Comparing computer adaptive and curriculum-based measures of math in progress monitoring.
Shapiro, Edward S; Dennis, Minyi Shih; Fu, Qiong
2015-12-01
The purpose of the study was to compare the use of a Computer Adaptive Test and Curriculum-Based Measurement in the assessment of mathematics. This study also investigated the degree to which slope or rate of change predicted student outcomes on the annual state assessment of mathematics above and beyond scores of single point screening assessments (i.e., the computer adaptive test or the CBM assessment just before the administration of the state assessment). Repeated measurement of mathematics once per month across a 7-month period using a Computer Adaptive Test (STAR-Math) and Curriculum-Based Measurement (CBM, AIMSweb Math Computation, AIMSweb Math Concepts/Applications) was collected for a maximum total of 250 third, fourth, and fifth grade students. Results showed STAR-Math in all 3 grades and AIMSweb Math Concepts/Applications in the third and fifth grades had primarily linear growth patterns in mathematics. AIMSweb Math Computation in all grades and AIMSweb Math Concepts/Applications in Grade 4 had decelerating positive trends. Predictive validity evidence showed the strongest relationships were between STAR-Math and outcomes for third and fourth grade students. The blockwise multiple regression by grade revealed that slopes accounted for only a very small proportion of additional variance above and beyond what was explained by the scores obtained on a single point of assessment just prior to the administration of the state assessment.
Seasoning Math and Science: Fall & Winter. Second Grade Book A.
ERIC Educational Resources Information Center
Wiebe, Arthur, Ed.; And Others
The activities in this booklet were designed to provide second grade children with opportunities to explore areas of natural interest to them while gaining knowledge and practice in math skills and with science processes. Seasonal activities which are appropriate for the first half of the school year are offered on the topics of: holidays, seeds…
ERIC Educational Resources Information Center
What Works Clearinghouse, 2009
2009-01-01
"Singapore Math" is a collection of math curricula originally developed by Singapore's Ministry of Education and private textbook publishers for use in Singapore schools. "Singapore Math" curricula were developed under a national framework centered on problem solving that emphasizes computational skills as well as conceptual and strategic thinking…
Math's Double Standard. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
Far too many students in the U.S. give up on math early because it does not come easy and they believe only students with innate ability can really be "good" at mathematics, a notion that is all too often reinforced by adults who believe the same thing. There is a serious gap between how Americans value math generally and how they value math for…
ERIC Educational Resources Information Center
Lorenzi, Natalie
2012-01-01
Math games bring out kids' natural love of numbers. Yet in the waning days of school, students can't wait for that final bell to ring. Each summer, most students lose about two months of mathematical computation skills. So how do teachers keep their students focused on math up till the end? Before sending them off for the summer, get them hooked…
ERIC Educational Resources Information Center
O'Brien, Thomas C.
1999-01-01
Parrot math (memorization) seeks to control children through external rewards and punishments, rather than harness their intelligence and curiosity. Recent standardized test results document parrot math's failure. Activities-based approaches, supported by a constructivist philosophy (involving classifying, inferring, generalizing, and…
ERIC Educational Resources Information Center
Abreu, Julio
2000-01-01
Four decades ago following Russia's Sputnik satellite launching, the nation embraced "new" math as part of its commitment not to fall behind its global neighbors. Issues addressed in "new-new" math include equal access to challenging learning, problem solving, reasoning and proof, communications, multiple ways to solve problems, and the influence…
ERIC Educational Resources Information Center
Kuhlmann, Jim
1986-01-01
This activity for grades 6-12 is designed to promote an increased interest in mathematics and its study. Directions for the game "Math Trivia" are given, with questions ready for cards and additional questions listed. (MNS)
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Murray, Jenny
2006-01-01
Discussion in maths lessons has always been something encouraged by ATM but can be difficult to initiate for non-specialist and inexperienced teachers who may feel they need material in books to get them going. In this article, the author describes resources aimed at encouraging discussion among primary mathematicians. These resources include: (1)…
ERIC Educational Resources Information Center
Oguntoyinbo, Lekan
2012-01-01
Many experts give the nation's schools a poor grade for their approach to teaching mathematics and for their preparation of mathematics teachers. While many policymakers make much of data that suggest children in the United States lag behind many other advanced countries in math, many experts call for a change in mathematics education,…
ERIC Educational Resources Information Center
Green, Daniel; Kearney, Thomas
2015-01-01
Emperor penguins, the largest of all the penguin species, attain heights of nearly four feet and weigh up to 99 pounds. Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how…
Taking Math Anxiety out of Math Instruction
ERIC Educational Resources Information Center
Shields, Darla J.
2007-01-01
To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…
Family Math Night: Math Standards in Action
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer
2005-01-01
Why should your school have a Family Math Night?: (1) Help students learn essential math concepts; (2) Give parents a chance to serve as models of motivation, persistence and competence; and (3) Promote math success in a supportive setting. With its step-by-step directions and suggestions for both teachers and parents, this book takes the worry…
ERIC Educational Resources Information Center
Albrecht, Cathlene
2006-01-01
"When am I ever going to use this?" This question is heard or thought in every middle-level math class across the land. Teachers struggle to apply math lessons to everyday life and make math meaningful and useful for their students. This author, too, struggled with this problem, until she read the book "Math Curse" by Jon Scieszka (Viking Books,…
Math Sense: Comprehensive Review.
ERIC Educational Resources Information Center
Hoyt, Cathy Fillmore
This book features a comprehensive review of the Math Sense series and is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers;…
Advanced Math Equals Career Readiness. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…
ERIC Educational Resources Information Center
Solana Beach Elementary School District, CA.
THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: MATH AND BEYOND is a schoolwide math incentive program designed to encourage students--and their parents--to investigate and explore the world of mathematics beyond those experiences provided during the school day. The program focuses on experiences and activities in seven different areas of math:…
Solving America's Math Problem
ERIC Educational Resources Information Center
Vigdor, Jacob
2013-01-01
Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…
ERIC Educational Resources Information Center
Burns, Marilyn
2016-01-01
Math education consultant Marilyn Burns finds that teachers ask her the same three questions so often she's named them "The Big Three": What can I do with students who finish their math work more quickly?, How can I free up time to work with kids who need extra help?, and How can I differentiate math learning experiences? Burns, who…
ERIC Educational Resources Information Center
Hartel, R. W.; Adem, M.
2004-01-01
A math review exam, written and administered in conjunction with the Quantitative Assessment Program at the Univ. of Wisconsin-Madison, is used at the beginning of the 1st food engineering course to evaluate math skills needed for successful completion of the course. Students who do not score well on the math exam are targeted for individual…
Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes
Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.
2015-01-01
Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000
Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.
Casad, Bettina J; Hale, Patricia; Wachs, Faye L
2015-01-01
Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.
Music Activities for Lemonade in Winter
ERIC Educational Resources Information Center
Cardany, Audrey Berger
2014-01-01
"Lemonade in Winter: A Book About Two Kids Counting Money" is a children's book about math; however, when sharing it in the music classroom, street cries and clapping games emerge. Jenkins' and Karas' book provides a springboard to lessons addressing several music elements, including form, tempo, and rhythm, as well as…
ERIC Educational Resources Information Center
Henry, Robin
2004-01-01
Math and information searching skills might be effectively combined for a fun and informative unit in the library media center like the Number Hunt unit which gets students using math and library search skills to find answers to some tough numerical questions. Some of the objectives of Number Hunt Lesson plan are discussed giving a detailed…
ERIC Educational Resources Information Center
Stone, James R., III
2007-01-01
This article presents a study, Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in Career and Technical Education, which focused on areas where mathematics concepts logically occurred in the technical and career field being studied and emphasized the math skills students must learn to understand those concepts in…
ERIC Educational Resources Information Center
Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.
2013-01-01
It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…
ERIC Educational Resources Information Center
Tuttle, Harry Grover
2008-01-01
Technology can support the study of math in a variety of ways. Through class Web sites, blogs or wikis, teachers can communicate the math standards, the goals needed to achieve the standards, homework assignments, projects, tests, and helpful Web sites for parents and students. The online site becomes an extension of the class. There are plenty of…
ERIC Educational Resources Information Center
Baldwin, Anna; And Others
This publication contains materials used in the three phases of the reading and mathematics components of work-specific classes. Each section begins with an overview of developments in that phase. Section 1 focuses on Phase 1 during which math and reading were taught as separate components. It contains a math placement appraisal, worksheets and…
Motivation and Math Anxiety for Ability Grouped College Math Students
ERIC Educational Resources Information Center
Helming, Luralyn
2013-01-01
The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…
NASA Technical Reports Server (NTRS)
McComas, David
2013-01-01
The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.
ERIC Educational Resources Information Center
Andrews, Amanda; Brown, Jennifer
2015-01-01
Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…
Principals in Partnership with Math Coaches
ERIC Educational Resources Information Center
Grant, Catherine Miles; Davenport, Linda Ruiz
2009-01-01
One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…
ERIC Educational Resources Information Center
Lindberg, Lois
1981-01-01
Try to learn all you can about a plant in the winter. As the season changes, you can see what the dried seed pod is like in bloom. You are a convert if you notice a spectacular show of summer wildflowers and wonder what sort of winter weed will result. (Author/CM)
ERIC Educational Resources Information Center
Pritchard, Arvilla
1992-01-01
Presents number loop pattern activities and games designed to interest elementary students in mathematics and encourage computational skills. The activities work as games and cooperative activities and invite math exploration. (SM)
Mental Mathematics. Teaching Math.
ERIC Educational Resources Information Center
May, Lola
1995-01-01
Features five activities to nurture "number sense," promote practice in mental calculations, and promote student self-confidence in mathmatical operations. These are "hands-off" exercises that are preparatory to calculator and computer use for math. (ET)
ERIC Educational Resources Information Center
Ehrlich, Anne
1984-01-01
"Nuclear Winter" was recently coined to describe the climatic and biological effects of a nuclear war. These effects are discussed based on models, simulations, scenarios, and projections. Effects on human populations are also considered. (JN)
Learning Math: Basic Concepts, Math Difficulties, and Suggestions for Intervention
ERIC Educational Resources Information Center
Das, J. P.; Janzen, Chris
2004-01-01
Math difficulties share many common features with reading difficulties. In as much as they do so, the general approach to reading disability overlaps with math disability. Both math and learning to read share several domain-general features such as long-term and short- term memory, successive and simultaneous processing, flexibility in…
Family Math Night: Middle School Math Standards in Action
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer; Oberdorf, Christine
2006-01-01
Why should schools have a Family Math Night? It helps students learn essential math concepts. It gives parents a chance to serve as models of motivation, persistence and competence. It promotes math success in a supportive setting. With its step-by-step directions and suggestions for both teachers and parents, this book takes the worry out of…
When math hurts: math anxiety predicts pain network activation in anticipation of doing math.
Lyons, Ian M; Beilock, Sian L
2012-01-01
Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.
When math hurts: math anxiety predicts pain network activation in anticipation of doing math.
Lyons, Ian M; Beilock, Sian L
2012-01-01
Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929
Tcheang, Lili
2014-01-01
Cultural differences have been shown across a number of different cognitive domains from vision, language, and music. Mathematical cognition is another domain that is an integral part of modern society and because there are a fixed number of ways in which many math operations can be performed, it is also an apposite tool for cultural comparisons. This discussion examines the literature on mathematical processing in accordance with culture, summarizing the brain regions involved across various mathematical tasks. In doing so, we provide a clear picture of the anatomical similarities and differences between cultures when performing different math tasks. This information is useful to explore the possibility of enhancement of mathematical skills, where different strategies may be applicable in accordance with culture. It also contributes to the evolutionary development of different math skills and the growing theory that anatomical and behavioral studies must account for the cultural identity of their sample.
Tcheang, Lili
2014-01-01
Cultural differences have been shown across a number of different cognitive domains from vision, language, and music. Mathematical cognition is another domain that is an integral part of modern society and because there are a fixed number of ways in which many math operations can be performed, it is also an apposite tool for cultural comparisons. This discussion examines the literature on mathematical processing in accordance with culture, summarizing the brain regions involved across various mathematical tasks. In doing so, we provide a clear picture of the anatomical similarities and differences between cultures when performing different math tasks. This information is useful to explore the possibility of enhancement of mathematical skills, where different strategies may be applicable in accordance with culture. It also contributes to the evolutionary development of different math skills and the growing theory that anatomical and behavioral studies must account for the cultural identity of their sample. PMID:24090438
Group Activities for Math Enthusiasts
ERIC Educational Resources Information Center
Holdener, J.; Milnikel, R.
2016-01-01
In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.
Math Sense: Algebra and Geometry.
ERIC Educational Resources Information Center
Howett, Jerry
This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include algebra and geometry. Lessons are organized around four strands: (1) skill lessons…
The Influence of Math Beliefs on Math Success in Introductory College Math Classes
ERIC Educational Resources Information Center
Loustalet, Joan
2009-01-01
This study examined the mathematics beliefs of students who attained mastery, as indicated by earning an A, in their introductory math class in fall, 2008. This study addressed the following research questions: do students who attain mastery in introductory college math courses differ in their math beliefs from students who pass introductory math…
Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.
Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A
2015-12-01
The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills.
ERIC Educational Resources Information Center
Roettinger, Theresa Marie
2014-01-01
Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy…
Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.
Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A
2015-12-01
The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. PMID:26518438
ERIC Educational Resources Information Center
Council of Outdoor Educators of Quebec, Montreal.
Materials on 11 topics presented at a winter workshop for Quebec outdoor educators have been compiled into this booklet. Action story, instant replay, shoe factory, sound and action, and find an object to fit the description are described and recommended as group dynamic activities. Directions for five games (Superlative Selection; Data…
ERIC Educational Resources Information Center
Coy, Mary
2011-01-01
Listening to people complain about the hardships of winter and the dreariness of the nearly constant gray sky prompted the author to help her sixth graders recognize and appreciate the beauty that surrounds them for nearly five months of the year in western New York. The author opines that if students could see things more artistically, the winter…
ERIC Educational Resources Information Center
Tarbuth, Lawson, Comp.
Educators may find activities for indoor and outdoor winter programs in the games of the traditional Eskimo. These games are dominated by few-step operations and low level structural organization. For the most part they are quickly organized, begun, terminated, and ready to be recommenced. All types of games can be found, including quiet ones,…
ERIC Educational Resources Information Center
Eubanks-Turner, Christina; Hajj, Najat
2015-01-01
In this article, Christina Eubanks-Turner and Najat Hajj describe a planning process that they used to create a fun-filled eighth-grade math activity that focused on parade planning. The activity was designed to enhance and supplement the eighth-grade algebra curriculum on linear equations and functions, help students use mathematical habits of…
ERIC Educational Resources Information Center
McIntosh, Ronald D.
2008-01-01
Professional learning communities (PLCs) are designed to increase and improve the time teachers spend working with one another planning curriculum for mathematics, reading, writing, history, English, and other disciplines offered by their school. These meetings help to improve test scores in math and English. Teachers have coupled their subject…
ERIC Educational Resources Information Center
Thompson, Quentin
2011-01-01
The March issue of "Mathematics Teaching" included an article by Alice Onion about Bowland Maths, focussing on the nature and use of the Professional Development modules that the Bowland Trust has developed--there are now seven such CPD modules on the Bowland website. The article also mentioned that the Bowland Trust had recently conducted a…
ERIC Educational Resources Information Center
Drum, Jean, Ed.
1993-01-01
This theme issue discusses education of gifted students in the areas of math and science. The issue contains several articles, an editorial, a program description, and a profile of an educator. "Our Most Important Investment for the Future: The Education of Our Youth" (Marian C. Diamond) describes educational programs of the Lawrence Hall of…
ERIC Educational Resources Information Center
Blum, Christopher O.
2002-01-01
Asserts that when college mathematics is taught as one of the liberal arts, Euclid's Elements of Geometry, which is one of the oldest math textbooks, may still be the best, because it helps students understand what is "lovely about mathematics". Suggests that "Elements of Geometry" promotes the mental exercise that comes from careful reading and…
ERIC Educational Resources Information Center
Schoenfeld, Alan H.
2004-01-01
During the 1990s, the teaching of mathematics became the subject of heated controversies known as the math wars. The immediate origins of the conflicts can be traced to the "reform" stimulated by the National Council of Teachers of Mathematics' "Curriculum and Evaluation Standards for School Mathematics." Traditionalists fear that reform-oriented,…
ERIC Educational Resources Information Center
Mercer County Community Coll., Trenton, NJ.
This document offers instructional materials for a 60-hour course on basic math operations involving decimals, fractions, and proportions as applied in the workplace. The course, part of a workplace literacy project developed by Mercer County Community College (New Jersey) and its partners, contains the following: course outline; 17 lesson…
ERIC Educational Resources Information Center
Kuhn, Matt; Dempsey, Kathleen
2011-01-01
In 1999, Richard Lee Colvin published an article in "The School Administrator" titled "Math Wars: Tradition vs. Real-World Applications" that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the…
ERIC Educational Resources Information Center
Texas Child Care, 2003
2003-01-01
Offers examples of materials and activities that promote and guide math-learning opportunities in all areas of the classroom. Materials and activities relate to: (1) art center; (2) science and discovery center; (3) blocks; (4) library and writing centers; (5) music and movement; (6) manipulatives; (7) dramatic play; (8) outdoor play; and (9)…
ERIC Educational Resources Information Center
O'Dowd, Kathy; Franz, Marianne
1991-01-01
Two elementary teachers present plans, procedures, and activities used in organizing a two-day, schoolwide estimation and measurement fair. This event inspired enthusiasm for math by offering 40 indoor and outdoor activities concentrating on estimation in capacity, length, area, duration, and weight. (SM)
Understanding Math - Teachers Guide.
ERIC Educational Resources Information Center
Wyks, Hollis W.; Austin, Robert J.
The teacher's guide for the remedial text-workbook "Understanding Math" discusses instruction of the deaf student. An answer key for workbooks 1 and 2, a section with masters for transparencies to be used for games and activities and for teaching fractions, and two patterns for making geometric solids are included in the guide. For workbooks 1 and…
ERIC Educational Resources Information Center
Burns, Marilyn
2007-01-01
Everyday, people face situations that call for adding, subtracting, multiplying, or dividing, and at least half of the time, these calculations are accomplished without the use of pen, paper, or calculators. Because figuring "in your head" is such an important life skill, it should have a regular role in classroom math teaching. This article…
All Students Need Advanced Mathematics. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…
NASA Technical Reports Server (NTRS)
Glaese, John R.; Tobbe, Patrick A.
1986-01-01
The Space Station Mechanism Test Bed consists of a hydraulically driven, computer controlled six degree of freedom (DOF) motion system with which docking, berthing, and other mechanisms can be evaluated. Measured contact forces and moments are provided to the simulation host computer to enable representation of orbital contact dynamics. This report describes the development of a generalized math model which represents the relative motion between two rigid orbiting vehicles. The model allows motion in six DOF for each body, with no vehicle size limitation. The rotational and translational equations of motion are derived. The method used to transform the forces and moments from the sensor location to the vehicles' centers of mass is also explained. Two math models of docking mechanisms, a simple translational spring and the Remote Manipulator System end effector, are presented along with simulation results. The translational spring model is used in an attempt to verify the simulation with compensated hardware in the loop results.
Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M
2015-01-01
Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.
Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.
2015-01-01
Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID
Advanced Math: Closing the Equity Gap. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…
Math Anxiety and Math Ability in Early Primary School Years
ERIC Educational Resources Information Center
Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus
2009-01-01
Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…
Math out of School: Families' Math Game Playing at Home
ERIC Educational Resources Information Center
Kliman, Marlene
2006-01-01
This study investigated the potential of an approach to involving families in regular integration of math into home life, addressing the following: When families are given math-related games unconnected with children's school, does what parents believe impact the extent to which their families play the games, and how do parents describe their…
Early Math Interest and the Development of Math Skills
ERIC Educational Resources Information Center
Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.
2012-01-01
Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…
What Specific Preschool Math Skills Predict Later Math Achievement?
ERIC Educational Resources Information Center
Nguyen, Tutrang; Watts, Tyler W.; Duncan, Greg J.; Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine
2015-01-01
The widespread concern about mathematics achievement has drawn extensive research attention to what skills predict later academic achievement. There is clear and consistent evidence that math achievement at school entry is the strongest predictor of later school success and educational attainment. Early childhood math achievement can thus have…
Mind over Math: Overcoming Math Anxiety at the Dalton School
ERIC Educational Resources Information Center
Kogelman, Stanley; And Others
1978-01-01
The mathematics department at the Dalton School in New York City, was well aware of the math anxiety among its students and so sponsored a Mind Over Math program for the students in three Algebra I classes. This series of five one-hour workshops, which met during one of the three regular class sessions, was designed to reduce and prevent negative…
ERIC Educational Resources Information Center
IDRA Newsletter, 1998
1998-01-01
This newsletter theme issue includes six articles on improving math and science education, particularly for poor, Limited-English-Proficient (LEP), and female students. "Effective Math and Science Instruction--The Project Approach for LEP Students" (Joseph Vigil) describes how hands-on science projects can increase student motivation, drive math…
Techtalk: Technology and Developmental Math.
ERIC Educational Resources Information Center
MacDonald, Lucy; Caverly, David C.
1999-01-01
Reviews the evolution of math software from the 1980s to the present. Discusses how current notions of learning styles have changed software applications and how critical thinking and problem solving have impacted software development. Addresses the overall effect of technology on math anxiety and explores what new technology tools are available…
Math Fact Strategies Research Project
ERIC Educational Resources Information Center
Boso, Annie
2011-01-01
An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…
ERIC Educational Resources Information Center
Gilpin, Jeanny
2010-01-01
This article presents the author's story, as a teacher, about building a Math Matters club and discusses why her students arrived at school before first bell to participate enthusiastically. The author's students seemed to have a negative attitude about math. In giving that stirring motivational speech, she apparently overlooked one important…
"Math Anxiety" Explored in Studies
ERIC Educational Resources Information Center
Sparks, Sarah D.
2011-01-01
Math problems make more than a few students--and even teachers--sweat, but new brain research is providing insights into the earliest causes of the anxiety so often associated with mathematics. Experts argue that "math anxiety" can bring about widespread, intergenerational discomfort with the subject, which could lead to anything from fewer…
ERIC Educational Resources Information Center
Mokashi, Neelima A.
