reasonable time and memory consumption. The algorithm is experimentally evaluated and the results are presented on two real floorplans. The experimental results show that our DS algorithm is able to improve the results given by the most performing heuristic introduced in. The algorithm is then extended to work also on continuous solution spaces, and 3D problems.
Mercer, Gary J.
This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.
Lindskog, Marcus; Winman, Anders; Poom, Leo
Math anxiety (MA) involves negative affect and tension when solving mathematical problems, with potentially life-long consequences. MA has been hypothesized to be a consequence of negative learning experiences and cognitive predispositions. Recent research indicates genetic and neurophysiological links, suggesting that MA stems from a basic level deficiency in symbolic numerical processing. However, the contribution of evolutionary ancient purely nonverbal processes is not fully understood. Here we show that the roots of MA may go beyond symbolic numbers. We demonstrate that MA is correlated with precision of the Approximate Number System (ANS). Individuals high in MA have poorer ANS functioning than those low in MA. This correlation remains significant when controlling for other forms of anxiety and for cognitive variables. We show that MA mediates the documented correlation between ANS precision and math performance, both with ANS and with math performance as independent variable in the mediation model. In light of our results, we discuss the possibility that MA has deep roots, stemming from a non-verbal number processing deficiency. The findings provide new evidence advancing the theoretical understanding of the developmental etiology of MA.
When groups engage in math problem solving in an online environment like the VMT (Virtual Math Teams) service, they can face significant challenges from troubles of individual and group understanding that emerge in their problem-solving process. We are interested in how shared understanding is interactionally constructed and accomplished in a…
Schools that are integrating the arts into literacy, math, and other core subjects are dispelling the notion that there's an either-or choice in education--either you focus on literacy and math or you provide a well-rounded curriculum in the arts and other subjects. Crayola grant-recipient schools are demonstrating that you can do both--and end up…
Boyd, Vivian; And Others
Students enrolled in two sections of college algebra (Math 110) at the University of Maryland in spring 1984 were informed about assistance available from the Math Lab. They were also informed that a sticker would be attached to any one of the four semester exams when grades indicated that the student should pursue one or more of the Lab services.…
This report proposes a preliminary basic math program that may help mitigate the student attrition problem at Contra Costa College (California). For the purposes of this proposal, Math 101, 115, and 118 are identified as courses to be included in the program. The essential features of this proposed curriculum are summarized as follows: (1) it…
Miner, Robert; Topping, Paul
This publication reports on resources on the Web for the area of math. A quick look is given at innovative sites under the areas of new resources for students, new ways for teachers and students to interact, new ways of presenting math, and new tools for research. Next, advantages and disadvantages are identified for each of the following…
Teaching PreK-8, 1996
Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…
Choi, Ji Young; Dobbs-Oates, Jennifer
This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…
Olsen, James R.
After studying the Common Core State Standards for Mathematics (CCSSM) and brain-based learning research, James Olsen believes mental math instruction in secondary school mathematics (grades 7-12) and in teacher education programs needs increased attention. The purpose of this article is to share some keys for teaching mental math. Olsen also…
Van Klaveren, Chris; De Witte, Kristof
Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…
Faulkner, Valerie N.
The Common Core math standards promote several important differences in how math concepts are taught and should be talked about. These changes will make it easier for younger students to comprehend and adapt to more complex concepts in the later grades. This guide should help elementary teachers make changes and adaptations that are in line the…
Students with or without disabilities often experience difficulties with abstract math concepts. This paper is intended to help solve the mystery of math concepts through origami construction, a hands-on activity. Students are involved in constructing and deconstructing concepts by folding and unfolding a piece of paper which eventually leads to a…
What Works Clearinghouse, 2016
"Saxon Math" is a core curriculum for students in grades K-12 that uses an incremental approach to instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so…
Ke, Fengfeng; Grabowski, Barbara
This study investigated the effects of gameplaying on fifth-graders' maths performance and attitudes. One hundred twenty five fifth graders were recruited and assigned to a cooperative Teams-Games-Tournament (TGT), interpersonal competitive or no gameplaying condition. A state standards-based maths exam and an inventory on attitudes towards maths…
What Works Clearinghouse, 2013
"Saxon Math", published by Houghton Mifflin Harcourt, is a core curriculum for students in grades K-12. This report includes studies that investigate the potential impact of "Saxon Math" for students in grades 6-8. A distinguishing feature of the curriculum is its use of an incremental approach for instruction and assessment.…
What Works Clearinghouse, 2013
"Saxon Math," published by Houghton Mifflin Harcourt, is a core curriculum for students in grades K-5. A distinguishing feature of the curriculum is its use of an incremental approach for instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New…
Sullivan, Joan; Hatton, Mary
