The Common Core State Standards for Mathematics

ERIC Educational Resources Information Center

Akkus, Murat

2016-01-01

The Common Core State Standards for Mathematics (CCSSM) was published in 2010 and includes a complete collection of standards that are published and reviewed as a "common core" in which math skills have been extensively adopted. The recommendations provided have been entirely or partially adapted by more than 47 states of the US.…

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…

Preschool Literacy and the Common Core: A Professional Development Model

ERIC Educational Resources Information Center

Wake, Donna G.; Benson, Tammy Rachelle

2016-01-01

Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A…

How Well Are American Students Learning? With Sections on Reading and Math in the Common Core Era, Tracking and Advanced Placement (AP), and Principals as Instructional Leaders. The 2016 Brown Center Report on American Education. Volume 3, Number 5

ERIC Educational Resources Information Center

Loveless, Tom

2016-01-01

The 2016 edition of the Brown Center Report (BCR) is number five in the third volume and the 15th issue overall. As is customary, this year's BCR contains three studies. Part one is on the Common Core State Standards (CCSS) and instruction in math and reading. National Assessment of Educational Progress (NAEP) data indicate that nonfiction is…

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

ERIC Educational Resources Information Center

Zrike, Sara; Connolly, Christine

2015-01-01

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

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…

Math Placement: The Importance of Getting It Right for All Students. Research Brief

ERIC Educational Resources Information Center

Fong, Anthony; Finkelstein, Neal

2014-01-01

Given the Common Core State Standards for Mathematics, California's history of math acceleration in the middle grades, and the concern for correct math course placement for all students, this brief examines patterns from the past to shed light on considerations for the future. The brief, written by WestEd's Tony Fong and Neal Finkelstein, presents…

Criterion Validity Evidence for the easyCBM© CCSS Math Measures: Grades 6-8. Technical Report #1402

ERIC Educational Resources Information Center

Anderson, Daniel; Rowley, Brock; Alonzo, Julie; Tindal, Gerald

2012-01-01

The easyCBM© CCSS Math tests were developed to help inform teachers' instructional decisions by providing relevant information on students' mathematical skills, relative to the Common Core State Standards (CCSS). This technical report describes a study to explore the validity of the easyCBM© CCSS Math tests by evaluating the relation between…

The Impact of the 2012 TNCore Math Training on Teaching Practices and Effectiveness. Policy Brief

ERIC Educational Resources Information Center

Booker, Laura Neergaard

2013-01-01

During the spring and summer of 2012, the Tennessee Department of Education trained about 200 Common Core Coaches who then went on to facilitate summer trainings for thousands of the state's third through eighth grade math teachers. The following summer, the training sessions reached nearly 30,000 teachers across the state, covering math, English…

Classroom Observations: Documenting Shifts in Instruction for Districtwide Improvement. Formative Evaluation Cycle Report for the Math in Common Initiative, Volume 2

ERIC Educational Resources Information Center

Perry, Rebecca R.; Seago, Nanette M.; Burr, Elizabeth; Broek, Marie; Finkelstein, Neal D.

2015-01-01

Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in Mathematics (CCSS-M) across grades K-8. This research brief explores how best to select or develop and use classroom observation systems in order to document instructional shifts and…

Despite Common Core, States Still Lack Common Standards

ERIC Educational Resources Information Center

Peterson, Paul E.; Kaplan, Peter

2013-01-01

Only 35 percent of U.S. 8th graders were identified as proficient in math by the 2011 National Assessment of Educational Progress (NAEP). According to the most recent calculations available, the United States stands at the 32nd rank in math among nations in the industrialized world. In reading, the U.S. ranks 17th in the world (see "Are U.S.…

Common Core Preparation in Special Education Teacher Education Programs: Beginning the Conversation

ERIC Educational Resources Information Center

Murphy, Michelle R.; Marshall, Kathleen J.

2015-01-01

The Common Core State Standards (CCSS) were developed to encourage a common focus of instruction and evaluation in the areas of mathematics, reading/language arts, writing, speaking, and listening. As of 2011, all but five states have adopted CCSS for math and English Language Arts (ELA), with another adopting only the standards for ELA. With…

How Will the Common Core Initiative Impact the Testing Industry?

ERIC Educational Resources Information Center

Toch, Thomas; Tyre, Peg

2010-01-01

The National Governors Association and the Council of Chief State School Officers have sponsored the development of common K-12 education standards in math and English/language arts--a project known as the Common Core State Standards Initiative (CCSSI)--in an effort to improve college readiness for the nation's students and replace the patchwork…

An Evaluation of an Elementary Mathematics Program at a Medium-Sized Suburban School District in North Carolina

ERIC Educational Resources Information Center

Honeycutt, Robin A.

2013-01-01

Math instruction has undergone a tremendous amount of change since the late 1950s. "New math" of the 1960s, the standards movement, back to the basics in the early 90s, and now the common core standards have all had an impact on how mathematics is taught. This study examined the Math Expressions program, a conceptually based program…

It All Adds Up: Learning Early Math through Play and Games

ERIC Educational Resources Information Center

Ramani, Geetha B.; Eason, Sarah H.

2015-01-01

Playing and learning mathematics do not have to be mutually exclusive activities, especially in kindergarten. Play and games can give young children opportunities to learn and develop foundational math skills that are aligned with Common Core standards for mathematics through age-appropriate, fun, and engaging activities.

Examining the Common Core State Standards in Agricultural Education

ERIC Educational Resources Information Center

McKim, Aaron J.; Lambert, Misty D.; Sorensen, Tyson J.; Velez, Jonathan J.

2015-01-01

The Common Core State Standards (CCSS) represent a shift in the American education system. Included in the CCSS are opportunities for agriculture teachers to integrate math and English language arts content into their curriculum. Using the theory of planned behavior, we sought to identify Oregon agriculture teachers' attitudes, familiarity with,…

Almost There? The Road to Common Standards Reaches a Milestone

ERIC Educational Resources Information Center

Parker-Burgard, Don

2009-01-01

The Common Core State Standards Initiative is a collaborative effort between the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) that is developing core K12 standards in English-language arts and math. The current patchwork of state standards makes it difficult, if not impossible, to evaluate student…

Now What? Imperatives & Options for "Common Core" Implementation & Governance

ERIC Educational Resources Information Center

Finn, Chester E., Jr.; Petrilli, Michael J.

2010-01-01

Over the past year, the nation's governors and state school chiefs have achieved laudable consensus around a set of math and English standards, developed voluntarily and without federal involvement through the Common Core State Standards Initiative (CCSSI). Most states have signed on to them. More recently, the states have again teamed up--this…

Ky. Road-Tests Common Core

ERIC Educational Resources Information Center

Ujifusa, Andrew

2012-01-01

Results from new state tests in Kentucky--the first in the nation explicitly tied to the Common Core State Standards--show that the share of students scoring "proficient" or better in reading and math dropped by roughly a third or more in both elementary and middle school the first year the tests were given. Kentucky in 2010 was the…

A Case Study of Common Core Implementation in a Linked Learning Environment

ERIC Educational Resources Information Center

Biolchino, Erin Broun

2016-01-01

California is in the midst of significant educational reform initiatives, especially at the secondary level. The Common Core State Standards (CCSS) were adopted in 2010, and these new standards contain significant changes in the areas of math, English, and literacy across all subjects. Many districts are also implementing new initiatives to engage…

The Power of Probability: Poster/Teaching Guide for Grades 6-8. Expect the Unexpected with Math[R

ERIC Educational Resources Information Center

Actuarial Foundation, 2013

2013-01-01

"The Power of Probability" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) and Common Core State Standards, which gives students opportunities to practice their skills and knowledge of the mathematics of probability. Developed by The Actuarial Foundation, the program's lessons and worksheets motivate…

CCSS Literacy and Math Tools: An Interim Report on Implementation and Sustainability during the Pilot Year

ERIC Educational Resources Information Center

Reumann-Moore, Rebecca; Lawrence, Nancy; Sanders, Felicia; Shaw, Kate; Christman, Jolley Bruce

2011-01-01

This document summarizes the findings from the initial round of research on the development and piloting of two types of instructional tools designed to support teachers' integration of the Common Core State Standards (CCSS) in literacy and math. In this interim report, Research for Action (RFA) presents key findings from the first half of the…

Assessing Impacts of "Math in Focus," a "Singapore Math" Program for American Schools

ERIC Educational Resources Information Center

Jaciw, Andrew P.; Hegseth, Whitney; Toby, Megan

2015-01-01

The Common Core State Standards (CCSS) have been developed in response to the criticism that students in the U.S. are graduating from high school without being college and career ready and that they are falling behind their counterparts in other countries in key subject areas. In this work, the authors report the results of an efficacy study that…

The Effectiveness of Professional Development Using a Checklist of Common Core State Standards for Mathematical Practice for Designing and Delivering Instruction on Algebra I Achievement

ERIC Educational Resources Information Center

Peretin, Janeen

2014-01-01

This study was designed to determine whether or not the use of focused professional development using a checklist based on the Common Core State Standards Mathematical Practices impacted students' math scores as measured by an assessment that requires the use of the practices. Additionally, the researcher sought to determine whether or not the use…

Access to the Common Core State Standards in Mathematics through Early Numeracy Skill Building for Students with Significant Intellectual Disability

ERIC Educational Resources Information Center

Jimenez, Bree A.; Staples, Kelli

2015-01-01

This study investigated the effect of systematic early numeracy skill instruction on grade-aligned 4th and 5th grade Common Core math skill acquisition for three 4th and 5th grade students with a significant intellectual disability. Students were taught early numeracy skills (e.g., number identification, making sets to five items, simple addition)…

easyCBM CCSS Math Item Scaling and Test Form Revision (2012-2013): Grades 6-8. Technical Report #1313

ERIC Educational Resources Information Center

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2012-01-01

The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8. For all operational 2012 research version test forms (10…

An Exploration of Teachers' Attitudes and Beliefs about the Reform of an Eighth Grade Math Curriculum from an Integrated Math Curriculum to a Core Math Curriculum

ERIC Educational Resources Information Center

Marion, Carol

2010-01-01

The purpose of this study was to obtain the attitudes and beliefs of mathematics teachers in the School District of Philadelphia regarding an eighth grade middle school mathematics core curriculum. This study explored the attitudes and beliefs of teachers in the reform of an eighth grade math "Core Curriculum, Math In Context" (School…

Constructed-Response Problems

ERIC Educational Resources Information Center

Swinford, Ashleigh

2016-01-01

With rigor outlined in state and Common Core standards and the addition of constructed-response test items to most state tests, math constructed-response questions have become increasingly popular in today's classroom. Although constructed-response problems can present a challenge for students, they do offer a glimpse of students' learning through…

Mastery Multiplied

ERIC Educational Resources Information Center

Shumway, Jessica F.; Kyriopoulos, Joan

2014-01-01

Being able to find the correct answer to a math problem does not always indicate solid mathematics mastery. A student who knows how to apply the basic algorithms can correctly solve problems without understanding the relationships between numbers or why the algorithms work. The Common Core standards require that students actually understand…

A Vertical Approach to Math Instruction

ERIC Educational Resources Information Center

Gojak, Linda

2012-01-01

In the current era of mathematics standards, whether they are Common Core State Standards or other state standards, effective vertical mathematics teams offer an opportunity for teachers to grow professionally through shared experiences, for leadership to grow among the faculty, and for the school to change its perspective on the teaching and…

Strategies for Teaching Fractions: Using Error Analysis for Intervention and Assessment

ERIC Educational Resources Information Center

Spangler, David B.

2011-01-01

Many students struggle with fractions and must understand them before learning higher-level math. Veteran educator David B. Spangler provides research-based tools that are aligned with NCTM and Common Core State Standards. He outlines powerful diagnostic methods for analyzing student work and providing timely, specific, and meaningful…

Standards-Based Technology Integration for Emergent Bilinguals

ERIC Educational Resources Information Center

Ronan, Briana

2018-01-01

Today's educators serve the United States public-school system at a time of considerable curricular, technological, and demographic change. In 2010, the Common Core State Standards in Math and English Language Arts significantly altered the curricular landscape of K-12 classrooms. On the heels of this reform came the adoptions of English…

Bringing Stories to Life: Integrating Literature and Math Manipulatives

ERIC Educational Resources Information Center

Larson, Lotta C.; Rumsey, Chepina

2018-01-01

This Teaching Tip describes the use of children's literature to help second-grade students meet Common Core State Standards for English Language Arts and for Mathematics. During a shared reading experience, students used manipulatives to represent plot and characters while demonstrating mathematical reasoning. The article offers instructional…

Review of the Draft K-12 Common Core Standards

ERIC Educational Resources Information Center

Carmichael, Sheila Byrd; Wilson, W. Stephen; Martino, Gabrielle; Finn, Chester E., Jr.; Porter-Magee, Kathleen; Winkler, Amber M.

2010-01-01

American education approached a possible turning point when the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) released drafts of proposed new academic standards in English language arts and math for kindergarten through high school. Already the object of much interest--and some controversy--these are…

The Right Equation for Math Teaching

ERIC Educational Resources Information Center

Schifter, Deborah; Granofsky, Burt

2012-01-01

Full implementation of the Common Core State Standards for mathematics is still a few years away for many states. But district and school leaders are faced with many decisions now--from curriculum adoption to teacher professional development--that will influence the long-term effectiveness of this bold initiative. School leaders have a significant…

From Manga to Math

ERIC Educational Resources Information Center

Brozo, William G.

2013-01-01

Considering the nature of the complex prose that K-12 students today must learn from, in light of the Common Core State Standards, students need to read informational texts on a meaningful level-and with enthusiasm. Teachers, Brozo says, need to achieve three goals: motivate students to read informational texts, expand students' background…

iLEAP Assessment Guide-Revised. Grade 6: English Language Arts, Math, Science, Social Studies

ERIC Educational Resources Information Center

Louisiana Department of Education, 2012

2012-01-01

"Louisiana Believes" embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). "Louisiana Believes" also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students.…

Identifying Mathematics Content and Integrating It into Science Instruction

ERIC Educational Resources Information Center

Schwols, Amitra; Miller, Kirsten Brush

2012-01-01

Science teachers know that the mathematics concepts taught in the Common Core are critical for students' understanding of science. But what can a teacher do when his/her students lack the necessary mathematics skills to master science content? There may be other reasons besides students not paying attention in their math courses. Maybe the…

iLEAP Assessment Guide-Revised. Grade 3: English Language Arts, Math, Science, Social Studies

ERIC Educational Resources Information Center

Louisiana Department of Education, 2012

2012-01-01

"Louisiana Believes" embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). "Louisiana Believes" also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students.…

iLEAP Assessment Guide-Revised Grade 7: English Language Arts, Math, Science, Social Studies

ERIC Educational Resources Information Center

Louisiana Department of Education, 2012

2012-01-01

"Louisiana Believes" embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). "Louisiana Believes" also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students.…

iLEAP Assessment Guide-Revised, Grade 5: English Language Arts, Math, Science, Social Studies

ERIC Educational Resources Information Center

Louisiana Department of Education, 2012

2012-01-01

"Louisiana Believes" embraces the principle that all children can achieve at high levels, as evidenced in Louisiana's recent adoption of the Common Core State Standards (CCSS). "Louisiana Believes" also promotes the idea that Louisiana's educators should be empowered to make decisions to support the success of their students.…

The Common Core Learning Standards and Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership and Academic Optimism

ERIC Educational Resources Information Center

Sullivan, Dennis D.

2016-01-01

This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age,…

Goldilocks Discourse--Math Scaffolding That's Just Right

ERIC Educational Resources Information Center

Dale, Rachel; Scherrer, Jimmy

2015-01-01

The Common Core has brought a sharp shift in what it means to be mathematically literate. Becoming mathematically literate is now as much a matter of acquiring mathematical practices as of acquiring any defined set of content standards. This more ambitious definition of literacy presents a challenge not only for students, but also for teachers who…

Plan, Save, Succeed! Financial Literacy Poster/Teaching Guide. Expect the Unexpected with Math[R

ERIC Educational Resources Information Center

Actuarial Foundation, 2013

2013-01-01

"Plan, Save, Succeed!" is a new program aligned with Jumpstart Coalition National Standards in K-12 Personal Finance Education, National Council of Teachers of Mathematics (NCTM) Standards, and Common Core Standards for Mathematical Practice. "Plan, Save, Succeed!" is designed to help students understand key financial literacy topics including…

Dropping in on the Math of Plinko

ERIC Educational Resources Information Center

Naresh, Nirmala; Royce, Bridget

2013-01-01

The game of Plinko offers students an exciting real-world example of the applications of probability and data analysis. The Common Core State Standards for Mathematics (CCSSI 2010) and the Guidelines for Assessment in Statistics Education (GAISE) (Franklin et al. 2007) suggest that students in grades 6-8 be given ample opportunities to engage in…

Establishing and Sustaining an Effective Pre-Kindergarten Math Intervention at Scale

ERIC Educational Resources Information Center

Klein, Alice; Starkey, Prentice; DeFlorio, Lydia; Brown, E. Todd

2012-01-01

Educators are increasingly concerned about the low level of mathematics performance of U.S. students on the TIMSS and other international assessments of mathematics (National Mathematics Advisory Panel, 2008) as well as their insufficient preparation for mathematics standards, such as the Common Core State Standards. Students from low-income and…

Fracking: Drilling into Math and Social Justice

ERIC Educational Resources Information Center

Hendrickson, Katie A.

2015-01-01

Mathematical modeling, a focus of the Common Core State Standards for School Mathematics (CCSSI 2010) and one of the Standards for Mathematical Practice, is generally considered to be the process of exploring a real-world situation and making sense of it using mathematics (Lesh and Zawojewski 2007). Teachers need to create opportunities for…

Good Questions: Great Ways to Differentiate Mathematics Instruction. Second Edition

ERIC Educational Resources Information Center

Small, Marian

2012-01-01

Expanded to include connections to Common Core State Standards, as well as National Council of Teachers of Mathematics (NCTM) standards, this critically acclaimed book will help every teacher and coach to meet the challenges of differentiating mathematics instruction in the K-8 classroom. In this bestseller, math education expert Marian Small…

The Alignment of the easyCBM Grades K-2 Math Measures to the Common Core Standards. Technical Report #1228

ERIC Educational Resources Information Center

Irvin, P. Shawn; Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald

2012-01-01

Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the…

How Teachers Integrate a Math Computer Game: Professional Development Use, Teaching Practices, and Student Achievement

ERIC Educational Resources Information Center

Callaghan, M. N.; Long, J. J.; van Es, E. A.; Reich, S. M.; Rutherford, T.

2018-01-01

As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use…

LDC and MDC Theory of Action and the Landscape of Implementation. Brief One

ERIC Educational Resources Information Center

Duffy, Mark; Park, Elizabeth

2012-01-01

To support the implementation of the Common Core State Standards (CCSS), the Bill and Melinda Gates Foundation invested in the development and dissemination of two tools aimed at operationalizing classroom instruction based on the standards: (1) the Literacy Design Collaborative (LDC)'s Framework; and (2) the Math Design Collaborative (MDC)'s…

Questions Arise about Algebra 2 for All Students

ERIC Educational Resources Information Center

Robelen, Erik W.

2013-01-01

Should all students take Algebra 2? Florida seemed to say "no" this spring with the passage of a law striking it from graduation requirements. Texas said much the same in legislation Republican Gov. Rick Perry signed this week that also backs away from Algebra 2 for all. Those steps come as the Common Core State Standards for math set…

Impact of Math Snacks Games on Students' Conceptual Understanding

ERIC Educational Resources Information Center

Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.

2016-01-01

This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…

Using the Intel Math Kernel Library on Peregrine | High-Performance

Science.gov Websites

Computing | NREL the Intel Math Kernel Library on Peregrine Using the Intel Math Kernel Library on Peregrine Learn how to use the Intel Math Kernel Library (MKL) with Peregrine system software. MKL architectures. Core math functions in MKL include BLAS, LAPACK, ScaLAPACK, sparse solvers, fast Fourier

78 FR 54638 - Request for Information To Inform the Title III Technical Assistance Agenda and the Future...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-05

... assistance needed and at what level (e.g., SEA, LEA, school or classroom)? a. Common Core State Standards or..., or students; k. ESEA flexibility and ELs; l. Science, technology, engineering, and math (STEM...; o. ELs at the secondary school level; p. ELs served under IDEA; q. Civil rights and ELs; or r. Other...

Determining the Effectiveness of the Saxon Math Program and the Ready Common Core Program for Students with Disabilities

ERIC Educational Resources Information Center

Marttila, Katie L.

2017-01-01

For the realm of this study, the researcher reviewed two separate mathematics programs that have been implemented within the school district to address both the needs of the students with learning disabilities and the requirements of the local and state assessments. The mathematics programs are designed with two different methods to meet the…

Partnering with Parents: Using Cap Kits to Support Learning Activities at Home

ERIC Educational Resources Information Center

Sanderson, Donna

2017-01-01

The idea of using plastic bottle caps to enhance children's literacy and math skills was introduced in a pre-kindergarten methods and field class at West Chester University. We wanted an essentially cost-free way to create fun, hands-on, educational games for young students to learn basic skills supporting the Common Core State Standards (adopted…

The Implementation and Effects of the Mathematics Design Collaborative (MDC): Early Findings from Kentucky Ninth-Grade Algebra 1 Courses. CRESST Report 845

ERIC Educational Resources Information Center

Herman, Joan L.; Matrundola, Deborah La Torre; Epstein, Scott; Leon, Seth; Dai, Yunyun; Reber, Sarah; Choi, Kilchan

2015-01-01

With support from the Bill and Melinda Gates Foundation, researchers and experts in mathematics education developed the Mathematics Design Collaborative (MDC) as a strategy to support the transition to Common Core State Standards in math. MDC provides short formative assessment lessons known as Classroom Challenges for use in middle and high…

Improving Basic Skills in the Workplace. A Core Course for the Catering and Hospitality Industries.

ERIC Educational Resources Information Center

Collins, Lorraine

This training pack is designed for use with employees in the catering and hospitality industries. The material takes common workplace procedures and terminology and uses these as the basis for improving reading, writing, oral communication, and math skills. The pack is designed as a complete course of 13 modules over a period of 32-48 hours, but…

Algebra? There's an App for That: Florida Goes Online with Math Support for Teachers and Students

ERIC Educational Resources Information Center

Schackow, Joy Bronston; Cugini, Stephanie

2016-01-01

The transition to Common Core State Standards for Mathematics has created a need for high-quality professional learning on content and pedagogy. This is especially true for algebra 1 teachers in Florida, where students must pass a standards-based exam as a requirement to earning a high school diploma. Time, distance, and cost constraints can get…

Study of the Reliability of CCSS-Aligned Math Measures (2012 Research Version): Grades 6-8. Technical Report #1312

ERIC Educational Resources Information Center

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2012-01-01

In this technical report, we describe the results of a study of mathematics items written to align with the Common Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental form including items aligned with the National Council of…

Using a Four-Point Scaled Writing Rubric: Improving the Quantity and the Quality of the Writing in a First Grade Specialized 8:1:1 Classroom

ERIC Educational Resources Information Center

Carlson, Lynn

2013-01-01

Educators today are faced with learning to implement the Common Core Standards in Language Arts and Math. Administrators are requiring grade level general education teachers/special education teachers to meet in Private Learning Communities in order to discuss the best ways to implement the CCS as well as to discuss best practices for writing…

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…

Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy

ERIC Educational Resources Information Center

Lloyd, Jason D.

2017-01-01

Approximately 60% of classroom students have insufficient math skills. Within a Multi-Tiered Systems of Support (MTSS) framework, teachers can implement core differentiation strategies targeted at improving math skills of an entire class of students. Differentiation programs are developed in order to target academic skills of groups of students…

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…

Saxon Math. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

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

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…

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.…

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…

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…

Teaching Algebra to Students With Learning Disabilities: Where Have We Come and Where Should We Go?

PubMed

Watt, Sarah J; Watkins, Jessie R; Abbitt, Jason

2016-07-01

This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48). A total of five interventions were identified and analyzed across the studies using effect size data. © Hammill Institute on Disabilities 2014.

Using Bayesian Networks to Understand Relationships among Math Anxiety, Genders, Personality Types, and Study Habits at a University in Jordan

ERIC Educational Resources Information Center

Smail, Linda

2017-01-01

Mathematics is the foundation of all sciences, but most students have problems learning math. Although students' success in life related to their success in learning, many would not take a math course unless it is their university's core requirements. Multiple reasons exist for students' poor performance in mathematics, but one prevalent variable…

Common fixed points in best approximation for Banach operator pairs with Ciric type I-contractions

NASA Astrophysics Data System (ADS)

Hussain, N.