2009-01-01
This article depicts the rewarding experience of creating mathematical environments for kindergarten and elementary students by focusing on one of the most important and often difficult-to-grasp concepts (fractions) through play methods incorporated into a math fair. The basic concept of a math fair is threefold: (1) to create preplanned,…
ERIC Educational Resources Information Center
Whiteford, Tim
1998-01-01
Richmond (Vermont) Elementary School offers a workshop in elementary-school mathematics for parents. By refreshing their math skills, parents are better able to help their children at home. Many parents who learned math through rote memorization do not understand current approaches to problem solving, such as drawing pictures, making charts,…
ERIC Educational Resources Information Center
Nelson, Barbara Scott; Sassi, Annette
2007-01-01
The combination of new instructional methods and new accountability pressures puts many in a quandary in evaluating math instruction. There is much for principals to learn about how and under what conditions new instructional methods work in math classrooms, how to support teachers as they develop new instructional skills, and how to integrate a…
ERIC Educational Resources Information Center
Johnston, Scott
2012-01-01
The author has recently been experimenting with having students work at a set of six blackboards mounted on the walls of a maths teaching space. In this article, he describes this project which he started because he had become impatient with, and aggravated by the usual setup of a maths teaching space. He had started to question why there are…
ERIC Educational Resources Information Center
Ready, Patricia M.
The life cycle of "new math" is fertile ground for the study of the diffusion of an innovation. New math arrived in 1958 to save the day for America after the Soviet Union launched Sputnik, the first successful space flight in 1957. In a period of 16 years an entire diffusion cycle was completed throughout the entire educational system of the…
Math Club Starting in Kindergarten
ERIC Educational Resources Information Center
Perry, Ann M.
2011-01-01
Starting a math club as early as kindergarten and having a range of grade levels in attendance can be successful. With the help of the older students, the varied age groups are entertained and excited about attending math club. The purpose of the club is to enrich the classroom mathematics curriculum with hands-on activities and to have members…
Enhancing Mathematical Communication for Virtual Math Teams
ERIC Educational Resources Information Center
Stahl, Gerry; Çakir, Murat Perit; Weimar, Stephen; Weusijana, Baba Kofi; Ou, Jimmy Xiantong
2010-01-01
The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…
Math Branding in a Community College Library
ERIC Educational Resources Information Center
Brantz, Malcolm; Sadowski, Edward B.
2010-01-01
As a strategy to promote the Arapahoe Community College Library's collections and services, the Library undertook to brand itself as a math resource center. In promoting one area of expertise, math was selected to help address the problem of a large portion of high school graduates' inability to work at college-level math. A "Math Saturday"…
Helping Students Get Past Math Anxiety
ERIC Educational Resources Information Center
Scarpello, Gary
2007-01-01
Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…
Tips for Teaching Math to Elementary Students
ERIC Educational Resources Information Center
Scarpello, Gary
2010-01-01
Since most elementary school teachers do not hold a degree in mathematics, teaching math may be a daunting task for some. Following are a few techniques to help make teaching and learning math easier and less stressful. First, know that math is a difficult subject to teach--even for math teachers. The subject matter itself is challenging. Second,…
Addressing Math Anxiety in the Classroom
ERIC Educational Resources Information Center
Finlayson, Maureen
2014-01-01
In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…
ERIC Educational Resources Information Center
Lee, Jihyun
2009-01-01
The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…
Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.
Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L
2015-09-01
A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. PMID:26253552
Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.
Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L
2015-09-01
A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety.
Attentional bias in math anxiety.
Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly
2015-01-01
Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms.
Attentional bias in math anxiety.
Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly
2015-01-01
Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms. PMID:26528208
Attentional bias in math anxiety
Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly
2015-01-01
Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms. PMID:26528208
Sinclair, Brent
2014-01-01
Winter is a key determinant of biological processes in temperate, alpine, and polar environments. Winters are changing, yet we currently lack the knowledge to adequately predict the impacts of climate change on winter biology, or to link winter conditions to the growing-season performance of most organisms. PMID:27580991
Measurement of math beliefs and their associations with math behaviors in college students.
Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara
2014-12-01
Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. PMID:25133460
Measurement of math beliefs and their associations with math behaviors in college students.
Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara
2014-12-01
Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence.
Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work
ERIC Educational Resources Information Center
Bull, Heather
2009-01-01
Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…
A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins
ERIC Educational Resources Information Center
Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.
2016-01-01
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…
ERIC Educational Resources Information Center
Duerr, Sunny R.
2012-01-01
The relationships between gender, math attitude, and math achievement have traditionally been studied within individual countries, despite the existence of large international data sets available for analysis. This dissertation investigated the relationships between gender, math attitude, and math achievement based on information from 50…
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
ERIC Educational Resources Information Center
Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.
2013-01-01
Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…
A Motivational Technique for Business Math
ERIC Educational Resources Information Center
Voelker, Pamela
1977-01-01
The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)
ERIC Educational Resources Information Center
Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal
2015-01-01
The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…
Recognizing and Nurturing Math Talent in Children
ERIC Educational Resources Information Center
Gavin, M. Katherine; Firmender, Janine M.; Casa, Tutita M.
2013-01-01
What is math talent? Ten different educators will most likely provide 10 different answers. Researchers state that one reason mathematical talent is difficult to describe involves the different ways children manifest math talent. Children can display math talent in three different ways: (a) those who reason abstractly and have an "algebraic…
ERIC Educational Resources Information Center
Kangas, Jon; Ma, Tony
A study was conducted at Evergreen Valley College (EVC) and San Jose City College (SJCC) to determine persistence rates over 4 academic years for students with no previous college experience who entered arithmetic (Math 310), beginning algebra (Math 12), and intermediate algebra (Math 13) courses in fall 1988. The study sought to determine…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2011
2011-01-01
"Saxon Math" is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. A distinguishing feature of "Saxon Math" is its use of a distributed approach--spreading practice and instruction for any single math content…
Science and Math Applications. Final Report.
ERIC Educational Resources Information Center
Lauver, Lori A.
This document includes a final report and curriculum guide from a project to develop a Science and Math Applications curriculum that related science and math to everyday life and promoted confidence in adult basic education students in their science and math skills. The report describes how the curriculum used traditional teaching methods to teach…
See the Math with Your Binoculars!
ERIC Educational Resources Information Center
Roman, Harry T.
2007-01-01
Teachers and students will find a very practical math application right in a pair of common binoculars. This article describes a procedure to get a bit of math practice and analysis. It presents a math activity with elementary students on taking measurements using the binoculars. (Contains 1 table.)
Math Avoidance and Pursuit of Fantasy Careers.
ERIC Educational Resources Information Center
Benton, Barbara L.
Math avoidance has been hypothesized as related to career choice restrictions. Few attempts have been made, however, to assess the relative importance of the various components of math avoidance to career choice. Furthermore, it has been implied that persons fearful of math not only avoid specific careers but also reject careers that are otherwise…
Math Sense: Comprehensive Review. Teacher's Resource Guide.
ERIC Educational Resources Information Center
Halloran, Pamela
This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers; decimals and money; fractions, ratios,…
Math Sense: Whole Numbers and Money.
ERIC Educational Resources Information Center
Phillips, Jan
This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers and addition, subtraction, multiplication, and division. Lessons are…
Math Sense: Measurement and Data Analysis.
ERIC Educational Resources Information Center
Mitchell, Robert P.
This book is designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include measurement and data analysis such as measuring distance, space, time, capacity,…
Pursuing science and math proficiency
NASA Astrophysics Data System (ADS)
Showstack, Randy
The U.S. House of Representatives on July 30 passed two bills to help increase science and math proficiency among students. The first bill, House Resolution 1858, would provide $200 million per year for fiscal years 2002-2006 to establish Mathematics and Science Partnerships among universities, school districts, and possibly businesses, to help improve math and science education from kindergarten through 12th grade. Other funds would expand the scope of the National Science Foundation's digital library program, and set up four university research centers on teaching and learning.
ERIC Educational Resources Information Center
Phillips, Ronald E.
1979-01-01
The article is a condensation of materials from the winter survival unit of a Canadian snow ecology course. The unit covers: cold physiology, frostbite, snowblindness, hypothermia, winter campout, and survival strategies. (SB)
Severe winter weather can lead to health and safety challenges. You may have to cope with Cold related health problems, including ... there are no guarantees of safety during winter weather emergencies, you can take actions to protect yourself. ...
Helping Your Child Learn Math: Math Tips for Parents
ERIC Educational Resources Information Center
Nebraska Department of Education, 2010
2010-01-01
This paper presents tips, activities, resources, and games that parents can use to help their children become more proficient in math. Some helpful tips offered are: (1) Be positive; (2) Play family games; (3) Avoid stereotypes; (4) Choose gifts that develop problem solving skills; (5) Expand your children's horizons; (6) Buy or borrow library…
Math and the Real World: Fun and Games. Teaching Math.
ERIC Educational Resources Information Center
May, Lola
1993-01-01
Describes three simple games that do not involve numbers and that can be used to teach children problem-solving strategies and math skills. The games are Tick-Tack-Toe; Jest, a game that uses a blocking strategy; and Nim, a game that uses a capturing strategy. All three games force students to plan ahead and calculate possible outcomes using…
Americans Need Advanced Math to Stay Globally Competitive. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
No student who hopes to compete in today's rapidly evolving global economy and job market can afford to graduate from high school with weak mathematical skills, which include the ability to use logic, reason, and solve problems. The benefits associated with improving the math performance of American students also extend to the larger U.S. economy.…
Taking Math Outside of the Classroom: Math in the City
ERIC Educational Resources Information Center
Radu, Petronela
2013-01-01
Math in the City is an interdisciplinary mathematics course offered at University of Nebraska-Lincoln in which students engage in a real-world experience to understand current major societal issues of local and national interest. The course is run in collaboration with local businesses, research centers, and government organizations, that provide…
Assessing Impacts of "Math in Focus," a "Singapore Math" Program
ERIC Educational Resources Information Center
Jaciw, Andrew P.; Hegseth, Whitney Michelle; Lin, Li; Toby, Megan; Newman, Denis; Ma, Boya; Zacamy, Jenna
2016-01-01
This study investigates, through a cluster randomized trial, the impact of "Math in Focus," a core mathematics program modeled after instructional approaches used in Singapore, on third- through fifth-grade students' achievement in mathematics. The program is currently being used in more than 400 school districts in the United States.…
Mobile Math: Math Educators and Students Engage in Mobile Learning
ERIC Educational Resources Information Center
Franklin, Teresa; Peng, Li-Wei
2008-01-01
The public and educational communities are aware of the continuing crisis in math education in our middle schools and the convergence of technologies for teaching and learning. This paper presents a case study in which iPod Touch[R] was used to help middle school students learn about algebraic equations and, in particular, the concept of slope,…
Math for Learning, Math for Life: An Annotated Bibliography.
ERIC Educational Resources Information Center
Elliott, Claire
This document presents a total of 109 references and annotations of works that are in some way related to the topic of math for learning and life. Section 1 presents 68 annotated references with keywords drawn from the Canadian Literacy Thesaurus. Selected topics covered in the listed publications are as follows: numeracy as social practice; the…
Business Math in Everyday Life.
ERIC Educational Resources Information Center
McGee, Phil
The material presented in this booklet is designed to provide supplemental information and exercises to aid in the development of basic everyday skills in business math. Seven units are presented with each unit containing basic information on the unit topic, followed by student exercises, and a review section. The seven units are (1) check writing…
ERIC Educational Resources Information Center
Gray, Elaine
1991-01-01
Describes a mobile computer lab set up in a converted bus that is used by fourth graders as part of the math curriculum. The program, which emphasizes problem solving and spatial visualization, also addresses gender differences and in-service teacher training. The physical arrangements, including provisions for computer security, are described.…
Meeting a Math Achievement Crisis
ERIC Educational Resources Information Center
Jennings, Lenora; Likis, Lori
2005-01-01
An urban community spotlighted declining mathematics achievement and took some measures, in which the students' performance increased substantially. The Benjamin Banneker Charter Public School in Cambridge, Massachusetts, engaged the entire community and launched the campaign called "Math Everywhere", which changed Benjamin Banneker's culture as…
Using Math With Maple Sugaring.
ERIC Educational Resources Information Center
Christenson, Gary
1984-01-01
Suggest several math activities using the simple technique of tapping a sugar maple tree for sap. Information and activities presented are useful in tapping one or two trees on school property, helping students who tap trees at home, or leading a field trip to a nearby maple sugaring site. (ERB)
The Common Core Math Standards
ERIC Educational Resources Information Center
Wurman, Ze'ev; Wilson, W. Stephen
2012-01-01
More than 40 states have now signed onto the Common Core standards in English language arts and math, which have been both celebrated as a tremendous advance and criticized as misguided and for bearing the heavy thumbprint of the federal government. This article presents an interview with Ze'ev Wurman and W. Stephen Wilson. Wurman, who was a U.S.…
Developmental Math: What's the Answer?
ERIC Educational Resources Information Center
Cafarella, Brian
2016-01-01
Developmental mathematics has been under the radar within higher education for some time. The reality is that there are many proven best practices in developmental math. Unfortunately, there are many obstacles that prevent student success. Moreover, the high rates of attrition and failure have led state legislators and college administrators to…
Math: Basic Skills Content Standards
ERIC Educational Resources Information Center
CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2008
2008-01-01
This document presents content standards tables for math. [CASAS content standards tables are designed for educators at national, state and local levels to inform the alignment of content standards, instruction and assessment. The Content Standards along with the CASAS Competencies form the basis of the CASAS integrated assessment and curriculum…
ERIC Educational Resources Information Center
IDRA Newsletter, 1995
1995-01-01
This theme issue contains six articles on improving math and science education for minority group students, particularly language-minority students. "Accelerating Content Area Gains for English Language Learners" (Laura Chris Green) describes the Young Scientists Acquiring English project, which seeks to improve the content-area achievement of…
ERIC Educational Resources Information Center
Lin, Tony; Erfan, Sasan
2016-01-01
Mathematical modeling is an open-ended research subject where no definite answers exist for any problem. Math modeling enables thinking outside the box to connect different fields of studies together including statistics, algebra, calculus, matrices, programming and scientific writing. As an integral part of society, it is the foundation for many…
The Math, Science, & Manufacturing Collaborative.
ERIC Educational Resources Information Center
Abate, Ronald J.
The concept of a collaborative math and science project grew out of the need expressed by Cleveland State University (Ohio) engineering faculty and junior and senior high school teachers. These groups sought to provide students with connections to "real world" situations that they will face as they transition into the workplace of the future. The…
Math: Objectives Guide. Project CAST.
ERIC Educational Resources Information Center
Charles County Board of Education, La Plata, MD. Office of Special Education.
The guide lists math objectives needed for independent living by secondary special education students. One of a series of Project CAST (Community and School Together) life skills manuals, the guide outlines basic competencies in terms of goal statements, behavioral objectives, and specialized vocabulary for the following areas: money, making…
Three brief assessments of math achievement.
Steiner, Eric T; Ashcraft, Mark H
2012-12-01
Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.
Jansen, Brenda R J; Schmitz, Eva A; van der Maas, Han L J
2016-01-01
This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life.
Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.
2016-01-01
This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122
1995-10-27
The outlook for distillate fuel oil this winter is for increased demand and a return to normal inventory patterns, assuming a resumption of normal, cooler weather than last winter. With industrial production expected to grow slightly from last winter`s pace, overall consumption is projected to increase 3 percent from last winter, to 3.4 million barrels per day during the heating season (October 1, 1995-March 31, 1996). Much of the supply win come from stock drawdowns and refinery production. Estimates for the winter are from the Energy Information Administration`s (EIA) 4th Quarter 1995 Short-Tenn Energy Outlook (STEO) Mid-World Oil Price Case forecast. Inventories in place on September 30, 1995, of 132 million barrels were 9 percent below the unusually high year-earlier level. Inventories of high-sulfur distillate fuel oil, the principal type used for heating, were 13 percent lower than a year earlier. Supply problems are not anticipated because refinery production and the ready availability of imports should be adequate to meet demand. Residential heating off prices are expected to be somewhat higher than last winter`s, as the effects of lower crude oil prices are offset by lower distillate inventories. Heating oil is forecast to average $0.92 per gallon, the highest price since the winter of 1992-93. Diesel fuel (including tax) is predicted to be slightly higher than last year at $1.13 per gallon. This article focuses on the winter assessment for distillate fuel oil, how well last year`s STEO winter outlook compared to actual events, and expectations for the coming winter. Additional analyses include regional low-sulfur and high-sulfur distillate supply, demand, and prices, and recent trends in distillate fuel oil inventories.
ERIC Educational Resources Information Center
Khan, Salman; Slavitt, Elizabeth
2013-01-01
Summit San Jose is part of the Summit Public Schools network, a group of charter schools in California's Bay Area. In 2011, when Summit San Jose first opened its new high school with a cohort of 9th graders, the teachers decided to pilot Khan Academy. At the time, they had piloted their math resources and platform with five classrooms in Los…
ERIC Educational Resources Information Center
Pierpont, Katherine
2006-01-01
Greg Tang has a resume that could get his foot in the door to a lot of places. A graduate of Harvard with both a B.A. and M.A. in economics, Tang has found success as a business executive, a speechwriter, a software designer and owner of a Tae Kwon Do school. After the publication of his first best-selling book for children, "The Grapes of Math"…
Productive failure in learning math.
Kapur, Manu
2014-06-01
When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized-controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before being taught demonstrated significantly greater conceptual understanding and ability to transfer to novel problems than those who were taught first. The second study further showed that when given an opportunity to learn from the failed problem-solving attempts of their peers, students outperformed those who were taught first, but not those who engaged in problem solving first. Process findings showed that the number of student-generated solutions significantly predicted learning outcomes. These results challenge the conventional practice of direct instruction to teach new math concepts and procedures, and propose the possibility of learning from one's own failed problem-solving attempts or those of others before receiving instruction as alternatives for better math learning.
The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores
ERIC Educational Resources Information Center
Bennett, Angela Stephens
2010-01-01
One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…
Math and Science Are America's Future. National Math and Science Initiative Annual Report, 2008
ERIC Educational Resources Information Center
National Math and Science Initiative, 2008
2008-01-01
This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14…
Math Performance as a Function of Math Anxiety and Arousal Performance Theory
ERIC Educational Resources Information Center
Farnsworth, Donald M., Jr.
2009-01-01
While research continues to link increased math anxiety with reduced working memory, the exact nature of the relationship remains elusive. In addition, research regarding the extent of the impact math anxiety has on working memory is contradictory. This research clarifies the directional nature of math anxiety as it pertains to working memory, and…
Math Matters: MDRC's Projects in Math for Low-Income Students, from Preschool to College
ERIC Educational Resources Information Center
MDRC, 2015
2015-01-01
In an increasingly technological world, developing basic math skills is crucial. Headlines regularly be-moan the international ranking of American students on math proficiency, and students from low-income families do worse in math than their more affluent peers. The federal Bureau of Labor Statistics projects that employment in occupations…
Advanced Math Course Taking: Effects on Math Achievement and College Enrollment
ERIC Educational Resources Information Center
Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.
2015-01-01
Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…
Books that Build Math Skills: Sharing Books that Reinforce Math Concepts with Young Children
ERIC Educational Resources Information Center
Sarama, Julie; Clements, Douglas H.
2006-01-01
This article presents some wonderful books that reinforce math concepts with young children. In "I Spy Two Eyes: Numbers in Art," children see reproductions of the work of famous artists and count elements in the pictures. A list of math books that reinforce math concepts is included.
A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities
ERIC Educational Resources Information Center
Orosco, Michael J.
2014-01-01
Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…
Using an Intelligent Tutor and Math Fluency Training to Improve Math Performance
ERIC Educational Resources Information Center
Arroyo, Ivon; Royer, James M.; Woolf, Beverly P.
2011-01-01
This article integrates research in intelligent tutors with psychology studies of memory and math fluency (the speed to retrieve or calculate answers to basic math operations). It describes the impact of computer software designed to improve either strategic behavior or math fluency. Both competencies are key to improved performance and both…
Can Instructors Help Learners Overcome Math Anxiety?
ERIC Educational Resources Information Center
Preis, Christy; Biggs, Bobbie T.
2001-01-01
Defines math anxiety and discusses some of its sources. Suggests methods for instructors in postsecondary institutions to help learners become successful in mathematics. (Contains 33 references.) (JOW)
ERIC Educational Resources Information Center
Jokela, Timo
2007-01-01
The purpose of this article is to describe how the Department of Art Education at the University of Lapland in Finland has developed winter art as a method of environmental and community-based art education. I will focus on the Snow Show Winter Art Education Project, a training project funded by the European Union and the State Provincial Office…
Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L
2016-01-01
Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers.
Mathematics anxiety: separating the math from the anxiety.
Lyons, Ian M; Beilock, Sian L
2012-09-01
Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.
NASA Astrophysics Data System (ADS)
Mercer, Gary J.
This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.
Adaptively Ubiquitous Learning in Campus Math Path
ERIC Educational Resources Information Center
Shih, Shu-Chuan; Kuo, Bor-Chen; Liu, Yu-Lung
2012-01-01
The purposes of this study are to develop and evaluate the instructional model and learning system which integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning. The researcher first creates a ubiquitous learning environment which is called "adaptive U-learning math path system". This system…
Starting a Secondary School Maths Club.
ERIC Educational Resources Information Center
Cocker, Moira; And Others
1996-01-01
Compiles the experiences of four people involved in running math clubs. States that the underlying purpose of all clubs is to promote mathematics as an enjoyable pastime while also stimulating students and enhancing the everyday curriculum. Describes difficulties encountered and their solutions, varieties of clubs, sample math problems, and a book…
Teaching Quantitative Methodology to the Math Averse
ERIC Educational Resources Information Center
Buchler, Justin
2009-01-01
Many political science students struggle in quantitative methods courses because they have never been taught how to learn math. Learning math is different from learning in other fields, so the techniques students have used successfully in other classes are inappropriate in mathematically oriented classes. However, most students have never been…
Cardboard Boat Building in Math Class
ERIC Educational Resources Information Center
Omundsen, John
2014-01-01
If you want to get the attention of a group of eighth grade math students, tell them they are going to build a life-size cardboard boat. To increase interest, follow up this statement by telling them that two to four of them will actually be rowing this boat across a small pond. Eighth grade math students at Oasis Charter Middle School in…
Math Notebook, January-December, 1990.
ERIC Educational Resources Information Center
Sharma, Mahesh C., Ed.