Family Math and Science Nights engage students and parents in active investigations tied to the curriculum in a fun, informal environment. Through this program, families actively explore math and science ideas, discover together through guided inquiry, and apply their discoveries to solve a problem at the end. All activities are hands-on, use…
Shih, Shu-Chuan; Kuo, Bor-Chen; Liu, Yu-Lung
The purposes of this study are to develop and evaluate the instructional model and learning system which integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning. The researcher first creates a ubiquitous learning environment which is called "adaptive U-learning math path system". This…
This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…
IDRA Newsletter, 1996
This newsletter focuses on efforts to make math and science more attractive, relevant, and accessible to students, especially limited-English-proficient, minority, economically disadvantaged, female, and at-risk students. "TAAS Math Performance" (Linda Cantu) outlines recent statewide results for the controversial Texas Assessment of…
What Works Clearinghouse, 2011
"Saxon Math" is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. A distinguishing feature of "Saxon Math" is its use of a distributed approach--spreading practice and instruction for any…
In math classes, teachers often focus instruction on the formulas and processes needed to solve different types of problems, but neglect to teach the concepts on which these tools are based. In this article, the author argues that before they can do this, teachers themselves need to understand "understanding math." Teaching mathematics with…
Sherman, Laurel Galbraith
Suggestions are made for activities that combine the teaching of math and science. Math concepts include: graphing, estimating, measurement, statistics, geometry, and logic. Science topics include: plant reproduction, solar system, forces, longitude and latitude, Earth's magnetic field, nutrition, and heat. (IAH)
Math historian Morris Kline suggests that math instruction should be made concrete and that teachers should not turn kids off by making intuitively understood concepts complex through the use of fancy language. He advocates using pictorial representations and examples of actual physical occurrences. The dyslexic student has special difficulties in…
Math anxiety affects both sexes, and is not the cause of imbalance in mathematical professions. Attempts to broaden perceptions of mathematics deal only with the symptoms of math anxiety. The principal cause is the methodology used to teach mathematics. Problem-solving processes must be employed. (MNS)
If you want to get the attention of a group of eighth grade math students, tell them they are going to build a life-size cardboard boat. To increase interest, follow up this statement by telling them that two to four of them will actually be rowing this boat across a small pond. Eighth grade math students at Oasis Charter Middle School in…
What Works Clearinghouse, 2004
"Saxon Math" focuses on fundamental mathematics skills, targeting children from kindergarten through grade 12. This report focuses on middle school math, defined as grades 6 through 9. The 6th grade curriculum covers simplifying expressions containing parentheses, graphing functions, and understanding ratios and proportions. The 7th grade…
Edwards, Sharon A.; Maloy, Robert W.; Anderson, Gordon
"Math is language, too," Phyllis and David Whitin (2000) remind everyone in their informative book about reading and writing in the mathematics classroom. This means that students in elementary school math classes are learning two distinct, yet related languages--one of numbers, the other of words. These languages of numbers and words…
Lambeth, Cathryn Colley
The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g.…
Walz, Garry R.
Discusses resistance of helping professions to marketing. Defines human services marketing. Describes forces that are placing human services in an increasingly competitive position. Makes recommendations to enhance the image of career planning and placement services and increase their usage. Concludes that by adopting a marketeer orientation,…
National Advisory Council on Vocational Education, Washington, DC.
This self-contained instructional package defines a comprehensive job placement program as a coordinated series of activities involving school-community interaction, staff training and curriculum development resulting in youth being able to obtain and retain satisfying employment. The author and contributors focus their efforts on presenting case…
This report consists of three sections, the first of which is a discussion of placement testing. It is maintained that the strengths and weaknesses of a tested population cannot be determined by a single composite test--yet, many institutions place students in beginning courses on the basis of such limited information. To assess basic capabilities…
Suggests that mandatory placement of underprepared students in developmental courses may actually provide the key to opening the door to true academic, vocational, or community success, despite criticism by some that it excludes students and restricts their freedoms. Discusses ethical balances between access, student success and academic…
ACPA's Commission XII surveyed 103 college student personnel training institutions regarding their graduate placement. Graduates were identified according to degree, sex, and race. Percentages of graduates placed, areas within the college student personnel field, types of institutions, and areas of the country were computed. The discussion…
Campbell, Kathleen T.; Evans, Cay
This paper discusses a study that compared enrollment patterns in advanced math and science courses of (n=720) junior and senior girls in public coed and parochial all-girls high schools in Louisiana. The study also examined survey responses regarding career goals and positive and negative career influences on girls. The same survey responses from…
King, Seth A.; Lemons, Christopher J.; Davidson, Kimberly A.