2008-02-01

The common fixed point theorems, similar to those of Ciric [Lj.B. Ciric, On a common fixed point theorem of a Gregus type, Publ. Inst. Math. (Beograd) (N.S.) 49 (1991) 174-178; Lj.B. Ciric, On Diviccaro, Fisher and Sessa open questions, Arch. Math. (Brno) 29 (1993) 145-152; Lj.B. Ciric, On a generalization of Gregus fixed point theorem, Czechoslovak Math. J. 50 (2000) 449-458], Fisher and Sessa [B. Fisher, S. Sessa, On a fixed point theorem of Gregus, Internat. J. Math. Math. Sci. 9 (1986) 23-28], Jungck [G. Jungck, On a fixed point theorem of Fisher and Sessa, Internat. J. Math. Math. Sci. 13 (1990) 497-500] and Mukherjee and Verma [R.N. Mukherjee, V. Verma, A note on fixed point theorem of Gregus, Math. Japon. 33 (1988) 745-749], are proved for a Banach operator pair. As applications, common fixed point and approximation results for Banach operator pair satisfying Ciric type contractive conditions are obtained without the assumption of linearity or affinity of either T or I. Our results unify and generalize various known results to a more general class of noncommuting mappings.

Personal finances for the physician: a primer on maintaining and protecting your earnings.

PubMed

Hill, Austin D; Ortega, Marc E; Williams, Anthony C

2014-07-01

Personal finance is a key component to your success as a physician. Your clinical practice does not exist in a vacuum unaffected by circumstances and decisions in your personal life. Though some events in your personal life that can negatively affect your practice are random and unavoidable, consistently making sound decisions regarding your personal life and finances will allow you to continue practicing at a high level. Most core principles of personal finance are common sense and do not involve high level math. Although the concepts are straightforward, people, including physicians, routinely fail to make good decisions at the most elementary level. The core common sense principles for financial success are: do not get divorced, manage your own money, live in a state without state income tax, and drive an old car. Follow these tenants and the path to successful and satisfactory retirement will be smooth.

Conditions for Scale and Sustainability. Brief Four

ERIC Educational Resources Information Center

Levin, Stephanie; Duffy, Mark; Dever, Kelly

2012-01-01

Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year's curriculum. Both tools target the "instructional core." A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found…

Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report. Updated

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Scott Foresman-Addison Wesley Elementary Mathematics" is a core mathematics curriculum for students in prekindergarten through grade 6. The program aims to improve students' understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing. The curriculum…

Exploring the Role of Agriculture Teachers in Core Academic Integration

ERIC Educational Resources Information Center

McKim, Aaron J.; Sorenson, Tyson J.; Velez, Jonathan J.

2016-01-01

Core academic skills are essential for success in our society. However, an abundance of research has identified a large proportion of secondary school students are under performing in core academic areas such as literacy and math. Researchers have suggested integrating core academic content throughout all secondary coursework as a potential…

Enhancing Core Mathematics Instruction for Students at Risk for Mathematics Disabilities

ERIC Educational Resources Information Center

Doabler, Christian T.; Cary, Mari Strand; Jungjohann, Kathleen; Clarke, Ben; Fien, Hank; Baker, Scott; Smolkowski, Keith; Chard, David

2012-01-01

This paper presents eight practical guidelines that teachers can use to make core instruction more systematic and explicit for students with or at-risk for mathematics disabilities. In the paper, we use the notion of explicit and systematic instruction as a foundation for intensifying core math instruction. Explicit and systematic core instruction…

Magnitude knowledge: the common core of numerical development.

PubMed

Siegler, Robert S

2016-05-01

The integrated theory of numerical development posits that a central theme of numerical development from infancy to adulthood is progressive broadening of the types and ranges of numbers whose magnitudes are accurately represented. The process includes four overlapping trends: (1) representing increasingly precisely the magnitudes of non-symbolic numbers, (2) connecting small symbolic numbers to their non-symbolic referents, (3) extending understanding from smaller to larger whole numbers, and (4) accurately representing the magnitudes of rational numbers. The present review identifies substantial commonalities, as well as differences, in these four aspects of numerical development. With both whole and rational numbers, numerical magnitude knowledge is concurrently correlated with, longitudinally predictive of, and causally related to multiple aspects of mathematical understanding, including arithmetic and overall math achievement. Moreover, interventions focused on increasing numerical magnitude knowledge often generalize to other aspects of mathematics. The cognitive processes of association and analogy seem to play especially large roles in this development. Thus, acquisition of numerical magnitude knowledge can be seen as the common core of numerical development. © 2016 John Wiley & Sons Ltd.

MathsFlip: Flipped Learning. Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Rudd, Peter; Aguilera, Alaidde Berenice Villaneuva; Elliott, Louise; Chambers, Bette

2017-01-01

The MathsFlip intervention aimed to improve the attainment of pupils in Years 5 and 6. The programme, developed by Shireland Collegiate Academy, used a 'flipped learning' approach involving pupils learning core content online, outside of class time, and then participating in activities in class to reinforce their learning. The programme used an…

Montessori(TM) Math by Colors [CD Rom.

ERIC Educational Resources Information Center

1995

Montessori(TM) Learning Software programs are purportedly built upon the core concept of the Montessori philosophy, that a major path to intellectual development is through a child's hands and senses. Math by Colors, recommended for ages 4 to 8, encourages hands-on discovery by allowing the child to choose the right color from the assembled paint…

The State of State Science Standards, 2005

ERIC Educational Resources Information Center

Gross, Paul R.

2005-01-01

Until now, the No Child Left Behind Act of 2001 (NCLB) has focused everyone's attention on reading and math--and on whether schools are making "adequate yearly progress" in those two core subjects. Although some states incorporate additional subjects into their own accountability systems, reading and math have dominated most discussions of state…

Teaching Math to My Scholars: Inner City Middle School Students

ERIC Educational Resources Information Center

Iyer, Ranjani; Pitts, Joseph

2017-01-01

Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students…

Common Mistakes in Teaching Elementary Math--And How to Avoid Them

ERIC Educational Resources Information Center

Liu, Fuchang

2017-01-01

Learn the most effective ways to teach elementary math, no matter how much experience you have with the subject. In this book, Fuchang Liu takes you through many common mistakes in math instruction and explains the misunderstandings behind them. He points out practices that should be avoided, helping you to adjust your lessons so that all students…

Math anxiety and its relationship with basic arithmetic skills among primary school children.

PubMed

Sorvo, Riikka; Koponen, Tuire; Viholainen, Helena; Aro, Tuija; Räikkönen, Eija; Peura, Pilvi; Dowker, Ann; Aro, Mikko

2017-09-01

Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations. The participants comprised 1,327 children at grades 2-5. Math anxiety was assessed using six items, and basic arithmetic skills were assessed using three assessment tasks. Around one-third of the participants reported anxiety about being unable to do math, one-fifth about having to answer teachers' questions, and one tenth about having to do math. Confirmatory factor analysis indicated that anxiety about math-related situations and anxiety about failure in mathematics are separable aspects of math anxiety. Structural equation modelling suggested that anxiety about math-related situations was more strongly associated with arithmetic fluency than anxiety about failure. Anxiety about math-related situations was most common among second graders and least common among fifth graders. As math anxiety, particularly about math-related situations, was related to arithmetic fluency even as early as the second grade, children's negative feelings and math anxiety should be identified and addressed from the early primary school years. © 2017 The British Psychological Society.

The Relevance of Culturally Based Curriculum and Instruction: The Case of Nancy Sharp

ERIC Educational Resources Information Center

Lipka, Jerry; Sharp, Nancy; Brenner, Betsy; Yanez, Evelyn; Sharp, Ferdinand

2005-01-01

Ms. Sharp's case is particularly instructive as it shows how this experienced Yup'ik teacher steeped in the traditions of her culture effectively implemented a culturally based math module. Ms. Sharp's pedagogical creatively allowed her to authentically bring together a core academic content area, math, with Yup'ik traditions, knowledge, and ways…

Automated Creation of Labeled Pointcloud Datasets in Support of Machine-Learning Based Perception

DTIC Science & Technology

2017-12-01

computationally intensive 3D vector math and took more than ten seconds to segment a single LIDAR frame from the HDL-32e with the Dell XPS15 9650’s Intel...Core i7 CPU. Depth Clustering avoids the computationally intensive 3D vector math of Euclidean Clustering-based DON segmentation and, instead

Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010

ERIC Educational Resources Information Center

Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D.

2016-01-01

This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…

Great Explorations in Math and Science[R] (GEMS[R]) Space Science. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Great Explorations in Math and Science[R] (GEMS[R]) Space Science" is an instructional sequence for grades 3-5 that covers fundamental concepts, including planetary sizes and distance, the Earth's shape and movement, gravity, and moon phases and eclipses. Part of the "GEMS"[R] core curriculum, "GEMS[R] Space Science"…

Attitudes of College Students Enrolled in 2-Year Health Care Programs towards Online Learning

ERIC Educational Resources Information Center

Abdulla, Dalya

2012-01-01

Colleges offering 2-year diplomas to high-school graduates were among the forefront leaders in online learning however studies illustrating appropriate course construction for such student populations are scarce. Pharmacy Math (MATH16532) is a core course for students enrolled in the Practical Nursing (PN) and Pharmacy Technician (PT) programs at…

Iowa Core Annual Report

ERIC Educational Resources Information Center

Iowa Department of Education, 2015

2015-01-01

One central component of a great school system is a clear set of expectations, or standards, that educators help all students reach. In Iowa, that effort is known as the Iowa Core. The Iowa Core represents the statewide academic standards, which describe what students should know and be able to do in math, science, English language arts, and…

Sampling in the Snow: High School Winter Field Experiences Provide Relevant, Real World Connections Between Scientific Practices and Disciplinary Core Ideas

NASA Astrophysics Data System (ADS)

Hanson, E. W.; Burakowski, E. A.

2014-12-01

For much of the northern United States, the months surrounding the winter solstice are times of increased darkness, low temperatures, and frozen landscapes. It's a time when many high school science educators, who otherwise would venture outside with their classes, hunker down and are wary of the outdoors. However, a plethora of learning opportunities lies just beyond the classroom. Working collaboratively, a high school science teacher and a snow scientist have developed multiple activities to engage students in the scientific process of collecting, analyzing and interpreting the winter world using snow data to (1) learn about the insulative properties of snow, and (2) to learn about the role of snow cover on winter climate through its reflective properties while participating in a volunteer network that collects snow depth, albedo (reflectivity), and density data. These outdoor field-based snow investigations incorporate Next Generation Science Standards (NGSS) and disciplinary core ideas, including ESS2.C: The roles of water in Earth's surface processes and ESS2.D: Weather and Climate. Additionally, the lesson plans presented address Common Core State Standards (CCSS) in Mathematics, including the creation and analysis of bar graphs and time series plots (CCSS.Math.HSS-ID.A.1) and xy scatter plots (CCSS.Math.HSS-ID.B.6). High school students participating in the 2013/2014 snow sampling season described their outdoor learning experience as "authentic" and "hands-on" as compared to traditional class indoors. They emphasized that learning outdoors was essential to their understanding of underlying content and concepts because they "learn through actual experience."

District Finds the Right Equation to Improve Math Instruction

ERIC Educational Resources Information Center

Holmstrom, Annette

2010-01-01

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

Atlas Career Path Guidebook: Patterns and Common Practices in Systems Engineers’ Development

DTIC Science & Technology

2018-01-16

Overview of Atlas Proficiency Model .............................................................................. 68 5.1.2. Math /Science/General... Math /Science/General Engineering ................................ 72 Figure 42. Distribution for individuals with highest proficiency self...assessment in Math /Science/General Engineering ..................................................................................... 73 Figure 43

Identifying the Correlation between Professional Learning Communities and Collective Teacher Efficacy for Math Data Teams in Kaua'i Complex Area Secondary Schools

ERIC Educational Resources Information Center

Ellwood, Cheryl Kathryn

2013-01-01

Professional learning communities and teacher efficacy are at the core of many of the current educational reform models. The intention of this dissertation was to identify the correlation between professional learning communities and collective teacher efficacy for math data teams in the six Kaua'i Complex Area secondary schools, as measured by…

Impact of the Developing Mathematical Ideas Professional Development Program on Grade 4 Students' and Teachers' Understanding of Fractions. REL 2017-256

ERIC Educational Resources Information Center

Jayanthi, Madhavi; Gersten, Russell; Taylor, Mary Jo; Smolkowski, Keith; Dimino, Joseph

2017-01-01

Contemporary state math standards emphasize that students must demonstrate an understanding of the mathematical ideas underlying the computations that have typically been the core of the elementary school math curriculum. The standards have put an increased emphasis on the study of fractions in upper elementary grades, which are the years during…

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework.

PubMed

Shifrer, Dara; Callahan, Rebecca

2010-09-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework-traditionally considered non-academic coursework-than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability.

Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework

PubMed Central

Shifrer, Dara; Callahan, Rebecca

2016-01-01

Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered non-academic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as Technology and Communications courses, is associated with improved science and math course-taking outcomes for students with learning disabilities. Results show that credit accumulation in Technology and Communications coursework uniquely benefits the science course-taking, and comparably benefits the math course-taking, of students identified with learning disabilities in contrast to students who are not identified with a learning disability. PMID:27695150

Well-Covered Graphs: A Survey

DTIC Science & Technology

1991-01-01

critical G’s/# G’s -) 0 as IV(G)I -- oo? References [B1] C. Berge, Regularizable graphs, Ann. Discrete Math ., 3, 1978, 11-19. [B2] _ _, Some common...Springer-Verlag, Berlin, 1980, 108-123. [B3] _ _, Some common properties for regularizable graphs, edge-critical graphs, and B-graphs, Ann. Discrete Math ., 12...graphs - an extension of the K6nig-Egervgiry theorem, Discrete Math ., 27, 1979, 23-33. [ER] M.N Ellingham and G.F. Royle, Well-covered cubic graphs

Neural correlates of math anxiety - an overview and implications.

PubMed

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

2015-01-01

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

Neural correlates of math anxiety – an overview and implications

PubMed Central

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

2015-01-01

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

Stability of iterative procedures with errors for approximating common fixed points of a couple of q-contractive-like mappings in Banach spaces

NASA Astrophysics Data System (ADS)

Zeng, Lu-Chuan; Yao, Jen-Chih

2006-09-01

Recently, Agarwal, Cho, Li and Huang [R.P. Agarwal, Y.J. Cho, J. Li, N.J. Huang, Stability of iterative procedures with errors approximating common fixed points for a couple of quasi-contractive mappings in q-uniformly smooth Banach spaces, J. Math. Anal. Appl. 272 (2002) 435-447] introduced the new iterative procedures with errors for approximating the common fixed point of a couple of quasi-contractive mappings and showed the stability of these iterative procedures with errors in Banach spaces. In this paper, we introduce a new concept of a couple of q-contractive-like mappings (q>1) in a Banach space and apply these iterative procedures with errors for approximating the common fixed point of the couple of q-contractive-like mappings. The results established in this paper improve, extend and unify the corresponding ones of Agarwal, Cho, Li and Huang [R.P. Agarwal, Y.J. Cho, J. Li, N.J. Huang, Stability of iterative procedures with errors approximating common fixed points for a couple of quasi-contractive mappings in q-uniformly smooth Banach spaces, J. Math. Anal. Appl. 272 (2002) 435-447], Chidume [C.E. Chidume, Approximation of fixed points of quasi-contractive mappings in Lp spaces, Indian J. Pure Appl. Math. 22 (1991) 273-386], Chidume and Osilike [C.E. Chidume, M.O. Osilike, Fixed points iterations for quasi-contractive maps in uniformly smooth Banach spaces, Bull. Korean Math. Soc. 30 (1993) 201-212], Liu [Q.H. Liu, On Naimpally and Singh's open questions, J. Math. Anal. Appl. 124 (1987) 157-164; Q.H. Liu, A convergence theorem of the sequence of Ishikawa iterates for quasi-contractive mappings, J. Math. Anal. Appl. 146 (1990) 301-305], Osilike [M.O. Osilike, A stable iteration procedure for quasi-contractive maps, Indian J. Pure Appl. Math. 27 (1996) 25-34; M.O. Osilike, Stability of the Ishikawa iteration method for quasi-contractive maps, Indian J. Pure Appl. Math. 28 (1997) 1251-1265] and many others in the literature.

Democratizing Access to Core Mathematics across Grades 9-12

ERIC Educational Resources Information Center

Hegedus, Stephen; Dalton, Sara; Brookstein, Arden; Tapper, John; Heller, Eric

2011-01-01

The authors' proposed work builds upon 12+ years of research collectively known as the "SimCalc Projects." SimCalc Connected MathWorlds (SCM) combines two innovative technological ingredients to address core mathematical ideas in deep and sustainable ways for mathematics learners. Software that addresses content issues through dynamic…

Female teachers' math anxiety affects girls' math achievement.

PubMed

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

Investigating the Relationship between STEM Learning Principles and Student Achievement in Math and Science

ERIC Educational Resources Information Center

Hansen, Michael; Gonzalez, Thomas

2014-01-01

Science, technology, engineering and math (STEM) advocates commonly emphasize an interdisciplinary, authentic, project-based, and technology-based approach to learning, though the strength of prior research varies. This study examines the association between a range of classroom activities and academic performance gains in math and science. Using…

Cultivating Common Ground: Integrating Standards-Based Visual Arts, Math and Literacy in High-Poverty Urban Classrooms

ERIC Educational Resources Information Center

Cunnington, Marisol; Kantrowitz, Andrea; Harnett, Susanne; Hill-Ries, Aline

2014-01-01

The "Framing Student Success: Connecting Rigorous Visual Arts, Math and Literacy Learning" experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy. Developed and implemented by arts-in-education organization…

Highway Maintenance Equipment Operator: Basic Core. Training Materials.

ERIC Educational Resources Information Center

Perky, Sandra Dutreau; And Others

This basic core curriculum is part of a three-part series of instructional guides designed for use in teaching a course in highway maintenance equipment operation. Addressed in the individual units of the curriculum, after an orientation unit, are safety; basic math; basic hand tools; procedures for loading. lashing, and unloading equipment;…

Addition of Functional Content during Core Content Instruction with Students with Moderate Disabilities

ERIC Educational Resources Information Center

Collins, Belva C.; Hager, Karen L.; Galloway, Carey Creech

2011-01-01

The purpose of this investigation was to add functional content during core content instruction of language arts, science, and math. The investigation involved three middle school students with moderate disabilities who participated in the state's alternate assessment. During instruction using a constant time delay procedure to teach required…

Teaching with Technology in Physical Education

ERIC Educational Resources Information Center

Eberline, Andrew D.; Richards, K. Andrew R.

2013-01-01

Physical education is at a crossroads in the 21st century. With government mandates related to the No Child Left Behind Act (U.S. Department of Education, 2001) emphasizing core subjects, such as math and literacy, non-core subjects have been deemphasized. The most recent "Shape of the Nation Report" (National Association for Sport and…

Using E-mail in a Math/Computer Core Course.

ERIC Educational Resources Information Center

Gurwitz, Chaya

This paper notes the advantages of using e-mail in computer literacy classes, and discusses the results of incorporating an e-mail assignment in the "Introduction to Mathematical Reasoning and Computer Programming" core course at Brooklyn College (New York). The assignment consisted of several steps. The students first read and responded…

The Effect of Interactive Whiteboard Technology on a Math Curriculum Unit

ERIC Educational Resources Information Center

Flory, Vern

2012-01-01

Purpose: The purpose of this research was to determine the effect of interactive whiteboard technology on the math curriculum in a single school district. Methodology: Six second grade teachers tracked their technology use during math instruction to be compared with student performance on a common assessment at the conclusion a counting money unit…

Dyscalculia Defined. NetNews. Volume 5, Number 4

ERIC Educational Resources Information Center

LDA of Minnesota, 2005

2005-01-01

The focus of this issue of "NetNews" is dyscalculia, or math disability. Most of the attention over the years has been on reading and writing difficulties, thus leading to the belief that math difficulties are not very common or serious. However, it has been estimated that about 6% of school-age children experience significant math difficulties.…

Common fixed point theorems for maps under a contractive condition of integral type

NASA Astrophysics Data System (ADS)

Djoudi, A.; Merghadi, F.

2008-05-01

Two common fixed point theorems for mapping of complete metric space under a general contractive inequality of integral type and satisfying minimal commutativity conditions are proved. These results extend and improve several previous results, particularly Theorem 4 of Rhoades [B.E. Rhoades, Two fixed point theorems for mappings satisfying a general contractive condition of integral type, Int. J. Math. Math. Sci. 63 (2003) 4007-4013] and Theorem 4 of Sessa [S. Sessa, On a weak commutativity condition of mappings in fixed point considerations, Publ. Inst. Math. (Beograd) (N.S.) 32 (46) (1982) 149-153].

Transforming wealth: using the inverse hyperbolic sine (IHS) and splines to predict youth's math achievement.

PubMed

Friedline, Terri; Masa, Rainier D; Chowa, Gina A N

2015-01-01

The natural log and categorical transformations commonly applied to wealth for meeting the statistical assumptions of research may not always be appropriate for adjusting for skewness given wealth's unique properties. Finding and applying appropriate transformations is becoming increasingly important as researchers consider wealth as a predictor of well-being. We present an alternative transformation-the inverse hyperbolic sine (IHS)-for simultaneously dealing with skewness and accounting for wealth's unique properties. Using the relationship between household wealth and youth's math achievement as an example, we apply the IHS transformation to wealth data from US and Ghanaian households. We also explore non-linearity and accumulation thresholds by combining IHS transformed wealth with splines. IHS transformed wealth relates to youth's math achievement similarly when compared to categorical and natural log transformations, indicating that it is a viable alternative to other transformations commonly used in research. Non-linear relationships and accumulation thresholds emerge that predict youth's math achievement when splines are incorporated. In US households, accumulating debt relates to decreases in math achievement whereas accumulating assets relates to increases in math achievement. In Ghanaian households, accumulating assets between the 25th and 50th percentiles relates to increases in youth's math achievement. Copyright © 2014 Elsevier Inc. All rights reserved.

An Exploration of the Ways that Parents Can Influence African American Girls Interest in Achieving in Math and Science

NASA Astrophysics Data System (ADS)

Alexander, Lori L.

Math and science is the core of science, technology, engineering and math (STEM) education. It is the staying power of economic growth, job opportunities, new technology, innovation and emerging research on a global spectrum in the 21st century. Data reports that African American women are underrepresented in the STEM career field. The focus of this project was to specifically address African American middle school girls achievement gap, awareness and interests in the STEM pipeline. Data for this research was gathered by using Action Research Methodology approach using journals, questionnaire survey and dialogue. Five parents/educators participated in this empirical research study by sharing their personal, lived and unapologetic experiences through eight weeks of action/reflection inquiry. The finding of this research is that parents need to be engaged about STEM and the importance for girls to do well academically early in school with math and science.

The Systems Biology Markup Language (SBML): Language Specification for Level 3 Version 2 Core.

PubMed

Hucka, Michael; Bergmann, Frank T; Dräger, Andreas; Hoops, Stefan; Keating, Sarah M; Le Novère, Nicolas; Myers, Chris J; Olivier, Brett G; Sahle, Sven; Schaff, James C; Smith, Lucian P; Waltemath, Dagmar; Wilkinson, Darren J

2018-03-09

Computational models can help researchers to interpret data, understand biological functions, and make quantitative predictions. The Systems Biology Markup Language (SBML) is a file format for representing computational models in a declarative form that different software systems can exchange. SBML is oriented towards describing biological processes of the sort common in research on a number of topics, including metabolic pathways, cell signaling pathways, and many others. By supporting SBML as an input/output format, different tools can all operate on an identical representation of a model, removing opportunities for translation errors and assuring a common starting point for analyses and simulations. This document provides the specification for Version 2 of SBML Level 3 Core. The specification defines the data structures prescribed by SBML, their encoding in XML (the eXtensible Markup Language), validation rules that determine the validity of an SBML document, and examples of models in SBML form. The design of Version 2 differs from Version 1 principally in allowing new MathML constructs, making more child elements optional, and adding identifiers to all SBML elements instead of only selected elements. Other materials and software are available from the SBML project website at http://sbml.org/.

The Adoption of Tablet and E-Textbooks: First Grade Core Curriculum and School Administration Attitude

ERIC Educational Resources Information Center

Al-Mashaqbeh, Ibtesam; Al Shurman, Muneera

2015-01-01

This study aimed to investigate the effect of using e-textbooks, activities, games, and worksheets that loaded onto students tablets on first grade students' achievement on their core curriculum (science, math, English, Arabic) compared to the use of the traditional teaching method. It also, investigated the school administration reflection toward…

Degrees of Freedom: Probing Math Placement Policies at California Colleges and Universities (Report 3 of a 3-Part Series)

ERIC Educational Resources Information Center

Burdman, Pamela

2015-01-01

There is growing concern that the remedial math courses taken by most community college students unnecessarily divert some students from earning a degree. Anecdotes of students who thought they had completed their math requirements in high school only to have remedial courses delay their progress through college are common. In addition, research…

Curriculum that incorporates good physics and good math -- AT THE SAME TIME!

NASA Astrophysics Data System (ADS)

Weisel, Derek

2007-03-01

Anyone with experience in physics education knows there is considerable consternation about how much trouble students can have during their first experience with physics. It is a common opinion that many students struggle in physics because of a weak math background. Recent research has shown that this is not always the case. Many students who have shown a tested proficiency in mathematics still struggle in physics. It is an important question to ask how a student who excels in mathematics can still struggle in physics. If this question can be answered it may open up new methods of instruction to aid all students. After discussion of this question, examples of curriculum that simultaneously meet common standards of physics and common standards of math will be shown.