1990-01-01
"Math Notebook" is published five times a year as a supplement to the "NCTM News Bulletin." This document consists of the five issues published during 1990. Each issue is devoted to a single math topic. The five topics represented here are: (1) "Concept of Number"; (2) "Basic Skills: Development of Number Concepts" (a continuation of "Concept of…
Reading Coaching for Math Word Problems
ERIC Educational Resources Information Center
Edwards, Sharon A.; Maloy, Robert W.; Anderson, Gordon
2009-01-01
"Math is language, too," Phyllis and David Whitin (2000) remind everyone in their informative book about reading and writing in the mathematics classroom. This means that students in elementary school math classes are learning two distinct, yet related languages--one of numbers, the other of words. These languages of numbers and words are combined…
Methods and Strategies: Math and Science Night
ERIC Educational Resources Information Center
Sullivan, Joan; Hatton, Mary
2011-01-01
Family Math and Science Nights engage students and parents in active investigations tied to the curriculum in a fun, informal environment. Through this program, families actively explore math and science ideas, discover together through guided inquiry, and apply their discoveries to solve a problem at the end. All activities are hands-on, use…
Infusing the Arts into Literacy and Math
ERIC Educational Resources Information Center
Principal, 2012
2012-01-01
Schools that are integrating the arts into literacy, math, and other core subjects are dispelling the notion that there's an either-or choice in education--either you focus on literacy and math or you provide a well-rounded curriculum in the arts and other subjects. Crayola grant-recipient schools are demonstrating that you can do both--and end up…
Decreasing Math Anxiety in College Students
ERIC Educational Resources Information Center
Perry, Andrew B.
2004-01-01
This paper examines the phenomenon of mathematics anxiety in contemporary college and university students. Forms of math anxiety range from moderate test anxiety to extreme anxiety including physiological symptoms such as nausea. For each of several types of math anxiety, one or more case studies is analyzed. Selected strategies for coping with…
Making the Math/Science Connection.
ERIC Educational Resources Information Center
Sherman, Laurel Galbraith
1989-01-01
Suggestions are made for activities that combine the teaching of math and science. Math concepts include: graphing, estimating, measurement, statistics, geometry, and logic. Science topics include: plant reproduction, solar system, forces, longitude and latitude, Earth's magnetic field, nutrition, and heat. (IAH)
Five Keys for Teaching Mental Math
ERIC Educational Resources Information Center
Olsen, James R.
2015-01-01
After studying the Common Core State Standards for Mathematics (CCSSM) and brain-based learning research, James Olsen believes mental math instruction in secondary school mathematics (grades 7-12) and in teacher education programs needs increased attention. The purpose of this article is to share some keys for teaching mental math. Olsen also…
Why the Common Core Changes Math Instruction
ERIC Educational Resources Information Center
Faulkner, Valerie N.
2013-01-01
The Common Core math standards promote several important differences in how math concepts are taught and should be talked about. These changes will make it easier for younger students to comprehend and adapt to more complex concepts in the later grades. This guide should help elementary teachers make changes and adaptations that are in line the…
Explaining Math Achievement: Personality, Motivation, and Trust
ERIC Educational Resources Information Center
Kilic-Bebek, Ebru
2009-01-01
This study investigated the statistical significance of student trust next to the well-tested constructs of personality and motivation to determine whether trust is a significant predictor of course achievement in college math courses. Participants were 175 students who were taking undergraduate math courses in an urban public university. The…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2016
2016-01-01
"Saxon Math" is a core curriculum for students in grades K-12 that uses an incremental approach to instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts are introduced gradually and integrated with previously introduced content so…
Getting Everyone Involved in Family Math
ERIC Educational Resources Information Center
Freiberg, Melissa R.
2004-01-01
Teachers from the departments of Mathematics and Computer Science, and Curriculum and Instruction at the University of Wisconsin-Whitewater collaboratively developed and implemented an evening math event, "Family Math Fun Night," at local elementary schools. As an assignment, preservice elementary teachers developed hands-on mathematical…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2013
2013-01-01
"Saxon Math," published by Houghton Mifflin Harcourt, is a core curriculum for students in grades K-5. A distinguishing feature of the curriculum is its use of an incremental approach for instruction and assessment. This approach limits the amount of new math content delivered to students each day and allows time for daily practice. New concepts…
Football to Improve Math and Reading Performance
ERIC Educational Resources Information Center
Van Klaveren, Chris; De Witte, Kristof
2015-01-01
Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…
Using Concurrent Verbalization to Measure Math Comprehension
ERIC Educational Resources Information Center
Lambeth, Cathryn Colley
2012-01-01
The current study investigated variability in student performance on a concurrent verbalization measure based on a grade-level sample math word problem and sought to determine to what extent the variability in verbalization scores is related to scores on a reliable measure of reading (DIBELS Next) and math (easyCBM) and to student factors (e.g.…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2004
2004-01-01
"Saxon Math" focuses on fundamental mathematics skills, targeting children from kindergarten through grade 12. This report focuses on middle school math, defined as grades 6 through 9. The 6th grade curriculum covers simplifying expressions containing parentheses, graphing functions, and understanding ratios and proportions. The 7th grade…
Mini-Portfolio on Math and Science.
ERIC Educational Resources Information Center
Teaching PreK-8, 1996
1996-01-01
Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…
Math on the Web: A Status Report.
ERIC Educational Resources Information Center
Miner, Robert; Topping, Paul
This publication reports on resources on the Web for the area of math. A quick look is given at innovative sites under the areas of new resources for students, new ways for teachers and students to interact, new ways of presenting math, and new tools for research. Next, advantages and disadvantages are identified for each of the following…
Math & the Dyslexic: Making the Abstract Concrete.
ERIC Educational Resources Information Center
Kitzen, Kay
1983-01-01
Math historian Morris Kline suggests that math instruction should be made concrete and that teachers should not turn kids off by making intuitively understood concepts complex through the use of fancy language. He advocates using pictorial representations and examples of actual physical occurrences. The dyslexic student has special difficulties in…
ERIC Educational Resources Information Center
Busch, Phyllis S.
1985-01-01
Teacher, writer, and naturalist Phyllis S. Busch takes the reader on an early evening woodland walk in March, describing the many changes in plants and animals that are perceptible by sight, smell, and sound as nature awakens from winter. (NEC)
Meyer, Nanna L; Manore, Melinda M; Helle, Christine
2011-01-01
Winter sports are played in cold conditions on ice or snow and often at moderate to high altitude. The most important nutritional challenges for winter sport athletes exposed to environmental extremes include increased energy expenditure, accelerated muscle and liver glycogen utilization, exacerbated fluid loss, and increased iron turnover. Winter sports, however, vary greatly regarding their nutritional requirements due to variable physiological and physique characteristics, energy and substrate demands, and environmental training and competition conditions. What most winter sport athletes have in common is a relatively lean physique and high-intensity training periods, thus they require greater energy and nutrient intakes, along with adequate food and fluid before, during, and after training. Event fuelling is most challenging for cross-country skiers competing in long events, ski jumpers aiming to reduce their body weight, and those winter sport athletes incurring repeated qualification rounds and heats. These athletes need to ensure carbohydrate availability throughout competition. Finally, winter sport athletes may benefit from dietary and sport supplements; however, attention should be paid to safety and efficacy if supplementation is considered.
Radical Math: Creating Balance in an Unjust World, Conference Report
ERIC Educational Resources Information Center
Davidson, Jill
2007-01-01
Founded in 2006 by Jonathan Osler, Math and Community Organizing teacher at El Puente Academy for Peace and Justice, a public CES high school in Brooklyn, New York, Radical Math is an organization for educators working to integrate issues of political, economic, and social justice into math education. In April 2007, Radical Math cosponsored…
Math Exchanges: Guiding Young Mathematicians in Small-Group Meetings
ERIC Educational Resources Information Center
Wedekind, Kassia Omohundro
2011-01-01
Traditionally, small-group math instruction has been used as a format for reaching children who struggle to understand. Math coach Kassia Omohundro Wedekind uses small-group instruction as the centerpiece of her math workshop approach, engaging all students in rigorous "math exchanges." The key characteristics of these mathematical conversations…
Making Early Math Education Work for All Children
ERIC Educational Resources Information Center
Fuson, Karen C.; Clements, Douglas H.; Sarama, Julie
2015-01-01
Preparing children to be successful in mathematics begins with what they learn before they reach 1st grade. Math knowledge in prekindergarten and kindergarten predicts school achievement in math and in other topics, such as reading. Indeed, early math knowledge is one of the strongest predictors of math grades in high school, high school…
Math at Work: Using Numbers on the Job
ERIC Educational Resources Information Center
Torpey, Elka
2012-01-01
Math is used in many occupations. And, experts say, workers with a strong background in mathematics are increasingly in demand. That equals prime opportunity for career-minded math enthusiasts. This article describes how math factors into careers. The first section talks about some of the ways workers use math in the workplace. The second section…
Math-Gender Stereotypes in Elementary School Children
ERIC Educational Resources Information Center
Cvencek, Dario; Meltzoff, Andrew N.; Greenwald, Anthony G.
2011-01-01
A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) "me" with "male" (gender identity), (b) "male" with "math" (math-gender stereotype), and (c) "me" with "math" (math self-concept). Two findings emerged.…
Teaching Math in the Primary Grades: The Learning Trajectories Approach
ERIC Educational Resources Information Center
Sarama, Julie; Clements, Douglas
2009-01-01
Children's thinking follows natural developmental paths in learning math. When teachers understand those paths and offer activities based on children's progress along them, they build developmentally appropriate math environments. The authors explain math learning trajectories and why teaching math using the trajectories approach is effective. A…
The neurodevelopmental basis of math anxiety.
Young, Christina B; Wu, Sarah S; Menon, Vinod
2012-05-01
Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.
ERIC Educational Resources Information Center
Erturan, Selin; Jansen, Brenda
2015-01-01
Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math…
ERIC Educational Resources Information Center
Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.
2013-01-01
Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…
Advanced Math Course Taking: Effects on Math Achievement and College Enrollment
Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.
2014-01-01
Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803
ERIC Educational Resources Information Center
Palka, Dennis
1994-01-01
A competitive mathematics program for deaf and hard of hearing junior high students is described. Rules for the competition were developed and a "Math Bowl" was implemented among six schools for the deaf. Sample problems are included. (DB)
Math: The Gateway to Great Careers
NASA Technical Reports Server (NTRS)
Ploutz-Snyder, Robert
2010-01-01
This slide presentation examines the role of mathematical proficiency and how it relates to advantages in careers. It emphasises the role of math in attaining entrance to college, graduate schools, and a career that is interesting and well paying.
Winter depression and diabetes.
Ernst, Christine R
2012-12-01
Depression is a common and often harmful disorder, which is frequently associated with the winter season. Research has shown a link between type 2 diabetes mellitus and depression. Furthermore, diabetics with depression have a higher rate of adverse outcomes. Little has been published regarding the seasonality of depression in diabetics. The case report described in this article concerns a 65-year-old woman with type 2 diabetes and a history of winter depression. Current evidence-based management options are reviewed. PMID:23089656
Physics First: Impact on SAT Math Scores
NASA Astrophysics Data System (ADS)
Bouma, Craig E.
Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.
Cognitive consistency and math-gender stereotypes in Singaporean children.
Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu
2014-01-01
In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition.
ERIC Educational Resources Information Center
Wapner, Suzanne
1985-01-01
Mammals that tolerate the winter cold and stay active all year exploit the harsh northern climate to their advantage. By simple experiments and observation you can better understand their adaptations which include furry bodies, snowshoe feet, extra blubber, light coloration, and strategically distributed food caches. (JHZ)
ERIC Educational Resources Information Center
Giles, Ray, Ed.
2007-01-01
This Winter 2007 quarterly newsletter from the Community College League of California includes: (1) Incumbents: Some Win, Some Lose in November Trustee Elections; (2) Voters Approve $2 Billion in Bonds; (3) Photos from the "Together We Can" conference; (4) Report, Media Criticize Transfer, Completion Rates and Colleges; (5) District Leader…
ERIC Educational Resources Information Center
Clearing: Nature and Learning in the Pacific Northwest, 1984
1984-01-01
Presents ideas for teaching ecology in the winter. Suggested topic areas or units include snow insulation and density, snowflakes and snow crystals, goldenrod galls, bird behavior, survival techniques, bacteriology and decomposition, trees and keying, biomass and productivity, pollution, and soil organisms. A sample student activity sheet is…
ERIC Educational Resources Information Center
Keeler, Rusty
2006-01-01
Winter, like all seasons, adds a new sense of mystery and discovery to the world of young children. It is the time when they can study snowflakes, find icicles, or observe the birds that share their yards. This article presents ideas and suggestions on how to plan a playscape. A playscape is a man-made seasonal playground for young children. It…
NASA Technical Reports Server (NTRS)
Flasar, F. Michael; Achterberg, Richard; Jennings, Donald; Schinder, Paul
2011-01-01
We summarize the changes in Titans thermal structure derived from Cassini CIRS and radio-occultation data during the transition from winter to early spring. Titan's surface, and middle atmosphere show noticeable seasonal change, whereas that in most of the troposphere is mated. This can be understood in terms of the relatively small radiative relaxation time in the middle atmosphere and much larger time scale in the troposphere. The surface exhibits seasonal change because the heat capacity in an annual skin depth is much smaller than that in the lowest scale height of the troposphere. Surface temperatures rise 1 K at raid and high latitudes in the winter northern hemisphere and cool in the southern hemisphere. Changes in in the middle atmosphere are more complicated. Temperatures in the middle stratosphere (approximately 1 mbar) increase by a few kelvin at mid northern latitudes, but those at high latitudes first increase as that region moves out of winter shadow, and then decrease. This probably results from the combined effect of increased solar heating as the suit moves higher in the sky and the decreased adiabatic warming as the sinking motions associated with the cross-equatorial meridional cell weaken. Consistent with this interpretation, the warm temperatures observed higher up at the winter polar stratopause cool significantly.
ERIC Educational Resources Information Center
Finlay, Joy
This book contains a wide variety of winter-oriented ideas and activities that can be adapted to all elementary grade levels and can also be integrated into existing mathematics, science, social studies, and/or art programs. The activities aim to help students develop the skills of observation, appreciation, and problem solving as well as…
ERIC Educational Resources Information Center
Steffens, Melanie C.; Jelenec, Petra; Noack, Peter
2010-01-01
Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age…
ERIC Educational Resources Information Center
Forsten, Char
2005-01-01
This book offers classroom-tested activities designed to make even the most reluctant learners crazy about math. Appealing to everyone from sports fans to readers, future fashion designers to budding musicians, the activities presented in this book offer ways to develop a deep-rooted love and appreciation of math in every student. Teachers are…
Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California
ERIC Educational Resources Information Center
Wendt, Staci; Rice, John; Nakamoto, Jonathan
2014-01-01
The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level…
ERIC Educational Resources Information Center
Bahr, Peter Riley
2013-01-01
Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…
The Perception of Math and Math Education in the Rural Midwest. Working Paper No. 37
ERIC Educational Resources Information Center
Lucas, David M.; Fugitt, Jamie
2007-01-01
Using the qualitative research method known as folknography, the authors led a research team to the heart of Illinois farm country to ask the question "What are the perceptions of the people of the Midwest concerning math and math education?" A review of the literature includes Canadian and Australian references on the topic, as well as…
Math and Movement: Practical Ways to Incorporate Math into Physical Education
ERIC Educational Resources Information Center
Wade, Marcia
2016-01-01
Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…
The Effects of an Extended-Day Online Math Program on Math Achievement
ERIC Educational Resources Information Center
Wagner, Kathryn Mary-LaCroix
2013-01-01
Despite No Child Left Behind mandates, the math achievement gap is still prevalent in schools in the United States, and efforts to address this problem have demonstrated little documented progress. The purpose of this study was to evaluate an intervention strategy used to address the math achievement gap. In this study, social capital theory,…
ERIC Educational Resources Information Center
Liu, Yuliang
2013-01-01
This quasi-experimental study was to design, develop, and implement one multimedia math lesson in third grade to improve students' math learning. The non-equivalent control group design was used. The experimental group had 11 third grade students and the control group had 15 third grade students in an African American predominated elementary…
Maternal Math Talk in the Home and Math Skills in Preschool Children
ERIC Educational Resources Information Center
Susperreguy, Maria Ines; Davis-Kean, Pamela E.
2016-01-01
Research Findings: The current study analyzed the relation between the amount of mathematical input that preschool children hear (i.e., math talk) from their mothers in their homes and their early math ability a year later. Forty mother-child dyads recorded their naturalistic exchanges in their homes using an enhanced audio-recording device (the…
Investigating Validity of Math 105 as Prerequisite to Math 201 among Undergraduate Students, Nigeria
ERIC Educational Resources Information Center
Zakariya, Yusuf F.
2016-01-01
In this study, the author examined the validity of MATH 105 as a prerequisite to MATH 201. The data for this study was extracted directly from the examination results logic of the university. Descriptive statistics in form of correlations and linear regressions were used to analyze the obtained data. Three research questions were formulated and…
The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness
ERIC Educational Resources Information Center
Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal
2016-01-01
To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…
STEM Educator Pipeline: Doing the Math on Recruiting Math and Science Teachers. Issue Brief
ERIC Educational Resources Information Center
ACT, Inc., 2013
2013-01-01
The proposed federal STEM Teacher Pathway program seeks to produce 100,000 new, high-quality math and science teachers in the next decade. How difficult will the goal be to achieve? This report uses data from the ACT® college readiness assessment to examine the feasibility of producing 100,000 high-quality math and science teachers in the next…
Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics
ERIC Educational Resources Information Center
Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut
2016-01-01
Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
ERIC Educational Resources Information Center
Kulkin, Margaret
2016-01-01
Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…
ERIC Educational Resources Information Center
Geist, Eugene
2015-01-01
This study was conducted to examine the attitudes of Head Start teachers toward mathematics and how it may influence how and what they teach in the classroom. In general, the findings of this study can be summarized as this: 1) Math anxiety affects how teachers assess their ability at mathematics. The more math anxiety they report, the lower they…
Petrill, Stephen; Logan, Jessica; Hart, Sara; Vincent, Pamela; Thompson, Lee; Kovas, Yulia; Plomin, Robert
2012-01-01
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance. PMID:21890908
Do We Need Remedial College Math Courses?
NASA Astrophysics Data System (ADS)
Hughes, Anne O.; Khatri, D.
2006-12-01
Entering college freshmen, in increasing numbers, in practically every public institution of higher learning are in need of one or two remedial math courses. This is particularly a big problem at the Historically Black Colleges and Universities where a large number of remedial math course sections are offered to meet the growing demand for such courses. For most of these students, graduation is delayed by at least a year. In addition, these students continue to be taught by teaching methodologies that did not work for them even in high schools resulting in disgust and hatred for math. This situation makes entry for these students into STEM areas difficult and is the perfect recipe for failure in STEM disciplines if they enroll in college level courses. The University of the District of Columbia (UDC) is no exception. A first attempt was made in summer 2006 to remedy this situation. The problem for this exploratory research study was to ascertain if a short, intensive six-week project in basic math and introductory algebra would produce a recognizable improvement in the math performance of entering UDC freshmen students as measured by the UDC math placement test. The results are eye opening. On the pre-test for basic math (005), the mean score for the group (N=10) was 35.6, with the passing score being 70. On the post-test, the mean increased to 63.4 showing an improvement of 78 percent. The authors will present the results of this research study at the conference
Improving Student Achievement in Math and Science
NASA Technical Reports Server (NTRS)
Sullivan, Nancy G.; Hamsa, Irene Schulz; Heath, Panagiota; Perry, Robert; White, Stacy J.
1998-01-01
As the new millennium approaches, a long anticipated reckoning for the education system of the United States is forthcoming, Years of school reform initiatives have not yielded the anticipated results. A particularly perplexing problem involves the lack of significant improvement of student achievement in math and science. Three "Partnership" projects represent collaborative efforts between Xavier University (XU) of Louisiana, Southern University of New Orleans (SUNO), Mississippi Valley State University (MVSU), and the National Aeronautics and Space Administration (NASA), Stennis Space Center (SSC), to enhance student achievement in math and science. These "Partnerships" are focused on students and teachers in federally designated rural and urban empowerment zones and enterprise communities. The major goals of the "Partnerships" include: (1) The identification and dissemination of key indices of success that account for high performance in math and science; (2) The education of pre-service and in-service secondary teachers in knowledge, skills, and competencies that enhance the instruction of high school math and science; (3) The development of faculty to enhance the quality of math and science courses in institutions of higher education; and (4) The incorporation of technology-based instruction in institutions of higher education. These goals will be achieved by the accomplishment of the following objectives: (1) Delineate significant ?best practices? that are responsible for enhancing student outcomes in math and science; (2) Recruit and retain pre-service teachers with undergraduate degrees in Biology, Math, Chemistry, or Physics in a graduate program, culminating with a Master of Arts in Curriculum and Instruction; (3) Provide faculty workshops and opportunities for travel to professional meetings for dissemination of NASA resources information; (4) Implement methodologies and assessment procedures utilizing performance-based applications of higher order
Royer; Tronsky; Chan; Jackson; Marchant
1999-07-01
Males from select populations receive better scores on standardized math achievement tests than females. The research reported in this article evaluates the hypothesis that the reason for these differences is that males are faster at retrieving basic math facts. Studies 1-3 demonstrate that math-fact retrieval predicts performance on math achievement tests with students in grades 5-8 and in college. Studies 4-6 show that males and females in grades 2-8 and in college have different patterns of math-fact retrieval performance and that males at the high positive end of the retrieval distribution are faster than comparable females. Study 5 also demonstrates that math-fact retrieval varies in three populations (Anglo-American, Chinese-American, Hong Kong Chinese) and that speed of retrieval improves with practice. Studies 7-9 tested the hypothesis that males are faster than females on retrieval tasks in general. Study 7 showed that there were no gender differences on simple retrieval tasks, and Studies 8 and 9 showed that females were slightly faster than males on verbal-processing tasks. The General Discussion indicates that the math-fact retrieval hypothesis is consistent with previous research. It also relates the math-fact retrieval hypothesis to theories of cognitive performance and introduces the practice and engagement hypothesis. This hypothesis explains the origin of gender differences in math and reading and relates those differences to the existing literature on gender differences in academic performance. The article concludes with a description of needed future research and a discussion of the educational implications of the math-fact retrieval hypothesis. Copyright 1999 Academic Press.
NASA Technical Reports Server (NTRS)
Flasar, F.M.; Achterberg, R.K.; Schinder, P.J.