Educators need evidence-based practices to assist students with disabilities in meeting increasingly rigorous standards in mathematics. Students with autism spectrum disorder (ASD) are increasingly expected to demonstrate learning of basic and advanced mathematical concepts. This review identifies math intervention studies involving children and…
American Association of University Women, 2010
In the last 50 years, more than half of America's sustained economic growth was created by the five percent of the workforce who create, manage, and maintain the processes and products of innovation: engineers, scientists, and advanced-degree technologists. America's science, technology, and math workforce is aging while jobs requiring specialized…
Riegle-Crumb, Catherine; Grodsky, Eric
Despite increases in the representation of African American and Hispanic youth in advanced math courses in high school over the past two decades, recent national reports indicate that substantial inequality in achievement remains. These inequalities can temper one's optimism about the degree to which the United States has made real progress toward…
Kibrick, Melissa Courtney
This dissertation tests a dynamic assessment-based cognitive hierarchy model and attempts to identify mathematical concepts that predict student learning potential on more advanced mathematical concepts using the units from ST Math, a self-paced curriculum, for third, fourth, and fifth grade students. The quantitative analyses compared a…
Thomas, Gail E.
This study examines factors that determine the enrollment of black students in the high school math courses (i.e., advanced algebra, trigonometry, calculus) that are necessary for competitive college and major field access. The data are from a local college survey of juniors and seniors who were enrolled in eight (8) local public and private…
Project SEED is a successful program that teaches elementary school students advanced math. Specialists conduct 45-minute lessons, asking questions designed to help students discover mathematical logic. Students respond with a system of SEED hand signals which allow everyone to participate and be monitored at once. (SM)
Gleason, Jim; Boykin, Karen; Johnson, Pauline; Bowen, Larry; Whitaker, Kevin W.; Micu, Celina; Raju, Dheeraj; Slappey, Carter
In an effort to reduce the engineering student withdrawal rate due to mathematics, The University of Alabama developed a unique, informal, interactive, and interdisciplinary five-week summer residence program called the Engineering Math Advancement Program (E-MAP). The program aims to increase retention by preparing students to be successful in…
Recent developments in neuroscience, cognitive science, and behavioral science are helping physics education researchers develop a theoretical understanding of physics teaching and learning. This understanding helps in two ways. 1). We can make sense of the way students respond (often inappropriately) to our instruction. 2). We can learn to appreciate the difficulties we have as instructors in unpacking and identifying critical components of our own knowledge. Building on observations of student learning in introductory and advanced physics, I identify critical components for teaching physics with math that are often overlooked in traditional instruction.
Qureshi, Adnan I.; Khan, Asif A.; Malik, Ahmed A.; Afzal, Mohammad Rauf; Herial, Nabeel A.; Qureshi, Mushtaq H.; Suri, M. Fareed K.
Background Lumbar catheter placement under fluoroscopic guidance may reduce the rate of technical failures and associated complications seen with insertion guided by manually palpable landmarks. Methods We reviewed our experience with 43 attempted lumbar catheter placements using paramedian approach under fluoroscopic guidance and ascertained rates of technical success, and clinical events. Results Among the 43 patients, 18, 1, and 1 patients were on aspirin (with dipyrimadole in 2), clopidogrel, and combination of both, respectively. Lumbar catheter placement was successful in 42 of 43 attempted placements. Floroscopic guidance was critical in three patients; one patient had severe cerebrospinal fluid (CSF) depletion (empty thecal sac phenomenon) following pituitary surgery leading to no cerebrospinal fluid return despite correct placement confirmation under fluoroscopy. Two patients had spinal needle placement at the junction between epidural and cerebrospinal fluid spaces (junctional position) leading to cerebrospinal fluid return but inability to introduce the lumbar catheter. After confirmation of position by the injection of contrast or radiographic landmarks the needle was advanced by indenting the subcutaneous tissue or reinserting at a spinal level above the first insertion. The lumbar catheter remained in position over a mean period (±standard deviation) of 4.1(±2.3) days. Improvement in hydrocephalus was seen in two patients with intracranial mass lesions. One patient developed cerebrospinal fluid leakage through the insertion track following removal of catheter and required skin suturing at the site of insertion. Conclusions We observed a high technical success rate with low rate of complications even in patients with intracranial mass lesions, those on ongoing antiplatelet medications or in whom insertion would not be possible guided by manually palpable landmarks. PMID:26958156
Ahlgren Reddy, Alison; Harper, Marc
Data from the ALEKS-based placement program at the University of Illinois is presented visually in several ways. The placement exam (an ALEKS assessment) contains precise item-specific information and the data show many interesting properties of the student populations of the placement courses, which include Precalculus, Calculus, and Business…
Green, Anthony B.; Weir, Cyril J.
Studies of placement tests are typically narrowly concerned with their validation as instruments for the efficient grouping of students. They rarely explore the assumption that placement test content can be related to classroom tasks and so inform instructional decisions. This study focuses on a trial version of the Global Placement Test (GPT), a…
... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Child placement. 551.24 Section 551.24 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT MISCELLANEOUS Birth Control, Pregnancy, Child Placement, and Abortion § 551.24 Child placement. (a) The Warden may...
... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Child placement. 551.24 Section 551.24 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT MISCELLANEOUS Birth Control, Pregnancy, Child Placement, and Abortion § 551.24 Child placement. (a) The Warden may...
... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Child placement. 551.24 Section 551.24 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT MISCELLANEOUS Birth Control, Pregnancy, Child Placement, and Abortion § 551.24 Child placement. (a) The Warden may...
... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Child placement. 551.24 Section 551.24 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT MISCELLANEOUS Birth Control, Pregnancy, Child Placement, and Abortion § 551.24 Child placement. (a) The Warden may...
... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Child placement. 551.24 Section 551.24 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT MISCELLANEOUS Birth Control, Pregnancy, Child Placement, and Abortion § 551.24 Child placement. (a) The Warden may...
... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Placement rights. 359.702 Section 359.702 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS REMOVAL FROM THE SENIOR EXECUTIVE SERVICE; GUARANTEED PLACEMENT IN OTHER PERSONNEL SYSTEMS Guaranteed Placement § 359.702...
... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Placement rights. 359.702 Section 359.702 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS REMOVAL FROM THE SENIOR EXECUTIVE SERVICE; GUARANTEED PLACEMENT IN OTHER PERSONNEL SYSTEMS Guaranteed Placement § 359.702...
Wedekind, Kassia Omohundro
Traditionally, small-group math instruction has been used as a format for reaching children who struggle to understand. Math coach Kassia Omohundro Wedekind uses small-group instruction as the centerpiece of her math workshop approach, engaging all students in rigorous "math exchanges." The key characteristics of these mathematical conversations…
Nelson, Barbara Scott; Sassi, Annette
Principals need to get away from traditional beliefs that equate math success solely with rote knowledge of math facts and the ability to calculate. Today, math instruction also is being directed to student understanding of essential concepts. Principals must learn what to look for when they visit math classrooms to make sure it is being taught…
Math is used in many occupations. And, experts say, workers with a strong background in mathematics are increasingly in demand. That equals prime opportunity for career-minded math enthusiasts. This article describes how math factors into careers. The first section talks about some of the ways workers use math in the workplace. The second section…
Waller, Lisa Ivey
This research investigated the relationship of math intervention teachers' (MITs) pedagogical content knowledge (PCK) and students' math achievement gains in primary math interventions. The Kentucky Center for Mathematics gathered data on the MITs and primary math intervention students included in this study. Longitudinal data were analyzed for a…
Cvencek, Dario; Meltzoff, Andrew N.; Greenwald, Anthony G.
A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) "me" with "male" (gender identity), (b) "male" with "math" (math-gender stereotype), and (c) "me" with "math" (math self-concept). Two findings emerged.…
Founded in 2006 by Jonathan Osler, Math and Community Organizing teacher at El Puente Academy for Peace and Justice, a public CES high school in Brooklyn, New York, Radical Math is an organization for educators working to integrate issues of political, economic, and social justice into math education. In April 2007, Radical Math cosponsored…
Young, Christina B; Wu, Sarah S; Menon, Vinod
Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.
Erturan, Selin; Jansen, Brenda
Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math…
Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.
Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…
The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness.
VanderSteen, J. D. J.; Hall, K. R.; Baillie, C. A.
There is an increasing interest in the humanitarian engineering curriculum, and a service-learning placement could be an important component of such a curriculum. International placements offer some important pedagogical advantages, but also have some practical and ethical limitations. Local community-based placements have the potential to be transformative for both the student and the community, although this potential is not always seen. In order to investigate the role of local placements, qualitative research interviews were conducted. Thirty-two semi-structured research interviews were conducted and analysed, resulting in a distinct outcome space. It is concluded that local humanitarian engineering placements greatly complement international placements and are strongly recommended if international placements are conducted. More importantly it is seen that we are better suited to address the marginalised in our own community, although it is often easier to see the needs of an outside populace.
Burrow, Susan C.
The purpose of this quantitative study was to determine if a relationship existed between success in elementary algebra and a set of predictor variables including COMPASS score and high school GPA. Relationships for intermediate algebra and college credit accumulation over three semesters were also examined with COMPASS score and high school GPA…
THE ADVANCED STANDING PROGRAM IN ENGLISH IS DESIGNED TO PREPARE SELECTED STUDENTS FOR THE ADVANCED PLACEMENT CLASSES, WHICH ARE EQUIVALENT OF COLLEGE FRESHMAN ENGLISH, IN HIGH SCHOOL. WHILE KEEPING ADVANCED PLACEMENT NEEDS IN MIND, EMPHASIS IN CURRICULUM IS PLACED ON THE MORE IMPORTANT GOAL OF BETTER COLLEGE PREPARATION IN ENGLISH. THE ADVANCED…
This slide presentation examines the role of mathematical proficiency and how it relates to advantages in careers. It emphasises the role of math in attaining entrance to college, graduate schools, and a career that is interesting and well paying.
Ganley, Colleen M.; Purpura, David J.
There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills. PMID:28005925
Cvencek, Dario; Meltzoff, Andrew N; Greenwald, Anthony G
A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math-gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math-gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement.
Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu
In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition.