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

ERIC Educational Resources Information Center

Davidson, J. Cody

2016-01-01

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

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…

Mathematics/Arithmetic Knowledge-Based Way of Thinking and Its Maintenance Needed for Engineers

NASA Astrophysics Data System (ADS)

Harada, Shoji

Examining curriculum among universities revealed that no significant difference in math class or related subjects can be seen. However, amount and depth of those studies, in general, differed depending on content of curriculum and the level of achievement at entrance to individual university. Universalization of higher education shows that students have many problems in learning higher level of traditional math and that the memory of math they learned quickly fades away after passing in exam. It means that further development of higher math knowledgebased engineer after graduation from universities. Under these circumstances, the present author, as one of fun of math, propose how to maintain way of thinking generated by math knowledge. What necessary for engineer is to pay attention to common books, dealing with elementary mathematics or arithmetic- related matters. This surely leads engineer to nourish math/arithmetic knowledge-based way of thinking.

Computer Science (CS) Education in Indian Schools: Situation Analysis Using Darmstadt Model

ERIC Educational Resources Information Center

Raman, Raghu; Venkatasubramanian, Smrithi; Achuthan, Krishnashree; Nedungadi, Prema

2015-01-01

Computer science (CS) and its enabling technologies are at the heart of this information age, yet its adoption as a core subject by senior secondary students in Indian schools is low and has not reached critical mass. Though there have been efforts to create core curriculum standards for subjects like Physics, Chemistry, Biology, and Math, CS…

Synchronizing Physics And Math Standards

NASA Astrophysics Data System (ADS)

Weisel, Derek

2008-04-01

State and national standards tend to focus primarily on math and reading. This has led many schools to focus the majority of instruction time on these two subjects. This creates the negative effect of placing less emphasis on physics in many schools. An effective way to keep physics as a primary focus in schools is to emphasize that physics curriculum meets many of the math standards and can be used as a tool to introduce, practice and reinforce important math concepts. This is also a way for physics curriculum to be introduced at the elementary level. This talk will highlight some common areas where math standards are being met and exceeded in the physics curriculum.

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

PubMed

MacKinnon McQuarrie, Maureen A; Siegel, Linda S; Perry, Nancy E; Weinberg, Joanne

2014-01-01

This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary cortisol levels) to measure children's reactivity while completing tasks that assess the core components of MD: working memory for numbers, working memory for words, digits backward, letter number sequence, digit span forward, processing speed for numbers and words, block rotation, and math tasks. Grade 1 children with MD obtained significantly lower scores on the letter number sequence and quantitative concepts tasks. Higher levels of reactivity significantly predicted poorer performance on the working memory for numbers, working memory for words, and quantitative concepts tasks for Grade 1 children, regardless of math ability. Grade 1 children with MD and higher reactivity had significantly lower scores on the letter number sequence task than the children with MD and low reactivity. The findings suggest that high reactivity impairs performance in working memory and math tasks in Grade 1 children, and young children with high reactivity may benefit from interventions aimed at lowering anxiety in stressful situations, which may improve learning. © Hammill Institute on Disabilities 2012.

Reactivity to Stress and the Cognitive Components of Math Disability in Grade 1 Children

PubMed Central

MacKinnon McQuarrie, Maureen A.; Siegel, Linda S.; Perry, Nancy E.; Weinberg, Joanne

2016-01-01

This study investigated the relationship among working memory, processing speed, math performance, and reactivity to stress in 83 Grade 1 children. Specifically, 39 children with math disability (MD) were compared to 44 children who are typically achieving (TA) in mathematics. It is the first study to use a physiological index of stress (salivary cortisol levels) to measure children’s reactivity while completing tasks that assess the core components of MD: working memory for numbers, working memory for words, digits backward, letter number sequence, digit span forward, processing speed for numbers and words, block rotation, and math tasks. Grade 1 children with MD obtained significantly lower scores on the letter number sequence and quantitative concepts tasks. Higher levels of reactivity significantly predicted poorer performance on the working memory for numbers, working memory for words, and quantitative concepts tasks for Grade 1 children, regardless of math ability. Grade 1 children with MD and higher reactivity had significantly lower scores on the letter number sequence task than the children with MD and low reactivity. The findings suggest that high reactivity impairs performance in working memory and math tasks in Grade 1 children, and young children with high reactivity may benefit from interventions aimed at lowering anxiety in stressful situations, which may improve learning. PMID:23124381

UnCommon Knowledge: Projects That Help Middle-School-Age Youth Discover the Science and Mathematics in Everyday Life. Volume Two: Hands-On Math Projects.

ERIC Educational Resources Information Center

Carter, Carolyn S.; Cohen, Sara; Keyes, Marian; Kusimo, Patricia S.; Lunsford, Crystal

This guide contains hands-on mathematics activities to connect middle-school students to the traditional knowledge of their grandparents and elders. Because girls often lose interest in math at the middle-school level, and because women in some communities (especially in rural areas) are seldom involved in work with an obvious math basis, the…

Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study

PubMed Central

Ramirez, Gerardo

2017-01-01

Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children (N = 812), I hypothesize that math anxiety creates negative experiences in the classroom that threaten children’s positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children’s math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education. PMID:29255439

Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study.

PubMed

Ramirez, Gerardo

2017-01-01

Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children ( N = 812), I hypothesize that math anxiety creates negative experiences in the classroom that threaten children's positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children's math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education.

Writing Chinese and mathematics achievement: A study with Chinese-American undergraduates

NASA Astrophysics Data System (ADS)

Li, Chieh; Nuttall, Ronald

2001-04-01

Two recent studies indicated that writing Chinese is correlated to Chinese-American (CA) students' spatial skills. The current study investigated whether writing Chinese would have the same relationship to mathematics skills. The Scholastic Assessment Test—Mathematics (SAT-Math) scores were analysed for 150 CA undergraduates: 42 writers of Chinese and 108 non-writers of Chinese. The results suggested a strong correlation between writing Chinese and success on SAT-Math. An underlying mechanism may be the common cognitive components that encompass writing Chinese, spatial tasks, and SAT-Math. Contrary to previous findings with other populations in the USA, CA females scored slightly higher on SAT-Math than males. The finding supports the cultural relativity theory of gender difference on SAT-Math.

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

PubMed

Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

2014-01-01

Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

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

PubMed

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

2013-01-01

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

Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children

PubMed Central

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

2013-01-01

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

Working with and Visualizing Big Data Efficiently with Python for the DARPA XDATA Program

DTIC Science & Technology

2017-08-01

same function to be used with scalar inputs, input arrays of the same shape, or even input arrays of dimensionality in some cases. Most of the math ... math operations on values ● Split-apply-combine: similar to group-by operations in databases ● Join: combine two datasets using common columns 4.3.3...Numba - Continue to increase SIMD performance with support for fast math flags and improved support for AVX, Intel’s large vector

An Innovation in Children's T.V. the Infinity Factory

ERIC Educational Resources Information Center

La Luz, 1977

1977-01-01

"Infinity Factory" is a slick, fast-paced, sophisticated series aimed at teaching mathematics fundamentals with a unique and arresting approach. The 30 minutes of live-action skits, brief filmed documentaries, and animation sequences explore common sense math concepts and present useful information showing math at work in everyday life. (NQ)

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

NASA Astrophysics Data System (ADS)

Redish, Edward F.; Kuo, Eric

2015-07-01

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

Neutrino-Induced Nucleosynthesis in Helium Shells of Early Core-Collapse Supernovae

NASA Astrophysics Data System (ADS)

Banerjee, Projjwal; Qian, Yong-Zhong; Heger, Alexander; Haxton, Wick

2016-02-01

We summarize our studies on neutrino-driven nucleosynthesis in He shells of early core-collapse supernovae with metallicities of Z ≲ 10-3 Z⊙. We find that for progenitors of ˜ 11-15 M⊙, the neutrons released by 4He(ν¯ee, e+n)3H in He shells can be captured to produce nuclei with mass numbers up to A ˜ 200. This mechanism is sensitive to neutrino emission spectra and flavor oscillations. In addition, we find two new primary mechanisms for neutrino-induced production of 9Be in He shells. The first mechanism produces 9Be via 7Li(n,γ)8Li(n,γ)9Li(e- ν¯ee)9Be and relies on a low explosion energy for its survival. The second mechanism operates in progenitors of ˜ 8 M⊙, where 9Be can be produced directly via 7Li(3H, n0)9Be during the rapid expansion of the shocked Heshell material. The light nuclei 7Li and 3H involved in these mechanisms are produced by neutrino interactions with 4He. We discuss the implications of neutrino-induced nucleosynthesis in He shells for interpreting the elemental abundances in metal-poor stars.

Fueling Interest in Science: An After-School Program Model that Works

ERIC Educational Resources Information Center

Koenig, Kathleen; Hanson, Margaret

2008-01-01

As our society becomes more technologically advanced and jobs require additional related skills, it is important that all girls, not just those interested in science, technology, engineering, and math (commonly referred to as the STEM disciplines), take advanced levels of science and math in high school. Evidence suggests that intervention…

The Effects of Computerized Instruction and Systematic Presentation and Review of Math Fact Acquisition and Fluency

ERIC Educational Resources Information Center

Reynolds, Jennifer L.

2010-01-01

Cross country investigations have repeatedly demonstrated the disappointing math performance of students in the United States (Beatty, 1997; Ferrini-Mundy & Schmidt, 2005). The National Council of Teachers of Mathematics (2000) listed failure to rapidly recall basic facts as a common problem associated with disabilities in mathematics and…

A Comparison of Behavioral and Constructivist Interventions for Increasing Math-Fact Fluency in a Second-Grade Classroom

ERIC Educational Resources Information Center

Poncy, Brian C.; McCallum, Elizabeth; Schmitt, Ara J.

2010-01-01

Although basic math skill deficits are commonly encountered across elementary and secondary school students, few empirically validated, group-administered interventions are available for educators attempting to prevent or remedy such problems. This study compared the effectiveness of two theoretically distinct interventions for improving the…

The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.

PubMed

Andrews, Sarah E; Runyon, Christopher; Aikens, Melissa L

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Everything You Need To Know about Math Homework. A Desk Reference for Students and Parents. Fourth to Sixth Grades. Scholastic Homework Reference Series.

ERIC Educational Resources Information Center

Zeman, Anne; Kelly, Kate

This book is written to answer commonly asked homework questions of fourth, fifth, and sixth graders. Included are facts, charts, definitions, explanations, examples, and illustrations. Topics include ancient number systems; decimal system; math symbols; addition; subtraction; multiplication; division; fractions; estimation; averages; properties;…

What Adds Up?: Math Enrollment and Graduation

ERIC Educational Resources Information Center

Utah System of Higher Education, 2015

2015-01-01

College students struggling to pass a college level math course required for Quantitative Literacy (QL) credit1 has been a common issue facing many institutions in higher education. In the fall of 2014, the Utah State Board of Regents solidified a statewide initiative that set goals for each of the Utah System of Higher Education institutions (UU,…

Connecting Math Website Evaluation to an Authentic Learning Activity for Teaching Candidates

ERIC Educational Resources Information Center

Ziegenfus, Robert G.; Smith, Michael

2015-01-01

This article will discuss two teacher training functions: One function is to give the teacher candidates practice in evaluating currently available mathematics websites used in grades K-8 for mathematics instruction. The second function is the evaluation of data by teaching candidates of 13 commonly used math sites by middle and elementary…

21st Century Skills Map

ERIC Educational Resources Information Center

Partnership for 21st Century Skills, 2011

2011-01-01

The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations representing the core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages and the Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate the essential…

Mathematics. Ohio's Competency Analysis Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This competency analysis profile contains eight lists of mathematics skills that have been identified by employers and verified by math-certified instructors as being core competencies for eight groups of occupational areas. Each list is organized into subsections dealing with the following: numbers and number relations, measurement, data analysis…

Art Integration and Cognitive Development

ERIC Educational Resources Information Center

Baker, Dawn

2013-01-01

The arts have long been valued for their aesthetic contributions to education, and studies have been conducted to demonstrate their contribution to academic performance in an attempt to justify their inclusion in the curriculum. Art integration involves learning core content subjects (math, reading, language, science, social studies) through the…

Doing the math. Groups say the debt-ceiling law's $11.1 billion hit to Medicare would lead to mass layoffs in healthcare.

PubMed

Zigmond, Jessica; Daly, Rich

2012-09-17

As Washington wrestles with looming mandatory cuts forced by a deficit agreement, the AMA, AHA and ANA are warning of massive job cuts. "If I've got a choice of maintaining these beneficial programs or contract them for my core mission, you're going to choose your core mission. And that will cost the community more in terms of health and of dollars," says Rich Morrison, of Adventist Health System.

A meta-analysis of math performance in Turner syndrome.

PubMed

Baker, Joseph M; Reiss, Allan L

2016-02-01

Studies investigating the relationship between Turner syndrome and math learning disability have used a wide variation of tasks designed to test various aspects of mathematical competencies. Although these studies have revealed much about the math deficits common to Turner syndrome, their diversity makes comparisons between individual studies difficult. As a result, the consistency of outcomes among these diverse measures remains unknown. The overarching aim of this review is to provide a systematic meta-analysis of the differences in math and number performance between females with Turner syndrome and age-matched neurotypical peers. We provide a meta-analysis of behavioral performance in Turner syndrome relative to age-matched neurotypical populations on assessments of math and number aptitude. In total, 112 comparisons collected across 17 studies were included. Although 54% of all statistical comparisons in our analyses failed to reject the null hypothesis, our results indicate that meaningful group differences exist on all comparisons except those that do not require explicit calculation. Taken together, these results help elucidate our current understanding of math and number weaknesses in Turner syndrome, while highlighting specific topics that require further investigation. © 2015 Mac Keith Press.

Visual Attention and Math Performance in Survivors of Childhood Acute Lymphoblastic Leukemia.

PubMed

Richard, Annette E; Hodges, Elise K; Heinrich, Kimberley P

2018-01-24

Attentional and academic difficulties, particularly in math, are common in survivors of childhood acute lymphoblastic leukemia (ALL). Of cognitive deficits experienced by survivors of childhood ALL, attention deficits may be particularly responsive to intervention. However, it is unknown whether deficits in particular aspects of attention are associated with deficits in math skills. The current study investigated relationships between math calculation skills, performance on an objective measure of sustained attention, and parent- and teacher-reported attention difficulties. Twenty-four survivors of childhood ALL (Mage = 13.5 years, SD= 2.8 years) completed a computerized measure of sustained attention and response control and a written measure of math calculation skills in the context of a comprehensive clinical neuropsychological evaluation. Parent and teacher ratings of inattention and impulsivity were obtained. Visual response control and visual attention accounted for 26.4% of the variance observed among math performance scores after controlling for IQ (p < .05). Teacher-rated, but not parent-rated, inattention was significantly negatively correlated with math calculation scores. Consistency of responses to visual stimuli on a computerized measure of attention is a unique predictor of variance in math performance among survivors of childhood ALL. Objective testing of visual response control, rather than parent-rated attentional problems, may have clinical utility in identifying ALL survivors at risk for math difficulties. © The Author(s) 2018. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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.

Science Education for Students with Special Needs

ERIC Educational Resources Information Center

Villanueva, Mary Grace; Taylor, Jonte; Therrien, William; Hand, Brian

2012-01-01

Students with special needs tend to show significantly lower achievement in science than their peers. Reasons for this include severe difficulties with academic skills (i.e. reading, math and writing), behaviour problems and limited prior understanding of core concepts background knowledge. Despite this bleak picture, much is known on how to…

Energy and technology review

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

Quirk, W.J.; Canada, J.; de Vore, L.

1994-04-01

This issue highlights the Lawrence Livermore National Laboratory`s 1993 accomplishments in our mission areas and core programs: economic competitiveness, national security, energy, the environment, lasers, biology and biotechnology, engineering, physics, chemistry, materials science, computers and computing, and science and math education. Secondary topics include: nonproliferation, arms control, international security, environmental remediation, and waste management.

Degrees of Freedom: Varying Routes to Math Readiness and the Challenge of Intersegmental Alignment (Report 2 of a 3-Part Series)

ERIC Educational Resources Information Center

Burdman, Pamela

2015-01-01

The conventional algebra-intensive math curriculum commonly dictates students' options for entering and completing college, including their ability to transfer from two-year to four-year institutions. The assumption that higher-level algebra is necessary for college success has led some equity advocates to promote algebra for all students. Nearly…

Dealing with Maths Anxiety: How "Do" You Teach Mathematics in a Geography Department?

ERIC Educational Resources Information Center

Chapman, Lee

2010-01-01

Mathematics is often taught covertly as a "service" subject in geography departments, but can often be a cause of fear for students who may not have studied the subject post-GCSE. Negative attitudes are common and many students show signs of maths anxiety. This paper details how students' attitudes were changed by a new foundation mathematics…

Using Automatic Speech Recognition to Dictate Mathematical Expressions: The Development of the "TalkMaths" Application at Kingston University

ERIC Educational Resources Information Center

Wigmore, Angela; Hunter, Gordon; Pflugel, Eckhard; Denholm-Price, James; Binelli, Vincent

2009-01-01

Speech technology--especially automatic speech recognition--has now advanced to a level where it can be of great benefit both to able-bodied people and those with various disabilities. In this paper we describe an application "TalkMaths" which, using the output from a commonly-used conventional automatic speech recognition system,…

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

NASA Astrophysics Data System (ADS)

Browning, S.

2014-12-01

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

Inspection of the Math Model Tools for On-Orbit Assessment of Impact Damage Report

NASA Technical Reports Server (NTRS)

Harris, Charles E.; Raju, Ivatury S.; Piascik, Robert S> ; KramerWhite, Julie A.; KramerWhite, Julie A.; Labbe, Steve G.; Rotter, Hank A.

2007-01-01

In Spring of 2005, the NASA Engineering Safety Center (NESC) was engaged by the Space Shuttle Program (SSP) to peer review the suite of analytical tools being developed to support the determination of impact and damage tolerance of the Orbiter Thermal Protection Systems (TPS). The NESC formed an independent review team with the core disciplines of materials, flight sciences, structures, mechanical analysis and thermal analysis. The Math Model Tools reviewed included damage prediction and stress analysis, aeroheating analysis, and thermal analysis tools. Some tools are physics-based and other tools are empirically-derived. Each tool was created for a specific use and timeframe, including certification, real-time pre-launch assessments. In addition, the tools are used together in an integrated strategy for assessing the ramifications of impact damage to tile and RCC. The NESC teams conducted a peer review of the engineering data package for each Math Model Tool. This report contains the summary of the team observations and recommendations from these reviews.

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.

PubMed

Wachsmuth, Lucas P; Runyon, Christopher R; Drake, John M; Dolan, Erin L

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students' emotional satisfaction with math. We then compared life science and non-life science majors and found that major had a small to moderate relationship with students' responses. Gender also had a small relationship with students' responses, while students' race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups-students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates' emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors' attitudes toward math. © 2017 L.P. Wachsmuth et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

75 FR 15728 - Office of Apprenticeship and the Women's Bureau; Notice of Availability of Funds and Solicitation...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-30

... levels. B. Purpose: The WANTO Act's purpose is to provide technical assistance to employers and labor... occupation, core industry skills training such as tool identification, industry math/science, and industry... participants to a more achievable level of placement of at least 50 participants annually into apprenticeships...

Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Scott Foresman-Addison Wesley Elementary Mathematics" is a core curriculum for students at all ability levels in prekindergarten through grade 6. The program supports students' understanding of key math concepts and skills and covers a range of mathematical content across grades. The What Works Clearinghouse (WWC) reviewed 12 studies on…

The Social Studies are Essential to a Well-Rounded Education

ERIC Educational Resources Information Center

Duncan, Arne

2011-01-01

Social studies teachers live with the unintended consequences of the No Child Left Behind (NCLB) Act every day. They understand that the law has created flawed incentives for states and school districts to narrow their curricula to English and math. This fundamentally misguided practice leaves out core disciplines that are essential to a…

Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan.

ERIC Educational Resources Information Center

LeTendre, Gerald K.; Baker, David P.; Akiba, Motoko; Goesling, Brian; Wiseman, Alex

2001-01-01

Used data from the Third International Math-Science Study to examine the working conditions and beliefs of Japanese, German, and United States teachers. Core teaching practices and teacher beliefs showed little national variation, but other aspects of teachers' work showed variation. Models of national cultures of learning may overemphasize…

Curing Provincialism: Why We Educate the Way We Do. A Conversation with Jacques Barzun.

ERIC Educational Resources Information Center

American Educator, 2002

2002-01-01

This interview with author and cultural historian Jacques Barzun discusses the origins of history, science, art, literature, and math, calling them the core of intellectual inheritance. Notes how the frameworks they provide enable people to extend their understanding of the world and reach beyond natural, human parochialism. Discusses the…

Achieving Sustainability through Targeted Curriculum Change. Strategies for Transformative Change

ERIC Educational Resources Information Center

Audant, B.; Kirby, C.

2016-01-01

Integrated academic skills instruction was one of the core elements of the CareerPATH consortium that provided math, reading, writing, and English language skills instruction "contextualized" to occupational training. Its goal was to engage adult learners and accelerate their progress in college and careers. The focus of this brief is…

Changing the Scholarly Sources Landscape with Geomorphology Undergraduate Students

ERIC Educational Resources Information Center

Blackburn, Heidi; Dere, Ashlee

2016-01-01

Science is a core discipline in academia yet the focus of most undergraduate technical writing is generally on the data and results, not the literature review. The Science, Technology, Engineering, and Math (STEM) librarian and a new geology professor at the University of Nebraska at Omaha (UNO) collaborated to develop an information literacy…

Big Ideas at the Center for Innovation in Education at Thomas College

ERIC Educational Resources Information Center

Prawat, Ted

2016-01-01

Schools and teachers are looking for innovative ways to teach the "big ideas" emerging in the core curricula, especially in STEAM fields (science technology, engineering, arts and math). As a result, learning environments that support digital learning and educational technology on various platforms and devices are taking on…

Investigating the Effects of a Math-Enhanced Agricultural Teaching Methods Course

ERIC Educational Resources Information Center

Stripling, Christopher T.; Roberts, T. Grady

2013-01-01

Numerous calls have been made for agricultural education to support core academic subject matter including mathematics. Previous research has shown that the incorporation of mathematics content into a teaching methods course had a positive effect on preservice teachers' mathematics content knowledge. The purpose of this study was to investigate…

Standardized Curriculum for Machine Tool Operation/Machine Shop.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized vocational education course titles and core contents for two courses in Mississippi are provided: machine tool operation/machine shop I and II. The first course contains the following units: (1) orientation; (2) shop safety; (3) shop math; (4) measuring tools and instruments; (5) hand and bench tools; (6) blueprint reading; (7)…

What's My Math Course Got to Do with Biology?

ERIC Educational Resources Information Center

Burks, Robert; Lindquist, Joseph; McMurran, Shawnee

2008-01-01

At United States Military Academy, a unit on biological modeling applications forms the culminating component of the first semester core mathematics course for freshmen. The course emphasizes the use of problem-solving strategies and modeling to solve complex and ill-defined problems. Topic areas include functions and their shapes, data fitting,…

LC21-Hopes and Cautions for the Library of Congress; The NSF National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) Program: A Progress Report; A Grammar of Dublin Core; Measuring the Impact of an Electronic Journal Collection on Library Costs: A Framework and Preliminary Observations; Emulation As a Digital Preservation Strategy.

ERIC Educational Resources Information Center

O'Donnell, James J.; Zia, Lee L.; Baker, Thomas; Montgomery, Carol Hansen; Granger, Stewart

2000-01-01

Includes five articles: (1) discusses Library of Congress efforts to include digital materials; (2) describes the National Science Foundation (NSF) digital library program to improve science, math, engineering, and technology education; (3) explains Dublin Core grammar; (4) measures the impact of electronic journals on library costs; and (5)…

Flight Software Math Library

NASA Technical Reports Server (NTRS)

McComas, David

2013-01-01

The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.

Money, Math and Engineering: The Relationships between Community Economics, Math Preparation and the Graduation of Racially Underrepresented Engineers

ERIC Educational Resources Information Center

Freeman, Amy Louise

2009-01-01

A primary gateway to a career in engineering is the attainment of the bachelor of science degree in engineering. In contrast, a common barrier to becoming an engineer is failure to attain the degree. Those variables that are related to college graduation are often in place prior to college admission. The purpose of this study was to examine the…

Math Achievement, Numerical Processing, and Executive Functions in Girls with Turner Syndrome: Do Girls with Turner Syndrome Have Math Learning Disability?

ERIC Educational Resources Information Center

Mazzocco, Michele M. M.; Hanich, Laurie B.

2010-01-01

Turner syndrome is a common genetic disorder associated with select deficits in executive functions, working memory and mathematics. In Study 1, we examined growth trajectories of skills in these areas, from grades 1 to 6, among girls with or without Turner syndrome. Rates of growth and performance levels at 6th grade, on an untimed math…

Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD.