2008-01-01
Titan's atmosphere has provided an interesting study in contrasts and similarities with Earth's. While both have N$_2$ as the dominant constituent and comparable surface pressures $\\sim1$ bar, Titan's next most abundant molecule is CH$_4$, not O$_2$, and the dissociative breakup of CH$_4$ and N$_2$ by sunlight and electron impact leads to a suite of hydrocarbons and nitriles, and ultimately the photochemical smog that enshrouds the moon. In addition, with a 15.95-day period, Titan is a slow rotator compared to Earth. While the mean zonal terrestrial winds are geostrophic, Titan's are mostly cyclostrophic, whipping around the moon in as little as 1 day. Despite the different dynamical regime, Titan's winter stratosphere exhibits several characteristics that should be familiar to terrestrial meteorologists. The cold winter pole near the 1 -mbar level is circumscribed by strong winds (up to 190 m/s) that act as a barrier to mixing with airmasses at lower latitudes. There is evidence of enhancement of several organic species over the winter pole, indicating subsidence. The adiabatic heating associated with this subsidence gives rise to a warm anomaly at the 0.01-mbar level, raising the stratopause two scale heights above its location at equatorial latitudes. Condensate ices have been detected in Titan's lower stratosphere within the winter polar vortex from infrared spectra. Although not always unambiguously identified, their spatial distribution exhibits a sharp gradient, decreasing precipitously across the vortex away from the winter pole. The interesting question of whether there is important heterogeneous chemistry occurring within the polar vortex, analogous to that occurring in the terrestrial polar stratospheric clouds in the ozone holes, has not been addressed. The breakup of Titan's winter polar vortex has not yet been observed. On Earth, the polar vortex is nonlinearly disrupted by interaction with large-amplitude planetary waves. Large-scale waves have not
Deciduous Plant Twigs in Winter
ERIC Educational Resources Information Center
Clark, Eloise
1977-01-01
Describing, via illustration and narrative, the winter twigs found in the U.S., this article presents a sophisticated discussion of: beech, white ash, aspen, sycamore, red oak, butternut, and other winter twigs. (JC)
The role of expressive writing in math anxiety.
Park, Daeun; Ramirez, Gerardo; Beilock, Sian L
2014-06-01
Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PMID:24708352
The role of expressive writing in math anxiety.
Park, Daeun; Ramirez, Gerardo; Beilock, Sian L
2014-06-01
Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations.
Winter Wilderness Travel and Camping.
ERIC Educational Resources Information Center
Gilchrest, Norman
Knowledge and skill are needed for safe and enjoyable travel and camping in the wilderness in winter. The beauty of snow and ice, reduced human use, and higher tolerance of animals toward humans make the wilderness attractive during winter. The uniqueness of winter travel presents several challenges that are not present in other seasons. Safety is…
Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J
2013-05-01
Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance.
Remedial Math: Its Effect on the Final Grade in Algebra.
ERIC Educational Resources Information Center
Head, L. Quinn; Lindsey, Jimmy D.
1984-01-01
The effectiveness of one remedial mathematics technique is examined. Results indicated that students who passed remedial math and then took college algebra had significantly higher final algebra grades than did undergraduates who failed remedial math. (MLW)
Math at home adds up to achievement in school.
Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L
2015-10-01
With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement.
Math at home adds up to achievement in school.
Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L
2015-10-01
With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. PMID:26450209
Gross, B
1998-01-01
In 1994, when the software maker Knowledge Adventure decided to spin out a new venture--Worlds, Incorporated--founder Bill Gross expected the worst. He had argued with the board that it was in KA's best interests to maintain a controlling ownership stake in Worlds, whose powerful new software technology had enormous revenue potential. But the board prevailed, and KA took only a 20% ownership in the new company, giving the rest to Worlds' employees. Within a year, the company's performance had surpassed all expectations, and instead of owning 80% of a $5 million business, KA owned 20% of a $77 million business. The arithmetic may have been counterintuitive, but the lesson was clear. When KA let go of Worlds and gave its employees near total ownership, the company unleashed a new level of employee performance. That, in turn, led to the creation of economic value that more than made up for the equity KA had surrendered. So compelling was this "new math of ownership" that Gross founded a new company, Idealab, on this principle. The company, which develops ideas for Internet-based businesses and seeds the most promising ones, takes no more than a 49% equity stake in the new ventures and gives at least 1% of ownership to each employee. For Gross, this radical approach to ownership is the key to inspiring stellar performances. In part, employee-owners are motivated by their potential to earn great financial reward. But the drama of ownership, he argues, is even more important. In that drama, employees become personally involved in the struggle to outdo the competition and emerge victorious. PMID:10187247
Minimum-complexity helicopter simulation math model
NASA Technical Reports Server (NTRS)
Heffley, Robert K.; Mnich, Marc A.
1988-01-01
An example of a minimal complexity simulation helicopter math model is presented. Motivating factors are the computational delays, cost, and inflexibility of the very sophisticated math models now in common use. A helicopter model form is given which addresses each of these factors and provides better engineering understanding of the specific handling qualities features which are apparent to the simulator pilot. The technical approach begins with specification of features which are to be modeled, followed by a build up of individual vehicle components and definition of equations. Model matching and estimation procedures are given which enable the modeling of specific helicopters from basic data sources such as flight manuals. Checkout procedures are given which provide for total model validation. A number of possible model extensions and refinement are discussed. Math model computer programs are defined and listed.
ERIC Educational Resources Information Center
Ruff, Sarah E.; Boes, Susan R.
2014-01-01
Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…
10 Ways to Help Your Child Do Better in Math.
ERIC Educational Resources Information Center
PTA Today, 1994
1994-01-01
Parents can help improve their children's math skills by being positive, playing games, avoiding stereotypes, choosing gifts that promote learning, providing information on career choices, reading books that use math, connecting math to the real world, encouraging problem solving, talking with teachers, and visiting museums, libraries, and other…
Math Anxiety and the Student of the '80's.
ERIC Educational Resources Information Center
Smith, Jean Burr
As colleges take on increasing numbers of nontraditional students who have had only minimal exposure to mathematics, instructors must alleviate patterns of math anxiety and math avoidance which impede academic success, and, in a technological society, limit career opportunities. Among the obvious causes of math anxiety are: instructors' insistence…
Effects of an Intervention Program on Reading and Math Achievement
ERIC Educational Resources Information Center
Johnson, Anthony C.
2010-01-01
This action research project examined the effects of an intervention program on student reading and math achievement. TCAP reading and math assessments and ThinkLink Learning reading and math assessments were used for the measures on student achievement. Student perceptions and attitudes were measured with a questionnaire and four open-ended…
Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102
ERIC Educational Resources Information Center
Blazer, Christie
2011-01-01
Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however,…
Neurobiological Underpinnings of Math and Reading Learning Disabilities
ERIC Educational Resources Information Center
Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod
2013-01-01
The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in…
Accelerated Math[TM]. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2011
2011-01-01
"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1-12. The "Accelerated Math"[TM] software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates reports on student…
Accelerated Math[R]: Pilot Schools Report. Monograph.
ERIC Educational Resources Information Center
School Renaissance Inst., Inc., Madison, WI.
Accelerated Math (AM) math management software is a task level learning information system placed in 4th-11th grade classrooms around the country. AM provides teachers with an information system that assures that students can master all math objectives and state standards from grade 3 through calculus. It eliminates teacher paperwork, improves…
Supporting English Language Learners in Math Class, Grades K-2
ERIC Educational Resources Information Center
Bresser, Rusty; Melanese, Kathy; Sphar, Christine
2009-01-01
More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…
Toward Equity and Excellence in Math and Science Education.
ERIC Educational Resources Information Center
Atwood, Nancy K.; Doherty, William J.
1984-01-01
Two studies examined the effectiveness of Mathematics, Engineering Science Achievement (MESA), a program designed to prepare high school minority students for math-based fields. They found that MESA seniors completed more math-related courses, showed improved academic performance, and are likely to pursue a math-based college major. (KH)
Mathematizing: An Emergent Math Curriculum Approach for Young Children
ERIC Educational Resources Information Center
Rosales, Allen C.
2015-01-01
Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…
Specific Cognitive Predictors of Early Math Problem Solving
ERIC Educational Resources Information Center
Decker, Scott L.; Roberts, Alycia M.
2015-01-01
Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the…
Training for Fluency and Generalization of Math Facts Using Technology
ERIC Educational Resources Information Center
Musti-Rao, Shobana; Lynch, Tom Liam; Plati, Erin
2015-01-01
As American students struggle with basic mathematical skills, the importance of math fact fluency has gained the attention of educators and researchers. Generalization of math fact fluency is also important for the transfer of skills to other settings and formats, assisting students in the completion of more varied and complicated math tasks. This…
Chattanooga State Community College: U Do the Math Program
ERIC Educational Resources Information Center
EDUCAUSE, 2014
2014-01-01
U Do the Math provides an innovative alternative to developmental math, replacing traditional course lectures with a student-centered approach to active learning and subject mastery. Chattanooga State used its grant funding from Next Generation Learning Challenges (NGLC) to establish and scale the U Do the Math program. The community college,…
The Power of Math Dictionaries in the Classroom
ERIC Educational Resources Information Center
Patterson, Lynn Gannon; Young, Ashlee Futrell
2013-01-01
This article investigates the value of a math dictionary in the elementary classroom and if elementary students prefer using a traditional math dictionary or a dictionary on an iPad. In each child's journey to reading with understanding, the dictionary can be a comforting and valuable resource. Would students find a math dictionary to be a…
Elementary Math Achievement in Texas: What Is Working?
ERIC Educational Resources Information Center
Moore, Linda H.
2011-01-01
Elementary math teachers (76) from selected Texas schools that included Grade 5 responded to an online self-report survey with respect to school-level factors that may be associated with student math achievement. Questions on the survey focused on school-level factors related to math, campus leadership, integration of technology in the math…
[XML/MathML version of above paper by Sevian
NASA Astrophysics Data System (ADS)
Sevian, A. R.
2003-06-01
An XML/MathML version of A. R. Sevian's recent article [J. Opt. Netw. 6, 144 (2003)] is provided as an alternative (and experimental) format for online viewing. View the XML/MathML file. The "View Full Text" link below references a PDF file with additional information on XML/MathML technology and its relevance to scientific publishing.
Saxon Middle School Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2007
2007-01-01
"Saxon Math" curricula and materials are available for grades K through 12, with the content and skills designed to meet National Council of Teachers of Mathematics (NCTM) standards and various state standards. This WWC report focuses on middle school math curricula, defined as all Saxon Math curricula for grades 6 through 9. The sixth-grade…
Math Sense: Whole Numbers and Money. Teacher's Resource Guide.
ERIC Educational Resources Information Center
Phillips, Jan
This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers and addition, subtraction,…
Math Sense: Measurement and Data Analysis. Teacher's Resource Guide.
ERIC Educational Resources Information Center
Adcock, Deborah P.
This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include measurement and data analysis such as measuring…
Math Sense: Algebra and Geometry. Teacher's Resource Guide.
ERIC Educational Resources Information Center
Phillips, Jan; Osmus, Kathy
This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include algebra and geometry. Lessons are organized around four…
Sci-Math: Applications in Proportional Problem Solving. Module One.
ERIC Educational Resources Information Center
Goodstein, Madeline P.
Sci-Math is an interdisciplinary curriculum intended to help students develop the math skills needed for science, especially dimensional analysis, ratio, and the concept of proportion. Sci-Math is divided into two modules with each module having a student and teacher's guide. This module is a pre-algebra module dealing with the arithmetic and…
NASA Technical Reports Server (NTRS)
2005-01-01
This somewhat oblique blue wide angle Mars Global Surveyor (MGS) Mars Orbiter Camera (MOC) image shows the 174 km (108 mi) diameter crater, Terby, and its vicinity in December 2004. Located north of Hellas, this region can be covered with seasonal frost and ground-hugging fog, even in the afternoon, despite being north of 30oS. The subtle, wavy pattern is a manifestation of fog.
Location near: 28oS, 286oW Illumination from: upper left Season: Southern Winter
ERIC Educational Resources Information Center
Cummings, Tracy; Hofer, Kerry G.; Farran, Dale C.; Lipsey, Mark W.; Bilbrey, Carol; Vorhaus, Elizabeth
2009-01-01
The "Building Blocks PreK Math Curriculum" (Clements & Sarama, 2007) was designed to facilitate children's engagement in math and talk about math. Much research investigates the effect of curriculum on classrooms or teacher practices. This study used a mediational model to look at a curriculum's effect on children's achievement gain, operating…
ERIC Educational Resources Information Center
Tsui, Joanne M.; Mazzocco, Michele M. M.
2006-01-01
This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition…
ERIC Educational Resources Information Center
Susperreguy Jorquera, Maria Ines
2013-01-01
Early math skills are the strongest predictors of later math achievement in school. This two-wave study addressed three research questions about the role of families in fostering these skills in preschool-aged children. First, how do families talk about math at home? Second, how do these conversations vary across families with different…
ERIC Educational Resources Information Center
Smeding, Annique; Dumas, Florence; Loose, Florence; Régner, Isabelle
2013-01-01
In 2 field experiments, we relied on the very features of real testing situations--where both math and verbal tests are administered--to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls' math performance. We predicted that taking the math test before the verbal test would be…
ERIC Educational Resources Information Center
Petrill, Stephen; Logan, Jessica; Hart, Sara; Vincent, Pamela; Thompson, Lee; Kovas, Yulia; Plomin, Robert
2012-01-01
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the…
From Reading to Math: How Best Practices in Literacy Can Make You a Better Math Teacher, Grades K-5
ERIC Educational Resources Information Center
Siena, Maggie
2009-01-01
Are your students engaged and motivated to read and write but hesitant during math instruction? Do you want your students to be as excited about math as they are about literacy? This unique resource explores how best practices for teaching reading and writing can help you become a better math teacher. Drawing on the work of such educators as…
ERIC Educational Resources Information Center
Klanderman, David B.; Moore, Mary Webster; Maxwell, Mandi S.; Robbert, Sharon K.
2013-01-01
We describe several service-learning initiatives implemented by the mathematics and education departments. College students with majors and minors in math and math education have helped to design and implement math events for elementary and middle school students. Formal and informal reflections on these service-related experiences have…
ERIC Educational Resources Information Center
Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa
2015-01-01
The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…
NASA Technical Reports Server (NTRS)
2006-01-01
[figure removed for brevity, see original site] Annotated Version
This portion of an image acquired by the Mars Reconnaissance Orbiter's High Resolution Imaging Science Experiment camera shows the Spirit rover's winter campaign site. Spirit was parked on a slope tilted 11 degrees to the north to maximize sunlight during the southern winter season. 'Tyrone' is an area where the rover's wheels disturbed light-toned soils. Remote sensing and in-situ analyses found the light-toned soil at Tyrone to be sulfate rich and hydrated. The original picture is catalogued as PSP_001513_1655_red and was taken on Sept. 29, 2006.
NASA's Jet Propulsion Laboratory, a division of the California Institute of Technology in Pasadena, manages the Mars Reconnaissance Orbiter for NASA's Science Mission Directorate, Washington. Lockheed Martin Space Systems, Denver, is the prime contractor for the project and built the spacecraft. The High Resolution Imaging Science Experiment is operated by the University of Arizona, Tucson, and the instrument was built by Ball Aerospace and Technology Corp., Boulder, Colo.
Evaluating Math Recovery: Investigating Tutor Learning
ERIC Educational Resources Information Center
Green, Sarah Elizabeth; Smith, Thomas
2010-01-01
The goal of the overall study was to evaluate the potential of Math Recovery (MR), a pullout, one-to-one tutoring program, to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap by enabling them to achieve at the level of their higher-performing peers in the regular mathematics…
A Math Fact Fluency Intervention with Scaffolding
ERIC Educational Resources Information Center
Fasko, Sharla Nichols; Leach, Ryan
2006-01-01
The purpose of the study was to assess the effectiveness of a flash card intervention for fluency in basic math facts. The rate of recall of addition facts was assessed for an, 8-year-old third grader who had ADHD. The tutoring program involved a structured flashcard drill with systematic reinforcement. A scaffold was built in to the intervention…
Fold in Origami and Unfold Math
ERIC Educational Resources Information Center
Georgeson, Joseph
2011-01-01
Students enjoy origami and like making everything from paper cranes to footballs out of small, colorful squares of paper. They can invent their own shapes and are intrigued by the polyhedrons that they can construct. Paper folding is fun, but where is the math? Unless teachers develop lessons that address mathematical objectives, origami could be…
Innovative Math for Liberal Arts Majors
ERIC Educational Resources Information Center
Strasser, Nora
2011-01-01
An innovative Math for Liberal Arts course was designed to provide liberal arts students with the life skills necessary to survive in the 21st century. The course emphasizes application driven mathematics. This course has been successful in changing students' perceptions of the usefulness of the course and improving student success rate as well as…
Saxon Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2010
2010-01-01
"Saxon Math" is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. The series is aligned with standards of the National Council of Teachers of Mathematics (NCTM) and various states, and can be adapted for…
Doubts Cast on Math, Science Teaching Lures
ERIC Educational Resources Information Center
Cavanagh, Sean
2007-01-01
Few strategies for luring more students and working adults into math and science teaching have proved as popular among elected officials as financial incentives, which try to make one of the least appealing aspects of the job--low pay--a little less daunting. Lawmakers on Capitol Hill are considering a number of bills that would expand existing…
ABE Math Standards Project. Formative Evaluation Report.
ERIC Educational Resources Information Center
Holyoke Community Coll., MA.
In May 1992, 22 Massachusetts mathematics educators who either teach or coordinate/direct adult basic education (ABE) and General Educational Development (GED) programs were recruited into a group called the Math Team. During their monthly business/training sessions in central Massachusetts, members worked on various individual and team…
Making Links between Maths and Science
ERIC Educational Resources Information Center
Hiscock, Naomi
2012-01-01
For some children maths and science are exciting subjects that work side by side, one providing the opportunity to practise and hone skills and knowledge gained from the other. For other children the subjects are disjointed and seem to bear no relationship to each other. Science can provide a wonderful opportunity to practise a variety of math…
ERIC Educational Resources Information Center
Wolfmeyer, Mark
2014-01-01
Aspects of the Math for America organization's actions, aims and affiliations are analyzed for their effects on urban schools and society at large. These aspects are argued as evidence to consider MfA as an agent working against democratic practice and in favor of furthering profit and its resultant inequitable resource distribution. The…
Tic Tac Toe Math. Train the Trainer.
ERIC Educational Resources Information Center
Center for Alternative Learning, Bryn Mawr, PA.
This report describes a project that developed a "Train the Trainer" program that would enable individuals to learn and teach the alternative instructional technique, Tic Tac Toe Math, developed by Richard Cooper for adult basic education students. The pilot workshop conducted as part of the project identified problems that traditional teachers…
Stepping Up to Science and Math
ERIC Educational Resources Information Center
Goldston, Dee
2004-01-01
"Stepping Up to Science and Math" invites teachers to step back and rethink the way they teach both of these essential subjects. Then it illustrates how teachers can step up the pace with Standards-based activities that make learning more effective and efficient. (New lessons featuring gummy worms, school buses, or the planet Mars help teachers…
Evaluation of "Maths by Email." Final Report
ERIC Educational Resources Information Center
Kissane, Barry; McConney, Andrew
2010-01-01
"Maths by Email" (MbE) is a free fortnightly email newsletter produced through a partnership between CSIRO Education and the Australian Mathematical Sciences Institute (AMSI), with funding from the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). The principal aim of MbE has been "to communicate that…
Curriculum Boosters. Social Studies, Math, Language Arts.
ERIC Educational Resources Information Center
Reissman, Rose; And Others
1994-01-01
Presents three curriculum boosting activities for elementary classes. A social studies activity builds bridges to other cultures via literature. A math activity teaches students about percentages using baseball card statistics. A language arts activity helps students learn to appreciate the language of Shakespeare. A student page presents a…
See the Math behind the Medicine
ERIC Educational Resources Information Center
Saunders, Marnie M.
2010-01-01
To promote math and science, this author designed an activity to show students that biomedical fields are within their reach. The activity has three distinct goals: (1) To introduce the field of biomedical engineering to students and encourage them in these career pursuits; (2) To give them hands-on experience conducting a biomechanical test; and…
Development and Testing of "Math Insight" Software
ERIC Educational Resources Information Center
Zucker, Andrew A.
2006-01-01
Computers running appropriate software hold great promise for teaching and learning mathematics. To this end, SRI International developed an integrated, computer-based problem solving environment called "Math Insight" that included interactive tools, such as a spreadsheet and dynamic geometric sketches, and professionally produced videos used to…
Math-Science Bills Advance in Congress
ERIC Educational Resources Information Center
Hoff, David J.; Cavanagh, Sean
2007-01-01
Improving K-12 instruction and student achievement in mathematics and science is at the heart of separate bills intended to bolster America's economic standing that won overwhelming approval in both houses of Congress last week. The House on April 24 approved the 10,000 Teachers, 10 Million Minds Science and Math Scholarship Act by a vote of…
Increasing Math Achievement through Use of Music.
ERIC Educational Resources Information Center
Bryant-Jones, Marian; Shimmins, Kymberley J.; Vega, Jill D.
This report describes a program for increasing math achievement through the use of musical interventions including repeated exposure to Mozart classical music and School House Rock, and introduction to teacher-made songs that introduce mathematical concepts in the music classroom. The students of the targeted second and fourth grade classes…
Odyssey Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2009
2009-01-01
"Odyssey Math," published by CompassLearning[R], is a web-based K-8 mathematics curriculum and assessment tool designed to allow for instructional differentiation and data-driven decision making. The online program includes electronic curriculum and materials for individual or small group work, assessments aligned with state curriculum standards,…
Online Options for Math-Advanced Students
ERIC Educational Resources Information Center
Wessling, Suki
2012-01-01
Once upon a time, a student well advanced past grade level in math would have had few choices. Advanced students would invariably outpace the skills of their elementary teachers, and due to age wouldn't have options such as going to the middle school or community college for classes. Soon thereafter, students would enter middle school only to find…
Mathematicians in Schools: Uncovering Maths' Beautiful Secrets
ERIC Educational Resources Information Center
Welch, Bronwyn
2016-01-01
Mathematics professionals are working with teachers revealing the reality and beauty that happens in the world of math and to show that this is essentially a "human endeavour," embedded in much of what people do and the ways in which they think. In this article, the author shares vignettes of primary classes working with mathematicians…
Performing Big Math Ideas across the Grades
ERIC Educational Resources Information Center
Gadanidis, George; Hughes, Janette M.
2011-01-01
A storied math context helps students engage both emotionally and cognitively with mathematics and helps show that mathematics develops out of human experience. Children's literature also models mathematical storytelling for students, and creates opportunities for them to retell and extend stories. This article describes mathematics investigations…
Senior Year Inviting More Math Choices
ERIC Educational Resources Information Center
Cavanagh, Sean
2008-01-01
When students at Prescott High School sign up to take math as seniors, not all of them will be wading into precalculus or calculus, with in-depth explorations of derivatives and trigonometric functions. Some will instead end up using mathematics to study the Electoral College, or the security of Internet passwords, or how delivery companies ship…
Exploring Best Practices in Developmental Math
ERIC Educational Resources Information Center
Cafarella, Brian V.
2014-01-01
Currently, many community colleges are struggling with poor student success rates in developmental math. Therefore, this qualitative study focused on employing best practices in developmental mathematics at an urban community college in Dayton, Ohio. Guiding the study were the following research questions: What are the best practices utilized by a…
Math Wonders to Inspire Teachers and Students.