Wang, Ming-Te; Degol, Jessica; Ye, Feifei
Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students’ motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women’s underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices. PMID:25741292
Wang, Ming-Te; Degol, Jessica; Ye, Feifei
Although young women now obtain higher course grades in math than boys and are just as likely to be enrolled in advanced math courses in high school, females continue to be underrepresented in some Science, Technology, Engineering, and Mathematics (STEM) occupations. This study drew on expectancy-value theory to assess (1) which intellectual and motivational factors in high school predict gender differences in career choices and (2) whether students' motivational beliefs mediated the pathway of gender on STEM career via math achievement by using a national longitudinal sample in the United States. We found that math achievement in 12th grade mediated the association between gender and attainment of a STEM career by the early to mid-thirties. However, math achievement was not the only factor distinguishing gender differences in STEM occupations. Even though math achievement explained career differences between men and women, math task value partially explained the gender differences in STEM career attainment that were attributed to math achievement. The identification of potential factors of women's underrepresentation in STEM will enhance our ability to design intervention programs that are optimally tailored to female needs to impact STEM achievement and occupational choices.
Steffens, Melanie C.; Jelenec, Petra; Noack, Peter
Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age…
Wilson, R.R.; Cooper, R.J.
We located 511 Acadian Flycatcher (Empidonax virescens) nests in bottomland hardwood forest of eastern Arkansas. Microhabitat characteristics were measured and their relationship with nest success evaluated. Fifty-two percent of all nesting attempts resulted in predation. Attributes of nest placement were similar between successful and unsuccessful nests, although successful nests were placed higher. Similarly, nonparasitized nests were typically higher than parasitized nests. Nests initiated late in the breeding season were placed in larger trees with higher canopy bases resulting in increased vegetation around the nest. Fifteen different tree species were used for nesting. Acadian Flycatchers chose nest trees in a nonrandom fashion, selecting Nuttall oak (Quercus nuttallii) and possumhaw (Ilex decidua) in greater proportions than their availability. However, there was no relationship between tree species used for nesting and nest success. Nest height was positively correlated with concealment at the nest site, supporting the predator-avoidance theory. No other attribute of nest placement differentiated successful nest sites, suggesting that nest predation is likely a function of random events in space and time.
A method for determining the optimal two-dimensional spatial placement of multiple sensors participating in a robot perception task is introduced in this paper. This work is motivated by the fact that sensor data fusion is an effective means of reducing uncertainties in sensor observations, and that the combined uncertainty varies with the relative placement of the sensors with respect to each other. The problem of optimal sensor placement is formulated and a solution is presented in the two dimensional space. The algebraic structure of the combined sensor uncertainty with respect to the placement of sensor is studied. A necessary condition for optimal placement is derived and this necessary condition is used to obtain an efficient closed-form solution for the global optimal placement. Numerical examples are provided to illustrate the effectiveness and efficiency of the solution. 11 refs.
Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…
Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal
To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…
Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut
Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…
Susperreguy, Maria Ines; Davis-Kean, Pamela E.
Research Findings: The current study analyzed the relation between the amount of mathematical input that preschool children hear (i.e., math talk) from their mothers in their homes and their early math ability a year later. Forty mother-child dyads recorded their naturalistic exchanges in their homes using an enhanced audio-recording device (the…
Zakariya, Yusuf F.
In this study, the author examined the validity of MATH 105 as a prerequisite to MATH 201. The data for this study was extracted directly from the examination results logic of the university. Descriptive statistics in form of correlations and linear regressions were used to analyze the obtained data. Three research questions were formulated and…
Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…
McKenzie, Michelle A.; Marchand-Martella, Nancy E.; Moore, Marion E.; Martella, Ronald C.
This study investigated the effects of teaching basic math skills to 16 children (11 typically developing, 5 with developmental delays) in an integrated university preschool. "Connecting Math Concepts Level K (CMC--K"; Engelmann & Becker, 1995) was delivered by the classroom teacher to small groups of 4 to 6 children over 6.5 weeks.…
Jolivette, Kristine; Lingo, Amy S.; Houchins, David E.; Barton-Arwood, Sally M.; Shippen, Margaret E.
The effects of a fluency building math program on addition and subtraction computational skills were evaluated using a multiple probe across subjects design. Two students with developmental disabilities and one student with attentional difficulties participated in a supplemental intervention using the Great Leaps Math program. Analyses indicated…
Wendt, Staci; Rice, John; Nakamoto, Jonathan
The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level…
ACT, Inc., 2013
The proposed federal STEM Teacher Pathway program seeks to produce 100,000 new, high-quality math and science teachers in the next decade. How difficult will the goal be to achieve? This report uses data from the ACT® college readiness assessment to examine the feasibility of producing 100,000 high-quality math and science teachers in the next…
This book offers classroom-tested activities designed to make even the most reluctant learners crazy about math. Appealing to everyone from sports fans to readers, future fashion designers to budding musicians, the activities presented in this book offer ways to develop a deep-rooted love and appreciation of math in every student. Teachers are…
Mathematics is a critical part of academic preparation of the middle school child, or, as Dr. Maria Montessori would refer to them, children in the third plane of development. Montessori educators are sincere in their endeavors not only to prepare young students for further studies of math and the application of math in their world and careers,…
Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.