PubMed

Murphy, Melissa M; Mazzocco, Michèle M M; Hanich, Laurie B; Early, Martha C

2007-01-01

Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. below the 35th percentile). Different cutoffs may lead to groups of children that differ in their profile of math and related skills, including reading, visual-spatial, and working memory skills. The present study assesses the characteristics of children with MLD based on varying MLD definitions of math performance either below the 10th percentile (n = 22) or between the 11th and 25th percentile (n = 42) on the Test of Early Math Ability, second edition (TEMA-2). Initial starting levels and growth rates for math and related skills were examined in these two MLD groups relative to a comparison group (n = 146) whose TEMA-2 performance exceeded the 25th percentile. Between kindergarten and third grade, differences emerged in the starting level and growth rate, suggesting qualitative differences among the three groups. Despite some similarities, qualitative group differences were also observed in the profiles of math-related skills across groups. These results highlight differences in student characteristics based on the definition of MLD and illustrate the value of examining skill areas associated with math performance in addition to math performance itself.

Perceptions of Critical Thinking, Task Value, Autonomy and Science Lab Self-Efficacy: A Longitudinal Examination of Students' CASE Experience

ERIC Educational Resources Information Center

Velez, Jonathan J.; Lambert, Misty D.; Elliott, Kristopher M.

2015-01-01

The purpose of this study was to begin examining the impact of the Curriculum for Agricultural Science Education (CASE). Under development since 2008, the curriculum is intended to integrate core academics and Science, Technology, Engineering, and Math (STEM) into agricultural education programs. This longitudinal descriptive correlational study…

Changes in Math Proficiency between 8th and 10th Grades. Statistics in Brief.

ERIC Educational Resources Information Center

Rock, Don; And Others

Between 8th and 10th grades, many students are asked to make curriculum-related decisions that may ultimately influence their achievement in core academic subjects such as mathematics. While past achievement often limits the level of courses available to a student, aspirations for postsecondary education ultimately determine the level of…

eWorkbooks for Mathematics: Mapping the Independent Learning Experiences of Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaczorowski, Tara; Raimondi, Sharon

2014-01-01

In this paper, we describe a small case study exploring how four elementary students with mathematics learning disabilities utilized mobile technology (the eWorkbook) during core math instruction in a general education setting. The lead author designed the eWorkbook intervention to provide a flexible learning experience optimized for diverse…

Ed Schools: The Real Shame of the Nation

ERIC Educational Resources Information Center

Stotsky, Sandra

2005-01-01

There are English, math, science, and other core subjects, and there are young minds. Schools of education are supposed to prepare and furnish the guides who bring the former into the latter, but the bankrupt ideology they impart to educators obstructs that transfer. Sandra Stotsky says that if we give the job of training teachers to the…

"They're Not Keeping a Journal of Feelings": Literacy Initiatives and Career and Technical Education

ERIC Educational Resources Information Center

Kohnen, Angela M.

2015-01-01

Career and Technical Education (CTE) centers offer an opportunity for students to engage in authentic reading and writing activities. In many states, "embedding" English and math credits (i.e., allowing students to earn traditional core subject credits in the context of their CTE programs) has become a popular trend. This article reports…

Preparing English as a Second Language Students for College Level Math

ERIC Educational Resources Information Center

Valenzuela, Hector

2014-01-01

In a diverse classroom, there are students who are in need of both mathematics and English as a second language instruction. One of the challenges faced at Lake Washington Institute of Technology (LWIT) was the development of a pathway for English language learners into core academic courses at the college. In addition, English language learners…

The Impact of Music on Student Achievement in the Third and Fifth Grade Math Curriculum

ERIC Educational Resources Information Center

Albright, Ruth E.

2012-01-01

Research indicates students who engage in music exhibit improved cognitive development. The quantitative study was conducted in a large suburban school district in Southeast Georgia. This study investigated the impact of music on student achievement when music is incorporated with the core academic subject of mathematics at the elementary level.…

Critical Thinking Skills and Academic Maturity: Emerging Results from a Five-Year Quality Enhancement Plan (QEP) Study

ERIC Educational Resources Information Center

Toppin, Ian N.; Chitsonga, Shadreck

2016-01-01

The QEP that was implemented in this study focused on enhancing students' critical thinking skills. A pretest/posttest approach was used to assess students' critical thinking progress in freshman level core English and Math courses. An intervention was performed involving intensive instruction and assignments relating to a set of reasoning…

Approximate number sense correlates with math performance in gifted adolescents.

PubMed

Wang, Jinjing Jenny; Halberda, Justin; Feigenson, Lisa

2017-05-01

Nonhuman animals, human infants, and human adults all share an Approximate Number System (ANS) that allows them to imprecisely represent number without counting. Among humans, people differ in the precision of their ANS representations, and these individual differences have been shown to correlate with symbolic mathematics performance in both children and adults. For example, children with specific math impairment (dyscalculia) have notably poor ANS precision. However, it remains unknown whether ANS precision contributes to individual differences only in populations of people with lower or average mathematical abilities, or whether this link also is present in people who excel in math. Here we tested non-symbolic numerical approximation in 13- to 16-year old gifted children enrolled in a program for talented adolescents (the Center for Talented Youth). We found that in this high achieving population, ANS precision significantly correlated with performance on the symbolic math portion of two common standardized tests (SAT and ACT) that typically are administered to much older students. This relationship was robust even when controlling for age, verbal performance, and reaction times in the approximate number task. These results suggest that the Approximate Number System is linked to symbolic math performance even at the top levels of math performance. Copyright © 2017 Elsevier B.V. All rights reserved.

Integrating Quantitative Reasoning into STEM Courses Using an Energy and Environment Context

NASA Astrophysics Data System (ADS)

Myers, J. D.; Lyford, M. E.; Mayes, R. L.

2010-12-01

Many secondary and post-secondary science classes do not integrate math into their curriculum, while math classes commonly teach concepts without meaningful context. Consequently, students lack basic quantitative skills and the ability to apply them in real-world contexts. For the past three years, a Wyoming Department of Education funded Math Science Partnership at the University of Wyoming (UW) has brought together middle and high school science and math teachers to model how math and science can be taught together in a meaningful way. The UW QR-STEM project emphasizes the importance of Quantitative Reasoning (QR) to student success in Science, Technology, Engineering and Mathematics (STEM). To provide a social context, QR-STEM has focused on energy and the environment. In particular, the project has examined how QR and STEM concepts play critical roles in many of the current global challenges of energy and environment. During four 3-day workshops each summer and over several virtual and short face-to-face meetings during the academic year, UW and community college science and math faculty work with math and science teachers from middle and high schools across the state to improve QR instruction in math and science classes. During the summer workshops, faculty from chemistry, physics, earth sciences, biology and math lead sessions to: 1) improve the basic science content knowledge of teachers; 2) improve teacher understanding of math and statistical concepts, 3) model how QR can be taught by engaging teachers in sessions that integrate math and science in an energy and environment context; and 4) focus curricula using Understanding by Design to identify enduring understandings on which to center instructional strategies and assessment. In addition to presenting content, faculty work with teachers as they develop classroom lessons and larger units to be implemented during the school year. Teachers form interdisciplinary groups which often consist of math and science teachers from the same school or district. By jointly developing units focused on energy and environment, math and science curricula can be coordinated during the school year. During development, teams present their curricular ideas for peer-review. Throughout the school year, teachers implement their units and collect pre-post data on student learning. Ultimately, science teachers integrate math into their science courses, and math teachers integrate science content in their math courses. Following implementation, participants share their experiences with their peers and faculty. Of central interest during these presentations are: 1) How did the QR-STEM experience change teacher practices in the classroom?; and 2) How did the modification of their teaching practices impact student learning and their ability to successfully master QR? The UW QR-STEM has worked with Wyoming science and math teachers from across the state over the three year grant period.

Inspection of the Math Model Tools for On-Orbit Assessment of Impact Damage Report. Version 1.0

NASA Technical Reports Server (NTRS)

Harris, Charles E.; Raju, Ivatury S.; Piascik, Robert S.; Kramer White, Julie; Labbe, Steve G.; Rotter, Hank A.

2005-01-01

In Spring of 2005, the NASA Engineering Safety Center (NESC) was engaged by the Space Shuttle Program (SSP) to peer review the suite of analytical tools being developed to support the determination of impact and damage tolerance of the Orbiter Thermal Protection Systems (TPS). The NESC formed an independent review team with the core disciplines of materials, flight sciences, structures, mechanical analysis and thermal analysis. The Math Model Tools reviewed included damage prediction and stress analysis, aeroheating analysis, and thermal analysis tools. Some tools are physics-based and other tools are empirically-derived. Each tool was created for a specific use and timeframe, including certification, real-time pre-launch assessments, and real-time on-orbit assessments. The tools are used together in an integrated strategy for assessing the ramifications of impact damage to tile and RCC. The NESC teams conducted a peer review of the engineering data package for each Math Model Tool. This report contains the summary of the team observations and recommendations from these reviews.

Instruction, Teacher–Student Relations, and Math Achievement Trajectories in Elementary School

PubMed Central

Crosnoe, Robert; Morrison, Fred; Burchinal, Margaret; Pianta, Robert; Keating, Daniel; Friedman, Sarah L.; Clarke-Stewart, K. Alison

2010-01-01

Children enter elementary school with widely different skill levels in core subjects. Whether because of differences in aptitude or in preparedness, these initial skill differences often translate into systematic disparities in achievement over time. How can teachers reduce these disparities? Three possibilities are to offer basic skills training, to expose students to higher order instruction, or to provide socioemotional support. Repeated measures analyses of longitudinal data from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development revealed that children with low, average, or high math skills prior to elementary school followed different but parallel trajectories of math achievement up through fifth grade. When enrolled in classes with inference-based instruction, however, the initially least skilled children narrowed the achievement gap as long as they did not have conflictual relations with their teachers. They did not make this kind of progress if they were in classes focused exclusively on basic skills instruction or if they were in inference-focused classes but had conflictual relations with teachers. PMID:20657743

Aligning Classroom Instruction with Workplace Skills: Equipping CTE Students with the Math Skills Necessary for Entry-Level Carpentry

ERIC Educational Resources Information Center

Mohr, Cory

2008-01-01

With approximately 2,500 students dropping out of U.S. high schools every day, there exists a need to align classroom instruction with corresponding "real world" applications. In order to keep students' motivation high and help ensure high levels of validity in instruction, core curriculum instructors and career and technical education (CTE)…

Improving Mastery of Fractions by Blending Video Games into the Math Classroom

ERIC Educational Resources Information Center

Masek, M.; Boston, J.; Lam, C. P.; Corcoran, S.

2017-01-01

Concepts from the Australian mathematics curriculum on fractions were used as core elements to design three computer games. In each game, the concepts were presented in the form of tangible puzzles, customized to a difficulty level based on student capability. The games were integrated into a single virtual game world, and a fantasy story was used…

Are Teachers Highly Qualified? A National Study of Secondary Public School Teachers Using SASS 1999-2000

ERIC Educational Resources Information Center

Lu, Xuejin; Shen, Jianping; Poppink, Sue

2007-01-01

In this study we inquired into the qualifications of public secondary school teachers by examining whether or not teachers met the No Child Left Behind Act's ([NCLB] 2002) definition of "highly qualified" immediately prior to the law's enactment. We examined this by core academic subjects (English, social studies, math, and science) and,…

Getting at-Risk Teens to Graduation: Blended Learning Offers a Second Chance

ERIC Educational Resources Information Center

Kronholz, June

2011-01-01

Online K-12 education made its appearance in the mid-1990s, largely as a resource for bright students who had no access to accelerated classes. It moved next into core high-school courses where districts found themselves with teacher shortages--math, science, foreign languages--and has been growing bumptiously, and in a dozen directions, ever…

Is It Really Possible to Test All Educationally Significant Achievements with High Levels of Reliability?

ERIC Educational Resources Information Center

Davis, Andrew

2015-01-01

PISA claims that it can extend its reach from its current core subjects of Reading, Science, Maths and problem-solving. Yet given the requirement for high levels of reliability for PISA, especially in the light of its current high stakes character, proposed widening of its subject coverage cannot embrace some important aspects of the social and…

Teaching Algebra-Based Concepts to Students with Learning Disabilities: The Effects of Preteaching Using a Gradual Instructional Sequence

ERIC Educational Resources Information Center

Watt, Sarah Jean

2013-01-01

Research to identify validated instructional approaches to teach math to students with LD and those at-risk for failure in both core and supplemental instructional settings is necessary to assist teachers in closing the achievement gaps that exist across the country. The concrete-to-representational-to-abstract instructional sequence (CRA) has…

International Education in the 21st Century: The Importance of Faculty in Developing Study Abroad Research Opportunities

ERIC Educational Resources Information Center

Giedt, Todd; Gokcek, Gigi; Ghosh, Jayati

2015-01-01

This paper argues for a reimagining of education abroad that fuses short-term programming with some kind of experiential research component led by home campus disciplinary faculty, especially those in the sciences, technology, engineering, and math (STEM) fields, in order to better integrate the study abroad program into the core undergraduate…

Developing a Machine-Supported Coding System for Constructed-Response Items in PISA. Research Report. ETS RR-17-47

ERIC Educational Resources Information Center

Yamamoto, Kentaro; He, Qiwei; Shin, Hyo Jeong; von Davier, Mattias

2017-01-01

Approximately a third of the Programme for International Student Assessment (PISA) items in the core domains (math, reading, and science) are constructed-response items and require human coding (scoring). This process is time-consuming, expensive, and prone to error as often (a) humans code inconsistently, and (b) coding reliability in…

Nothing Will Leave No Child Behind

ERIC Educational Resources Information Center

Gleibermann, Erik

2007-01-01

The goal of No Child Left Behind appears admirable: by 2014 every child in the nation will test to proficiency in core math and literacy skills. However, as we investigate what schools need to reach these goals, we expose what teachers have long experienced one arduous day at a time: our school system is based on a 19th-century factory model that…

Implementing Two-Way Dual-Language Immersion Programs: Classroom Insights from an Urban District. Research Brief. RB-9921

ERIC Educational Resources Information Center

Li, Jennifer J.; Steele, Jennifer L.; Slater, Robert; Bacon, Michael; Miller, Trey

2016-01-01

Dual-language immersion programs--in which students learn core subjects (language arts, math, science, and social studies) in both English and a "partner" language--have been gaining in popularity across the United States. Such programs may use a "two-way model," in which roughly half the students are native speakers of the…

Time to Proficiency for Hispanic English Learner Students in Texas. REL 2018-280

ERIC Educational Resources Information Center

Slama, Rachel; Molefe, Ayrin; Gerdeman, Dean; Herrera, Angelica; Brodziak de los Reyes, Iliana; August, Diane; Cavazos, Linda

2017-01-01

English learner students are challenged by the difficult task of learning English concurrently with learning content in areas such as reading and math. English learner students who have not attained proficiency in English or learned core course content by the middle and upper grades may not have the requisite skills to enroll in courses required…

Math and science technology access and use in South Dakota public schools grades three through five

NASA Astrophysics Data System (ADS)

Schwietert, Debra L.

The development of K-12 technology standards, soon to be added to state testing of technology proficiency, and the increasing presence of computers in homes and classrooms reflects the growing importance of technology in current society. This study examined math and science teachers' responses on a survey of technology use in grades three through five in South Dakota. A researcher-developed survey instrument was used to collect data from a random sample of 100 public schools throughout the South Dakota. Forced choice and open-ended responses were recorded. Most teachers have access to computers, but they lack resources to purchase software for their content areas, especially in science areas. Three-fourths of teachers in this study reported multiple computers in their classrooms and 67% reported access to labs in other areas of the school building. These numbers are lower than the national average of 84% of teachers with computers in their classrooms and 95% with access to computers elsewhere in the building (USDOE, 2000). Almost eight out of 10 teachers noted time as a barrier to learning more about educational software. Additional barriers included lack of school funds (38%), access to relevant training (32%), personal funds (30%), and poor quality of training (7%). Teachers most often use math and science software as supplemental, with practice tutorials cited as another common use. The most common interest for software was math for both boys and girls. The second most common choice for boys was science and for girls, language arts. Teachers reported that there was no preference for either individual or group work on computers for girls or boys. Most teachers do not systematically evaluate software for gender preferences, but review software over subjectively.

Prediction and Stability of Mathematics Skill and Difficulty

PubMed Central

Martin, Rebecca B.; Cirino, Paul T.; Barnes, Marcia A.; Ewing-Cobbs, Linda; Fuchs, Lynn S.; Stuebing, Karla K.; Fletcher, Jack M.

2016-01-01

The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also evaluated. Participants were 144 students initially identified as having a math difficulty (MD) or no learning difficulty according to low achievement criteria in the spring of Grade 3 or Grade 4. Students were reassessed 2 years later. For both measure types, a similar proportion of students changed whether assessed categorically or continuously. However, categorical change was heavily dependent on distance from the cut point and so more common for MD, who started closer to the cut point; reliable change index change was more similar across groups. There were few differences with regard to severity level of MD on continuous metrics or in terms of prediction. Final math performance on a broad computation measure was predicted by behavioral inattention and working memory while considering initial performance; for a specific fluency measure, working memory was not uniquely related, and behavioral inattention more variably related to final performance, again while considering initial performance. PMID:22392890

Prediction and stability of mathematics skill and difficulty.

PubMed

Martin, Rebecca B; Cirino, Paul T; Barnes, Marcia A; Ewing-Cobbs, Linda; Fuchs, Lynn S; Stuebing, Karla K; Fletcher, Jack M

2013-01-01

The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also evaluated. Participants were 144 students initially identified as having a math difficulty (MD) or no learning difficulty according to low achievement criteria in the spring of Grade 3 or Grade 4. Students were reassessed 2 years later. For both measure types, a similar proportion of students changed whether assessed categorically or continuously. However, categorical change was heavily dependent on distance from the cut point and so more common for MD, who started closer to the cut point; reliable change index change was more similar across groups. There were few differences with regard to severity level of MD on continuous metrics or in terms of prediction. Final math performance on a broad computation measure was predicted by behavioral inattention and working memory while considering initial performance; for a specific fluency measure, working memory was not uniquely related, and behavioral inattention more variably related to final performance, again while considering initial performance.

Enhancing Parent Involvement in NC-CCSS for K-2 Mathematics

NASA Astrophysics Data System (ADS)

Johnson, D.

2014-12-01

Key Terms:Parent Involvement, Common Core State Standards, Homework, K - 2 Mathematics In this study, the 2014 REU math team developed and provided a workshop that assisted parents in understanding the North Carolina Common Core State Standards for K-2 Mathematics to assist with student homework assignments. Parent involvement is defined as parent participating in the educational processes and experiences of their children. A chi-square analysis was used to analyze data collected from the pre survey and the post survey administered to participants in the workshop. The study revealed all of the individual components of parent involvement were positively and significantly related to educational goals. The study identified various aspects of parent involvement that yielded statistically significant results in affirming that parent involvement attributed to urban student achievement. These findings were particularly helpful for indicating which kinds of parent involvement influenced academic success. Most notably, parent expectations and styles demonstrated a strong relationship with scholastic outcomes. Parent expectations and styles created an educationally oriented ambience that established an understanding of the certain level of support the child needed to succeed academically. The REU mathematics team focused on three essential questions in this study: (1) What practices will increase parent awareness of K-2 NC-CCSS for mathematics at P. W. Moore Elementary School? (2) What methods can be used to strengthen parent skills in assisting with mathematics homework assignments at P. W. Moore Elementary School? (3) What actions can be taken to motivate parent involvement in the school improvement process focusing on mathematics at P. W. Moore Elementary School?

Performance in complex motor tasks deteriorates in hyperthermic humans.

PubMed

Piil, Jacob F; Lundbye-Jensen, Jesper; Trangmar, Steven J; Nybo, Lars

2017-01-01

Heat stress, leading to elevations in whole-body temperature, has a marked impact on both physical performance and cognition in ecological settings. Lab experiments confirm this for physically demanding activities, whereas observations are inconsistent for tasks involving cognitive processing of information or decision-making prior to responding. We hypothesized that divergences could relate to task complexity and developed a protocol consisting of 1) simple motor task [TARGET_pinch], 2) complex motor task [Visuo-motor tracking], 3) simple math task [MATH_type], 4) combined motor-math task [MATH_pinch]. Furthermore, visuo-motor tracking performance was assessed both in a separate- and a multipart protocol (complex motor tasks alternating with the three other tasks). Following familiarization, each of the 10 male subjects completed separate and multipart protocols in randomized order in the heat (40°C) or control condition (20°C) with testing at baseline (seated rest) and similar seated position, following exercise-induced hyperthermia (core temperature ∼ 39.5°C in the heat and 38.2°C in control condition). All task scores were unaffected by control exercise or passive heat exposure, but visuo-motor tracking performance was reduced by 10.7 ± 6.5% following exercise-induced hyperthermia when integrated in the multipart protocol and 4.4 ± 5.7% when tested separately (both P < 0.05 ). TARGET_pinch precision declined by 2.6 ± 1.3% ( P < 0.05 ), while no significant changes were observed for the math tasks. These results indicate that heat per se has little impact on simple motor or cognitive test performance, but complex motor performance is impaired by hyperthermia and especially so when multiple tasks are combined.

A Descriptive Study of Enrollment in Supplemental Educational Services in the Four RRE Appalachia Region States. REL 2012-No.109

ERIC Educational Resources Information Center

Ford, James; Harrison, Lynn; Mokher, Christine; Franceschini, Louis; Zoblotsky, Todd

2012-01-01

The supplemental educational services program is a core provision of the No Child Left Behind (NCLB) Act of 2001. The program offers free tutoring in reading/language arts and math from state-approved providers outside of regular school hours. This report explores differences across states and school urban and rural locales in providing…

Is Junior Reserve Officer Training Corps (JROTC) Participation an Equitable Substitution for an Alternative Physical Education Credit in High School?

ERIC Educational Resources Information Center

Bruno, Michael A.

2016-01-01

As school districts nationwide struggle to raise academic achievement of students, an emphasis is made to increase the rigor of core subjects such as math, language arts, reading and writing. To balance the school day, courses such as physical education, health, and fine arts are given less prominence in scheduling. For physical education (PE), a…

Through the Lens of the Students: Using Narrative Inquiry to Evaluate an Innovative Urban High School

ERIC Educational Resources Information Center

Weisblat, Gina; McClellan, Jeffrey

2013-01-01

MC Squared STEM High School is part of the Cleveland Metropolitan School District. It has a project-based curriculum that focuses on the core stem skills: science, technology, engineering, and math. As the school celebrated its first graduating class in 2012, administrators felt it was the right time to look back and evaluate the school's…

An Application of Double-Loop Learning to Community College Remedial Education: A New Model of Integrated Supports for Ongoing Student Success

ERIC Educational Resources Information Center

Doren, Andrew T.

2013-01-01

Community colleges have multiple missions and one of them is to provide open access services to those seeking to further their education. Community colleges provide remedial courses in math, reading, and writing because many of their students do not meet entrance requirements in these core subjects. However, the usual developmental education track…

Reading, Writing, and Math Self-Concept in Elementary School Children: Influence of Dimensional Comparison Processes

ERIC Educational Resources Information Center

Ehm, Jan-Henning; Lindberg, Sven; Hasselhorn, Marcus

2014-01-01

The internal/external (I/E) frame of reference model (Marsh, "Am Educ Res J" 23:129-149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of…

Long-Term Impacts of Professional Development on Teachers Using a Math-Enhanced Curriculum in Agricultural Power and Technology: A 10-Year Retrospect

ERIC Educational Resources Information Center

Mukembo, Stephen C.; Edwards, M. Craig

2015-01-01

Professional development (PD) on approaches to curriculum integration (CI) continues to be essential for teachers to stay abreast of developments to improve student performance in their courses while also supporting learning and achievement in core subjects. We aimed to explore and derive meaning from the shared experiences of six agriculture…

The Impact of Core Knowledge Curriculum on Reading Achievement in New York City Primary Public Schools

ERIC Educational Resources Information Center

Vafiadi, Polixeni

2010-01-01

Data published on the official website of the NYC DOE indicated that slightly less than half (42%) of NYC students in grades three through eight are not proficient in ELA, and one quarter of them (25%) are not proficient in Math. School reform based on Hirsch's Cultural Literacy provided an additional dimension to exploring school reform and…

Comparison of the Core Primary Curriculum in England to Those of Other High Performing Countries. Research Report DCSF-RW048

ERIC Educational Resources Information Center

Ruddock, Graham; Sainsbury, Marian

2008-01-01

This study looks at the curricula for mathematics, science and literacy, comparing England's curricula with those of other countries based on performance in international comparative surveys. The main objective was to answer the question: How does the content of the Primary Curriculum in England at Key stage 2 compare in literacy, math and science…

Basic math in monkeys and college students.