ERIC Educational Resources Information Center
Posamentier, Alfred S.
This book offers ideas to enrich instruction and help teachers explore the intrinsic beauty of math. Through dozens of examples from arithmetic, algebra, geometry, and probability, the symmetries, patterns, processes, paradoxes, and surprises that have facilitated generations of great thinkers are revealed. Activities include: (1) The Beauty in…
ERIC Educational Resources Information Center
Southwood, Sue
2011-01-01
In this article, the author talks about the finding of NIACE's inquiry into adult numeracy learning. One clear finding is that more classroom learning for adults will not bring about a more numerate society. The author discusses the need to create a culture in which maths is perceived as worthwhile and even enjoyable. She stresses that at a time…
ERIC Educational Resources Information Center
Levert, Brenda
2004-01-01
Each year, students in my seventh- and eighth-grade math classes plan and organize a schoolwide popcorn sale. This activity brings to life mathematical concepts learned in the classroom. By transferring textbook mathematics to a real-world situation, my students learn to value the mathematics being studied and are able to understand how it can…
Math Model for Naval Ship Handling Trainer.
ERIC Educational Resources Information Center
Golovcsenko, Igor V.
The report describes the math model for an experimental ship handling trainer. The training task is that of a replenishment operation at sea. The model includes equations for ship dynamics of a destroyer, propeller-engine response times, ship separation, interaction effects between supply ship and destroyer, and outputs to a visual display system.…
Bowland Maths--The CPD Modules
ERIC Educational Resources Information Center
Onion, Alice
2011-01-01
One may have heard of Bowland maths and will know something of the "case studies" that were published in 2008. These are substantial mathematics projects, taking five hours, or more, to complete. Most are set in real or realistic contexts, like "designing a smoothy"--Product Wars, or "devising plans to improve road safety"--Reducing Road…
Challenging Gifted Students: The Math Olympiads.
ERIC Educational Resources Information Center
Kalman, Richard
2002-01-01
This article describes the Math Olympiads for Elementary and Middle School, Inc., a non-for profit public foundation dedicated to strengthening the education of gifted youngsters though mathematics competitions. The development of the Olympiads, the program's structure, and the benefits of competition are discussed. Sample questions and answers…
Math, Science Grants in Federal Cross Hairs
ERIC Educational Resources Information Center
Galley, Michelle
2004-01-01
The White House recommends that $140 million for math and education research be stripped away from the National Science Foundation (NSF) and gives it to the U.S. Department of Education. But supporters of the NSF, including congressional Republicans, vowed to rebuff the plan. In this article, critics charged that the proposed move of the…
Math, Science, and the Gifted Student.
ERIC Educational Resources Information Center
Sayler, Michael, Ed.
1996-01-01
This theme issue of a Texas journal on gifted education contains articles focusing on math and science instruction for gifted students. "Science Education for Gifted Students" (Joyce VanTassel-Baska) discusses what a science curriculum for gifted students should include, what teachers can do to make reform efforts successful, and how to teach…
It Does Matter How We Teach Math
ERIC Educational Resources Information Center
Rodrigues, Kathleen J.
2012-01-01
This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore…
Helping Your Child Learn Math. ERIC Digest.
ERIC Educational Resources Information Center
Haury, David L.; Milbourne, Linda A.
This digest informs parents about how to help their child learn mathematics. It discusses what children are learning in mathematics and provides parents with some guidance and World Wide Web resources that can benefit them in assisting their child. Featured topics include setting an example of the usefulness of math, helping children see the math…
Consumer Math 3, Mathematics: 5285.23.
ERIC Educational Resources Information Center
Dade County Public Schools, Miami, FL.
The third of four guidebooks in a non-sequential course of study for the General Math student, this booklet includes computation on personal income, income tax, and retirement income. General goals and overall strategies are given for the course, then performance objectives for computational skills and for specific topics are listed. A course…
Federally Funded Math and Science Materials.
ERIC Educational Resources Information Center
Shaul, Marnie S.
This correspondence presents additional information on the July report "Math and Science Education: Comprehensive Information about Federally Funded Materials Not Available by the United States General Accounting Office." It provides information on each of the 61 materials, including the topics covered and a summary of their instructional goals. A…
Marilyn Burns on the Language of Math
ERIC Educational Resources Information Center
Instructor, 2006
2006-01-01
Math can sometimes seem like a strange language from foreign land--one communicated in symbols, numbers, and geometric figures. When teachers talk about mathematical concepts, even familiar, garden variety words such as "parallel," "power," "even," "odd," "multiply," "difference," "product," "positive," and "negative" take on brand-new meanings.…
Improving Math Success in Higher Education Institutions
ERIC Educational Resources Information Center
Bisk, Richard
2013-01-01
Many students begin higher education unprepared for college-level work in mathematics and must take non-credit developmental courses. Furthermore, many are "math-phobic" and avoid courses, majors and careers that involve quantitative work. Yet science, technology, engineering and mathematics (STEM) fields are among the few job-growth areas in the…
ERIC Educational Resources Information Center
Rapacki, Lauren J.; Cross Francis, Dionne I.
2014-01-01
When one of the authors saw the job description for an elementary school mathematics coach on a state Department of Education website, she recognized it as an opportunity to have her dream job. She knew that making the transition from the classroom to a math teacher leader would afford her the opportunity to have an even greater impact on student…
Improving Basic Math Skills Using Technology
ERIC Educational Resources Information Center
Hudson, Siobhan; Kadan, Sarah; Lavin, Karen; Vasquez, Tylita
2010-01-01
The students of the targeted fourth, fifth, sixth, and ninth grade classes exhibited difficulties with number sense that interfered with understanding and recall of basic math facts. Evidence for the existences of the problem included teacher observation, test scores, and student and teacher surveys. The research participants included 42 children…
ERIC Educational Resources Information Center
McBride, Gayle; And Others
1981-01-01
Contends that increased retention occurs when students become actively involved in determining what they need to know. Cites evidence of the success of San Joaquin Delta College's developmental education program, which involves student self-evaluation and revitalization. Provides student testimonials to the problems of math illiteracy and the…
Phylogenetic Analysis of Brassica rapa MATH-Domain Proteins.
Zhao, Liming; Huang, Yong; Hu, Yan; He, Xiaoli; Shen, Wenhui; Liu, Chunlin; Ruan, Ying
2013-05-01
The MATH (meprin and TRAF-C homology) domain is a fold of seven anti-parallel β-helices involved in protein-protein interaction. Here, we report the identification and characterization of 90 MATH-domain proteins from the Brassica rapa genome. By sequence analysis together with MATH-domain proteins from other species, the B. rapa MATH-domain proteins can be grouped into 6 classes. Class-I protein has one or several MATH domains without any other recognizable domain; Class-II protein contains a MATH domain together with a conserved BTB (Broad Complex, Tramtrack, and Bric-a-Brac ) domain; Class-III protein belongs to the MATH/Filament domain family; Class-IV protein contains a MATH domain frequently combined with some other domains; Class-V protein has a relative long sequence but contains only one MATH domain; Class-VI protein is characterized by the presence of Peptidase and UBQ (Ubiquitinylation) domains together with one MATH domain. As part of our study regarding seed development of B. rapa, six genes are screened by SSH (Suppression Subtractive Hybridization) and their expression levels are analyzed in combination with seed developmental stages, and expression patterns suggested that Bra001786, Bra03578 and Bra036572 may be seed development specific genes, while Bra001787, Bra020541 and Bra040904 may be involved in seed and flower organ development. This study provides the first characterization of the MATH domain proteins in B. rapa.
Neural correlates of math anxiety - an overview and implications.
Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph
2015-01-01
Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.
Neural correlates of math anxiety - an overview and implications.
Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph
2015-01-01
Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824
Neural correlates of math anxiety – an overview and implications
Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph
2015-01-01
Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824
A Correlation of Community College Math Readiness and Student Success
NASA Astrophysics Data System (ADS)
Brown, Jayna Nicole
Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress ( p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.
Not Available
1990-11-29
The Winter Fuels Report is intended to provide concise, timely information to the industry, the press, policymakers, consumers, analysts, and state and local governments on the following topics: distillate fuel oil net production, imports and stocks for all PADD's and product supplied on a US level; propane net product supplied on a US level; propane net production, imports and stocks for Petroleum Administration for Defense Districts (PADD) I, II, and III; natural gas supply and disposition and underground storage for the United States and consumption for all PADD's; residential and wholesale pricing data for propane and heating oil for those states participating in the joint Energy Information Administration (EIA)/State Heating Oil and Propane Program; crude oil and petroleum price comparisons for the United States and selected cities; and US total heating degree-days by city. 27 figs, 12 tabs.
NASA Technical Reports Server (NTRS)
2004-01-01
12 March 2004 This Mars Global Surveyor (MGS) Mars Orbiter Camera (MOC) red wide angle image shows late winter clouds over the 104 km (65 mi) diameter crater, Mie. Cellular clouds occur in the lower martian atmosphere, surrounding Mie Crater. Their cloudtops are at an altitude that is below the crater rim. Higher than the crater rim occurs a series of lee wave clouds, indicating air circulation moving from west/northwest (left) toward the east/southeast (right). Mie Crater is located in Utopia Planitia, not too far from the Viking 2 landing site, near 48.5 N, 220.4 W. Sunlight illuminates this January 2004 scene from the lower left.
Winter Survival: A Consumer's Guide to Winter Preparedness.
ERIC Educational Resources Information Center
Department of Energy, Washington, DC.
This booklet discusses a variety of topics to help consumers prepare for winter. Tips for the home include: winterizing the home, dealing with a loss of heat or power failure, and what you need to have on hand. Another section gives driving tips and what to do in a storm. Health factors include suggestions for keeping warm, signs and treatment for…
Worrying Thoughts Limit Working Memory Capacity in Math Anxiety
Shi, Zhan; Liu, Peiru
2016-01-01
Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed. PMID:27788235
ERIC Educational Resources Information Center
Deacon, Mary M.
2011-01-01
Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…
Not Available
1990-10-04
The Winter Fuels Report is intended to provide concise, timely information to the industry, the press, policymakers, consumers, analysts, and state and local governments on the following topics: distillate fuel oil net production, imports and stocks for all PADD's and product supplied on a US level; propane net production, imports and stocks for Petroleum Administration for Defense Districts (PADD) I, II, and III; natural gas supply and disposition, underground storage, and consumption for all PADD's; residential and wholesale pricing data for propane and heating oil for those states participating in the joint Energy Information Administration (EIA)/State Heating Oil and Propane Program; crude oil price comparisons for the United States and selected cities; and US total heating degree-days by city. This report will be published weekly by the EIA starting the first week in October 1990 and will continue until the first week in April 1991. The data will also be available electronically after 5:00 p.m. on Thursday during the heating season through the EIA Electronic Publication System (EPUB). 12 tabs.
Not Available
1995-01-27
The Winter Fuels Report is intended to provide concise, timely information to the industry, the press, policymakers, consumers, analysis, and State and local governments on the following topics: distillate fuel oil net production, imports and stocks on a US level and for all Petroleum Administration for Defense Districts (PADD) and product supplied on a US level; propane net production, imports and stocks on a US level and for PADD`s I, II and III; natural gas supply and disposition and underground storage for the US and consumption for all PADD`s, as well as selected National average prices; residential and wholesale pricing data for heating oil and propane for those States participating in the joint Energy Information Administration (EIA)/State Heating Oil and Propane Program; crude oil and petroleum price comparisons for the US and selected cities; and a 6-10 Day, 30-Day and 90-Day outlook for temperature and precipitation and US total heating degree-days by city.
Metacognition and confidence: comparing math to other academic subjects.
Erickson, Shanna; Heit, Evan
2015-01-01
Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.
Metacognition and confidence: comparing math to other academic subjects.
Erickson, Shanna; Heit, Evan
2015-01-01
Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math. PMID:26082742
Metacognition and confidence: comparing math to other academic subjects
Erickson, Shanna; Heit, Evan
2015-01-01
Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math. PMID:26082742
Math Description Engine Software Development Kit
NASA Technical Reports Server (NTRS)
Shelton, Robert O.; Smith, Stephanie L.; Dexter, Dan E.; Hodgson, Terry R.
2010-01-01
The Math Description Engine Software Development Kit (MDE SDK) can be used by software developers to make computer-rendered graphs more accessible to blind and visually-impaired users. The MDE SDK generates alternative graph descriptions in two forms: textual descriptions and non-verbal sound renderings, or sonification. It also enables display of an animated trace of a graph sonification on a visual graph component, with color and line-thickness options for users having low vision or color-related impairments. A set of accessible graphical user interface widgets is provided for operation by end users and for control of accessible graph displays. Version 1.0 of the MDE SDK generates text descriptions for 2D graphs commonly seen in math and science curriculum (and practice). The mathematically rich text descriptions can also serve as a virtual math and science assistant for blind and sighted users, making graphs more accessible for everyone. The MDE SDK has a simple application programming interface (API) that makes it easy for programmers and Web-site developers to make graphs accessible with just a few lines of code. The source code is written in Java for cross-platform compatibility and to take advantage of Java s built-in support for building accessible software application interfaces. Compiled-library and NASA Open Source versions are available with API documentation and Programmer s Guide at http:/ / prim e.jsc.n asa. gov.
NASA Astrophysics Data System (ADS)
Rodriguez Flecha, Samuel
The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. Participants (N=515) were rural high school students from the U.S. Northwest. Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Fifty-three percent of the students rated their math achievement as C or below. Of high math students, 57% were male. Females were 53% of low math students. Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). Math Values play a significant role in students' perceived math achievement. Internal math values (r =.68, R2 =.46, p =.001) influenced perceived math achievement regardless of gender (males: r =.70, R2 =.49, p =.001; females: r =.65, R2 =.43, p =.001), for Latinos (r =.66, R2 =.44, p =.001), and Caucasians (r =.72, R2 =.51, p =.001). External math values (r =.53, R2 =.28, p =.001) influenced perceived math achievement regardless of gender (males: r =.54, R2 =.30, p =.001; females: r =.49, R2 =.24, p =.001), for Latinos (r =.47, R2 =.22, p =.001), and Caucasians (r =.58, R2 =.33, p =.001). Most high-math students indicated an awareness of being good at math at around 11 years old. Low-math students said that they realized that math was difficult for them at approximately 13 years of age. The influence of parents, teachers, and peers may vary at different academic stages. Approximately half of the participants said there was not a person who had significantly impacted their career choice; only a minority said their parents and teachers were influencing them to a STEM career. Parents and teachers are the most influential relationships in students' career choice. More exposure to STEM role models and in a variety of professions is needed. Possible strategies to impact students
Winter Anomaly 1982/83 in Comparison with Earlier Winters (1960-82)
NASA Technical Reports Server (NTRS)
Lastovicka, J.
1984-01-01
The winter anomaly in the winter of 1982/83 is compared with the winter anomalies of earlier winters (1960-82) from the point of view of amplitude and timing of the winter anomaly, and geomagnetic and dynamic activity influences. Some evidence of a negative influence of sudden stratospheric warnings on the winter anomaly is given.
Federal Register 2010, 2011, 2012, 2013, 2014
2013-01-11
... Agency Information Collection Activities; Comment Request; Impact Evaluation of Math Professional... of Collection: Impact Evaluation of Math Professional Development. OMB Control Number: 1850-NEW. Type..., and teachers for a study of math professional development. The study will provide...
Cognitive consistency and math-gender stereotypes in Singaporean children.
Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu
2014-01-01
In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition. PMID:24141205
ERIC Educational Resources Information Center
Rock, JoAnn L.; Courtney, Rosalea; Handwerk, Philip G.
2009-01-01
This study examined math achievement of elementary school students when Math Out of the Box (MTB), an inquiry-based math program, was used to supplement curriculum. The sample consisted of 767 New Jersey students in the third, fourth, and fifth grades, with approximately one third using MTB. Math achievement was measured by an assessment…
Learners in Action, Winter 2005
ERIC Educational Resources Information Center
Movement for Canadian Literacy, 2005
2005-01-01
This Winter 2005 issue of "Learners in Action" contains the following: (1) Proud Dad Turns Family Life Around (Nick Prince); (2) Learners Make a Great Impression at Conference; (3) The Story behind the Story; and (4) Learner Resources.
The Challenge of Winter Backpacking.
ERIC Educational Resources Information Center
Cavanaugh, Michael; Mapes, Alan
1981-01-01
Tips and techniques for safe and enjoyable winter backpacking are offered. Topics covered include cross county skis, snowshoes, clothing, footwear, shelter, sleeping bags, food, hypothermia prevention, as well as general rules and requirements. (CO)
Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph
2015-01-01
Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.
Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph
2015-01-01
Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS. PMID:26648893
Closing the Math Achievement Gap: Institutions Find Success with MyMathLab
ERIC Educational Resources Information Center
Stewart, Pearl
2012-01-01
Institutions find success with Pearson Education's MyMathLab. The Department of Mathematical Sciences at the University of Memphis (UM) reported a narrowing of the achievement gap between Black and White students. According to the study conducted by UM professors and titled "The Effectiveness of Blended Instruction in Postsecondary General…
Changing the Developmental Trajectory in Early Math through a Two-Year Preschool Math Intervention
ERIC Educational Resources Information Center
Starkey, Prentice; Klein, Alice; DeFlorio, Lydia
2013-01-01
There is a national need for effective interventions to improve school readiness and subsequent achievement in mathematics for students from low-income families. The purpose of this study was to implement and evaluate a 2-year preschool math intervention that began at preschool entry when children were 3 years of age and continued through the end…
ERIC Educational Resources Information Center
Hamadneh, Iyad M.; Al-Masaeed, Aslan
2015-01-01
This study aimed at finding out mathematics teachers' attitudes towards photo math application in solving mathematical problems using mobile camera; it also aim to identify significant differences in their attitudes according to their stage of teaching, educational qualifications, and teaching experience. The study used judgmental/purposive…
Math Refresher Workshop Series as an Aid to Registrants of a College Level Math Course.
ERIC Educational Resources Information Center
Boyd, Vivian; And Others
Because the failure rate for Math 110 (a college algebra course for non-science/technology-oriented majors at the University of Maryland) was so high, it was decided to offer selected registrants the opportunity to take a free refresher workshop series to improve their mathematics skills before they took the course. In summer 1985, 809 students…
Exposing the Myth: Advanced Math Does Not Increase Drop out Rates. Math Works
ERIC Educational Resources Information Center
Achieve, Inc., 2013
2013-01-01
A common argument against raising math course-taking requirements for all students is that it will cause more students to drop out of high school. But most students who drop out for academic reasons do so not because they are being "too challenged," but rather because they are not being challenged enough. It is important to raise the rigor and…
Applied Math. Course Materials: Math 111, 112, 113. Seattle Tech Prep Applied Academics Project.
ERIC Educational Resources Information Center
South Seattle Community Coll., Washington.
This publication contains materials for three courses in Applied Math in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" (George B. Neff), which describes the characteristics, model, courses, and coordination activity that make up this…
Con Carino: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners
ERIC Educational Resources Information Center
Lewis, James L.; Ream, Robert K.; Bocian, Kathleen M.; Cardullo, Richard A.; Hammond, Kimberly A.; Fast, Lisa A.
2012-01-01
Background/Context: How do we account for the persistence of below-average math test score performance among California Hispanics who are fluent in English, as well as Spanish-dominant English learners? Recent studies have attributed the problem to an overly rigid focus on "what works" in curriculum and fluency in English to the veritable neglect…
Placing Math Reform: Locating Latino English Learners in Math Classrooms and Communities
ERIC Educational Resources Information Center
Erbstein, Nancy
2015-01-01
This article explores how place matters in public school reform efforts intended to promote more equitable opportunities and outcomes. Qualitative case studies of three California middle schools' eighth grade math reforms and the resulting opportunities for Latino English learners are presented, using the conceptual frameworks of critical human…
ERIC Educational Resources Information Center
Vaille, John; Kushins, Harold
Many school districts around the nation are re-evaluating how they measure student performance in mathematics. Calls have been made for alternative, authentic assessment tools that go beyond simple, and widely ineffective, multiple-choice tests. This book examines how the Fizz & Martina math video series provides students with hands-on practice…
Basic Math Skills and Performance in an Introductory Economics Class
ERIC Educational Resources Information Center
Ballard, Charles L.; Johnson, Marianne F.
2004-01-01
The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student's score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus,…
enVisionMATH. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2013
2013-01-01
"enVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated instruction and…
Integrating Literacy and Math: Strategies for K-6 Teachers
ERIC Educational Resources Information Center
Fogelberg, Ellen; Skalinder, Carole; Satz, Patti; Hiller, Barbara; Bernstein, Lisa; Vitantonio, Sandra
2008-01-01
Many K-6 teachers and students still think of mathematics as a totally separate subject from literacy. Yet incorporating math content into the language arts block helps students gain skills for reading many kinds of texts. Bringing reading, writing, and talking into the math classroom supports the development of conceptual knowledge and problem…
Poems for Math Practice: With 80 Skill-Building Activities
ERIC Educational Resources Information Center
Reynolds, Laureen
2006-01-01
Aimed at students who love math as well as those who dread it, this book adds another dimension to the abstract nature of numbers. Using words and pictures, teachers can help children make the connection between mathematics and their everyday routines and observations. This book includes: (1) 20 illustrated poems; (2) math practice with sorting,…
Accelerated Math[TM]. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2010
2010-01-01
"Accelerated Math"[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in mathematics for students in grades 1-12. "Accelerated Math"[TM] creates individualized assignments that align with state standards and national guidelines, scores student work, and generates formative feedback through…
Brief Report: Gum Chewing Affects Standardized Math Scores in Adolescents
ERIC Educational Resources Information Center
Johnston, Craig A.; Tyler, Chermaine; Stansberry, Sandra A.; Moreno, Jennette P.; Foreyt, John P.
2012-01-01
Gum chewing has been shown to improve cognitive performance in adults; however, gum chewing has not been evaluated in children. This study examined the effects of gum chewing on standardized test scores and class grades of eighth grade math students. Math classes were randomized to a gum chewing (GC) condition that provided students with gum…
Opening the World of Mathematics: The Daily Math Discussion
ERIC Educational Resources Information Center
Donoahue, Zoe
2016-01-01
During the author's everyday math discussions with her class, young children talk about mathematical ideas, theories, and concepts within a predictable structure. These discussions include many concepts from--and beyond--the first-grade math curriculum, and their depth and complexity build throughout the school year. Concepts and skills include…
How Math Anxiety Relates to Number-Space Associations.
Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine
2016-01-01
Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.