Across 20 years, pathways from math intrinsic motivation and achievement (ages 9-17) to high school math course accomplishments and educational attainment (age 29) were analyzed. Academic intrinsic motivation was the theoretical foundation. To determine how initial status and change in motivation and achievement related to course accomplishments…
Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut
[This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.
DiGisi, Lori L.; Fleming, Dianne
Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…
This quasi-experimental study was to design, develop, and implement one multimedia math lesson in third grade to improve students' math learning. The non-equivalent control group design was used. The experimental group had 11 third grade students and the control group had 15 third grade students in an African American predominated elementary…
Bahr, Peter Riley
Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…
This study was conducted to examine the attitudes of Head Start teachers toward mathematics and how it may influence how and what they teach in the classroom. In general, the findings of this study can be summarized as this: 1) Math anxiety affects how teachers assess their ability at mathematics. The more math anxiety they report, the lower they…
Petrill, Stephen; Logan, Jessica; Hart, Sara; Vincent, Pamela; Thompson, Lee; Kovas, Yulia; Plomin, Robert
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance.
Wu, K. Chauncey; Jackson, Justin R.; Pelham, Larry I.; Stewart, Brian K.
New automated fiber placement systems at the NASA Langley Research Center and NASA Marshall Space Flight Center provide state-of-art composites capabilities to these organizations. These systems support basic and applied research at Langley, complementing large-scale manufacturing and technology development at Marshall. These systems each consist of a multi-degree of freedom mobility platform including a commercial robot, a commercial tool changer mechanism, a bespoke automated fiber placement end effector, a linear track, and a rotational tool support structure. In addition, new end effectors with advanced capabilities may be either bought or developed with partners in industry and academia to extend the functionality of these systems. These systems will be used to build large and small composite parts in support of the ongoing NASA Composites for Exploration Upper Stage Project later this year.
Kariya, Shuji Tanigawa, Noboru; Kojima, Hiroyuki; Komemushi, Atsushi; Shomura, Yuzo; Shiraishi, Tomokuni; Kawanaka, Toshiaki; Sawada, Satoshi
The purpose of the present study was to evaluate the clinical outcome of peripheral stent placement after failed balloon angioplasty in patients with grafts who are on hemodialysis. We examined 30 Wallstents that were placed in 26 patients because balloon angioplasty failed or early restenosis (<3 months) occurred within 3 months. We retrospectively reviewed 267 consecutive balloon angioplasties performed in 71 patients with graft access between August 2000 and March 2007. Stent placements accounted for 30 (11.2%) of the 267 balloon angioplasties. The clinical success rate of stent placement was 93.3% (28 of 30 stent placements). The 3-, 6-, and 12-month primary patency rates were 73.3%, 39.3%, and 17.7%, respectively. The 1-, 2-, and 3-year secondary patency rates were 90.2%, 83.8%, and 83.8%, respectively. Primary patency was significantly prolonged by stent placement after early restenosis compared with previous balloon angioplasty alone (P = 0.0059). Primary patency after stent placement was significantly lower than after successful balloon angioplasty without indications for stent placement (P = 0.0279). Secondary patency rates did not significantly differ between stent placement and balloon angioplasty alone. The mean number of reinterventions required to maintain secondary patency after stent placement was significantly larger than that after balloon angioplasty alone (Mann-Whitney U test, P = 0.0419). We concluded that peripheral stent placement for graft access is effective for salvaging vascular access after failed balloon angioplasty and for prolonging patency in early restenosis after balloon angioplasty. However, reinterventions are required to maintain secondary patency after stent placement. Furthermore, peripheral stent placement for graft access cannot achieve the same primary patency as balloon angioplasty alone.
Yang, Heng-Li; Wang, Cheng-Shu
Computer games are considered an emerging media and are even regarded as an advertising channel. By a three-phase experiment, this study investigated the advertising effectiveness of computer games for different product placement forms, product types, and their combinations. As the statistical results revealed, computer games are appropriate for placement advertising. Additionally, different product types and placement forms produced different advertising effectiveness. Optimum combinations of product types and placement forms existed. An advertisement design model is proposed for use in game design environments. Some suggestions are given for advertisers and game companies respectively.
The Adaptable, Deployable Entry Placement Technology (ADEPT) Project will test and demonstrate a deployable aeroshell concept as a viable thermal protection system for entry, descent, and landing o...
Grant, Carroll G.; Benson, Vernon M.