PubMed

Cantlon, Jessica F; Brannon, Elizabeth M

2007-12-01

Adult humans possess a sophisticated repertoire of mathematical faculties. Many of these capacities are rooted in symbolic language and are therefore unlikely to be shared with nonhuman animals. However, a subset of these skills is shared with other animals, and this set is considered a cognitive vestige of our common evolutionary history. Current evidence indicates that humans and nonhuman animals share a core set of abilities for representing and comparing approximate numerosities nonverbally; however, it remains unclear whether nonhuman animals can perform approximate mental arithmetic. Here we show that monkeys can mentally add the numerical values of two sets of objects and choose a visual array that roughly corresponds to the arithmetic sum of these two sets. Furthermore, monkeys' performance during these calculations adheres to the same pattern as humans tested on the same nonverbal addition task. Our data demonstrate that nonverbal arithmetic is not unique to humans but is instead part of an evolutionarily primitive system for mathematical thinking shared by monkeys.

Using MathCAD to Teach One-Dimensional Graphs

ERIC Educational Resources Information Center

Yushau, B.

2004-01-01

Topics such as linear and nonlinear equations and inequalities, compound inequalities, linear and nonlinear absolute value equations and inequalities, rational equations and inequality are commonly found in college algebra and precalculus textbooks. What is common about these topics is the fact that their solutions and graphs lie in the real line…

Out-of-This-World Calculations

ERIC Educational Resources Information Center

Kalb, Kristina S.; Gravett, Julie M.

2012-01-01

By following learned rules rather than reasoning, students often fall into common error patterns, something every experienced teacher has observed in the classroom. In their effort to circumvent the developing common error patterns of their students, the authors decided to supplement their math text with two weeklong investigations. The first was…

Technology Tips: Fool Me Twice, Shame on Me

ERIC Educational Resources Information Center

Stohl, Hollylynne; Harper, Suzanne R.

2005-01-01

Todd Lee and colleagues share some of the common technology "pranks" and peculiarities from the three most common technology tools used in our classrooms: Microsoft Excel, graphing calculators, and The Geometer's Sketchpad. The "Surfing Note" includes a link to a collection of funny math cartoons from the Carolina Biological Supply Company.

Special health care needs explains the effect of extremely low birth weight on math but not language achievement.

PubMed

Litt, Jonathan S; Minich, Nori; Taylor, H Gerry; Hack, Maureen

2017-12-01

Extremely low birth weight (ELBW; <1kg) adolescents are at risk for special health care needs (SHCN) and poor math achievement compared to normal birth weight (NBW) peers. SHCN are associated with poor academic achievement among NBW children. We hypothesize that SHCN explain the effect of ELBW on math achievement. We compared age 14 Woodcock-Johnson Calculation standard scores between 181 ELBW infants and 115 NBW controls. Persistent SHCN included: 1) prescription medication or equipment use, 2) subspecialty or therapeutic service use, or 3) hospitalization. We used nonlinear marginal effects models to decompose the total effect of ELBW on math into the following 4 components: the effect of ELBW controlling for SHCN, the effect of SHCN controlling for ELBW, effect modification by SHCN, and mediated interaction where SHCN is both causal mediator and effect modifier. Models were adjusted for sociodemographic factors. ELBW adolescents had lower mean math scores than NBW peers (81.3 vs. 96.4). SHCN were more common among ELBW adolescents (54.1% vs. 27%). The total effect of ELBW on math scores was -15.7 points (95% CI -21.0, -10.5). The effect of birth weight alone was -7.6 points (95% CI -13.7, -1.4); the effect of SHCN alone was negligible. SHCN interaction and mediated interaction effects each accounted for 25% of the total effect. Birth weight alone explains only half of the effect of ELBW on math achievement. We found evidence of effect modification and mediation by SHCN. Understanding these explanatory pathways may lead to targeted interventions for improved outcomes. Copyright © 2017. Published by Elsevier B.V.

Approximate number and approximate time discrimination each correlate with school math abilities in young children.

PubMed

Odic, Darko; Lisboa, Juan Valle; Eisinger, Robert; Olivera, Magdalena Gonzalez; Maiche, Alejandro; Halberda, Justin

2016-01-01

What is the relationship between our intuitive sense of number (e.g., when estimating how many marbles are in a jar), and our intuitive sense of other quantities, including time (e.g., when estimating how long it has been since we last ate breakfast)? Recent work in cognitive, developmental, comparative psychology, and computational neuroscience has suggested that our representations of approximate number, time, and spatial extent are fundamentally linked and constitute a "generalized magnitude system". But, the shared behavioral and neural signatures between number, time, and space may alternatively be due to similar encoding and decision-making processes, rather than due to shared domain-general representations. In this study, we investigate the relationship between approximate number and time in a large sample of 6-8 year-old children in Uruguay by examining how individual differences in the precision of number and time estimation correlate with school mathematics performance. Over four testing days, each child completed an approximate number discrimination task, an approximate time discrimination task, a digit span task, and a large battery of symbolic math tests. We replicate previous reports showing that symbolic math abilities correlate with approximate number precision and extend those findings by showing that math abilities also correlate with approximate time precision. But, contrary to approximate number and time sharing common representations, we find that each of these dimensions uniquely correlates with formal math: approximate number correlates more strongly with formal math compared to time and continues to correlate with math even when precision in time and individual differences in working memory are controlled for. These results suggest that there are important differences in the mental representations of approximate number and approximate time and further clarify the relationship between quantity representations and mathematics. Copyright © 2015 Elsevier B.V. All rights reserved.

Studying Advanced Mathematics in England: Findings from a Survey of Student Choices and Attitudes

ERIC Educational Resources Information Center

Noyes, Andrew; Adkins, Michael

2016-01-01

The UK Government has set a goal that the "vast majority" of students in England will be studying mathematics to the age of 18 by the end of the decade. The policy levers for achieving this goal include new Core Maths qualifications, designed for over 200,000 students who have achieved good grades at the age of 16 but then opt out of…

JPRS Report, Science & Technology China: Energy

DTIC Science & Technology

1992-09-23

combined actual models and math - ematical models to conduct the research and established a total of nine actual models with boundary conditions supplied...10,000 ton-grade flotillas after the Three Gorges project is completed. Simulation experiments of actual passage of 10,000 ton-grade flotillas at...excavate the deep trench for the core wall of the weir for the second phase. Concrete tank cars, spreaders, and other equipment were also devel- oped

On the Existence of a Free Boundary for a Class of Reaction-Diffusion Systems.

DTIC Science & Technology

1982-02-01

I. Diaz. "Soluciones con soporte compacto para alguno. problemas semilineales". Collect. Math. 30 (1979), 141-179. -26- [121 J. I. Diaz. Tecnica de ...supersoluciones locales para problemas estacionarios no lineales: applicacion al estudio de flujoe subsonicos. Memory of the Real Academia de Ciencias...nonlinearity, nonlinear boundary conditions, dead core set, chemical reactions Work Unit Number I - Applied Analysis (1) Seccion de Matematicas

Defining College Readiness: Where Are We Now, and Where Do We Need to Be? The Progress of Education Reform. Volume 13, Number 2

ERIC Educational Resources Information Center

Zinth, Jennifer Dounay

2012-01-01

Multiple catalysts are fueling states' increased urgency to establish a definition of "college readiness". Some states are creating a "college readiness" definition that describes what a student will know and be able to do in such core academic courses as English language arts and math, and that identifies items or benchmarks on state assessments…

Teacher perceptions of high school students underachievement in science

NASA Astrophysics Data System (ADS)

Gopalsingh, Bhagyalakshmi

Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom's taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance (ANOVA) and chi-square tests were used to test hypotheses. Results confirmed that teachers perceived that (a) students demonstrated a low rate of proficiency in science because science demands higher cognitive skills, (b) less emphasis was placed on science because it is a non-AYP indicator, and (c) making science an AYP indicator will optimize student science achievement. Based on results, recommendations were made to promote the integration of English, math, and social studies curriculum with science curriculum to enable students to transfer learned skills and information across subjects. The potential benefits of outcome of this study include (a) providing critical insight for policy makers and educational practitioners to understand the impact of science underachievement on graduation rates, and (b) raising student science achievement to improve graduation rates.

Remediating Common Math Errors.

ERIC Educational Resources Information Center

Wagner, Rudolph F.

1981-01-01

Explanations and remediation suggestions for five types of mathematics errors due either to perceptual or cognitive difficulties are given. Error types include directionality problems, mirror writing, visually misperceived signs, diagnosed directionality problems, and mixed process errors. (CL)

Progressing science, technology, engineering, and math (STEM) education in North Dakota with near-space ballooning

NASA Astrophysics Data System (ADS)

Saad, Marissa Elizabeth

The United States must provide quality science, technology, engineering, and math (STEM) education in order to maintain a leading role in the global economy. Numerous initiatives have been established across the United States that promote and encourage STEM education within the middle school curriculum. Integrating active learning pedagogy into instructors' lesson plans will prepare the students to think critically - a necessary skill for the twenty first century. This study integrated a three-week long Near Space Balloon project into six eighth grade Earth Science classes from Valley Middle School in Grand Forks, North Dakota. It was hypothesized that after the students designed, constructed, launched, and analyzed their payload experiments, they would have an increased affinity for high school science and math classes. A pre- and post-survey was distributed to the students (n=124), before and after the project to analyze how effective this engineering and space mission was regarding high school STEM interests. The surveys were statistically analyzed, comparing means by the Student's t-Test, specifically the Welch-Satterthwaite test. Female students displayed a 57.1% increase in math and a 63.6% increase in science; male students displayed a 46.6% increase in science and 0% increase in math. Most Likert-scale survey questions experienced no statistically significant change, supporting the null hypothesis. The only survey question that supported the hypothesis was, "I Think Engineers Work Alone," which experienced a 0.24% decrease in student understanding. The results suggest that integrating a three-week long Near Space Balloon project into middle school curricula will not directly influence the students' excitement to pursue STEM subjects and careers. An extensive, yearlong ballooning mission is recommended so that it can be integrated with multiple core subjects. Using such an innovative pedagogy method as with this balloon launch will help students master the scientific process and experience real team collaboration, as they did in this successful mission.

Correlation of Wissler Human Thermal Model Blood Flow and Shiver Algorithms

NASA Technical Reports Server (NTRS)

Bue, Grant; Makinen, Janice; Cognata, Thomas

2010-01-01

The Wissler Human Thermal Model (WHTM) is a thermal math model of the human body that has been widely used to predict the human thermoregulatory response to a variety of cold and hot environments. The model has been shown to predict core temperature and skin temperatures higher and lower, respectively, than in tests of subjects in crew escape suit working in a controlled hot environments. Conversely the model predicts core temperature and skin temperatures lower and higher, respectively, than in tests of lightly clad subjects immersed in cold water conditions. The blood flow algorithms of the model has been investigated to allow for more and less flow, respectively, for the cold and hot case. These changes in the model have yielded better correlation of skin and core temperatures in the cold and hot cases. The algorithm for onset of shiver did not need to be modified to achieve good agreement in cold immersion simulations

Gender, Math Confidence, and Grit: Relationships with Quantitative Skills and Performance in an Undergraduate Biology Course.

PubMed

Flanagan, K M; Einarson, J

2017-01-01

In a world filled with big data, mathematical models, and statistics, the development of strong quantitative skills is becoming increasingly critical for modern biologists. Teachers in this field must understand how students acquire quantitative skills and explore barriers experienced by students when developing these skills. In this study, we examine the interrelationships among gender, grit, and math confidence for student performance on a pre-post quantitative skills assessment and overall performance in an undergraduate biology course. Here, we show that females significantly underperformed relative to males on a quantitative skills assessment at the start of term. However, females showed significantly higher gains over the semester, such that the gender gap in performance was nearly eliminated by the end of the semester. Math confidence plays an important role in the performance on both the pre and post quantitative skills assessments and overall performance in the course. The effect of grit on student performance, however, is mediated by a student's math confidence; as math confidence increases, the positive effect of grit decreases. Consequently, the positive impact of a student's grittiness is observed most strongly for those students with low math confidence. We also found grit to be positively associated with the midterm score and the final grade in the course. Given the relationships established in this study among gender, grit, and math confidence, we provide "instructor actions" from the literature that can be applied in the classroom to promote the development of quantitative skills in light of our findings. © 2017 K. M. Flanagan and J. Einarson. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Generation of Custom DSP Transform IP Cores: Case Study Walsh-Hadamard Transform

DTIC Science & Technology

2002-09-01

mathematics and hardware design What I know: Finite state machine Pipelining Systolic array … What I know: Linear algebra Digital signal processing...state machine Pipelining Systolic array … What I know: Linear algebra Digital signal processing Adaptive filter theory … A math guy A hardware engineer...Synthesis Technology Libary Bit-width (8) HF factor (1,2,3,6) VF factor (1,2,4, ... 32) Xilinx FPGA Place&Route Xilinx FPGA Place&Route Performance

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

PubMed Central

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID:26528210

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

PubMed

Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

A Critique of "The Common Core Is a Change for the Better"

ERIC Educational Resources Information Center

Wolfe, Adam

2015-01-01

In their article, "The Common Core is a Change for the Better," Gardner and Powell (2013) make an argument in support of implementing the Common Core to improve teaching and student learning. They opine the Common Core will enable students to become more college and career ready and state the Common Core standards will provide…

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

PubMed

Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2015-09-01

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

Integrating Financial Education into School Curricula: Giving America's Youth the Educational Foundation for Making Effective Financial Decisions throughout Their Lives by Teaching Financial Concepts as Part of Math and Reading Curricula in Elementary, Middle, and High Schools. A White Paper.

ERIC Educational Resources Information Center

Office of Financial Education (Dept. of Treasury), Washington, DC.

This report presents a distinguished panel's findings on financial education in the U.S. In May 2002, the Secretaries of the Departments of Treasury and Education invited representatives from national youth education groups to consider the opportunities and challenges that arise when financial education is integrated into core curricula.…

An Adult Prescriptive Program for Levels of Employment--Career Oriented Education (Apple Core). Bulletin #1258. An Adult Education Curriculum Guide Based on Instructional Materials Related to Occupational Needs of Employees. Booklet 4. Instructional Packet: Construction Employees.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Bureau of Adult and Community Education.

This booklet along with six others comprises a curriculum guide developed for adult education supervisors and teachers of undereducated workers or job seekers whose inability to develop the skills and obtain the knowledge necessary to meet the requirements of the working world are primarily due to a lack of competence in reading and math skills.…

Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part J. ACE Competency Based Job Descriptions: Sales Core Job Description; #36--Sales, Automotive Parts; #37--Sales, Retail; #38--Salesperson, Garden & Housewares; #39--Salesperson, Women's Garments.

ERIC Educational Resources Information Center

San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

This seventh of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Salesperson, Automotive Parts; Sales Clerk, Retail; Salesperson, Garden and Housewares; and Salesperson, Women's Garments. Each begins with a fact sheet that includes this information: occupational title,…

Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part M. ACE Competency Based Job Descriptions: #60--Food Assembler; #61--Injection Molder--Machine Operator; #62--Data Entry Typist; #63--Institutional Cook; Office Core Job Description; #64--Clerk Typist.

ERIC Educational Resources Information Center

San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

This tenth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Food Assembler, Injection Molder-Machine Operator, Data Entry Typist, Institutional Cook, and Clerk Typist. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE…

Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part P: ACE Competency Based Job Descriptions: #77--Secretary; #78--Keypunch Operator; Assembly Worker Core Job Description; #82--Electronics Assembler; #83--Printed Circuit Assembler; #84--Micro Electronics Assembler; #85--Chassis Assembler; #87--Machinist Apprentice.

ERIC Educational Resources Information Center

San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

This thirteenth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Secretary, Keypunch Operator, Electronics Assembler, Printed Circuit Assembler, Micro Electronincs Assembler, Chassis Assembler, and Machinist Apprentice. Each begins with a fact sheet that includes…

An Adult Prescriptive Program for Levels of Employment--Career Oriented Education (Apple Core). Bulletin #1258. An Adult Education Curriculum Guide Based on Instructional Materials Related to the Occupational Needs of Employees. Booklet 3. Annotated Bibliography.

ERIC Educational Resources Information Center

Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. Div. of Adult Education.

This booklet along with six others comprises a curriculum guide developed for adult education supervisors and teachers of undereducated workers or job seekers whose inability to develop the skills and obtain the knowledge necessary to meet the requirements of the working world are primarily due to a lack of competence in reading and math skills.…

An Adult Prescriptive Program for Levels of Employment--Career Oriented Education. (Apple Core). Bulletin #1258. An Adult Education Curriculum Guide Based on Instructional Materials Related to the Occupational Needs of Employees. Booklet 2. Employer Survey.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Bureau of Adult and Community Education.

This booklet along with six others comprises a curriculum guide developed for adult education supervisors and teachers of undereducated workers or job seekers whose inability to develop the skills and obtain the knowledge necessary to meet the requirements of the working world are primarily due to a lack of competence in reading and math skills.…

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

PubMed Central

Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

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

PubMed

Casad, Bettina J; Hale, Patricia; Wachs, Faye L

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

Impact of High Mathematics Education on the Number Sense

PubMed Central

Castronovo, Julie; Göbel, Silke M.

2012-01-01

In adult number processing two mechanisms are commonly used: approximate estimation of quantity and exact calculation. While the former relies on the approximate number sense (ANS) which we share with animals and preverbal infants, the latter has been proposed to rely on an exact number system (ENS) which develops later in life following the acquisition of symbolic number knowledge. The current study investigated the influence of high level math education on the ANS and the ENS. Our results showed that the precision of non-symbolic quantity representation was not significantly altered by high level math education. However, performance in a symbolic number comparison task as well as the ability to map accurately between symbolic and non-symbolic quantities was significantly better the higher mathematics achievement. Our findings suggest that high level math education in adults shows little influence on their ANS, but it seems to be associated with a better anchored ENS and better mapping abilities between ENS and ANS. PMID:22558077

Impact of high mathematics education on the number sense.

PubMed

Castronovo, Julie; Göbel, Silke M

2012-01-01

In adult number processing two mechanisms are commonly used: approximate estimation of quantity and exact calculation. While the former relies on the approximate number sense (ANS) which we share with animals and preverbal infants, the latter has been proposed to rely on an exact number system (ENS) which develops later in life following the acquisition of symbolic number knowledge. The current study investigated the influence of high level math education on the ANS and the ENS. Our results showed that the precision of non-symbolic quantity representation was not significantly altered by high level math education. However, performance in a symbolic number comparison task as well as the ability to map accurately between symbolic and non-symbolic quantities was significantly better the higher mathematics achievement. Our findings suggest that high level math education in adults shows little influence on their ANS, but it seems to be associated with a better anchored ENS and better mapping abilities between ENS and ANS.

Virial Expansion Bounds

NASA Astrophysics Data System (ADS)

Tate, Stephen James

2013-10-01

In the 1960s, the technique of using cluster expansion bounds in order to achieve bounds on the virial expansion was developed by Lebowitz and Penrose (J. Math. Phys. 5:841, 1964) and Ruelle (Statistical Mechanics: Rigorous Results. Benjamin, Elmsford, 1969). This technique is generalised to more recent cluster expansion bounds by Poghosyan and Ueltschi (J. Math. Phys. 50:053509, 2009), which are related to the work of Procacci (J. Stat. Phys. 129:171, 2007) and the tree-graph identity, detailed by Brydges (Phénomènes Critiques, Systèmes Aléatoires, Théories de Jauge. Les Houches 1984, pp. 129-183, 1986). The bounds achieved by Lebowitz and Penrose can also be sharpened by doing the actual optimisation and achieving expressions in terms of the Lambert W-function. The different bound from the cluster expansion shows some improvements for bounds on the convergence of the virial expansion in the case of positive potentials, which are allowed to have a hard core.

Longitudinal Mediators of Achievement in Mathematics and Reading in Typical and Atypical Development

PubMed Central

Barnes, Marcia A.; Raghubar, Kimberly P.; English, Lianne; Williams, Jeffrey M.; Taylor, Heather; Landry, Susan

2014-01-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and which are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n = 30) and typically developing children (n = 35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations; phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency; and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. PMID:24269579

Beyond the Core: Peer Observation Brings Common Core to Vocational and Electives Classes

ERIC Educational Resources Information Center

Thurber Rasmussen, Harriette

2014-01-01

This article describes how a Washington State School District increased professional learning around the Common Core State Standards. The challenge was how to establish a way for career and technical education and electives teachers to learn and apply Common Core in their classes. Weaving Common Core literacy standards into vocational and…

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

PubMed Central

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

2016-01-01

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

Summer Center for Climate, Energy, and Environmental Decision Making (SUCCEED)

NASA Astrophysics Data System (ADS)

Klima, K.; Hoss, F.; Welle, P.; Larkin, S.

2013-12-01

Science, Technology, and Math (STEM) fields are responsible for more than half of our sustained economic expansion, and over the past 25 years the science and engineering workforce has remained at over 5% of all U.S. jobs. However, America lags behind other nations when it comes to STEM education; globally, American students rank 23th in math and 31st in science. While our youngest students show an interest in STEM subjects, roughly 40% of college students planning to major in STEM switch to other subjects. Women and minorities, 50% and 43% of school-age children, are disproportionally underrepresented in STEM fields (25% and 15%, respectively). Studies show that improved teacher curriculum combined with annual student-centered learning summer programs can promote and sustain student interest in STEM fields. Many STEM fields appear superficially simple, and yet can be truly complex and controversial topics. Carnegie Mellon University's Center for Climate and Energy Decision Making focuses on two such STEM fields: climate and energy. In 2011, we created SUCCEED: the Summer Center for Climate, Energy, and Environmental Decision Making. SUCCEED consisted of two pilot programs: a 2-day workshop for K-12 teacher professional development and a free 5-day summer school targeted at an age gap in the university's outreach, students entering 10th grade. In addition to teaching lessons climate, energy, and environment, the program aimed to highlight different STEM careers so students could better understand the breadth of choices available. SUCCEED, repeated in 2012, was wildly successful. A pre/post test demonstrated a significant increase in understanding of STEM topics. Furthermore, SUCCEED raised excitement for STEM; teachers were enthusiastic about accurate student-centered learning plans and students wanted to know more. To grow these efforts, an additional component has been added to the SUCCEED 2013 effort: online publicly available curricula. Using the curricula form 2011-2013 as base material, we have been developing online publically available Pennsylvania lesson plans meeting Next Generation Science Standards or Common Core Math Standards. The teacher curricula database will greatly increase our ability to correct misconceptions and fill gaps in lessons taught to thousands of students. This talk will share more about the SUCCEED program and the teacher curricula database efforts.

Problem Solving in Physics: Undergraduates' Framing, Procedures, and Decision Making

NASA Astrophysics Data System (ADS)

Modir, Bahar

In this dissertation I will start with the broad research question of what does problem solving in upper division physics look like? My focus in this study is on students' problem solving in physics theory courses. Some mathematical formalisms are common across all physics core courses such as using the process of separation of variables, doing Taylor series, or using the orthogonality properties of mathematical functions to set terms equal to zero. However, there are slight differences in their use of these mathematical formalisms across different courses, possibly because of how students map different physical systems to these processes. Thus, my first main research question aims to answer how students perform these recurring processes across upper division physics courses. I break this broad question into three particular research questions: What knowledge pieces do students use to make connections between physics and procedural math? How do students use their knowledge pieces coherently to provide reasoning strategies in estimation problems? How do students look ahead into the problem to read the information out of the physical scenario to align their use of math in physics? Building on the previous body of the literature, I will use the theory family of Knowledge in Pieces and provide evidence to expand this theoretical foundation. I will compare my study with previous studies and provide suggestions on how to generalize these theory expansions for future use. My experimental data mostly come from video-based classroom data. Students in groups of 2-4 students solve in-class problems in quantum mechanics and electromagnetic fields 1 courses collaboratively. In addition, I will analyze clinical interviews to demonstrate how a single case study student plays an epistemic game to estimate the total energy in a hurricane. My second research question is more focused on a particular instructional context. How do students frame problem solving in quantum mechanics? I will lay out a new theoretical framework based in epistemic framing that separates the problem solving space into four frames divided along two axes. The first axis models students' framing in math and physics, expanded through the second axis of conceptual problem solving and algorithmic problem solving. I use this framework to show how students navigate problem solving. Lastly, I will use this developed framework to interpret existing difficulties in quantum mechanics.

Working memory, math performance, and math anxiety.

PubMed

Ashcraft, Mark H; Krause, Jeremy A

2007-04-01

The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.

Mathematics anxiety: separating the math from the anxiety.

PubMed

Lyons, Ian M; Beilock, Sian L

2012-09-01

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

Common Core Implementation Decisions Made by Principals in Elementary Schools

ERIC Educational Resources Information Center

Norman, Alexis Cienfuegos

2016-01-01

The purpose of this study was to understand the decisions elementary principals have made during the Common Core State Standards reform. Specifically, (a) what decisions principals have made to support Common Core implementation, (b) what strategies elementary principals have employed to communicate with stakeholders about Common Core State…

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

ERIC Educational Resources Information Center

Lee, Jihyun

2009-01-01

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

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

PubMed

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

2016-01-01

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

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

PubMed

Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

2015-12-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

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…

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

PubMed

Lyons, Ian M; Beilock, Sian L

2012-01-01

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

Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

PubMed Central

Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

2015-01-01

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. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

When approximate number acuity predicts math performance: The moderating role of math anxiety

PubMed Central

Libertus, Melissa E.