Math and Science Gateways to California's Fastest Growing Careers
ERIC Educational Resources Information Center
EdSource, 2008
2008-01-01
Some students--and parents--think math and science are not too important for their future. As everyday life becomes more dependent on technology, most people will need a better background in math and science to succeed in today's global economy. To get high-paying jobs in some of California's fastest-growing occupations, a strong background in…
Math and Science Strategies for English Learners with Learning Disabilities
ERIC Educational Resources Information Center
Peterson, Patricia; Johnson, Gae; Showalter, Stephen
2012-01-01
Students with learning disabilities have significantly lower achievement in math and science than students from the general population. If these students with learning disabilities also are English Learners, the challenges for success in math and science are even more difficult. Teachers need to infuse best practices into their classrooms to…
Effects of Math Anxiety on Student Success in Higher Education
ERIC Educational Resources Information Center
Nunez-Pena, M. I.; Suarez-Pellicioni, M.; Bono, R.
2013-01-01
This study examines whether math anxiety and negative attitudes toward mathematics have an effect on university students' academic achievement in a methodological course forming part of their degree. A total of 193 students were presented with a math anxiety test and some questions about their enjoyment, self-confidence and motivation regarding…
The Effect of Cooperative Groups on Math Anxiety
ERIC Educational Resources Information Center
Batton, Melissa
2010-01-01
Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to…
Math, Science, and Technology in Early Childhood Education.
ERIC Educational Resources Information Center
Bowman, Barbara T.
Given the social importance of math, science and technology knowledge, the importance of establishing competence in a subject area early, and the link between early experience and subsequent achievement, it is puzzling that math, science, and technology do not have greater prominence in the preschool curriculum. This paper reviews some of the…
Math in Plain English: Literacy Strategies for the Mathematics Classroom
ERIC Educational Resources Information Center
Benjamin, Amy
2011-01-01
Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like "value" and "portion" seem to mislead them? Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak,…
An Integration of Math with Auto Technician Courses
ERIC Educational Resources Information Center
Valenzuela, Hector
2012-01-01
This article describes the development of the contextualized math, the course design, student teaching and daily interaction with the students, and the implementation aspects of the research project designed to develop contextualized mathematics and integrate it into the Auto Technician courses. The applied math curriculum was integrated into…
Number Wonders: 171 Activities to Meet Math Standards & Inspire Students
ERIC Educational Resources Information Center
Kuhns, Catherine Jones
2006-01-01
In this book, author Catherine Jones Kuhns introduces student- and teacher-friendly math activities designed to get students thinking like mathematicians and loving mathematics, while addressing content standards through grade 2. She also shows how to make math fun for students, get children actively engaged in learning, create a student-centered…
How Math Anxiety Relates to Number-Space Associations.
Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine
2016-01-01
Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety. PMID:27683570
Teaching Strategies for Effective Fifth Grade Math Intervention
ERIC Educational Resources Information Center
Zank, Alicia A.
2015-01-01
The purpose of the study is to determine what effects explicit and systematic math intervention instruction will have on student's performance on math assessments. The study will focus on a small group of fifth grade students that have been identified as needing targeted intervention (tier 2) and intensive interventions (tier 1) through the…
Using Food to Boost Math and Science Skills
ERIC Educational Resources Information Center
Duffrin, Melanie W.; Cuson, Diane; Phillips, Sharon K.
2005-01-01
There is a clear need for improved math and science education, according to the National Institutes of Health, National Science Foundation, and National Science Board. The Food, Math and Science Teaching Enhancement Resource (FoodMASTER) Initiative was developed in response to this need. The FoodMASTER Initiative is a compilation of programs aimed…
Math Disabilities and Reading Disabilities: Can They Be Separated?
ERIC Educational Resources Information Center
Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua
2009-01-01
This article synthesizes some of the published literature that selectively compares the cognitive functioning of children with math disabilities (MDs) with average-achieving children and poor readers (children with reading disabilities [RDs] or comorbid disabilities [RDs + MDs]). All studies in the synthesis report reading, IQ, and math scores for…
CYBERCHASE: The Interactive Math Adventure Series Enters Its Fifth Season
ERIC Educational Resources Information Center
Donlevy, Jim
2006-01-01
CYBERCHASE, an interactive math-based adventure series for young viewers, is entering its fifth season on public broadcasting stations in the United States. This article explore season highlights and suggests benefits of using CYBERCHASE to supplement math lessons in school and at home.
Math, Science Academies Favored to Challenge Top-Tier Students
ERIC Educational Resources Information Center
Cavanagh, Sean
2006-01-01
This article focuses on the specialized academies in math and science, aimed at serving students for whom even a rigorous high school lineup of college-preparatory and honors courses is not enough. Math and science academies have been a fixture in states and school districts for decades, but they are drawing renewed interest as educators and…
Making Math Fun! Teaming and Creative Scheduling Is the Key.
ERIC Educational Resources Information Center
Tozloski, Judith H.
1995-01-01
Describes the effort of a middle-school teacher to incorporate heterogeneous grouping into her math class. One day per week, heterogeneously grouped math students worked in teams to solve and present solutions to different kinds of logic problems. Suggests that flexibility and freedom to be creative are the keys for incorporating new ideas into…
Integrating Vocational Competencies and Math Skills. Industrial Education.
ERIC Educational Resources Information Center
Missouri Univ., Columbia. Instructional Materials Lab.
This document is designed to help teachers identify those math skills that students must master to complete the vocational competencies taught in industrial education classes. Included in the document are 10 program area/math skills matrices that were developed as a result of a research development project during which secondary-level Missouri…
School Subtracts Math Texts to Add E-Lessons, Tests
ERIC Educational Resources Information Center
Trotter, Andrew
2007-01-01
This article discusses how math teachers at San Marcos High School turned to an online curriculum and in-class assessments to increase student achievement. Setting aside their 7-year-old textbooks, teachers filled the void largely with an online math curriculum, called Agile Mind, that comes equipped with an array of assessment tools. The idea was…
Basic Math Skills and Performance in an Introductory Statistics Course
ERIC Educational Resources Information Center
Johnson, Marianne; Kuennen, Eric
2006-01-01
We identify the student characteristics most associated with success in an introductory business statistics class, placing special focus on the relationship between student math skills and course performance, as measured by student grade in the course. To determine which math skills are important for student success, we examine (1) whether the…
EASI Street to Science and Math for K-12 Students.
ERIC Educational Resources Information Center
Cunningham, Carmela; Noble, Steve
This paper discusses the poor preparation of children with disabilities in math and science fields, and the perception that students with disabilities are not capable of doing work in science and math, which is often reinforced by teachers and parents. It is argued that the low expectations and waived requirements for children with disabilities…
Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms
ERIC Educational Resources Information Center
Bottge, Brian A.; Toland, Michael D.; Gassaway, Linda; Butler, Mark; Choo, Sam; Griffen, Ann Katherine; Ma, Xin
2015-01-01
The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general…
Analyzing Math-to-Mastery through Brief Experimental Analysis
ERIC Educational Resources Information Center
Everett, Gregory E.; Swift, Honora S.; McKenney, Elizabeth L. W.; Jewell, Jeremy D.
2016-01-01
The current study evaluated the effectiveness of individualized math-to-mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary-aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific…
Project Shuttle simulation math model coordination catalog, revision 1
NASA Technical Reports Server (NTRS)
1974-01-01
A catalog is presented of subsystem and environment math models used or planned for space shuttle simulations. The purpose is to facilitate sharing of similar math models between shuttle simulations. It provides information on mach model requirements, formulations, schedules, and contact persons for further information.
Math and Economics: Implementing Authentic Instruction in Grades K-5
ERIC Educational Resources Information Center
Althauser, Krista; Harter, Cynthia
2016-01-01
The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The "Economics: Math in Real Life" program was provided in…
Childcare Quality and Preschoolers' Math Development
ERIC Educational Resources Information Center
Choi, Ji Young; Dobbs-Oates, Jennifer
2014-01-01
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…
Remediation of Math Anxiety in Preservice Elementary School Teachers
ERIC Educational Resources Information Center
Dunkle, Susan M.
2010-01-01
The purpose of this study was to measure the level of math anxiety in preservice elementary teachers, and then to determine if remediation methods would lower the measured level of anxiety in these same preservice teachers. The 10-day study provided an intense remediation using a time-series design to measure change on the Revised Math Anxiety…
Classroom Discussions: Seeing Math Discourse in Action, Grades K-6
ERIC Educational Resources Information Center
Anderson, Nancy; Chapin, Suzanne; O'Connor, Cathy
2011-01-01
"Classroom Discussions: Seeing Math Discourse in Action, Grades K-6" provides preservice and inservice instructors, coaches and facilitators with real, classroom-based video examples that illustrate the principles and practices covered in the authors' best-selling book, "Classroom Discussions: Using Math Talk to Help Students Learn, Grade K-6,…
The Math Promise: Celebrating at Home and School
ERIC Educational Resources Information Center
Legnard, Danielle; Austin, Susan
2014-01-01
The Math Promise is a contract that family members make with one another. They commit to spending mathematical time together; getting to know each other's mathematical thinking and understanding; and finding time to play math games, solve problems, and notice mathematics in their daily lives. Whether parents and children are cooking in the…
Elementary School Math. What Works Clearinghouse Topic Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2007
2007-01-01
The What Works Clearinghouse (WWC) looked at elementary school math curricula designed to promote math knowledge and skills among elementary school students (average ages 5 to 10 years). Curricula included in this review are replicable, materials-based instructional programs that cover one or more of the following content areas: numbers,…
Recruiting Effective Math Teachers: Evidence from New York City
ERIC Educational Resources Information Center
Boyd, Donald; Grossman, Pamela; Hammerness, Karen; Lankford, Hamilton; Loeb, Susanna; Ronfeldt, Matthew; Wyckoff, James
2012-01-01
For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. In response to the need for qualified math teachers and the difficulty of directly recruiting individuals who have already completed the math content required for qualification, some districts, including Baltimore,…
Variance in Math Achievement Attributable to Visual Cognitive Constructs
ERIC Educational Resources Information Center
Oehlert, Jeremy J.
2012-01-01
Previous research has reported positive correlations between math achievement and the cognitive constructs of spatial visualization, working memory, and general intelligence; however, no single study has assessed variance in math achievement attributable to all three constructs, examined in combination. The current study fills this gap in the…
Math Sense: The Look, Sound, and Feel of Effective Instruction
ERIC Educational Resources Information Center
Moynihan, Christine
2012-01-01
How is that you can walk into a classroom and gain an overall sense of the quality of math instruction taking place there? What contributes to getting that sense? In "Math Sense," Chris Moynihan explores some of the components that comprise the look, sound, and feel of effective teaching and learning. Does the landscape of the classroom feature…
Preservice Teachers' Observations of Children's Learning during Family Math Night
ERIC Educational Resources Information Center
Kurz, Terri L.; Kokic, Ivana Batarelo
2011-01-01
Family math night can easily be implemented into mathematics methodology courses providing an opportunity for field-based learning. Preservice teachers were asked to develop and implement an inquiry-based activity at a family math night event held at a local school with personnel, elementary children and their parents in attendance. This action…
How Math Anxiety Relates to Number–Space Associations
Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine
2016-01-01
Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number–space associations constitute a potential risk factor of math anxiety.
Math Anxiety: Some Suggested Causes and Cures: Part 1.
ERIC Educational Resources Information Center
Hilton, Peter
1980-01-01
Six features of a traditional mathematics curriculum that help establish math avoidance are discussed. Math avoidance is viewed as a natural reaction to so much of the experience of the student in situations euphemistically described as the learning of mathematics. (Author/MK)
Does Chronometry Have a Place in Assessing Math Disorders?
ERIC Educational Resources Information Center
Beaujean, A. Alexander; Knoop, Andrew; Holliday, Gregory
2006-01-01
The purpose of this pilot study was to determine if a single math-based chronometric task could accurately discriminate between college students with and without a diagnosed math disorder. Analyzing data from 31 students (6 in the case group, 25 in the clinical comparison group), it was found that the single chronometric task could accurately…
Saxon Elementary School Math. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2006
2006-01-01
The What Works Clearinghouse (WWC) reviewed seven studies of the "Saxon Elementary School Math program." A distinguishing feature of "Saxon Elementary School Math" is its use of a distributed approach, as opposed to a chapter-based approach, for instruction and assessment. One of these studies met WWC standards with reservations and the remaining…
Saxon Elementary School Math. Revised. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2007
2007-01-01
"Saxon Elementary School Math," published by Harcourt Achieve, is a core curriculum for students in kindergarten through grade 5. A distinguishing feature of "Saxon Elementary School Math" is its use of a distributed approach, as opposed to a chapter-based approach, for instruction and assessment. The program is built on the premise that students…
How Math Anxiety Relates to Number–Space Associations
Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine
2016-01-01
Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number–space associations constitute a potential risk factor of math anxiety. PMID:27683570
Cognitive Correlates of Math Skills in Third-Grade Students
ERIC Educational Resources Information Center
Mannamaa, Mairi; Kikas, Eve; Peets, Katlin; Palu, Anu
2012-01-01
Math achievement is not a unidimensional construct but includes different skills that require different cognitive abilities. The focus of this study was to examine associations between a number of cognitive abilities and three domains of math skills (knowing, applying and problem solving) simultaneously in a multivariate framework. Participants…
Student Math Achievement and Out-of-Field Teaching
ERIC Educational Resources Information Center
Hill, Jason G.; Dalton, Ben
2013-01-01
This study investigates the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics' High School Longitudinal Study of 2009 (HSLS:09). The authors discuss the limitations of existing data sources for measuring teacher qualifications, such as the Schools and Staffing…
Technology Outlook on Math and Science: Conversations with Experts.
ERIC Educational Resources Information Center
Stinson, Joseph
1993-01-01
Discusses the use of educational technology for science and math instruction in elementary and secondary schools through conversations with six curriculum specialists and administrators. Highlights include the use of IBM and Macintosh hardware and software; hand-held computers; integrated learning systems; math workstations; computer simulations;…
The Reliability of Randomly Generated Math Curriculum-Based Measurements
ERIC Educational Resources Information Center
Strait, Gerald G.; Smith, Bradley H.; Pender, Carolyn; Malone, Patrick S.; Roberts, Jarod; Hall, John D.
2015-01-01
"Curriculum-Based Measurement" (CBM) is a direct method of academic assessment used to screen and evaluate students' skills and monitor their responses to academic instruction and intervention. Interventioncentral.org offers a math worksheet generator at no cost that creates randomly generated "math curriculum-based measures"…
Integrating Science and Math in Vocational Education. ERIC Digest.
ERIC Educational Resources Information Center
Lankard, Bettina A.
Although science and math are increasingly important in the workplace, many students, especially females, avoid these subjects. One route to the achievement of National Education Goal 3--increasing student competence in challenging subject matter--is through integration of vocational education with science and math, enabling students to apply…
We Need to Invest in Math and Science Teachers
ERIC Educational Resources Information Center
Darling-Hammond, Linda
2007-01-01
Aggressive federal recruitment and training programs for teachers during the 1970s created a brief respite, but those programs ended in the early 1980s. Severe shortages of math and science teachers were rampant again by the 1990s and continue today. Especially in predominantly minority schools, many math and science courses are now taught by…
The Impact of TESOL on Maths and Science Teachers
ERIC Educational Resources Information Center
Feryok, Anne
2008-01-01
This article looks at a teacher trainer development programme designed in response to the shift from Malay-medium to English-medium instruction in Malaysian secondary maths and science teaching. The programme presented a group of 25 Malaysian maths and science teachers with principles and methods from teaching English to speakers of other…
Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.
Buelow, Melissa T; Frakey, Laura L
2013-06-01
Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.
Stereotype threat and arousal: effects on women's math performance.
O'Brien, Laurie T; Crandall, Christian S
2003-06-01
Theories of arousal suggest that arousal should decrease performance on difficult tasks and increase performance on easy tasks. An experiment tested the hypothesis that the effects of stereotype threat on performance are due to heightened arousal. The authors hypothesized that telling participants that a math test they are about to take is known to have gender differences would cause stereotype threat in women but not in men. In the experiment, each participant took two tests--a difficult math test and an easy math test. Compared to women in a "no differences" condition, women in the "gender differences" condition scored better on the easy math test and worse on the difficult math test. Men's performance was unaffected by the manipulation. These data are consistent with an arousal-based explanation of stereotype threat effects. Data were inconsistent with expectancy, evaluation apprehension, and persistence explanations of the stereotype threat phenomenon.
ERIC Educational Resources Information Center
Rimbey, Kimberly
2008-01-01
Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Let's Go to the Mall! Explorations in Combinatorics," which teachers can use to enhance…
ERIC Educational Resources Information Center
Caban-Vazquez, Vilma
2010-01-01
The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this…
Building a Math-Positive Culture: How to Support Great Math Teaching in Your School (ASCD Arias)
ERIC Educational Resources Information Center
Seeley, Cathy L.
2016-01-01
Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, turns the spotlight on administrative leaders who are seeking to improve their math programs, offering an overview of what an effective program looks like and examples of actions to take to achieve that goal. "Building a Math-Positive Culture" addresses…
ERIC Educational Resources Information Center
Spann, Mary Beth
This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…
ERIC Educational Resources Information Center
Boyd, Donald; Grossman, Pam; Hammerness, Karen; Lankford, Hamilton; Loeb, Susanna; Ronfeldt, Mathew; Wyckoff, James
2010-01-01
School districts often struggle to recruit and retain effective math teachers. Alternative-route certification programs aim to expand the pool of teachers available; however, many alternate routes have not been able to attract large numbers of teacher candidates with undergraduate degrees in math. In response, some districts, including Baltimore,…
Silk, Kami J; Parrott, Roxanne L
2014-01-01
Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.
Nuclear winter attracts additional scrutiny
Smith, R.J.
1984-07-06
Prodded by the Natural Resources Defense Council, Congress has asked the Pentagon to provide what amounts to an environmental impact statement on the potential for nuclear weapons explosions to create enough soot and dust to cause a nuclear winter. The request has implications for arms control and civil defense as well as for weapons procurement and deployment. Little attention was given to the atmospheric and climatic effects of nuclear war until the nuclear winter concept was introduced in October of 1983. Only the Navy and the DOE took steps to follow up until pressure was put on Congress and the Pentagon for further study. Pentagon criticism of the nuclear winter presentation argues that the scenario assumptions that cities will be targeted and that a conflict will involve 5000-6500 megatons are incorrect.
Winter Outdoor Education Activities: Snowshoes and Exploring the Winter Environment.
ERIC Educational Resources Information Center
Matthews, Bruce E.; And Others
Designed as a resource base upon which elementary school educators can build outdoor learning experiences, this resource packet contains a basic, multidisciplinary snowshoeing lesson plan, pre- and post-trip suggestions, and suggestions for further winter outdoor study on snowshoes. Specifically, there are narratives and illustrations addressed at…
Math Intervention Teachers' Pedagogical Content Knowledge and Student Achievement
ERIC Educational Resources Information Center
Waller, Lisa Ivey
2012-01-01
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…
Is Math Anxiety a Local Phenomenon? A Study of Prevalence and Dimensionality.
ERIC Educational Resources Information Center
Resnick, Harvey; And Others
1982-01-01
Investigated the prevalence and correlates of math anxiety among college freshmen (N=1,045) and studied its dimensionality based on one measure of math anxiety, the Math Anxiety Rating Scale (MARS). Results indicated most college freshmen reported low levels of math anxiety and that there were no large sex differences. (Author)
The Effects of a Math Racetrack with Two Elementary Students with Learning Disabilities
ERIC Educational Resources Information Center
Beveridge, Breann R.; Weber, Kimberly P.; Derby, K. Mark; McLaughlin, T. F.
2005-01-01
A classroom intervention employing math racetracks was carried out to teach math facts to two elementary students with learning disabilities. A math racetrack is a drill and practice procedure where known and unknown facts are placed on a sheet of paper like an oval racetrack. The effectiveness of using math racetracks was evaluated with a…
Examining the Effectiveness of TouchMath with Students with Physical Disabilities
ERIC Educational Resources Information Center
Avant, Mary Jane Thompson; Heller, Kathryn Wolff
2011-01-01
One of the most fundamental math skills for students to learn is basic computational skills. Students who have difficulty learning math skills may benefit from representational approaches, such as TouchMath. A multiprobe, multiple baseline, across-participants design was used in this study to investigate the use of TouchMath with students with…
Contextual Factors Related to Math Anxiety in Second-Grade Children
ERIC Educational Resources Information Center
Jameson, Molly M.
2014-01-01
As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students' poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research.…
Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability
ERIC Educational Resources Information Center
Browder, Diane M.; Jimenez, Bree A.; Trela, Katherine
2012-01-01
The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher…
Using Math Journals to Enhance Second Graders' Communication of Mathematical Thinking
ERIC Educational Resources Information Center
Kostos, Kathleen; Shin, Eui-kyung
2010-01-01
As an action research project, using mixed methodology, this study investigated how the use of math journals affected second grade students' communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering included pre- and post- math assessment, students' math journals, interviews with the…
Supporting English Language Learners in Math Class, Grades 6-8
ERIC Educational Resources Information Center
Melanese, Kathy; Chung, Luz; Forbes, Cheryl
2011-01-01
This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…
Is There a Causal Effect of High School Math on Labor Market Outcomes?
ERIC Educational Resources Information Center
Joensen, Juanna Schroter; Nielsen, Helena Skyt
2009-01-01
In this paper, we exploit a high school pilot scheme to identify the causal effect of advanced high school math on labor market outcomes. The pilot scheme reduced the costs of choosing advanced math because it allowed for a more flexible combination of math with other courses. We find clear evidence of a causal relationship between math and…
Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children with Math Difficulties
ERIC Educational Resources Information Center
Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn
2009-01-01
Errors in written multi-digit computation were investigated in children with math difficulties. Third- and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low…
Nursing students' confidence in medication calculations predicts math exam performance.
Andrew, Sharon; Salamonson, Yenna; Halcomb, Elizabeth J
2009-02-01
The aim of this study was to examine the psychometric properties, including predictive validity, of the newly-developed nursing self-efficacy for mathematics (NSE-Math). The NSE-Math is a 12 item scale that comprises items related to mathematic and arithmetic concepts underpinning medication calculations. The NSE-Math instrument was administered to second year Bachelor of Nursing students enrolled in a nursing practice subject. Students' academic results for a compulsory medication calculation examination for this subject were collected. One-hundred and twelve students (73%) completed both the NSE-Math instrument and the drug calculation assessment task. The NSE-Math demonstrated two factors 'Confidence in application of mathematic concepts to nursing practice' and 'Confidence in arithmetic concepts' with 63.5% of variance explained. Cronbach alpha for the scale was 0.90. The NSE-Math demonstrated predictive validity with the medication calculation examination results (p=0.009). Psychometric testing suggests the NSE-Math is a valid measure of mathematics self-efficacy of second year nursing students.