The automated fiber placement process has been in development at Hercules since 1980. Fiber placement is being developed specifically for aircraft and other high performance structural applications. Several major milestones have been achieved during process development. These milestones are discussed in this paper. The automated fiber placement process is currently being demonstrated on the NASA ACT program. All demonstration projects to date have focused on fiber placement of transport aircraft fuselage structures. Hercules has worked closely with Boeing and Douglas on these demonstration projects. This paper gives a description of demonstration projects and results achieved.
Lee, Ye Jin; Kim, Jin Hyoung Song, Ho-Young; Park, Jung-Hoon; Na, Han Kyu; Kim, Pyeong Hwa; Fan, Yong
Purpose: To evaluate the clinical effectiveness of self-expandable metallic stents in seven patients with malignant gastroduodenal obstruction caused by inoperable hepatocellular carcinoma (HCC). Methods: Seven patients with gastroduodenal obstruction caused by advanced HCC underwent metallic stent placement from 2003 to 2010. These patients had total dysphagia (n = 5) or were able to eat only liquids (n = 2) before stent placement. Patients had Eastern Cooperative Oncology Group performance scores of 2 or 3, and Child-Pugh classification B or C. Results: Stent placement was technically successful in all seven patients (100%) and clinically successful in six (86%). Five patients could eat a soft diet, and one patient tolerated regular diet after stent placement. Stent-related obstructive jaundice occurred in one patient. One patient had hematemesis 11 days after stent placement. Overall mean survival was 51 days (range, 10-119 days). Stent patency was preserved in six patients with clinical success until death. Conclusion: Placement of a covered self-expandable metallic stent may offer good palliation in patients with gastroduodenal obstruction due to advanced HCC.
Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.
As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order
Park, Daeun; Ramirez, Gerardo; Beilock, Sian L
Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations.
Shingleton, John D.; Fitzpatrick, Edwin B.
This document presents college practitioners with a practical guide for establishing, maintaining, expanding, or revitalizing a contemporary career planning and placement center. The introduction to this guide contains a brief history of career planning and placement. Chapter 1, Career Planning and Placement in the Academic Setting, addresses the…
Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J
Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance.
Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L
With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement.
Heinrichs, Audrey S.
Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)
McKenna, Lisa G.; Wray, Natalie; McCall, Louise
Clinical placements are integral to health professional preparatory courses. These placements allow for the application of classroom-based learning into real patient care situations. In doing so, they provide opportunities for applying theoretical knowledge into practice contexts, skills development and socialisation into the chosen profession.…
... 32 National Defense 6 2014-07-01 2014-07-01 false Job placement. 1656.10 Section 1656.10 National....10 Job placement. (a) Selective Service will maintain a job bank for the exclusive purpose of placing ASWs in alternative service jobs. (b) An ASW who has identified his own job in accordance with §...
... 32 National Defense 6 2010-07-01 2010-07-01 false Job placement. 1656.10 Section 1656.10 National....10 Job placement. (a) Selective Service will maintain a job bank for the exclusive purpose of placing ASWs in alternative service jobs. (b) An ASW who has identified his own job in accordance with §...
... 32 National Defense 6 2011-07-01 2011-07-01 false Job placement. 1656.10 Section 1656.10 National....10 Job placement. (a) Selective Service will maintain a job bank for the exclusive purpose of placing ASWs in alternative service jobs. (b) An ASW who has identified his own job in accordance with §...
... 32 National Defense 6 2012-07-01 2012-07-01 false Job placement. 1656.10 Section 1656.10 National....10 Job placement. (a) Selective Service will maintain a job bank for the exclusive purpose of placing ASWs in alternative service jobs. (b) An ASW who has identified his own job in accordance with §...
... 32 National Defense 6 2013-07-01 2013-07-01 false Job placement. 1656.10 Section 1656.10 National....10 Job placement. (a) Selective Service will maintain a job bank for the exclusive purpose of placing ASWs in alternative service jobs. (b) An ASW who has identified his own job in accordance with §...
Holman, Lance S.
Private placement financing is a debt or capital lease obligation arranged between a municipality or a 501(c) (3) not-for-profit organization and a single sophisticated institutional investor. The investor can be a bank, insurance company, finance company, hedge fund, or high-net worth individual. Private placement financing is similar to…
Kolvitz, Marcia, Ed.
These three conference papers from the Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing focus on career planning and placement strategies for students with deafness or hard of hearing. The first paper, "Successful Job Development and Placement Strategies with Deaf and Hard of Hearing College…
Engineering students in North American universities often participate in cooperative education placements in workplaces as part of the requirements for their degrees and professional certification. Students for whom English is an L2 often experience difficulties in these placements due to the fact that while their academic language ability may be…
McGillicuddy (Shirley) & Associates, Sierra Madre, CA.
The Implementation of Job Placement Services Guidelines Project was designed to strengthen placement programs and services for California community college vocational students, and for all students needing part-time employment to realize their educational goals. The project was designed to test the validity and relevance of quality indicators…
Shafai, B.; Keel, L. H.