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments. PMID:29718939

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

PubMed

Justicia-Galiano, M José; Martín-Puga, M Eva; Linares, Rocío; Pelegrina, Santiago

2017-12-01

Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. A total of 167 children aged 8-12 years participated in this study. Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance. © 2017 The British Psychological Society.

When approximate number acuity predicts math performance: The moderating role of math anxiety.

PubMed

Braham, Emily J; Libertus, Melissa E

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

Simplifying the ELA Common Core; Demystifying Curriculum

ERIC Educational Resources Information Center

Schmoker, Mike; Jago, Carol

2013-01-01

The English Language Arts (ELA) Common Core State Standards ([CCSS], 2010) could have a transformational effect on American education. Though the process seems daunting, one can begin immediately integrating the essence of the ELA Common Core in every subject area. This article shows how one could implement the Common Core and create coherent,…

Common Core: Teaching Optimum Topic Exploration (TOTE)

ERIC Educational Resources Information Center

Karge, Belinda Dunnick; Moore, Roxane Kushner

2015-01-01

The Common Core has become a household term and yet many educators do not understand what it means. This article explains the historical perspectives of the Common Core and gives guidance to teachers in application of Teaching Optimum Topic Exploration (TOTE) necessary for full implementation of the Common Core State Standards. An effective…

Advocacy: Emphasizing the Uncommon about the Common Core State Standards

ERIC Educational Resources Information Center

Kaplan, Sandra N.

2014-01-01

The author describes key issues and uncommon concerns about the Common Core State Standards that fit within two categories: philosophical and pedagogical. Philosophically, Common Core State K-12 Standards should not be expected to be mastered at a specific grade level but based on developmental readiness. Pedagogically, Common Core State Standards…

Interdisciplinary Lessons in Musical Acoustics: The Science-Math-Music Connection

ERIC Educational Resources Information Center

Rogers, George L.

2004-01-01

The National Standards for Arts Education encourages teachers to help students make connections between music and other disciplines. Many state curriculum guides likewise encourage educators to integrate curricula and find common ground between different subjects. Music--particularly vocal music--offers ample opportunities to find relationships…

Fraction Representation: The Not-So-Common Denominator among Textbooks

ERIC Educational Resources Information Center

Hodges, Thomas E.; Cady, JoAnn; Collins, Lee

2008-01-01

Three widely used sixth-grade textbooks were studied to see how fraction concepts were represented. The textbooks selected were "Connected Mathematics," "Middle Grades MathThematics," and Glencoe's "Mathematics: Applications and Concepts Course 1." Three specific areas were examined: representation mode, model, and problem context. Results of…

Brain Stretchers Book 4--Advanced.

ERIC Educational Resources Information Center

Anderson, Carolyn

This book provides puzzles, games, and mathematical activities for students in elementary grades. Number concepts and arithmetic are common topics. These classic math, logic, and word-problem activities encourage students to become flexible, creative thinkers while teaching them to draw valid conclusions based on logic and evidence. Each activity…

Common Formative Assessments Developed through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States

ERIC Educational Resources Information Center

Hill, Tory C.

2013-01-01

The introduction of No Child Left Behind increased performance expectations for students across the United States and compelled teachers to focus on standardized assessments instead of frequent formative assessments to monitor instruction and promote student learning. Common formative assessments (CFAs) help teachers align curriculum, assessment,…

Implementing the Next Generation Science Standards: Impacts on Geoscience Education

NASA Astrophysics Data System (ADS)

Wysession, M. E.

2014-12-01

This is a critical time for the geoscience community. The Next Generation Science Standards (NGSS) have been released and are now being adopted by states (a dozen states and Washington, DC, at the time of writing this), with dramatic implications for national K-12 science education. Curriculum developers and textbook companies are working hard to construct educational materials that match the new standards, which emphasize a hands-on practice-based approach that focuses on working directly with primary data and other forms of evidence. While the set of 8 science and engineering practices of the NGSS lend themselves well to the observation-oriented approach of much of the geosciences, there is currently not a sufficient number of geoscience educational modules and activities geared toward the K-12 levels, and geoscience research organizations need to be mobilizing their education & outreach programs to meet this need. It is a rare opportunity that will not come again in this generation. There are other significant issues surrounding the implementation of the NGSS. The NGSS involves a year of Earth and space science at the high school level, but there does not exist a sufficient workforce is geoscience teachers to meet this need. The form and content of the geoscience standards are also very different from past standards, moving away from a memorization and categorization approach and toward a complex Earth Systems Science approach. Combined with the shift toward practice-based teaching, this means that significant professional development will therefore be required for the existing K-12 geoscience education workforce. How the NGSS are to be assessed is another significant question, with an NRC report providing some guidance but leaving many questions unanswered. There is also an uneasy relationship between the NGSS and the Common Core of math and English, and the recent push-back against the Common Core in many states may impact the implementation of the NGSS.

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

PubMed

Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

2014-12-01

Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

PubMed Central

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

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.

Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.

PubMed

Barnes, Marcia A; Raghubar, Kimberly P; English, Lianne; Williams, Jeffrey M; Taylor, Heather; Landry, Susan

2014-03-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. Copyright © 2013 Elsevier Inc. All rights reserved.

A latent profile analysis of math achievement, numerosity, and math anxiety in twins

PubMed Central

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

2015-01-01

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 five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math. PMID:26957650

A latent profile analysis of math achievement, numerosity, and math anxiety in twins.

PubMed

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

2016-02-01

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 five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.

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

ERIC Educational Resources Information Center

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2015-01-01

The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…

Large-Scale, Lineage-Specific Expansion of a Bric-a-Brac/Tramtrack/Broad Complex Ubiquitin-Ligase Gene Family in Rice[W

PubMed Central

Gingerich, Derek J.; Hanada, Kousuke; Shiu, Shin-Han; Vierstra, Richard D.

2007-01-01

Selective ubiquitination of proteins is directed by diverse families of ubiquitin-protein ligases (or E3s) in plants. One important type uses Cullin-3 as a scaffold to assemble multisubunit E3 complexes containing one of a multitude of bric-a-brac/tramtrack/broad complex (BTB) proteins that function as substrate recognition factors. We previously described the 80-member BTB gene superfamily in Arabidopsis thaliana. Here, we describe the complete BTB superfamily in rice (Oryza sativa spp japonica cv Nipponbare) that contains 149 BTB domain–encoding genes and 43 putative pseudogenes. Amino acid sequence comparisons of the rice and Arabidopsis superfamilies revealed a near equal repertoire of putative substrate recognition module types. However, phylogenetic comparisons detected numerous gene duplication and/or loss events since the rice and Arabidopsis BTB lineages split, suggesting possible functional specialization within individual BTB families. In particular, a major expansion and diversification of a subset of BTB proteins containing Meprin and TRAF homology (MATH) substrate recognition sites was evident in rice and other monocots that likely occurred following the monocot/dicot split. The MATH domain of a subset appears to have evolved significantly faster than those in a smaller core subset that predates flowering plants, suggesting that the substrate recognition module in many monocot MATH-BTB E3s are diversifying to ubiquitinate a set of substrates that are themselves rapidly changing. Intriguing possibilities include pathogen proteins attempting to avoid inactivation by the monocot host. PMID:17720868

Common Core State Standards Alignment: Advanced Placement[R]. Research Report 2011-8

ERIC Educational Resources Information Center

Hart, Beth; Carman, Elaine; Luisier, Danielle; Vasavada, Natasha

2011-01-01

The College Board has been a strong advocate for and played an active role in the development of the Common Core State Standards. As part of this collaboration, the College Board helped draft the standards and helped shape the initiative by providing executive guidance on the Common Core Advisory Committee. The goal of the Common Core State…

Common Core Literacy Lesson Plans: Ready-to-Use Resources, K-5

ERIC Educational Resources Information Center

Davis, Lauren

2013-01-01

Schools nationwide are transitioning to the Common Core--our advice to you: Don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, K-5," shows you that teaching the Common Core State Standards in the elementary grades doesn't have to be intimidating! This easy-to-use guide provides model lesson plans for…

The Role of the Common Core in the Gubernatorial Elections of 2014

ERIC Educational Resources Information Center

Supovitz, Jonathan; Newman, Bobbi; Smith, Ariel

2014-01-01

After the Spring 2014 primaries, the Common Core State Standards were viewed as a political hot potato. As former Arkansas Governor Mike Huckabee said, "the Common Core has become toxic, I think it's radioactive…It has become an incredibly controversial topic on both the left and the right." Even so, the Common Core turned out to play a…

Comparing the Common Core State Standards in Mathematics and NCTM's "Curriculum Focal Points". Achieving the Common Core

ERIC Educational Resources Information Center

Achieve, Inc., 2010

2010-01-01

Through the Common Core State Standards (CCSS) Initiative, states and territories have collaborated in the development of a common core of standards in English Language Arts and mathematics for grades kindergarten through twelve that are now being adopted by states. Designed not only for the purpose of providing strong, shared expectations, the…

Math In-Service Training for Adult Educators.

ERIC Educational Resources Information Center

Llorente, Juan Carlos; Porras, Marta; Martinez, Rosa

In a series of mathematics education workshops in which teachers from adult basic education and vocational education worked together to design teaching situations on particular contents in mathematics in order to make explicit and bring into reflection the teaching strategies used by each group. The workshops constituted a common space of…

1 District, 1 Set of Math Goals

ERIC Educational Resources Information Center

Kanold, Timothy; Ebert, Jhone

2010-01-01

In March 2008, teachers and leaders of the mathematics programs grades 6-12 in the Clark County School District (Las Vegas, Nevada) found themselves under the urgent spotlight of failed expectations. District leaders and teachers had been bold enough to create highstakes, districtwide common assessment semester exams in five subject areas of…

Connecting Biology and Organic Chemistry Introductory Laboratory Courses through a Collaborative Research Project

ERIC Educational Resources Information Center

Boltax, Ariana L.; Armanious, Stephanie; Kosinski-Collins, Melissa S.; Pontrello, Jason K.

2015-01-01

Modern research often requires collaboration of experts in fields, such as math, chemistry, biology, physics, and computer science to develop unique solutions to common problems. Traditional introductory undergraduate laboratory curricula in the sciences often do not emphasize connections possible between the various disciplines. We designed an…

Differential Language Influence on Math Achievement

ERIC Educational Resources Information Center

Chen, Fang

2010-01-01

New models are commonly designed to solve certain limitations of other ones. Quantile regression is introduced in this paper because it can provide information that a regular mean regression misses. This research aims to demonstrate its utility in the educational research and measurement field for questions that may not be detected otherwise.…

Empirical Performance of Covariates in Education Observational Studies

ERIC Educational Resources Information Center

Wong, Vivian C.; Valentine, Jeffrey C.; Miller-Bains, Kate

2017-01-01

This article summarizes results from 12 empirical evaluations of observational methods in education contexts. We look at the performance of three common covariate-types in observational studies where the outcome is a standardized reading or math test. They are: pretest measures, local geographic matching, and rich covariate sets with a strong…

STEM Learning in Afterschool: An Analysis of Impact and Outcomes

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

This document summarizes evaluation reports from afterschool science, technology, engineering and math (STEM) programs across the United States and identifies common trends and strengths that afterschool learning brings to STEM education. Like many programs nationwide, several of the programs highlighted in this paper were designed specifically to…

Science + Maths = A Better Understanding of Science!

ERIC Educational Resources Information Center

Markwick, Andy; Clark, Kris

2016-01-01

Science and mathematics share a common purpose: to explore, understand and explain the pure beauty of our universe and how it works. Using mathematics in science enquiry can enhance children's understanding of science and also provide opportunities for children to apply their mathematical knowledge to "real" contexts. The authors…

Common Features of Professional Development Activities for Mathematics and Science Teachers

ERIC Educational Resources Information Center

Moyer-Packenham, Patricia S.; Bolyard, Johnna J.; Oh, Hana; Cerar, Nancy Irby

2011-01-01

This study examines professional development activities provided for mathematics and science teachers in the National Science Foundation's Math and Science Partnership Program by analyzing a cross-sectional sample of over 2000 professional development (PD) activities in the program. Data were gathered from secondary source documents and surveys to…

Famous Threesomes: Uncommon Uses for Common Stories.

ERIC Educational Resources Information Center

Spears, Jo Ann Lohl

2003-01-01

This article presents a unit of fun and developmentally satisfying activities, using familiar folk stories focusing on threesomes. Each example involves story time, block center, art center, dramatic play, listening area, math and manipulatives center, folder game, group times, cooking, writing center, discovery center, and the music and movement…

Investigation of the Factors That Influence Undergraduate Student Chemistry Course Selection

ERIC Educational Resources Information Center

Hinds, Elsa M.; Shultz, Ginger V.

2018-01-01

The introductory chemistry sequence is a common pathway for undergraduates pursuing science, technology, engineering, and math (STEM) and prehealth careers. Student's academic decision-making has far-reaching consequences for their trajectory, including persistence in the major and ultimate career choice. This phenomenon was studied using a survey…

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…

Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement

PubMed Central

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 in young children. PMID:22701105

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

PubMed

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

2012-01-01

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

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

PubMed

Buelow, Melissa T; Frakey, Laura L

2013-06-01

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

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

ERIC Educational Resources Information Center

Otts, Cynthia D.

2010-01-01

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

College Math Assessment: SAT Scores vs. College Math Placement Scores

ERIC Educational Resources Information Center

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

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

NASA Astrophysics Data System (ADS)

Lee, Ahlam

2011-12-01

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

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

NASA Astrophysics Data System (ADS)

Mercer, Gary J.

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

Common Core Literacy Lesson Plans: Ready-to-Use Resources, 9-12

ERIC Educational Resources Information Center

Davis, Lauren

2013-01-01

Schools nationwide are transitioning to the Common Core--our advice to you: Be prepared, but don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, 9-12," shows you that teaching the Common Core State Standards in high school doesn't have to be intimidating! This easy-to-use guide meets the particular needs of…

Common Core Literacy Lesson Plans: Ready-to-Use Resources, 6-8

ERIC Educational Resources Information Center

Davis, Lauren

2013-01-01

Schools nationwide are transitioning to the Common Core--our advice to you: Don't go it alone! Our new book, "Common Core Literacy Lesson Plans: Ready-to-Use Resources, 6-8," shows you that teaching the Common Core State Standards in the middle grades doesn't have to be intimidating! This easy-to-use guide meets the particular needs of middle…

Link between cognitive neuroscience and education: the case of clinical assessment of developmental dyscalculia.

PubMed

Rubinsten, Orly

2015-01-01

In recent years, cognitive neuroscience research has identified several biological and cognitive features of number processing deficits that may now make it possible to diagnose mental or educational impairments in arithmetic, even earlier and more precisely than is possible using traditional assessment tools. We provide two sets of recommendations for improving cognitive assessment tools, using the important case of mathematics as an example. (1) neurocognitive tests would benefit substantially from incorporating assessments (based on findings from cognitive neuroscience) that entail systematic manipulation of fundamental aspects of number processing. Tests that focus on evaluating networks of core neurocognitive deficits have considerable potential to lead to more precise diagnosis and to provide the basis for designing specific intervention programs tailored to the deficits exhibited by the individual child. (2) implicit knowledge, derived from inspection of variables that are irrelevant to the task at hand, can also provide a useful assessment tool. Implicit knowledge is powerful and plays an important role in human development, especially in cases of psychiatric or neurological deficiencies (such as math learning disabilities or math anxiety).

Decreasing Bullying Behaviors through Discussing Young-Adult Literature, Role-Playing Activities, and Establishing a School-Wide Definition of Bullying in Accordance with a Common Set of Rules in Language Arts and Math

ERIC Educational Resources Information Center

Holmgren, Jennifer; Lamb, Jennifer; Miller, Megan; Werderitch, Christina

2011-01-01

This action research project report was conducted at a middle school from August 30, 2010 to December 17, 2010. The purpose of this research project was to decrease bullying behaviors through discussing literature, role-playing, and establishing a definition of bullying in accordance with a common set of rules. There were four teacher researchers…

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

PubMed

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

2013-05-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

Math anxiety in Thai early adolescents: a cognitive-behavioral perspective.

PubMed

Wangsiriwech, Tawatchai; Pisitsungkagarn, Kullaya; Jarukasemthawee, Somboon

2017-08-29

With its high prevalence and debilitating impact on students, math anxiety is well studied within the educational context. However, the problem has yet to be examined from the psychological perspective, which is necessary in order to produce a more comprehensive perspective and to pave the way for therapeutic intervention. The current study, therefore, was conducted to identify cognitive and behavioral factors relevant to the occurrence and maintenance of math anxiety. Data were collected from 300 grade 9 students (150 females and 150 males) from public and private schools in Bangkok, Thailand. Participants responded to the measures of math anxiety, negative math beliefs, negative math appraisals and math avoidance. Structural equation modeling was conducted. Model fit indices obtained consistently suggested the good fitness of the model to the data [e.g. χ2/df = 0.42, root mean square error of approximation (RMSEA) = 0.00]. Negative math beliefs, negative math appraisals and math avoidance had a significant direct effect on math anxiety. Additionally, the indirect effect of negative math appraisal was observed between negative math beliefs and math anxiety. In summary, the proposed model accounted for 84.5% of the variance in the anxiety. The findings are discussed with particular focus on implications for therapeutic intervention for math anxiety.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

The role of expressive writing in math anxiety.

PubMed

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

2014-06-01

Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Minimal ensemble based on subset selection using ECG to diagnose categories of CAN.

PubMed

Abawajy, Jemal; Kelarev, Andrei; Yi, Xun; Jelinek, Herbert F

2018-07-01

Early diagnosis of cardiac autonomic neuropathy (CAN) is critical for reversing or decreasing its progression and prevent complications. Diagnostic accuracy or precision is one of the core requirements of CAN detection. As the standard Ewing battery tests suffer from a number of shortcomings, research in automating and improving the early detection of CAN has recently received serious attention in identifying additional clinical variables and designing advanced ensembles of classifiers to improve the accuracy or precision of CAN diagnostics. Although large ensembles are commonly proposed for the automated diagnosis of CAN, large ensembles are characterized by slow processing speed and computational complexity. This paper applies ECG features and proposes a new ensemble-based approach for diagnosis of CAN progression. We introduce a Minimal Ensemble Based On Subset Selection (MEBOSS) for the diagnosis of all categories of CAN including early, definite and atypical CAN. MEBOSS is based on a novel multi-tier architecture applying classifier subset selection as well as the training subset selection during several steps of its operation. Our experiments determined the diagnostic accuracy or precision obtained in 5 × 2 cross-validation for various options employed in MEBOSS and other classification systems. The experiments demonstrate the operation of the MEBOSS procedure invoking the most effective classifiers available in the open source software environment SageMath. The results of our experiments show that for the large DiabHealth database of CAN related parameters MEBOSS outperformed other classification systems available in SageMath and achieved 94% to 97% precision in 5 × 2 cross-validation correctly distinguishing any two CAN categories to a maximum of five categorizations including control, early, definite, severe and atypical CAN. These results show that MEBOSS architecture is effective and can be recommended for practical implementations in systems for the diagnosis of CAN progression. Copyright © 2018 Elsevier B.V. All rights reserved.

von Kármán swirling flow between a rotating and a stationary smooth disk: Experiment

NASA Astrophysics Data System (ADS)

Mukherjee, Aryesh; Steinberg, Victor

2018-01-01

Precise measurements of the torque in a von Kármán swirling flow between a rotating and a stationary smooth disk in three Newtonian fluids with different dynamic viscosities are reported. From these measurements the dependence of the normalized torque, called the friction coefficient, on Re is found to be of the form Cf=1.17 (±0.03 ) Re-0.46±0.003 where the scaling exponent and coefficient are close to that predicted theoretically for an infinite, unshrouded, and smooth rotating disk which follows from an exact similarity solution of the Navier-Stokes equations, obtained by von Kármán. An error analysis shows that deviations from the theory can be partially caused by background errors. Measurements of the azimuthal Vθ and axial velocity profiles along radial and axial directions reveal that the flow core rotates at Vθ/r Ω ≃0.22 (up to z ≈4 cm from the rotating disk and up to r0/R ≃0.25 in the radial direction) in spite of the small aspect ratio of the vessel. Thus the friction coefficient shows scaling close to that obtained from the von Kármán exact similarity solution, but the observed rotating core provides evidence of the Batchelor-like solution [Q. J. Mech. Appl. Math. 4, 29 (1951), 10.1093/qjmam/4.1.29] different from the von Kármán [Z. Angew. Math. Mech. 1, 233 (1921), 10.1002/zamm.19210010401] or Stewartson [Proc. Camb. Philos. Soc. 49, 333 (1953), 10.1017/S0305004100028437] one.

Deglacial temperature history of West Antarctica

NASA Astrophysics Data System (ADS)

Cuffey, Kurt M.; Clow, Gary D.; Steig, Eric J.; Buizert, Christo; Fudge, T. J.; Koutnik, Michelle; Waddington, Edwin D.; Alley, Richard B.; Severinghaus, Jeffrey P.

2016-12-01

The most recent glacial to interglacial transition constitutes a remarkable natural experiment for learning how Earth’s climate responds to various forcings, including a rise in atmospheric CO2. This transition has left a direct thermal remnant in the polar ice sheets, where the exceptional purity and continual accumulation of ice permit analyses not possible in other settings. For Antarctica, the deglacial warming has previously been constrained only by the water isotopic composition in ice cores, without an absolute thermometric assessment of the isotopes’ sensitivity to temperature. To overcome this limitation, we measured temperatures in a deep borehole and analyzed them together with ice-core data to reconstruct the surface temperature history of West Antarctica. The deglacial warming was 11.3±1.8∘11.3±1.8∘C, approximately two to three times the global average, in agreement with theoretical expectations for Antarctic amplification of planetary temperature changes. Consistent with evidence from glacier retreat in Southern Hemisphere mountain ranges, the Antarctic warming was mostly completed by 15 kyBP, several millennia earlier than in the Northern Hemisphere. These results constrain the role of variable oceanic heat transport between hemispheres during deglaciation and quantitatively bound the direct influence of global climate forcings on Antarctic temperature. Although climate models perform well on average in this context, some recent syntheses of deglacial climate history have underestimated Antarctic warming and the models with lowest sensitivity can be discounted.

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

PubMed

Hart, Sara A; Ganley, Colleen M; Purpura, David J

2016-01-01

There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

PubMed Central

Ganley, Colleen M.; Purpura, David J.

2016-01-01

There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills. PMID:28005925

Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure.

PubMed

Pinxten, Maarten; Marsh, Herbert W; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan

2014-03-01

The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Data analysed in this study were part of a large-scale longitudinal research project. Following a five-wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3-7. Confirmatory factor analysis (CFA) was used to test the internal factor structure of the math self-concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. This study provides further support for the affect-competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed. © 2013 The British Psychological Society.

The Common Core: A Disaster for Libraries, a Disaster for Language Arts, a Disaster for American Education

ERIC Educational Resources Information Center

Krashen, Stephen

2014-01-01

This author contends that there never has been a need for the Common Core State Standards (CCSS), and there is no evidence that it will do students any good. The Common Core ignores the real problem in American education: poverty. The Common Core movement will be a disaster for libraries and will have a negative impact on nearly every aspect of…

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

ERIC Educational Resources Information Center

Ruff, Sarah E.; Boes, Susan R.

2014-01-01

Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…

A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults

ERIC Educational Resources Information Center

Hocker, Tami

2017-01-01

This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…

Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

PubMed Central

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 average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities. PMID:19380494

Estimation of heat loss from a cylindrical cavity receiver based on simultaneous energy and exergy analyses

NASA Astrophysics Data System (ADS)

Madadi, Vahid; Tavakoli, Touraj; Rahimi, Amir

2015-03-01

This study undertakes the experimental and theoretical investigation of heat losses from a cylindrical cavity receiver employed in a solar parabolic dish collector. Simultaneous energy and exergy equations are used for a thermal performance analysis of the system. The effects of wind speed and its direction on convection loss has also been investigated. The effects of operational parameters, such as heat transfer fluid mass flow rate and wind speed, and structural parameters, such as receiver geometry and inclination, are investigated. The portion of radiative heat loss is less than 10%. An empirical and simplified correlation for estimating the dimensionless convective heat transfer coefficient in terms of the Re mathrm {Re} number and the average receiver wall temperature is proposed. This correlation is applicable for a wind speed range of 0.10.1 to 10 m/s. Moreover, the proposed correlation for Nu mathrm {Nu} number is validated using experimental data obtained through the experiments carried out with a conical receiver with two aperture diameters. The coefficient of determination R2 and the normalized root mean square error (NRMSE) parameters were calculated, and the results show that there is a good agreement between predicted results and experimental data. R2 is greater than 0.950.95 and the NRMSE parameters is less than 0.060.06 in this analysis.

Does the Common Core Further Democracy? A Response to "The Common Core and Democratic Education: Examining Potential Costs and Benefits to Public and Private Autonomy"

ERIC Educational Resources Information Center

Neem, Johann N.