Insecure attachment is associated with math anxiety in middle childhood.
Bosmans, Guy; De Smedt, Bert
2015-01-01
Children's anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (M age = 10.34 years; SD age = 0.63) filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex, and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.
Is Approximate Number Precision a Stable Predictor of Math Ability?
Libertus, Melissa E.; Feigenson, Lisa; Halberda, Justin
2013-01-01
Previous research shows that children’s ability to estimate numbers of items using their Approximate Number System (ANS) predicts later math ability. To more closely examine the predictive role of early ANS acuity on later abilities, we assessed the ANS acuity, math ability, and expressive vocabulary of preschoolers twice, six months apart. We also administered attention and memory span tasks to ask whether the previously reported association between ANS acuity and math ability is ANS-specific or attributable to domain-general cognitive skills. We found that early ANS acuity predicted math ability six months later, even when controlling for individual differences in age, expressive vocabulary, and math ability at the initial testing. In addition, ANS acuity was a unique concurrent predictor of math ability above and beyond expressive vocabulary, attention, and memory span. These findings of a predictive relationship between early ANS acuity and later math ability add to the growing evidence for the importance of early numerical estimation skills. PMID:23814453
Insecure attachment is associated with math anxiety in middle childhood
Bosmans, Guy; De Smedt, Bert
2015-01-01
Children’s anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (Mage = 10.34 years; SDage = 0.63) filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex, and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent–child attachment relationships. PMID:26528233
Distribution patterns during winter and fidelity to wintering areas of American black ducks
Diefenbach, D.R.; Nichols, J.D.; Hines, J.E.
1988-01-01
The distribution patterns during winter of American black ducks were compared among age-sex classes using band recivery data. In addition, fidelity to wintering areas was compared between sexes and between coastal and inland wintering sites.
Are Students with High Ability in Math More Motivated in Math and Science than Other Students?
ERIC Educational Resources Information Center
Andersen, Lori; Cross, Tracy L.
2014-01-01
Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2)…
Learning through a Winter's Tale
ERIC Educational Resources Information Center
Vidotto, Kristie
2010-01-01
In this article, the author shares her experience during the final semester of Year 11 Theatre Studies when she performed a monologue about Hermione from "The Winter's Tale". This experience was extremely significant to her because it nearly made her lose faith in one of the most important parts of her life, drama. She believes this experience,…
Reducing winter injury in blackberries
Technology Transfer Automated Retrieval System (TEKTRAN)
We evaluated the combination of primocane training and cane positioning techniques using a rotatable cross-arm (RCA) trellis system and covering plants in winter to protect buds and canes from freezing temperatures in ‘Apache’, ‘Boysenberry’, ‘Siskiyou’, and ‘Triple Crown’ blackberry. After tying p...
Social Capital, Information, and Socioeconomic Disparities in Math Coursework
Crosnoe, Robert; Schneider, Barbara
2011-01-01
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 from more privileged backgrounds persist in math coursework even when their prior performance predicts they will not. Among students with low middle school math performance, those from socioeconomically disadvantaged families appear to benefit from having consultants for coursework decisions, so that they make up ground with their socioeconomically advantaged peers. PMID:21743762
Math anxiety in second and third graders and its relation to mathematics achievement.
Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod
2012-01-01
Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement
Project TIMS (Teaching Integrated Math/Science)
NASA Technical Reports Server (NTRS)
Edwards, Leo, Jr.
1993-01-01
The goal of this project is to increase the scientific knowledge and appreciation bases and skills of pre-service and in-service middle school teachers, so as to impact positively on teaching, learning, and student retention. This report lists the objectives and summarizes the progress thus far. Included is the working draft of the TIMS (Teaching Integrated Math/Science) curriculum outline. Seven of the eight instructional subject-oriented modules are also included. The modules include informative materials and corresponding questions and educational activities in a textbook format. The subjects included here are the universe and stars; the sun and its place in the universe; our solar system; astronomical instruments and scientific measurements; the moon and eclipses; the earth's atmosphere: its nature and composition; and the earth: directions, time, and seasons. The module not included regards winds and circulation.
Math/science education action conference report
Not Available
1990-05-01
On October 8--10, 1989, the US Department of Energy, the Lawrence Hall of Science, and the Lawrence Berkeley Laboratory sponsored a Math/Science Education Action Conference in Berkeley, California. The conference was co-chaired by Admiral James D. Watkins, Secretary of Energy, and Dr. Glenn T. Seaborg Chairman of the Lawrence Hall of Science. Nearly 250 scientists, educators, business executives, and government leaders came together to develop a concrete plan of action for restructuring and revitalizing mathematics and science education. Their target was to improve education for an entire cohort of children--the Class of 2007, the children born this school year--and their governing principle was one of collaboration, both between Federal agencies, and between public and private sectors. The report of the conference co-chairmen and participants is provided in this document. 41 figs.
Hughes, Nicole M; Burkey, Kent O; Cavender-Bares, Jeannine; Smith, William K
2012-03-01
Leaves of many angiosperm evergreen species change colour from green to red during winter, corresponding with the synthesis of anthocyanin pigments. The ecophysiological function of winter colour change (if any), and why it occurs in some species and not others, are not yet understood. It was hypothesized that anthocyanins play a compensatory photoprotective role in species with limited capacity for energy dissipation. Seasonal xanthophyll pigment content, chlorophyll fluorescence, leaf nitrogen, and low molecular weight antioxidants (LMWA) of five winter-red and five winter-green angiosperm evergreen species were compared. Our results showed no difference in seasonal xanthophyll pigment content (V+A+Z g(-1) leaf dry mass) or LMWA between winter-red and winter-green species, indicating red-leafed species are not deficient in their capacity for non-photochemical energy dissipation via these mechanisms. Winter-red and winter-green species also did not differ in percentage leaf nitrogen, corroborating previous studies showing no difference in seasonal photosynthesis under saturating irradiance. Consistent with a photoprotective function of anthocyanin, winter-red species had significantly lower xanthophyll content per unit chlorophyll and less sustained photoinhibition than winter-green species (i.e. higher pre-dawn F(v)/F(m) and a lower proportion of de-epoxidized xanthophylls retained overnight). Red-leafed species also maintained a higher maximum quantum yield efficiency of PSII at midday (F'(v)/F'(m)) during winter, and showed characteristics of shade acclimation (positive correlation between anthocyanin and chlorophyll content, and negative correlation with chlorophyll a/b). These results suggest that the capacity for photon energy dissipation (photochemical and non-photochemical) is not limited in red-leafed species, and that anthocyanins more likely function as an alternative photoprotective strategy to increased VAZ/Chl during winter.
Wintering ecology of adult North American ospreys
Washburn, Brian E.; Martell, Mark S.; Bierregaard, Richard O.; Henny, Charles J.; Dorr, Brian S.; Olexa, Thomas J.
2014-01-01
North American Ospreys (Pandion haliaetus) typically migrate long distances to their wintering grounds in the tropics. Beyond the general distribution of their wintering range (i.e., the Caribbean, South America, and Central America), very little is known about the wintering ecology of these birds. We used satellite telemetry to determine the duration of wintering period, to examine the characteristics of wintering areas used by Ospreys, and to quantify space use and activity patterns of wintering Ospreys. Adult Ospreys migrated to wintering sites and exhibited high wintering site fidelity among years. Overall, Ospreys wintered on river systems (50.6%) more than on lakes (19.0%), and use of coastal areas was (30.4%) intermediate. Ospreys remained on their wintering grounds for an average of 154 d for males and 167 d for females. Locations of wintering Ospreys obtained via GPS-capable satellite telemetry suggest these birds move infrequently and their movements are very localized (i.e., 2 and 1.4 km2, respectively. Overall, our findings suggest wintering adult North American Ospreys are very sedentary, demonstrating a pattern of limited daily movements and high fidelity to a few select locations (presumably roosts). We suggest this wintering strategy might be effective for reducing the risk of mortality and maximizing energy conservation.
Winter movement dynamics of Black Brant
Lindberg, Mark S.; Ward, David H.; Tibbitts, T. Lee; Roser, John
2007-01-01
Although North American geese are managed based on their breeding distributions, the dynamics of those breeding populations may be affected by events that occur during the winter. Birth rates of capital breeding geese may be influenced by wintering conditions, mortality may be influenced by timing of migration and wintering distribution, and immigration and emigration among breeding populations may depend on winter movement and timing of pair formation. We examined factors affecting movements of black brant (Branta bernicla nigricans) among their primary wintering sites in Mexico and southern California, USA, (Mar 1998-Mar 2000) using capture-recapture models. Although brant exhibited high probability (>0.85) of monthly and annual fidelity to the wintering sites we sampled, we observed movements among all wintering sites. Movement probabilities both within and among winters were negatively related to distance between sites. We observed a higher probability both of southward movement between winters (Mar to Dec) and northward movement between months within winters. Between-winter movements were probably most strongly affected by spatial and temporal variation in habitat quality as we saw movement patterns consistent with contrasting environmental conditions (e.g., La Niña and El Niño southern oscillation cycles). Month-to-month movements were related to migration patterns and may also have been affected by differences in habitat conditions among sites. Patterns of winter movements indicate that a network of wintering sites may be necessary for effective conservation of brant.
Mattarella-Micke, Andrew; Mateo, Jill; Kozak, Megan N; Foster, Katherine; Beilock, Sian L
2011-08-01
In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For higher WM individuals high in math-anxiety, the higher their concentration of salivary cortisol following the math task, the worse their performance. In contrast, for higher WM individuals lower in math-anxiety, the higher their salivary cortisol concentrations, the better their performance. For individuals who have the capacity to perform at a high-level (higher WMs), whether physiological arousal will lead an individual to choke or thrive depends on math-anxiety.
Proprioceptor pathway development is dependent on Math1
NASA Technical Reports Server (NTRS)
Bermingham, N. A.; Hassan, B. A.; Wang, V. Y.; Fernandez, M.; Banfi, S.; Bellen, H. J.; Fritzsch, B.; Zoghbi, H. Y.
2001-01-01
The proprioceptive system provides continuous positional information on the limbs and body to the thalamus, cortex, pontine nucleus, and cerebellum. We showed previously that the basic helix-loop-helix transcription factor Math1 is essential for the development of certain components of the proprioceptive pathway, including inner-ear hair cells, cerebellar granule neurons, and the pontine nuclei. Here, we demonstrate that Math1 null embryos lack the D1 interneurons and that these interneurons give rise to a subset of proprioceptor interneurons and the spinocerebellar and cuneocerebellar tracts. We also identify three downstream genes of Math1 (Lh2A, Lh2B, and Barhl1) and establish that Math1 governs the development of multiple components of the proprioceptive pathway.
Help Students Tunnel Their Way to Math and Writing Skills.
ERIC Educational Resources Information Center
MacMath, Russ
1987-01-01
A teacher describes how a cardboard box tunnel was used to capitalize on children's fascination with boxes. The finished tunnel offers opportunities for honing math and writing skills. Layouts for tunnels and related activities are suggested. (MT)
Going Green: the Bohn-Meyer Math-Science Odyssey
More than 200 seventh-graders recently experienced a variety of hands-on learning activities during the 2011 Bohn-Meyer Math and Science Odyssey at Antelope Valley College in Lancaster, Calif. Spon...
Math and science illiteracy: Social and economic impacts
Williams, J.L.
1994-05-01
Today`s highly competitive global economy is being driven by increasingly rapid technological development. This paper explores the problems of math and science illiteracy in the United States and the potential impact on our economic survival in this environment during the next century. Established educational methods that reward task performance, emphasize passive lecture, and fail to demonstrate relevance to real life are partly to blame. Social norms, stereotypes, and race and gender bias also have an impact. To address this crisis, we need to question the philosophy of an educational system that values task over concept. Many schools have already initiated programs at all grade levels to make math and science learning more relevant, stimulating, and fun. Teaching methods that integrate math and science learning with teamwork, social context, and other academic subjects promote the development of higher-order thinking skills and help students see math and science as necessary skills.
Is Discrete Mathematics the New Math of the Eighties?
ERIC Educational Resources Information Center
Hart, Eric W.
1985-01-01
Considered are what discrete mathematics includes, some parallels and differences between new math and discrete mathematics (listed in a table), and lessons to be learned. A list of references is included. (MNS)
GOES Satellite Movie of 2014 Winter Storms
This new animation of NOAA's GOES-East satellite imagery shows the movement of winter storms from January 1 to March 24 making for a snowier-than-normal winter along the U.S. East coast and Midwest...
36 CFR 1002.19 - Winter activities.
Code of Federal Regulations, 2013 CFR
2013-07-01
... RECREATION § 1002.19 Winter activities. (a) Skiing, snowshoeing, ice skating, sledding, innertubing, tobogganing and similar winter sports are prohibited on Presidio Trust roads and in parking areas open...
36 CFR 1002.19 - Winter activities.
Code of Federal Regulations, 2011 CFR
2011-07-01
... RECREATION § 1002.19 Winter activities. (a) Skiing, snowshoeing, ice skating, sledding, innertubing, tobogganing and similar winter sports are prohibited on Presidio Trust roads and in parking areas open...
36 CFR 1002.19 - Winter activities.
Code of Federal Regulations, 2012 CFR
2012-07-01
... RECREATION § 1002.19 Winter activities. (a) Skiing, snowshoeing, ice skating, sledding, innertubing, tobogganing and similar winter sports are prohibited on Presidio Trust roads and in parking areas open...
ERIC Educational Resources Information Center
Woodard, Teresa
2004-01-01
Having taught developmental mathematics for a number of years, the author is keenly aware of the effects of math anxiety on developmental math students. Math-anxious students complain of such things as nervousness, inability to concentrate, a blank mind, and a feeling of sickness when they are confronted with taking a math test. Math anxiety is…
STS-2: SAIL non-avionics subsystems math model requirements
NASA Technical Reports Server (NTRS)
Bennett, W. P.; Herold, R. W.
1980-01-01
Simulation of the STS-2 Shuttle nonavionics subsystems in the shuttle avionics integration laboratory (SAIL) is necessary for verification of the integrated shuttle avionics system. The math model (simulation) requirements for each of the nonavionics subsystems that interfaces with the Shuttle avionics system is documented and a single source document for controlling approved changes (by the SAIL change control panel) to the math models is provided.
Undergraduate nursing students' perceptions regarding factors that affect math abilities
NASA Astrophysics Data System (ADS)
Pyo, Katrina A.
2011-07-01
A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.
Motivation for math in rural schools: student and teacher perspectives
NASA Astrophysics Data System (ADS)
Hardré, Patricia L.
2011-06-01
Rural schools, students, teachers, administrators, families and community leaders face unique challenges from those of their urban and suburban counterparts. This paper investigates motivation in rural secondary schools, with a particular focus on mathematics, from teacher and student perspectives. It integrates recent research on math learning and motivation from the fields of educational psychology, human neuroscience and rural education, to present an integrated systemic view of motivation for learning math in rural schools.
ERIC Educational Resources Information Center
Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.
2012-01-01
The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…
Winter cover crops influence Amaranthus palmeri establishment
Technology Transfer Automated Retrieval System (TEKTRAN)
Winter cover crops were evaluated for their effect on Palmer amaranth (PA) suppression in cotton production. Cover crops examined included rye and four winter legumes: narrow-leaf lupine, crimson clover, Austrian winter pea, and cahaba vetch. Each legume was evaluated alone and in a mixture with rye...
Training the approximate number system improves math proficiency.
Park, Joonkoo; Brannon, Elizabeth M
2013-10-01
Humans and nonhuman animals share an approximate number system (ANS) that permits estimation and rough calculation of quantities without symbols. Recent studies show a correlation between the acuity of the ANS and performance in symbolic math throughout development and into adulthood, which suggests that the ANS may serve as a cognitive foundation for the uniquely human capacity for symbolic math. Such a proposition leads to the untested prediction that training aimed at improving ANS performance will transfer to improvement in symbolic-math ability. In the two experiments reported here, we showed that ANS training on approximate addition and subtraction of arrays of dots selectively improved symbolic addition and subtraction. This finding strongly supports the hypothesis that complex math skills are fundamentally linked to rudimentary preverbal quantitative abilities and provides the first direct evidence that the ANS and symbolic math may be causally related. It also raises the possibility that interventions aimed at the ANS could benefit children and adults who struggle with math.
Dynamic social power modulates neural basis of math calculation
Harada, Tokiko; Bridge, Donna J.; Chiao, Joan Y.
2013-01-01
Both situational (e.g., perceived power) and sustained social factors (e.g., cultural stereotypes) are known to affect how people academically perform, particularly in the domain of mathematics. The ability to compute even simple mathematics, such as addition, relies on distinct neural circuitry within the inferior parietal and inferior frontal lobes, brain regions where magnitude representation and addition are performed. Despite prior behavioral evidence of social influence on academic performance, little is known about whether or not temporarily heightening a person's sense of power may influence the neural bases of math calculation. Here we primed female participants with either high or low power (LP) and then measured neural response while they performed exact and approximate math problems. We found that priming power affected math performance; specifically, females primed with high power (HP) performed better on approximate math calculation compared to females primed with LP. Furthermore, neural response within the left inferior frontal gyrus (IFG), a region previously associated with cognitive interference, was reduced for females in the HP compared to LP group. Taken together, these results indicate that even temporarily heightening a person's sense of social power can increase their math performance, possibly by reducing cognitive interference during math performance. PMID:23390415
Winter mortality and its causes.
Keatinge, W R
2002-11-01
In the 1970s scientific research focussed for the first time on dramatic rises in mortality every winter, and on smaller rises in unusually hot weather. Following the recent decline in influenza epidemics, approximately half of excess winter deaths are due to coronary thrombosis. These peak about two days after the peak of a cold spell. Approximately half the remaining winter deaths are caused by respiratory disease, and these peak about 12 days after peak cold. The rapid coronary deaths are due mainly to haemoconcentration resulting from fluid shifts during cold exposure; some later coronary deaths are secondary to respiratory disease. Heat related deaths often result from haemoconcentration resulting from loss of salt and water in sweat. With the possible exception of some tropical countries, global warming can be expected to reduce cold related deaths more than it increases the rarer heat related deaths, but statistics on populations in different climates suggest that, given time, people will adjust to global warming with little change in either mortality. Some measures may be needed to control insect borne diseases during global warming, but current indications are that cold will remain the main environmental cause of illness and death. Air pollution in cities may also still be causing some deaths, but these are hard to differentiate from the more numerous deaths due to associated cold weather, and clear identification of pollution deaths may need more extensive data than is currently available.
Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.
Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana
2016-06-01
Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.
Number-specific and general cognitive markers of preschoolers' math ability profiles.
Gray, Sarah A; Reeve, Robert A
2016-07-01
Different number-specific and general cognitive markers have been claimed to underlie preschoolers' math ability. It is unclear, however, whether similar/different cognitive markers, or combinations of them, are associated with different patterns of emerging math abilities (i.e., different patterns of strength and weakness). To examine this question, 103 preschoolers (40-60 months of age) completed six math tasks (count sequence, object counting, give a number, naming numbers, ordinal relations, and arithmetic), three number-specific markers of math ability (dot enumeration, magnitude comparison, and spontaneous focusing on numerosity), and four general markers (working memory, response inhibition, attention, and vocabulary). A three-step latent profile modeling procedure identified five math ability profiles that differed in their patterns of math strengths and weaknesses; specifically, the profiles were characterized by (a) excellent math ability on all math tasks, (b) good arithmetic ability, (c) good math ability but relatively poor count sequence recitation ability, (d) average ability on all math tasks, and (e) poor ability on all math tasks. After controlling for age, only dot enumeration and spontaneous focusing on numerosity were associated with the math ability profiles, whereas vocabulary was also marginally significant, and these markers were differentially associated with different profiles; that is, different cognitive markers were associated with different patterns of strengths and weaknesses in math abilities. Findings are discussed in terms of their implications for the development of math cognition.
Communicating Certainty About Nuclear Winter
NASA Astrophysics Data System (ADS)
Robock, A.
2013-12-01
I have been spending much of my time in the past several years trying to warn the world about the continuing danger of nuclear weapons, and that the solution is a rapid reduction in the nuclear arsenal. I feel that a scientist who discovers dangers to society has an ethical duty to issue a warning, even if the danger is so scary that it is hard for people to deal with. The debate about nuclear winter in the 1980s helped to end the nuclear arms race, but the planet still has enough nuclear weapons, even after reductions planned for 2017 under the New START treaty, to produce nuclear winter, with temperatures plunging below freezing in the summer in major agricultural regions, threatening the food supply for most of the planet. New research by myself, Brian Toon, Mike Mills, and colleagues over the past six years has found that a nuclear war between any two countries, such as India and Pakistan, using 50 atom bombs each of the size dropped on Hiroshima could produce climate change unprecedented in recorded human history, and a world food crisis because of the agricultural effects. This is much less than 1% of the current global arsenal. Communicating certainty - what we know for sure - has been much more effective than communicating uncertainty. The limited success I have had has come from persistence and serendipity. The first step was to do the science. We have published peer-reviewed articles in major journals, including Science, Nature, Proceedings of the National Academy of Sciences, Journal of Geophysical Research, Atmospheric Chemistry and Physics, Physics Today, and Climatic Change. But policymakers do not read these journals. Through fairly convoluted circumstances, which will be described in this talk, we were able to get papers published in Scientific American and the Bulletin of Atomic Scientists. I have also published several encyclopedia articles on the subject. As a Lead Author of Chapter 8 (Radiative Forcing) of the recently published Fifth Assessment
Condensation during Titan's Polar Winter
NASA Astrophysics Data System (ADS)
de Kok, Remco; Irwin, P. G.; Teanby, N. A.; Fletcher, L. N.; Howett, C. J.; Calcutt, S. B.; Bowles, N. E.; Taylor, F. W.
2007-10-01
Titan is currently experiencing winter in its northern hemisphere and the lower atmosphere of its north polar region has been in prolonged darkness since the solstice in October 2002. As a result, the north polar region is currently characterised by cold stratospheric temperatures and there is enrichment of trace gases due to downward atmospheric motion (e.g. Teanby et al., Icarus 181 pp. 243-255, 2006). These conditions make the polar winter very suitable for cloud formation in the stratosphere. A simple transport and condensation model has been made to explore condensation processes in Titan's northern stratosphere. In the model, the atmosphere is advected downwards and clouds are formed as the saturation pressure of various gases is reached. Upper limits of the gases C4N2 and propionitrile (C2H5CN) were determined from Cassini Composite Infrared Spectrometer data to assess scenarios of chemical disequilibrium where the gas phase is far less abundant than the solid phase. The upper limit for C4N2 is 9e-9, which discounts the massive C4N2 build-up in the polar winter proposed by Samuelson et al. (PSS 45, pp. 941-948, 1997) to explain the observed C4N2 cloud at the Voyager epoch. The propionitrile upper limit is 8e-9, which is several orders of magnitude less than needed to create the condensate feature at 220 cm-1 of Khanna (Icarus 177, pp. 116-121) and de Kok et al. (Icarus, in press), assuming it is propionitrile ice, under the steady-state conditions explored by the aformentioned model. HCN ice seems to play an important role in the formation of a massive polar cloud (Haze B in de Kok et al., Icarus, in press), because of the unavailability of sufficient condensable gas other than HCN (and possibly HC3N) to produce the condensate features seen in far-infrared spectra at 220 cm-1.