A simple and direct pole-placement algorithm is introduced for dynamical systems having a block companion matrix A. The algorithm utilizes well-established properties of matrix polynomials. Pole placement is achieved by appropriately assigning coefficient matrices of the corresponding matrix polynomial. This involves only matrix additions and multiplications without requiring matrix inversion. A numerical example is given for the purpose of illustration.
Clark, Martyn; Zukas, Miriam
Sandwich placements and other integrated work and study schemes are increasingly advocated as a key means by which universities can promote students' employability. However, there is little understanding of how successful placements work in terms of facilitating learning and development. Drawing on three longitudinal case studies of students who…
Chivers, Barbara; Flatten, Kay
Group Feedback Strategy was used to evaluate data from 73 employers, 18 tutors, 156 students, and 45 graduates involved in work placements in a library and information science program. Respondents showed reasonably high satisfaction for the following characteristics of placements: teamwork experience, assessment of capabilities, training…
Heffley, Robert K.; Mnich, Marc A.
An example of a minimal complexity simulation helicopter math model is presented. Motivating factors are the computational delays, cost, and inflexibility of the very sophisticated math models now in common use. A helicopter model form is given which addresses each of these factors and provides better engineering understanding of the specific handling qualities features which are apparent to the simulator pilot. The technical approach begins with specification of features which are to be modeled, followed by a build up of individual vehicle components and definition of equations. Model matching and estimation procedures are given which enable the modeling of specific helicopters from basic data sources such as flight manuals. Checkout procedures are given which provide for total model validation. A number of possible model extensions and refinement are discussed. Math model computer programs are defined and listed.
Ruff, Sarah E.; Boes, Susan R.
Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…
Crossley, William A.
This research investigated genetic algorithm approaches for smart actuator placement to provide aircraft maneuverability without requiring hinged flaps or other control surfaces. The effort supported goals of the Multidisciplinary Design Optimization focus efforts in NASA's Aircraft au program. This work helped to properly identify various aspects of the genetic algorithm operators and parameters that allow for placement of discrete control actuators/effectors. An improved problem definition, including better definition of the objective function and constraints, resulted from this research effort. The work conducted for this research used a geometrically simple wing model; however, an increasing number of potential actuator placement locations were incorporated to illustrate the ability of the GA to determine promising actuator placement arrangements. This effort's major result is a useful genetic algorithm-based approach to assist in the discrete actuator/effector placement problem.
Kiili, Kristian; Ketamo, Harri; Koivisto, Antti; Finn, Enda
This paper presents the first findings from Math Elements user experience (UX) studies. Math Elements is a game that makes the whole Finnish maths K-2 curriculum (kindergarten and primary school grades 1 and 2) available for players all over the world. The game is based on teachable agent approach, which means that in the game players can teach…
What Works Clearinghouse, 2011
"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1-12. The "Accelerated Math"[TM] software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates…
Smith, Jean Burr
As colleges take on increasing numbers of nontraditional students who have had only minimal exposure to mathematics, instructors must alleviate patterns of math anxiety and math avoidance which impede academic success, and, in a technological society, limit career opportunities. Among the obvious causes of math anxiety are: instructors' insistence…
Decker, Scott L.; Roberts, Alycia M.
Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the…
Rosales, Allen C.
Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…
Musti-Rao, Shobana; Lynch, Tom Liam; Plati, Erin
As American students struggle with basic mathematical skills, the importance of math fact fluency has gained the attention of educators and researchers. Generalization of math fact fluency is also important for the transfer of skills to other settings and formats, assisting students in the completion of more varied and complicated math tasks. This…
Academy for Educational Development, 2007
This report summarizes findings from the Academy for Educational Development's (AED's) evaluation of After-School Math PLUS (ASM+). This program was designed to help students find the math in everyday experiences and create awareness about the importance of math skills for future career options. The evaluation was conducted by AED's Center for…
School Renaissance Inst., Inc., Madison, WI.
Accelerated Math (AM) math management software is a task level learning information system placed in 4th-11th grade classrooms around the country. AM provides teachers with an information system that assures that students can master all math objectives and state standards from grade 3 through calculus. It eliminates teacher paperwork, improves…
U Do the Math provides an innovative alternative to developmental math, replacing traditional course lectures with a student-centered approach to active learning and subject mastery. Chattanooga State used its grant funding from Next Generation Learning Challenges (NGLC) to establish and scale the U Do the Math program. The community college,…
Kotsopoulos, Donna; Lee, Joanne
A "math congress" is a pedagogical approach in which students present their solutions from their mathematical work completed individually, in pairs, or in small groups, and share and defend their mathematical thinking. Mathematical artifacts presented during math congress remain on display as community records of practice. Math congress…
Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod
The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in…
Apelman, Maja; King, Julie
This book focuses on everyday math and parent involvement. It is divided into three parts and contains activities that help teachers involve parents in everyday math. Part I, Getting Started, describes the organization of the book and includes a curriculum chart. Part II, Involving Parents, discusses how children learn math and strategies for…
Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.
This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…