2018-01-01

The Common Core does not advance democratic education. Far from it, the opening section of the language standards argues that the goal of public K-12 education is "college and career readiness." Only at the end of their introductory section do the Common Core's authors suggest that K-12 education has any goals beyond the economic:…

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

PubMed

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

2013-11-01

Examine the short-term (acute) effects of methylphenidate (MPH) on math performance in children with attention-deficit hyperactivity disorder (ADHD) and what factors predict improvement in math performance. One hundred ninety-eight children with ADHD participated in a double-blind, placebo-controlled, randomized crossover MPH trial. Math response to MPH was determined through administration of math problems adjusted to their academic level during the Restricted Academic Situation Scale (RASS). Student t tests were conducted to assess change in math performance with psychostimulants. Correlation between change on the RASS and change on the math performance was also examined. Linear regression was performed to determine predictor variables. Children with ADHD improved significantly in their math with MPH (P < 0.001). The degree of improvement on the RASS (which evaluates motor activity and orientation to task) and on math performance on MPH was highly correlated. A child's age at baseline and Wechsler Individual Achievement Test (WIAT)-Numerical Operations standard scores at baseline accounted for 15% of variances for acute math improvement. MPH improves acute math performance in children with ADHD. Younger children with lower math scores (as assessed by the WIAT) improved most on math scores when given psychostimulants. NCT00483106.

The Relationship between Language Literacy and ELL Student Academic Performance in Mathematics

ERIC Educational Resources Information Center

Lawon, Molly A.

2017-01-01

This quantitative study used regression analysis to investigate the correlation of limited language proficiency and the performance of English Language Learner (ELL) students on two commonly used math assessments, namely the Smarter Balanced Assessment Consortium (SBAC) and the Measures of Academic Progress (MAP). Scores were analyzed for eighth…

The Impact of Teach for America on Non-Test Academic Outcomes

ERIC Educational Resources Information Center

Backes, Ben; Hansen, Michael

2018-01-01

Recent evidence on teacher productivity suggests that teachers meaningfully influence non-test academic student outcomes that are commonly overlooked by narrowly focusing on test scores. Despite a large number of studies investigating the Teach For America (TFA) effect on math and English achievement, little is known about non-tested academic…

Oral Language Needs: Making Math Meaningful

ERIC Educational Resources Information Center

Pace, Michelle H.; Ortiz, Enrique

2015-01-01

As a Title I kindergarten teacher, Michelle Pace, second grade teacher at Lake Mary Elementary School in Florida, has seen firsthand how oral language can create roadblocks for students in all areas of the curriculum, both academically and socially. At the time this article was written, the state of Florida had recently adopted the Common Core…

Population Invariance of Vertical Scaling Results

ERIC Educational Resources Information Center

Powers, Sonya; Turhan, Ahmet; Binici, Salih

2012-01-01

The population sensitivity of vertical scaling results was evaluated for a state reading assessment spanning grades 3-10 and a state mathematics test spanning grades 3-8. Subpopulations considered included males and females. The 3-parameter logistic model was used to calibrate math and reading items and a common item design was used to construct…

K-2 at the Zoo.

ERIC Educational Resources Information Center

Andrews, Lori; Andrews, Steve

This packet is designed to help teachers maximize a zoo visit for children ages 5 to 7. The packet provides activities for use before, during, and after the zoo visit. Activities are provided to enhance student skills in language arts, reading, art, science, and math, and are correlated to the Oregon Essentials Learning Skills Common Curriculum…

Helping Young Children See Math in Play

ERIC Educational Resources Information Center

Parks, Amy Noelle; Blom, Diana Chang

2013-01-01

The purpose of this article is to provide strategies for recognizing meaningful mathematics in common play contexts in early childhood classrooms and to offer suggestions for how teachers might intervene in these moments to help children attend to the mathematical ideas embedded in their play. In particular, the author's focus on the concepts of…

Science Modelling in Pre-Calculus: How to Make Mathematics Problems Contextually Meaningful

ERIC Educational Resources Information Center

Sokolowski, Andrzej; Yalvac, Bugrahan; Loving, Cathleen

2011-01-01

"Use of mathematical representations to model and interpret physical phenomena and solve problems is one of the major teaching objectives in high school math curriculum" [National Council of Teachers of Mathematics (NCTM), "Principles and Standards for School Mathematics", NCTM, Reston, VA, 2000]. Commonly used pre-calculus textbooks provide a…

Building a Science, Technology, Engineering, and Math Education Agenda: An Update of State Actions

ERIC Educational Resources Information Center

Thomasian, John

2011-01-01

STEM--science, technology, engineering, and mathematics--is critical to and supportive of many education reforms being undertaken today, from adoption of common internationally benchmarked standards to better teacher preparation to enhanced coordination across the entire K-20 education system. In fact, STEM is not a separate reform movement at…

State Standards Rise in Reading, Fall in Math

ERIC Educational Resources Information Center

Peterson, Paul E.; Lastra-Anadon, Carlos Xabel

2010-01-01

Much ado has been made about setting high standards over the past year. Current conversations about creating a common national standard largely focus on the substantive curriculum to be taught at various grade levels. Even more important is each state's expectations for student performance with respect to the curriculum, as expressed through its…

Beyond maths to meaning

NASA Astrophysics Data System (ADS)

Clegg, Brian

2018-04-01

Everybody knows that quantum physics is weird, right? Indeed, quantum physicist Richard Feynman once said in a lecture: "The theory of quantum electrodynamics describes Nature as absurd from the point of view of common sense." Beyond Weird: Why Everything You Thought You Knew About Quantum Physics is Different by Philip Ball presents a refreshing challenge to this viewpoint.

Effect of Task Presentation on Students' Performances in Introductory Statistics Courses

ERIC Educational Resources Information Center

Tomasetto, Carlo; Matteucci, Maria Cristina; Carugati, Felice; Selleri, Patrizia

2009-01-01

Research on academic learning indicates that many students experience major difficulties with introductory statistics and methodology courses. We hypothesized that students' difficulties may depend in part on the fact that statistics tasks are commonly viewed as related to the threatening domain of math. In two field experiments which we carried…

A Meta-Analysis of Growth Trends from Vertically Scaled Assessments

ERIC Educational Resources Information Center

Dadey, Nathan; Briggs, Derek C.

2012-01-01

A vertical scale, in principle, provides a common metric across tests with differing difficulties (e.g., spanning multiple grades) so that statements of "absolute" growth can be made. This paper compares 16 states' 2007-2008 effect size growth trends on vertically scaled reading and math assessments across grades 3 to 8. Two patterns…

Teachers Embrace the Japanese Art of Lesson Study

ERIC Educational Resources Information Center

Dubin, Jennifer

2010-01-01

In Japan, "jugyou kenkyuu"--or lesson study--is the most common form of professional development among elementary school and lower-secondary school teachers. While in the United States it is best known as a means of improving math instruction, in Japan, lesson study is practiced in all subjects, from language studies to physical…

Order of Operations: The Myth and the Math

ERIC Educational Resources Information Center

Bay-Williams, Jennifer M.; Martinie, Sherri L.

2015-01-01

Many of us embrace the order and beauty in mathematics. The order of operations is an iconic mathematics topic that seems untouchable by time, reform, or mathematical discoveries. Yet, think for a moment about a commonly heard statement in teaching the order of operations: "You work from left to right." At another point in the…

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

PubMed

Silk, Kami J; Parrott, Roxanne L

2014-01-01

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

No Common Opinion on the Common Core

ERIC Educational Resources Information Center

Henderson, Michael B.; Peterson, Paul E.; West, Martin R.

2015-01-01

According to the three authors of this article, the 2014 "EdNext" poll yields four especially important new findings: (1) Opinion with respect to the Common Core has yet to coalesce. The idea of a common set of standards across the country has wide appeal, and the Common Core itself still commands the support of a majority of the public.…

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…

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…

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 Real Fear

ERIC Educational Resources Information Center

Ruffins, Paul

2007-01-01

For years, mainstream thinking about math anxiety assumed that people fear math because they are bad at it. However, a growing body of research shows a much more complicated relationship between math ability and anxiety. It is true that people who fear math have a tendency to avoid math-related classes, which decreases their math competence.…

Math Anxiety Is Related to Some, but Not All, Experiences with Math

PubMed Central

O'Leary, Krystle; Fitzpatrick, Cheryll L.; Hallett, Darcy

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not. PMID:29375410

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

PubMed Central

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother’s math anxiety and maternal behaviors (environmental factors); (b) children’s arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed. PMID:29180973

Math Anxiety Is Related to Some, but Not All, Experiences with Math.

PubMed

O'Leary, Krystle; Fitzpatrick, Cheryll L; Hallett, Darcy

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

PubMed

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

Performing a Large-Scale Modal Test on the B2 Stand Crane at NASA's Stennis Space Center

NASA Technical Reports Server (NTRS)

Stasiunas, Eric C.; Parks, Russel A.; Sontag, Brendan D.

2018-01-01

A modal test of NASA's Space Launch System (SLS) Core Stage is scheduled to occur at the Stennis Space Center B2 test stand. A derrick crane with a 150-ft long boom, located at the top of the stand, will be used to suspend the Core Stage in order to achieve defined boundary conditions. During this suspended modal test, it is expected that dynamic coupling will occur between the crane and the Core Stage. Therefore, a separate modal test was performed on the B2 crane itself, in order to evaluate the varying dynamic characteristics and correlate math models of the crane. Performing a modal test on such a massive structure was challenging and required creative test setup and procedures, including implementing both AC and DC accelerometers, and performing both classical hammer and operational modal analysis. This paper describes the logistics required to perform this large-scale test, as well as details of the test setup, the modal test methods used, and an overview and application of the results.

Performing a Large-Scale Modal Test on the B2 Stand Crane at NASA's Stennis Space Center

NASA Technical Reports Server (NTRS)

Stasiunas, Eric C.; Parks, Russel A.

2018-01-01

A modal test of NASA’s Space Launch System (SLS) Core Stage is scheduled to occur prior to propulsion system verification testing at the Stennis Space Center B2 test stand. A derrick crane with a 180-ft long boom, located at the top of the stand, will be used to suspend the Core Stage in order to achieve defined boundary conditions. During this suspended modal test, it is expected that dynamic coupling will occur between the crane and the Core Stage. Therefore, a separate modal test was performed on the B2 crane itself, in order to evaluate the varying dynamic characteristics and correlate math models of the crane. Performing a modal test on such a massive structure was challenging and required creative test setup and procedures, including implementing both AC and DC accelerometers, and performing both classical hammer and operational modal analysis. This paper describes the logistics required to perform this large-scale test, as well as details of the test setup, the modal test methods used, and an overview of the results.

Neurocognitive and Behavioral Predictors of Math Performance in Children with and without ADHD

PubMed Central

Antonini, Tanya N.; O’Brien, Kathleen M.; Narad, Megan E.; Langberg, Joshua M.; Tamm, Leanne; Epstein, Jeff N.

2014-01-01

Objective: This study examined neurocognitive and behavioral predictors of math performance in children with and without attention-deficit/hyperactivity disorder (ADHD). Method: Neurocognitive and behavioral variables were examined as predictors of 1) standardized mathematics achievement scores,2) productivity on an analog math task, and 3) accuracy on an analog math task. Results: Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the Attentional Network Task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Conclusion: Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. PMID:24071774

Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD.

PubMed

Antonini, Tanya N; Kingery, Kathleen M; Narad, Megan E; Langberg, Joshua M; Tamm, Leanne; Epstein, Jeffery N

2016-02-01

This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD. Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task. Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. © The Author(s) 2013.

Math-gender stereotypes in elementary school children.

PubMed

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. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math-gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Number-specific and general cognitive markers of preschoolers' math ability profiles.

PubMed

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. Copyright © 2016 Elsevier Inc. All rights reserved.

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

PubMed Central

Shi, Zhan; Liu, Peiru

2016-01-01

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

The role of early language abilities on math skills among Chinese children.

PubMed

Zhang, Juan; Fan, Xitao; Cheung, Sum Kwing; Meng, Yaxuan; Cai, Zhihui; Hu, Bi Ying

2017-01-01

The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence. Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children's language abilities and formal math skills was partially mediated by informal math skills. The current findings indicate 1) Children's language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills.

The role of early language abilities on math skills among Chinese children

PubMed Central

Fan, Xitao; Cheung, Sum Kwing; Cai, Zhihui; Hu, Bi Ying

2017-01-01

Background The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence. Methodology Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children’s language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children’s language abilities and formal math skills was partially mediated by informal math skills. Results The current findings indicate 1) Children’s language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills. PMID:28749950

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

PubMed

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.

Nurses' maths: researching a practical approach.

PubMed

Wilson, Ann

To compare a new practical maths test with a written maths test. The tests were undertaken by qualified nurses training for intravenous drug administration, a skill dependent on maths accuracy. The literature showed that the higher education institutes (HEIs) that provide nurse training use traditional maths tests, a practical way of testing maths had not been described. Fifty five nurses undertook two maths tests based on intravenous drug calculations. One was a traditional written test. The second was a new type of test using a simulated clinical environment. All participants were also interviewed one week later to ascertain their thoughts and feelings about the tests. There was a significant improvement in maths test scores for those nurses who took the practical maths test first. It is suggested that this is because it improved their conceptualisation skills and thus helped them to achieve accuracy in their calculations. Written maths tests are not the best way to help and support nurses in acquiring and improving their maths skills and should be replaced by a more practical approach.

Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

ERIC Educational Resources Information Center

Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

2018-01-01

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…

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…

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

ERIC Educational Resources Information Center

Hogan, Bob

2005-01-01

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

A Longitudinal Analysis of Sex Differences in Math and Spatial Skills in Primary School Age Children

ERIC Educational Resources Information Center

Lachance, Jennifer A.; Mazzocco, Michele M. M.

2006-01-01

We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming…

Math at home adds up to achievement in school.

PubMed

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

2015-10-09

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. Copyright © 2015, American Association for the Advancement of Science.

Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

PubMed

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. 2011 APA, all rights reserved

Math Anxiety and Math Ability in Early Primary School Years.

PubMed

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-06-01

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 evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa-contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development.

Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.

PubMed

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.

Math Anxiety and Math Ability in Early Primary School Years

PubMed Central

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

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 evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

Teaching to the Core: Integrating Implementation of Common Core and Teacher Effectiveness Policies

ERIC Educational Resources Information Center

Wiener, Ross

2013-01-01

The purpose of the Common Core State Standards is to prepare students to succeed in college and career pursuits. To that end, the Common Core calls on teachers to focus on deepening students' understanding of what they're learning, enhancing their problem-solving skills, and improving their ability to communicate ideas. At the same time, states…

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.

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

ERIC Educational Resources Information Center

Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Students' Mathematics Self-Efficacy, Anxiety, and Course Level at a Community College

ERIC Educational Resources Information Center

Spaniol, Scott R.

2017-01-01

Research suggests that student success in mathematics is positively correlated to math self-efficacy and negatively correlated to math anxiety. At a Hispanic serving community college in the Midwest, developmental math students had a lower pass rate than did college-level math students, but the role of math self-efficacy and math anxiety on these…

Turning Negatives into Positives: The Role of an Instructional Math Course on Preservice Teachers' Math Beliefs

ERIC Educational Resources Information Center

Looney, Lisa; Perry, David; Steck, Andy

2017-01-01

Teachers' beliefs about mathematics can play a role in their teaching effectiveness (Bandura, 1993). Negative attitudes toward math (e.g., math anxiety) or low self-efficacy beliefs for teaching math can act as barriers to the teaching process, impacting the achievement and math beliefs of students (Beilock, Gunderson, Ramirez, & Levine, 2010;…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Three brief assessments of math achievement.

PubMed

Steiner, Eric T; Ashcraft, Mark H

2012-12-01

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

Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors.

PubMed

Wu, Sarah S; Willcutt, Erik G; Escovar, Emily; Menon, Vinod

2014-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. © Hammill Institute on Disabilities 2013.

Mathematics Achievement and Anxiety and Their Relation to Internalizing and Externalizing Behaviors

PubMed Central

Wu, Sarah S.; Willcutt, Erik G.; Escovar, Emily; Menon, Vinod

2013-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. PMID:23313869

Using Digital Video Production to Meet the Common Core Standards

ERIC Educational Resources Information Center

Nichols, Maura

2012-01-01

The implementation of the Common Core Standards has just begun and these standards will impact a generation that communicates with technology more than anything else. Texting, cell phones, Facebook, YouTube, Skype, etc. are the ways they speak with their friends and the world. The Common Core Standards recognize this. According to the Common Core…

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

PubMed Central

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

2009-01-01

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h2 = .00 –.63) and shared (c2 = .15–.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences. PMID:20157630

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

ERIC Educational Resources Information Center

Erturan, Selin; Jansen, Brenda

2015-01-01

Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math…

Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance

ERIC Educational Resources Information Center

Petersen, Jennifer Lee; Hyde, Janet Shibley

2017-01-01

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

Common Core and the Uncommon Learner: How Autism Affects Acquisition of Common Core State Standards

ERIC Educational Resources Information Center

Marsh, Wendela Whitcomb

2015-01-01

The Common Core State Standards (CCSS 2014a, b) are here to stay. State and local education agencies are responsible for ensuring that schools teach all students the core standards that they will need in college and the work force. However, the ever-growing population of students on the autism spectrum has unique learning needs which may make it…

Textual Demands of Passages in Three English/Language Arts Common Core Assessments and One Core Literacy Program for Intermediate Elementary Grades

ERIC Educational Resources Information Center

Morrison, Timothy G.; Wilcox, Brad; Murdoch, Erica; Bird, Lauren

2018-01-01

The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the textual demands found within assessment and instructional passages that are promoted as being in line with Common Core expectations. The purpose of this content analysis was to identify the readability levels, passage length,…

A longitudinal analysis of sex differences in math and spatial skills in primary school age children☆

PubMed Central

Lachance, Jennifer A.; Mazzocco, Michèle M.M.

2009-01-01

We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years. PMID:20463851

The influence of math anxiety on symbolic and non-symbolic magnitude processing.

PubMed

Dietrich, Julia F; Huber, Stefan; Moeller, Korbinian; Klein, Elise

2015-01-01

Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.

The influence of math anxiety on symbolic and non-symbolic magnitude processing

PubMed Central

Dietrich, Julia F.; Huber, Stefan; Moeller, Korbinian; Klein, Elise

2015-01-01

Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed. PMID:26579012

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers

PubMed Central

Szkudlarek, Emily; Brannon, Elizabeth M.

2018-01-01

Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children (n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic training improves early informal, but not formal, math skills. PMID:29867624

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.

PubMed

Szkudlarek, Emily; Brannon, Elizabeth M

2018-01-01

Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children ( n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic training improves early informal, but not formal, math skills.

A Student-Led Feedback Protocol on Writing Assignments in a History of Mathematics Course

ERIC Educational Resources Information Center

White, Diana

2014-01-01

History of math courses are commonly offered in mathematics departments. Such courses naturally lend themselves to writing assignments, and a growing body of research supports writing as a means to learn mathematics. This article details two such assignments, providing an overview of the course in which they are situated, and a student-led…

Physical Activity and Music to Support Pre-School Children's Mathematics Learning

ERIC Educational Resources Information Center

Elofsson, Jessica; Englund Bohm, Anna; Jeppsson, Catarina; Samuelsson, Joakim

2018-01-01

In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physical activity and music, and common numerical activities. Children (28 girls, 25 boys) were…

An English Professor Considers Mathematics.

ERIC Educational Resources Information Center

Duncan, Noreen L.

There is a common belief that people have limited mental capabilities in that they are either good at English or mathematics, but not both. There is also a myth that men are naturally good at math, while women are not. But there are many good mathematicians who also write well. Also, good students appear to be good students, regardless of the…

Myths and Motives behind STEM (Science, Technology, Engineering, and Mathematics) Education and the STEM-Worker Shortage Narrartive

ERIC Educational Resources Information Center

Stevenson, Heidi J.

2014-01-01

The Business Roundtable (2013) website presents a common narrative in regard to STEM (Science, Technology, Engineering and Mathematics) education, "American students are falling behind in math and science. Fewer and fewer students are pursuing careers in science, technology, engineering and mathematics, and American students are performing at…

Through Mathematical Eyes: Exploring Functional Relationships in Math and Science. Moving Middle Schools.

ERIC Educational Resources Information Center

Ritchhart, Ron, Ed.

In six sites across the United States teams of teachers began creating "portfolio cultures"--classrooms where growth towards high common standards and reflection was emphasized for both students and teachers. Working groups of teachers became involved in a 2-year process to develop curriculum. This book is a part of this series…

The Trajectory of Mathematics Skills and Working Memory Thresholds in Girls with Fragile X Syndrome

ERIC Educational Resources Information Center

Murphy, Melissa M.; Mazzocco, Michele M. M.

2009-01-01

Fragile X syndrome is a common genetic disorder associated with executive function deficits and poor mathematics achievement. In the present study, we examined changes in math performance during the elementary and middle school years in girls with fragile X syndrome, changes in the working memory loads under which children could complete a…

What Goes on inside Latin American Math and Science Classrooms: A Video Study of Teaching Practices

ERIC Educational Resources Information Center

Näslund-Hadley, Emma; Loera Varela, Armando; Hepworth, Katelyn Ann

2014-01-01

Beyond common associated factors, such as teacher characteristics and socioeconomic background of students, little is known about how student achievement relates to differences in the pedagogical approaches used in Latin American classrooms. This paper highlights the main findings from a qualitative study on cross-country differences in teaching…

Development of an Internet Collaborative Learning Behavior Scale--Preliminary Results.

ERIC Educational Resources Information Center

Hsu, Ti; Wang, Hsiu Fei

It is well known that math phobia is a common problem among young school children. It becomes a challenge to educational practitioners and academic researchers to figure out ways to overcome the problem. Collaborative team learning has been proposed as one of the alternatives. This study was part of a large and ongoing research project designed to…

Reforming Remediation: College Students Mainstreamed into Statistics Are More Likely to Succeed

ERIC Educational Resources Information Center

Logue, Alexandra W.; Douglas, Daniel; Watanabe-Rose, Mari

2017-01-01

Across the United States, more than half of entering freshmen discover they are ineligible for college-level coursework each year, most commonly in math. The readiness gap is widest when considering students at nonselective two-year colleges, and students who are black, Hispanic, or from low-income families. It often spells disaster for students…

Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students with Mathematical Disabilities

ERIC Educational Resources Information Center

Berch, Daniel B.

2017-01-01

In this commentary, I examine some of the distinctive, foundational difficulties in learning fractions and other types of rational numbers encountered by students with a mathematical learning disability and how these differ from the struggles experienced by students classified as low achieving in math. I discuss evidence indicating that students…

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

PubMed Central

Tsui, Joanne M.; Mazzocco, Michèle M. M.

2009-01-01

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 preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed. PMID:20084180

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

NASA Astrophysics Data System (ADS)

Rodriguez Flecha, Samuel

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

Cognitive consistency and math-gender stereotypes in Singaporean children.

PubMed

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

2014-01-01

In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition. Copyright © 2013 Elsevier Inc. All rights reserved.

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

PubMed Central

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

2015-01-01

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

Can Low-Cost Online Summer Math Programs Improve Student Preparation for College-Level Math? Evidence from Randomized Experiments at Three Universities

ERIC Educational Resources Information Center

Chingos, Matthew M.; Griffiths, Rebecca J.; Mulhern, Christine

2017-01-01

Every year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has…

Growth Texture and Mechanism of Zinc Nanowires Produced by Mechanical Elongation of Nanocontacts.

PubMed

Yamabe, Kammu; Kizuka, Tokushi

2018-01-01

Two zinc nanotips were brought into contact and elongated inside a transmission electron microscope, thereby growing single-crystal nanowires. The growth dynamics was observed in situ via a lattice imaging method. The preferential crystal growth directions were identified as [101-0], [112-0], [101-2-], and [0001]. Of these, the nanowires grown along the [101-0] and [112-0] directions accounted for 75% of the total and were surrounded by low-energy side surfaces, i.e., {0001}, {101-1}, and {101-0}. On the basis of these features, models of the nanowire morphology were proposed. In either growth direction, the tensile force aligned parallel to the direction along which slip events corresponding to the predominant slip system were unlikely to occur. This led to a high tensile stress for extracting atoms from the growth region, i.e., the promotion of nanowire growth.

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…

The Effects of Math Anxiety

ERIC Educational Resources Information Center

Andrews, Amanda; Brown, Jennifer

2015-01-01

Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…

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…

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 analyzed for a…

Some Recent Results on Graph Matching,

DTIC Science & Technology

1987-06-01

V. CHVATAL, Tough graphs and Hamiltonian circuits, Discrete Math . 5, 1973, 215-228. [El] J. EDMONDS, Paths, trees and flowers, Canad. J. Math. 17...Theory, Ann. Discrete Math . 29, North-Holland, Amsterdam, 1986. [N] D. NADDEF, Rank of maximum matchings in a graph, Math. Programming 22, 52-70. [NP...Optimization, Ann. Discrete Math . 16, North-Holland, Amsterdam, 1982, 241-260. [P1] M.D. PLUMMER, On n-extendable graphs, Discrete Math . 31, 1980, 201-210

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

PubMed Central

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

2014-01-01

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

How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children.