Beginning school math competence: minority and majority comparisons.
Entwisle, D R; Alexander, K L
1990-04-01
This article uses a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade. These 2 aspects of math ability respond differently to environmental resources, with math concepts (reasoning) much more responsive to family factors before formal schooling begins than is computation. In this sample, blacks and whites are equivalent in terms of computational and verbal skills as measured by the California Achievement Test at the start of grade 1. However, there is a significant difference of about a quarter of a standard deviation favoring whites over blacks in terms of math concepts (reasoning skills). Both black and white children of all socioeconomic levels respond to parents' psychological resources: net of ability or other factors, children score higher if parents expect them to do well. Socioeconomic resources in the home also help both groups. In particular, the parent being a high school graduate as opposed to a dropout is important. When parents' material and psychological resources are taken into account, family configuration (solo motherhood vs. other types) has no discernible effects on either type of math performance. PMID:2344782
ERIC Educational Resources Information Center
Archambeault, Betty
1993-01-01
Holistic math focuses on problem solving with numbers and concepts. Whole math activities for adults include shopping for groceries, eating in restaurants, buying gas, taking medicine, measuring a room, estimating servings, and compiling a family cookbook. (SK)
Solving Math Problems Approximately: A Developmental Perspective
Ganor-Stern, Dana
2016-01-01
Although solving arithmetic problems approximately is an important skill in everyday life, little is known about the development of this skill. Past research has shown that when children are asked to solve multi-digit multiplication problems approximately, they provide estimates that are often very far from the exact answer. This is unfortunate as computation estimation is needed in many circumstances in daily life. The present study examined 4th graders, 6th graders and adults’ ability to estimate the results of arithmetic problems relative to a reference number. A developmental pattern was observed in accuracy, speed and strategy use. With age there was a general increase in speed, and an increase in accuracy mainly for trials in which the reference number was close to the exact answer. The children tended to use the sense of magnitude strategy, which does not involve any calculation but relies mainly on an intuitive coarse sense of magnitude, while the adults used the approximated calculation strategy which involves rounding and multiplication procedures, and relies to a greater extent on calculation skills and working memory resources. Importantly, the children were less accurate than the adults, but were well above chance level. In all age groups performance was enhanced when the reference number was smaller (vs. larger) than the exact answer and when it was far (vs. close) from it, suggesting the involvement of an approximate number system. The results suggest the existence of an intuitive sense of magnitude for the results of arithmetic problems that might help children and even adults with difficulties in math. The present findings are discussed in the context of past research reporting poor estimation skills among children, and the conditions that might allow using children estimation skills in an effective manner. PMID:27171224
Das, S.; Sen, K.; Marozau, I.; Uribe-Laverde, M. A.; Biskup, N.; Varela, M.; Khaydukov, Y.; Soltwedel, O.; Keller, T.; Döbeli, M.; Schneider, C. W.; Bernhard, C.
2014-03-12
Epitaxial <math>
Smith college secondary math and science outreach program
Powell, J.A.; Clark, C.
1994-12-31
The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returning to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.
Winter warming from large volcanic eruptions
Robock, A.; Mao, J.
1992-01-01
An examination of the Northern Hemisphere winter surface temperature patterns after the 12 largest volcanic eruptions from 1883-1992 shows warming over Eurasia and North America and cooling over the Middle East which are significant at the 95 percent level. This pattern is found in the first winter after tropical eruptions, in the first or second winter after midlatitude eruptions, and in the second winter after high latitude eruptions. The effects are independent of the hemisphere of the volcanoes. An enhanced zonal wind driven by heating of the tropical stratosphere by the volcanic aerosols is responsible for the regions of warming, while the cooling is caused by blocking of incoming sunlight.
Winter leaf reddening in 'evergreen' species.
Hughes, Nicole M
2011-05-01
Leaf reddening during autumn in senescing, deciduous tree species has received widespread attention from the public and in the scientific literature, whereas leaf reddening in evergreen species during winter remains largely ignored. Winter reddening can be observed in evergreen herbs, shrubs, vines and trees in Mediterranean, temperate, alpine, and arctic regions, and can persist for several months before dissipating with springtime warming. Yet, little is known about the functional significance of this colour change, or why it occurs in some species but not others. Here, the biochemistry, physiology and ecology associated with winter leaf reddening are reviewed, with special focus on its possible adaptive function. Photoprotection is currently the favoured hypothesis for winter reddening, but alternative explanations have scarcely been explored. Intraspecific reddening generally increases with sunlight incidence, and may also accompany photosynthetic inferiority in photosynthetically 'weak' (e.g. low-nitrogen) individuals. Red leaves tend to show symptoms of shade acclimation relative to green, consistent with a photoprotective function. However, winter-red and winter-green species often cohabitate the same high-light environments, and exhibit similar photosynthetic capacities. The factors dictating interspecific winter leaf colouration therefore remain unclear. Additional outstanding questions and future directions are also highlighted, and possible alternative functions of winter reddening discussed.
A Comparison of Completion Times in Traditional versus Computer-Based Developmental Math Programs
ERIC Educational Resources Information Center
Charters, Christi R.
2013-01-01
Many students lack adequate mathematic skills and must enroll in developmental math programs to satisfy the math requirement to earn a college degree, but developmental programs are often problematic with high failure rates, preventing graduation. This study examined whether the emporium model, a computer-based developmental math tool, was more…
A Case Study of Computer Gaming for Math: Engaged Learning from Gameplay?
ERIC Educational Resources Information Center
Ke, Fengfeng
2008-01-01
Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders' cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math…
Relations among Peer Acceptance, Inhibitory Control, and Math Achievement in Early Adolescence
ERIC Educational Resources Information Center
Oberle, Eva; Schonert-Reichl, Kimberly A.
2013-01-01
This study examined relations among peer acceptance, inhibitory control, and math achievement in ninety-nine 4th and 5th grade early adolescents. Teachers rated students on peer acceptance and students completed a computerized executive function task assessing inhibitory control. Math achievement was assessed via end of year math grades. Results…
ERIC Educational Resources Information Center
Wilburne, Jane M.; Keat, Jane B.; Napoli, Mary P.
2011-01-01
Nervous about teaching math to young children? Too pressed for time to teach all of the math concepts children need to know? Now there's a practical, stress-free guide to one of the most effective ways to enhance children's mathematical thinking in pre-K-Grade 3--by weaving math concepts into storytime. Ready for any educator to pick up and start…
ERIC Educational Resources Information Center
Taylor-Cox, Jennifer
2011-01-01
Reduce the number of discipline issues that arise in your math classroom with ideas from math education expert Jennifer Taylor-Cox. In this book, you'll learn a variety of ways to handle disruptive, disinterested, avoidant, and/or disrespectful students in K-12 math classrooms. Using realistic, case-by-case examples, the author reveals practical…
Shake, Rattle, & Roll: Teaching Guide & Poster. Expect the Unexpected with Math[R
ERIC Educational Resources Information Center
Actuarial Foundation, 2013
2013-01-01
"Shake, Rattle, & Roll" is a new program developed by The Actuarial Foundation with Scholastic, provides dynamic real-world math content designed to build student skills while showing students the relevance of math to understanding their world and planning for their future. Math skills are increasingly important for students. According to the U.S.…
Multiply Your Child's Success: Math and Science Can Make Dreams Come True. A Parent's Guide
ERIC Educational Resources Information Center
National Math and Science Initiative, 2012
2012-01-01
In today's high-tech world, math and science matter. Of the 10 fastest growing occupations, eight are science, math or technology-related. Whatever a child wants to do--join the military, join the workforce, or go on to college--math and science skills will be important. Become part of the equation to help one's child succeed now and in the…
Federal Register 2010, 2011, 2012, 2013, 2014
2013-03-26
... Agency Information Collection Activities; Comment Request; Upward Bound and Upward Bound Math Science... Upward Bound Math Science Annual Performance Report. OMB Control Number: 1840-NEW. Type of Review: New... under the regular Upward Bound (UB) and Upward Bound Math and Science (UBMS) Programs. The Department...
Math anxiety: who has it, why it develops, and how to guard against it.
Maloney, Erin A; Beilock, Sian L
2012-08-01
Basic math skills are important for success in school and everyday life. Yet many people experience apprehension and fear when dealing with numerical information, termed math anxiety. Recently, researchers have started to probe the antecedents of math anxiety, revealing some surprising insights into its onset, risk factors, and remediation.
ERIC Educational Resources Information Center
Prevatt, Frances; Welles, Theresa L.; Li, Huijun; Proctor, Briley
2010-01-01
The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory…
Preliminary Success and Retention Rates in Selected Math Courses. Research Report.
ERIC Educational Resources Information Center
Cuesta Coll., San Luis Obispo, CA. Matriculation and Research Services.
This report presents findings of exploratory research on success, retention, and persistence in math courses at Cuesta College. The following research questions were addressed: (1) How do success rates in Math 23 (elementary algebra) and Math 27 (intermediate algebra) compare with traditional and computer-assisted formats? (2) What are the…
Does Watching "Do the Math" Affect Self-Efficacy and Achievement in Mathematics?
ERIC Educational Resources Information Center
Cavazos, Blanca Guadalupe
2014-01-01
"Do The Math," a 1-hour, live, educational television program provides on-air instruction in general math, geometry, pre-algebra and algebra to a target audience of 4th-12th graders. A team of math teachers also provides tutoring to students who call in for help with homework. The purpose of this study was to investigate whether watching…
ERIC Educational Resources Information Center
Rowan-Kenyon, Heather T.; Swan, Amy K.; Creager, Marie F.
2012-01-01
The authors examined the central hypothesis that students' early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th-, 7th-, and 9th-grade students during the 2007-2008…
Supporting Early Math--Rationales and Requirements for High Quality Software
ERIC Educational Resources Information Center
Haake, Magnus; Husain, Layla; Gulz, Agneta
2015-01-01
There is substantial evidence that preschooler's performance in early math is highly correlated to math performance throughout school as well as academic skills in general. One way to help children attain early math skills is by using targeted educational software and the paper discusses potential gains of using such software to support early math…
Differentiated Instruction for K-8 Math and Science: Activities and Lesson Plans
ERIC Educational Resources Information Center
Hamm, Mary; Adams, Dennis
2008-01-01
This book offers practical recommendations to reach every student in a K-8 classroom. Research-based and written in a teacher-friendly style, it will help teachers with classroom organization and lesson planning in math and science. Included are math and science games, activities, ideas, and lesson plans based on the math and science standards.…
SRA Real Math Building Blocks PreK. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2007
2007-01-01
"SRA Real Math Building Blocks PreK" (also referred to as "Building Blocks for Math") is a supplemental mathematics curriculum designed to develop preschool children's early mathematical knowledge through various individual and small- and large-group activities. It uses "Building Blocks for Math PreK" software, manipulatives, and print material.…
Singapore Math®. What Works Clearinghouse Intervention Report. Updated December 2015
ERIC Educational Resources Information Center
What Works Clearinghouse, 2015
2015-01-01
This report on "Singapore Math®" updates the 2009 WWC review of the curriculum to include seven new studies. Despite the additional research, no studies meet WWC design standards and therefore, no conclusions can be made about the effectiveness of "Singapore Math®." [For the 2009 report, "Singapore Math," see…
Patterns of Hispanic Students' Math Skill Proficiency in the Early Elementary Grades
ERIC Educational Resources Information Center
Reardon, Sean F.; Galindo, Claudia
2007-01-01
In this article, we describe patterns of Hispanic students' math skill development during elementary school using data from a nationally representative sample of Hispanic students assessed in math skills from kindergarten through 5th grade. Several robust patterns are evident. First, Hispanic students enter kindergarten with average math skills…
Supporting English Language Learners in Math Class, Grades 3-5
ERIC Educational Resources Information Center
Bresser, Rusty; Melanese, Kathy; Sphar, Christine
2009-01-01
More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…
Attributional Gender Bias: Teachers' Ability and Effort Explanations for Students' Math Performance
ERIC Educational Resources Information Center
Espinoza, Penelope; Arêas da Luz Fontes, Ana B.; Arms-Chavez, Clarissa J.
2014-01-01
Research is presented on the attributional gender bias: the tendency to generate different attributions (explanations) for female versus male students' performance in math. Whereas boys' successes in math are attributed to ability, girls' successes are attributed to effort; conversely, boys' failures in math are attributed to a…
The Relative Value of Growth in Math Fact Skills across Late Elementary and Middle School
ERIC Educational Resources Information Center
Nelson, Peter M.; Parker, David C.; Zaslofsky, Anne F.
2016-01-01
The purpose of the current study was to evaluate the importance of growth in math fact skills within the context of overall math proficiency. Data for 1,493 elementary and middle school students were included for analysis. Regression models were fit to examine the relative value of math fact fluency growth, prior state test performance, and a fall…
Sex Differences in the Relation between Math Performance, Spatial Skills, and Attitudes
ERIC Educational Resources Information Center
Ganley, Colleen M.; Vasilyeva, Marina
2011-01-01
Sex differences have been previously found in cognitive and affective predictors of math achievement, including spatial skills and math attitudes. It is important to determine whether there are sex differences not only in the predictors themselves, but also in the nature of their relation to math achievement. The present paper examined spatial…
Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology
ERIC Educational Resources Information Center
Redish, Edward F.; Kuo, Eric
2015-01-01
Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we…
Examining Relationships among Assessment Scores and Math Coursework in an Urban School District
ERIC Educational Resources Information Center
Parke, Carol S.
2012-01-01
This study investigates relationships between assessment scores and other indicators of math performance. The impetus for the research came from a district's need to better understand high school math achievement. Longitudinal data for a cohort of students were obtained, including math scores from their state assessment, TerraNova, and New…
The Effects of Dynamic Strategic Math on English Language Learners' Word Problem Solving
ERIC Educational Resources Information Center
Orosco, Michael J.; Swanson, H. Lee; O'Connor, Rollanda; Lussier, Cathy
2013-01-01
English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, 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 math comprehension strategy called Dynamic Strategic…
The Effect of an Educator's Teaching Style on the Math Anxiety of Adult Learners
ERIC Educational Resources Information Center
Hosch, Mary L.
2014-01-01
Many adults are obstructed from specialized professions based on their anxiety of math. Math anxiety has been extensively researched for over 3 decades. Scholars have attempted to define its origins as well as the means to eliminate its often-debilitating effect on learners. Research indicates that learners with math anxiety often give up career…
The Use and Effectiveness of a Targeted Math Intervention for Third Graders
ERIC Educational Resources Information Center
Pool, Juli L.; Carter, Gabriel M.; Johnson, Evelyn S.; Carter, Deborah R.
2013-01-01
Students who fail to develop proficiency in math skills in the primary grades are more likely to experience difficulties in the math curriculum later on. These students may be in need of a more targeted intervention, or Tier 2 supports, in mathematic instruction. Although the instructional principles of an effective math intervention are becoming…
The Groove of Growth: How Early Gains in Math Ability Influence Adolescent Achievement
ERIC Educational Resources Information Center
Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.
2014-01-01
A number of studies, both small scale and of nationally-representative student samples, have reported substantial associations between school entry math ability and later elementary school achievement. However, questions remain regarding the persistence of the association between early growth in math ability and later math achievement due to the…
ERIC Educational Resources Information Center
Fay, Maggie P.; Bickerstaff, Susan; Hodara, Michelle
2013-01-01
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…
A Call for Collaborative Research To Investigate the "Indian Math" Problem.
ERIC Educational Resources Information Center
Hankes, Judith Elaine
Two studies appear to reach unsatisfactory conclusions regarding causes of low math achievement among American Indians. Leap (1988) studied math problem-solving strategies among low-math-achieving fourth- and fifth-grade Ute reservation students. He concluded that faulty or cumbersome problem-solving strategies were directly linked to Ute language…
Assessing the Effect of Language Demand in Bundles of Math Word Problems
ERIC Educational Resources Information Center
Banks, Kathleen; Jeddeeni, Ahmad; Walker, Cindy M.
2016-01-01
Differential bundle functioning (DBF) analyses were conducted to determine whether seventh and eighth grade second language learners (SLLs) had lower probabilities of answering bundles of math word problems correctly that had heavy language demands, when compared to non-SLLs of equal math proficiency. Math word problems on each of four test forms…
Math Remediation for the College Bound Workbook: Homework, Sample Tests, and Answer Keys
ERIC Educational Resources Information Center
Khatri, Daryao
2011-01-01
Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. "Math Remediation for the College Bound" fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some…
A Comparative Study on Math's Education Rendered in the Two Communities on the Island of Cyprus
ERIC Educational Resources Information Center
Hadjichristou, Chrysoula
2007-01-01
The island of Cyprus embodies two distinct communities having their own systems of education. On the road to EU certain parallelisms need to be set as it is the goal of this study on math's education. This paper will concentrate on K1-K12 math's education. The topics to be dealt with will cover math's curriculum at all levels; weekly distribution…
Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties
ERIC Educational Resources Information Center
Kong, Jennifer E.; Orosco, Michael J.
2016-01-01
Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…
Comparative Study of the National Math Curriculum with Curricula from Four Nations
ERIC Educational Resources Information Center
Wilms, Ulrich Heinz
2011-01-01
The formation of the Common Core State Standards can be regarded as the predecessor of a national curriculum. This research addresses how the proposed national math curriculum compares to the math curricula of a sample of peer-nations (Singapore, Netherlands, Germany, and Japan) with high student achievement rates in math, while relating the math…
Enhancing Motivation to Complete Math Tasks Using the High-Preference Strategy
ERIC Educational Resources Information Center
Banda, Devender R.; Matuszny, Rose Marie; Therrien, William J.
2009-01-01
Designed to enhance the completion of math tasks, high-preference strategy consists of presenting math tasks that students prefer, to enhance their interest in completing difficult math tasks. In this article, a brief review of the literature related to the use of the high-preference strategy is provided along with directions on how to implement…
ERIC Educational Resources Information Center
Melguizo, Tatiana; Kosiewicz, Holly; Prather, George; Bos, Johannes
2014-01-01
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,…
The Effect of Token Awards on "Intrinsic" Motivation for Doing Math.
ERIC Educational Resources Information Center
McGinnis, J. Christopher; Friman, Patrick C.; Carlyon, William D.
1999-01-01
A multielement baseline design was used to analyze effects of token rewards delivered contingent upon completion of math problems by two middle-school boys. Time spent on math and amount of math completed increased during reward conditions and were maintained during fading and withdrawal. At follow-up, results were maintained for one boy but fell…
International scientists on nuclear winter
Malone, T.F.
1985-12-01
A report by the International Council of Scientific Unions (ICSU) leads new support to the warning of extreme climatic disruptions that would follow a nuclear war. The two-volume report does not deal explicitly with public policy questions, but focuses on scientific knowledge of physical effects and biological responses. The author reviews studies made since the warning of a nuclear winter began in 1982, and evaluates the new report. He finds the message of the report to be a clear warning that a major nuclear war would threaten the entire world. He hopes it will be a catalyst to world opinion in the same way that the public responded to the incident of radioactive fallout striking a Japanese fishing vessel in 1954.
Introducing winter canola to the winter wheat-fallow region of the Pacific Northwest
Technology Transfer Automated Retrieval System (TEKTRAN)
Growers in the low-rainfall, winter wheat-fallow region of the Pacific Northwest are in need of an alternative crop to diversify their markets, manage pests, and increase wheat yields. Winter canola may be a viable crop option for growers in the region. However, agronomic research for winter canol...
33 CFR 100.109 - Winter Harbor Lobster Boat Race, Winter Harbor, ME.
Code of Federal Regulations, 2010 CFR
2010-07-01
... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Winter Harbor Lobster Boat Race, Winter Harbor, ME. 100.109 Section 100.109 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF... Lobster Boat Race, Winter Harbor, ME. (a) Regulated area. The regulated area includes all waters of...
Stem rust resistance in 'Jagger' winter wheat
Technology Transfer Automated Retrieval System (TEKTRAN)
"Jagger" has been utilized widely as a parent to develop hard red winter wheat varieties throughout the U.S. southern Great Plains. Jagger has resistance to stem rust pathogen race TTTTF, which is virulent to many winter wheat cultivars, yet the genetic basis of this resistance remains unknown. Mark...
The Winter Environment. Environmental Education Curriculum.
ERIC Educational Resources Information Center
Topeka Public Schools, KS.
Winter seems to hold more mysteries than any other season. It changes the behavior of wildlife and also brings about drastic changes in plant life. This unit, designed around the following two ideas: (1) to develop an appreciation and understanding of the winter season and (2) to understand how plants and wildlife are affected by the winter…
Animals in Winter. Young Discovery Library Series.
ERIC Educational Resources Information Center
de Sairigne, Catherine
This book is written for children 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume introduces the habits of a variety of animals during the winter. Topics include: (1) surviving during winter, including concepts such as migration, hibernation, and skin color change; (2) changing…
Nuclear Winter: Scientists in the Political Arena
NASA Astrophysics Data System (ADS)
Badash, Lawrence
2001-03-01
The nuclear winter phenomenon is used to illustrate the many paths by which scientific advice reaches decision makers in the United States government. Because the Reagan administration was hostile to the strategic policy that the scientific discovery seemed to demand, the leading proponent of nuclear winter, Carl Sagan, used his formidable talent for popularization to reach a larger audience.
36 CFR 1002.19 - Winter activities.
Code of Federal Regulations, 2014 CFR
2014-07-01
... 36 Parks, Forests, and Public Property 3 2014-07-01 2014-07-01 false Winter activities. 1002.19 Section 1002.19 Parks, Forests, and Public Property PRESIDIO TRUST RESOURCE PROTECTION, PUBLIC USE AND RECREATION § 1002.19 Winter activities. (a) Skiing, snowshoeing, ice skating, sledding,...
36 CFR 1002.19 - Winter activities.
Code of Federal Regulations, 2010 CFR
2010-07-01
... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Winter activities. 1002.19 Section 1002.19 Parks, Forests, and Public Property PRESIDIO TRUST RESOURCE PROTECTION, PUBLIC USE AND RECREATION § 1002.19 Winter activities. (a) Skiing, snowshoeing, ice skating, sledding,...