PubMed

Cargnelutti, Elisa; Tomasetto, Carlo; Passolunghi, Maria Chiara

2017-06-01

Both general and math-specific anxiety are related to proficiency in mathematics. However, it is not clear when math anxiety arises in young children, nor how it relates to early math performance. This study therefore investigated the early association between math anxiety and math performance in Grades 2 and 3, by accounting for general anxiety and by further inspecting the prevalent directionality of the anxiety-performance link. Results revealed that this link was significant in Grade 3, with a prevalent direction from math anxiety to performance, rather than the reverse. Longitudinal analyses also showed an indirect effect of math anxiety in Grade 2 on subsequent math performance in Grade 3. Overall, these findings highlight the importance of monitoring anxiety from the early stages of schooling in order to promote proficient academic performance.

A Systematic Review of Longitudinal Studies of Mathematics Difficulty.

PubMed

Nelson, Gena; Powell, Sarah R

2017-06-01

Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.e., mathematics performance measured across at least a 12-month span). Our primary goal was to conduct a systematic review of these studies and to understand whether the growth of students with math difficulty was comparable or stagnant when compared with that of students without math difficulty. We also analyzed whether identification of math difficulty was predictive of mathematics achievement in later grades and whether a diagnosis of math difficulty was stable across grade levels. Results indicate that students with math difficulty demonstrate growth on mathematics measures, but this growth still leads to lower performance than that of students without math difficulty. Identification of math difficulty is strongly related to math performance in subsequent grades, and this diagnosis is often stable. Collectively, this literature indicates that students with math difficulty continue to struggle with mathematics in later grades.

Simple arithmetic: not so simple for highly math anxious individuals.

PubMed

Chang, Hyesang; Sprute, Lisa; Maloney, Erin A; Beilock, Sian L; Berman, Marc G

2017-12-01

Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low-compared to high-math anxious individuals perform better when they activate this network less-a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. © The Author (2017). Published by Oxford University Press.

Simple arithmetic: not so simple for highly math anxious individuals

PubMed Central

Sprute, Lisa; Maloney, Erin A; Beilock, Sian L; Berman, Marc G

2017-01-01

Abstract Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low—compared to high—math anxious individuals perform better when they activate this network less—a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. PMID:29140499

Vocational Education and Connecticut's Common Core of Learning.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational, Technical, and Adult Education.

The Connecticut State Board of Education policy known as the Common Core of Learning, outlines the skill, knowledge and attitudinal attainments expected of the state's secondary school graduates. This guide identifies the common core elements that can and should be reinforced through the vocational education curriculum. Information on the common…

Common Core in the Real World

ERIC Educational Resources Information Center

Hess, Frederick M.; McShane, Michael Q.

2013-01-01

There are at least four key places where the Common Core intersects with current efforts to improve education in the United States--testing, professional development, expectations, and accountability. Understanding them can help educators, parents, and policymakers maximize the chance that the Common Core is helpful to these efforts and, perhaps…

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring

PubMed Central

Iuculano, Teresa; Chen, Lang

2015-01-01

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. SIGNIFICANCE STATEMENT Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual's academic and professional chances of success in today's technological society that increasingly demands strong quantitative skills. PMID:26354922

[Differential diagnosis of primary and secondary mathematical learning disability – indications from the dyscalculia test Basis-Math 4–8].

PubMed

Krinzinger, Helga

2016-09-01

Studies in children with AD(H)D without mathematical learning disability (MLD) as well as studies on the effects of methylphenidate on arithmetic have shown that most deficits in mathematics and most error types commonly described as specific to developmental dyscalculia (e. g., finger-counting, fact-retrieval deficit, complex counting, difficulties with carry/borrow procedures, self-corrections) cannot be classified as such and should thus not be used for the differential diagnosis of primary dyscalculia and secondary MLD. This article proposes using the overall score in the dyscalculia test Basis-Math 4-8 (Moser Opitz et al., 2010) as well as implausible subtraction errors as a marker for dyscalculia and the number of self-corrections made during the test as a cognitive marker for attention deficits. Hierarchical cluster analyses were calculated in a sample of 51 clinically referred children with normal IQ and suspicion of MLD, using IQ, years of schooling, overall score of the Basis-Math 4–8 and number of self-corrections in this test as variables. The results revealed a subgroup with primary dyscalculia as well as three subgroups with secondary MLD (two with attention deficit hyperactivity disorder, one with depression and one small subgroup with high IQ). In conclusion, the Basis-Math 4–8 (Moser Opitz et al., 2010) can offer substantial information for the differential diagnosis of dyscalculia and secondary deficits in mathematics due to attention problems and enable optimization of treatment decisions for the different groups.

Students Participate in Rocket Launch Project

NASA Technical Reports Server (NTRS)

2002-01-01

Filled with anticipation, students from three Huntsville area high schools: Randolph, Sparkman, and Johnson High Schools, counted down to launch the rockets they designed and built at the Army test site on Redstone Arsenal in Huntsville, Alabama. The projected two-mile high launch culminated more than a year's work and demonstrated the student team's ability to meet the challenge set by the Marshall Space Flight Center's (MSFC) Student Launch Initiative (SLI) program to apply science and math to experience, judgment, and common sense, and proved to NASA officials that they have successfully built reusable launch vehicles (RLVs), another challenge set by NASA's SLI program. MSFC's SLI program is an educational effort that aims to motivate students to pursue careers in science, math, and engineering. It provides them with hands-on, practical aerospace experience. In this picture, three Sparkman High School students pose with their rocket.

Students Participate in Rocket Launch Project

NASA Technical Reports Server (NTRS)

2002-01-01

Filled with anticipation, students from three Huntsville area high schools: Randolph, Sparkman and Johnson High Schools, counted down to launch the rockets they designed and built at the Army test site on Redstone Arsenal in Huntsville, Alabama. The projected two-mile high launch culminated more than a year's work and demonstrated the student team's ability to meet the challenge set by the Marshall Space Flight Center's (MSFC) Student Launch Initiative (SLI) program to apply science and math to experience, judgment, and common sense, and proved to NASA officials that they have successfully built reusable launch vehicles (RLVs), another challenge set by NASA's SLI program. MSFC's SLI program is an educational effort that aims to motivate students to pursue careers in science, math, and engineering. It provides them with hands-on, practical aerospace experience. In this picture, two Johnson High School students pose with their rocket.

Around Marshall

NASA Image and Video Library

2002-04-27

Filled with anticipation, students from three Huntsville area high schools: Randolph, Sparkman, and Johnson High Schools, counted down to launch the rockets they designed and built at the Army test site on Redstone Arsenal in Huntsville, Alabama. The projected two-mile high launch culminated more than a year's work and demonstrated the student team's ability to meet the challenge set by the Marshall Space Flight Center's (MSFC) Student Launch Initiative (SLI) program to apply science and math to experience, judgment, and common sense, and proved to NASA officials that they have successfully built reusable launch vehicles (RLVs), another challenge set by NASA's SLI program. MSFC's SLI program is an educational effort that aims to motivate students to pursue careers in science, math, and engineering. It provides them with hands-on, practical aerospace experience. In this picture, three Sparkman High School students pose with their rocket.

Around Marshall

NASA Image and Video Library

2002-04-27

Filled with anticipation, students from three Huntsville area high schools: Randolph, Sparkman, and Johnson High Schools, counted down to launch the rockets they designed and built at the Army test site on Redstone Arsenal in Huntsville, Alabama. The projected two-mile high launch culminated more than a year's work and demonstrated the student team's ability to meet the challenge set by the Marshall Space Flight Center's (MSFC) Student Launch Initiative program to apply science and math to experience, judgment, and common sense, and proved to NASA officials that they have successfully built reusable launch vehicles (RLVs), another challenge set by NASA's SLI program. MSFC's SLI program is an educational effort that aims to motivate students to pursue careers in science, math, and engineering. It provides hands-on, practical aerospace experience. In this picture, a rocket built by Johnson High School students soars to it projected designation.

Around Marshall

NASA Image and Video Library

2002-04-27

Filled with anticipation, students from three Huntsville area high schools: Randolph, Sparkman and Johnson High Schools, counted down to launch the rockets they designed and built at the Army test site on Redstone Arsenal in Huntsville, Alabama. The projected two-mile high launch culminated more than a year's work and demonstrated the student team's ability to meet the challenge set by the Marshall Space Flight Center's (MSFC) Student Launch Initiative (SLI) program to apply science and math to experience, judgment, and common sense, and proved to NASA officials that they have successfully built reusable launch vehicles (RLVs), another challenge set by NASA's SLI program. MSFC's SLI program is an educational effort that aims to motivate students to pursue careers in science, math, and engineering. It provides them with hands-on, practical aerospace experience. In this picture, two Johnson High School students pose with their rocket.

Understanding student use of mathematics in IPLS with the Math Epistemic Games Survey

NASA Astrophysics Data System (ADS)

Eichenlaub, Mark; Hemingway, Deborah; Redish, Edward F.

2017-01-01

We present the Math Epistemic Games Survey (MEGS), a new concept inventory on the use of mathematics in introductory physics for the life sciences. The survey asks questions that are often best-answered via techniques commonly-valued in physics instruction, including dimensional analysis, checking special or extreme cases, understanding scaling relationships, interpreting graphical representations, estimation, and mapping symbols onto physical meaning. MEGS questions are often rooted in quantitative biology. We present preliminary data on the validation and administration of the MEGS in a large, introductory physics for the life sciences course at the University of Maryland, as well as preliminary results on the clustering of questions and responses as a guide to student resource activation in problem solving. This material is based upon work supported by the US National Science Foundation under Award No. 15-04366.

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…

Incremental Beliefs of Ability, Achievement Emotions and Learning of Singapore Students

ERIC Educational Resources Information Center

Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei

2014-01-01

This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom…

Adults' Views on Mathematics Education: A Midwest Sample

ERIC Educational Resources Information Center

Brez, Caitlin C.; Allen, Jessica J.

2016-01-01

Currently, few studies have addressed public opinions regarding math education. The current study surveyed adults in a Midwestern town in the United States to assess opinions regarding math and math education. Overall, we found that adults believe that math is useful and that math education is important. We found that parents who currently have a…

The Effectiveness of Using STAR Math to Improve PSSA Math Scores

ERIC Educational Resources Information Center

Holub, Sherry L.

2017-01-01

This is a quantitative study examining whether STAR Math, a student monitoring system, can improve PSSA Math scores. The experimental school used STAR Math during the 2015-2016 school year in grouping students for remediation and intervention. The control school used traditional curriculum measures to group students for remediation and…

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

ERIC Educational Resources Information Center

Houghton, Karen; Low, Brian

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

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…

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…

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…

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.…

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…

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…

Teaching biology through statistics: application of statistical methods in genetics and zoology courses.

PubMed

Colon-Berlingeri, Migdalisel; Burrowes, Patricia A

2011-01-01

Incorporation of mathematics into biology curricula is critical to underscore for undergraduate students the relevance of mathematics to most fields of biology and the usefulness of developing quantitative process skills demanded in modern biology. At our institution, we have made significant changes to better integrate mathematics into the undergraduate biology curriculum. The curricular revision included changes in the suggested course sequence, addition of statistics and precalculus as prerequisites to core science courses, and incorporating interdisciplinary (math-biology) learning activities in genetics and zoology courses. In this article, we describe the activities developed for these two courses and the assessment tools used to measure the learning that took place with respect to biology and statistics. We distinguished the effectiveness of these learning opportunities in helping students improve their understanding of the math and statistical concepts addressed and, more importantly, their ability to apply them to solve a biological problem. We also identified areas that need emphasis in both biology and mathematics courses. In light of our observations, we recommend best practices that biology and mathematics academic departments can implement to train undergraduates for the demands of modern biology.

Increasing Participation in the Earth Sciences A 35 year Journey

NASA Astrophysics Data System (ADS)

Blueford, J. R.

2006-12-01

In the 1970's the fact that woman and ethnic minorities men made up approximately10% of the workforce in the geosciences created concern. Determining ways to increase the participation became a topic of discussion amongst many of the geosciences agencies in the United States. Many created scholarships and work opportunities for students. One of the most successful projects was the MPES (Minority Participation in the Earth Science) Program implemented by the U.S. Geological Survey. A key factor in its success was its outreach programs which used employees to work in elementary schools to get children excited about earth sciences. Successive years added teacher workshops and developing career day presentations to help school districts increase the awareness of the earth sciences. However, cutbacks prevented the continuation of these programs, but from the ashes a new non-profit organization of scientists, the Math Science Nucleus, developed curriculum and implementation strategies that used Earth Sciences as a core content area. Using the power of the internet, it provided teachers and parents around the world content driven curriculum. The Integrating Science, Math, and Technology Reference Curriculum is used around the world to help teachers understand how children learn science content.

Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

NASA Astrophysics Data System (ADS)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

Counseling the Math Anxious

ERIC Educational Resources Information Center

Tobias, Sheila; Donady, Bonnie

1977-01-01

Describes the rationale and mode of operations for a Math Clinic at Wellesley University and Wesleyan College where counselors and math specialists work together to combat "math anxiety," particularly in female students. (HMV)

The Common Core Takes Hold

ERIC Educational Resources Information Center

Rothman, Robert

2014-01-01

A survey administered in the spring of 2013 by the Center on Education Policy (CEP) inquired into the implementation of Common Core State Standards at that time. Based on self-reports by state officials, the survey found that curricula aligned to the common core were already being taught in at least some districts or grade levels. All states…

State Accountability in the Transition to Common Core. Updated

ERIC Educational Resources Information Center

Sears, Victoria

2014-01-01

The Common Core is at a critical juncture. While many surveys show that support for the standards themselves remains strong, implementation has not been without major challenges. "State Accountability in the Transition to Common Core," a new policy brief from the Thomas B. Fordham Institute, provides cautionary advice about what key…

Revisiting Traveling Books: Early Literacy, Social Studies, and the Common Core

ERIC Educational Resources Information Center

Swain, Holly Hilboldt; Coleman, Julianne

2015-01-01

With the development and institution of the Common Core Standards, teachers must be prepared to integrate content areas such as social studies within the language arts curriculum. Teachers following the suggestions of the Common Core Standards should develop practical and meaningful strategies within their classrooms that encourage and support…

Organized Interests and the Common Core

ERIC Educational Resources Information Center

McDonnell, Lorraine M.; Weatherford, M. Stephen

2013-01-01

Among the notable aspects of the Common Core State Standards (CCSS) is the diverse array of interest groups supporting them. These organizations must now apply the strategies they used so effectively in advancing the Common Core to stem mounting opposition to it. This article draws on theories of political and policy learning and interviews with…

Just the Facts: Common Core State Standards

ERIC Educational Resources Information Center

Williams, Cheryl Scott

2012-01-01

In this article, the author talks about the Common Core State Standards and what they mean to teachers and their students. The Common Core State Standards Initiative provides an opportunity for classroom practitioners across the nation to hone their skills, focus on student learning, and ensure that all the students they serve will be working…

Understanding Common Core State Standards

ERIC Educational Resources Information Center

Kendall, John S.

2011-01-01

Now that the Common Core standards are coming to just about every school, what every school leader needs is a straightforward explanation that lays out the benefits of the Common Core in plain English, provides a succinct overview, and gets everyone thinking about how to transition to this promising new paradigm. This handy, inexpensive booklet…

Common Core State Standards and Implications for Special Populations

ERIC Educational Resources Information Center

Best, Jane; Cohen, Courtney

2013-01-01

The goal of the Common Core State Standards is to address the academic needs of all students and prepare them for college and the workforce. Implementation guidance and professional training for teachers, particularly for those working with special populations of students, requires thoughtful consideration. While the Common Core allows teachers to…

Information Is a Common Core Dish Best Served First

ERIC Educational Resources Information Center

Walkowiak, Temple A.

2015-01-01

There has been a spike in negative comments about mathematics and standards since the implementation of the Common Core State Standards. Regardless of whether the comments are fueled by social media or traditional media, educators need to be armed with strategies for helping parents understand, navigate, and embrace the Common Core's mathematics…

How the Common Core Boosts Quality and Equality

ERIC Educational Resources Information Center

Schmidt, William H.; Burroughs, Nathan A.

2013-01-01

The adoption of the Common Core State Standards by 46 states and the District of Columbia represents a dramatic departure in U.S. education. In the past, national efforts to improve education have been directed by the federal government and have emphasized resources or organizational structure. In contrast, the Common Core State Standards in math…

Professional Development. State Implementation of Common Core State Standards

ERIC Educational Resources Information Center

Anderson, Kimberly; Mira, Mary Elizabeth

2014-01-01

The following profiles address how the state departments of education are helping educators prepare for and implement the Common Core and aligned assessments through professional learning. The major professional development efforts around the Common Core were examined in order to understand the overall efforts of each state. An exhaustive list of…

Understanding the Skills in the Common Core State Standards

ERIC Educational Resources Information Center

Blosveren, Kate

2012-01-01

As defined on the Common Core State Standards (CCSS) website, "the Common Core State Standards provide a consistent, clear understanding of what students are expected to learn... reflecting the "knowledge" and "skills" that our young people need for success in college and careers." While the "knowledge" defined within the CCSS is apparent--the…

How Rhetorical Theories of Genre Address Common Core Writing Standards

ERIC Educational Resources Information Center

Collin, Ross

2013-01-01

This article begins with a review of the forms of writing promoted in the Common Core State Standards. Across content areas, Common Core encourages teachers to attune students' writing to rhetorical concerns of audience, purpose, task, and disciplinary thinking. To address these concerns, teachers might take a rhetorical approach to the study…

The Common Core State Standards Initiative: an Overview

ERIC Educational Resources Information Center

Watt, Michael G.

2011-01-01

The purpose of this study was to evaluate decision making in the Common Core State Standards Initiative as the change process moved from research, development and diffusion activities to adoption of the Common Core State Standards by the states. A decision-oriented evaluation model was used to describe the four stages of planning, structuring,…

General Music and the Common Core: A Brief Discussion

ERIC Educational Resources Information Center

Cardany, Audrey Berger

2013-01-01

The Common Core Standards and the wide-spread state adoption have implications for music teachers. Alignment with English language arts Common Core Standards is discussed, with examples provided for elementary general music experiences. The author notes the challenge of retaining focus on the music domain while meeting the expectations of the…

Challenges to Common Core State Standards Implementation: Views from Six States

ERIC Educational Resources Information Center

Smith, Joanna; Thier, Michael

2017-01-01

The implementation of the Common Core State Standards has posed a number of challenges for school leaders. This study applies a policy implementation conceptual framework to analyze data gathered from 46 interviews in six states. Findings suggest the existence of multiple barriers to Common Core State Standards implementation. To promote…

Teachers' Views of the Common Core State Standards and Its Implementation

ERIC Educational Resources Information Center

Matlock, Ki L.; Goering, Christian Zachary; Endacott, Jason; Collet, Vicki Stewart; Denny, George S.; Jennings-Davis, Jennifer; Wright, Ginney Patricia

2016-01-01

Common Core State Standards are embroiled in controversy and politics. The need to continue to study the many facets of educational changes remains critical, especially from the perspective of the teachers experiencing such changes firsthand. Existing surveys of teacher perceptions regarding the Common Core State Standards have focused primarily…

Words & Pictures: Literacy, Art and Common Core Together

ERIC Educational Resources Information Center

Chevalier, Juline A.

2015-01-01

In a two-year study, Nasher Museum of Art at Duke University education staff found that students who participated in a museum-school collaboration became more proficient in several Common Core State Standard skills than a control group. The program, Words & Pictures, directly ties to the English Language Arts Common Core State Standards and is…

Common Core Units in Business Education: Grooming for Your Job Interview.

ERIC Educational Resources Information Center

Reddell, Lynda

This secondary unit of instruction on grooming for job interviews is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is…

The Effects of a Summer Math Program on Academic Achievement

ERIC Educational Resources Information Center

Snyder, Kermit

2016-01-01

The math achievement of students is low in a small rural district in Colorado. The purpose of this study was to explore the efficacy of a summer third through fifth grade math program in improving math scores. Piaget's theory of cognitive development was used as the theoretical foundation for the math instructional resource delivered to the…

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…

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,…

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

ERIC Educational Resources Information Center

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

2006-01-01

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

Teachers and Counselors: Building Math Confidence in Schools

ERIC Educational Resources Information Center

Furner, Joseph M.

2017-01-01

Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is…

Math Anxiety and Math Performance in Children: The Mediating Roles of Working Memory and Math Self-Concept

ERIC Educational Resources Information Center

Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, Rocío; Pelegrina, Santiago

2017-01-01

Background: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. Aims: This study aimed to investigate the role of two possible…

Developmental Math Programs in California Community College: An Analysis of Math Boot Camp at Cosumnes River College

ERIC Educational Resources Information Center

Powell, Torence J.

2017-01-01

The California Community College system, as an open access institution, is tasked with helping students who possess math skills far below college-level complete math course requirements for obtaining an associate degree or transfer to a university. Colleges have created various developmental math programs to achieve this mission; this paper…

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. The…

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

ERIC Educational Resources Information Center

Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa

2015-01-01

The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…

Spatial Temporal Mathematics at Scale: An Innovative and Fully Developed Paradigm to Boost Math Achievement among All Learners

ERIC Educational Resources Information Center

Rutherford, Teomara; Kibrick, Melissa; Burchinal, Margaret; Richland, Lindsey; Conley, AnneMarie; Osborne, Keara; Schneider, Stephanie; Duran, Lauren; Coulson, Andrew; Antenore, Fran; Daniels, Abby; Martinez, Michael E.

2010-01-01

This paper describes the background, methodology, preliminary findings, and anticipated future directions of a large-scale multi-year randomized field experiment addressing the efficacy of ST Math [Spatial-Temporal Math], a fully-developed math curriculum that uses interactive animated software. ST Math's unique approach minimizes the use of…

Mathematics for the Eighties: A Study of Two Effective Math Programs.

ERIC Educational Resources Information Center

O'Connor, Patrick J.

1985-01-01

This bulletin describes two exemplary mathematics programs in Oregon: the Math Lab at Mountain View Junior High School in Beaverton and the Academy Math Program at Jefferson High School in northeastern Portland. The Math Lab at Mountain View is a weekly supplemental unit that is integrated into general math and pre-algebra courses for seventh and…

Lift the Math Curse

ERIC Educational Resources Information Center

Albrecht, Cathlene

2006-01-01

"When am I ever going to use this?" This question is heard or thought in every middle-level math class across the land. Teachers struggle to apply math lessons to everyday life and make math meaningful and useful for their students. This author, too, struggled with this problem, until she read the book "Math Curse" by Jon Scieszka (Viking Books,…

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…

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…

What to Look for in Your Math Classrooms

ERIC Educational Resources Information Center

Nelson, Barbara Scott; Sassi, Annette

2006-01-01

Principals need to get away from traditional beliefs that equate math success solely with rote knowledge of math facts and the ability to calculate. Today, math instruction also is being directed to student understanding of essential concepts. Principals must learn what to look for when they visit math classrooms to make sure it is being taught…

Math 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…

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.

PubMed

Piasta, Shayne B; Logan, Jessica A R; Pelatti, Christina Yeager; Capps, Janet L; Petrill, Stephen A

2015-05-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children ( n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

PubMed Central

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2014-01-01

Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

Faster Isn't Smarter: Messages about Math, Teaching, and Learning in the 21st Century

ERIC Educational Resources Information Center

Seeley, Cathy L.

2009-01-01

NCTM Past President Cathy L. Seeley shares her messages on today's most relevant topics and issues in education. Based on Cathy L. Seeley's award-winning NCTM President's Messages, and including dozens of new messages, this must-have K-12 resource offers straight talk and common sense about some of today's most important, thought-provoking issues…

The Algebra Teacher's Guide to Reteaching Essential Concepts and Skills: 150 Mini-Lessons for Correcting Common Mistakes

ERIC Educational Resources Information Center

Muschla, Judith A.; Muschla, Gary Robert; Muschla, Erin

2011-01-01

Many students have trouble grasping algebra. In this book, bestselling authors Judith, Gary, and Erin Muschla offer help for math teachers who must instruct their students (even those who are struggling) about the complexities of algebra. In simple terms, the authors outline 150 classroom-tested lessons, focused on those concepts often most…

Beneath the Numbers: A Review of Gender Disparities in Undergraduate Education across Science, Technology, Engineering, and Math Disciplines

ERIC Educational Resources Information Center

Eddy, Sarah L.; Brownell, Sara E.

2016-01-01

This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college…

Starting and Teaching Basic Robotics in the Classroom: Modern, Engaging Engineering in Technology Education

ERIC Educational Resources Information Center

Bianco, Andrew S.

2014-01-01

All technology educators have favorite lessons and projects that they most desire to teach. Many teachers might ask why teach robotics when there are many other concepts to cover with the students? The answer to this question is to engage students in science, technology, engineering, and math (commonly referred to as STEM) concepts. In order for…

Logic for Physicists

NASA Astrophysics Data System (ADS)

Pereyra, Nicolas A.

2018-06-01

This book gives a rigorous yet 'physics-focused' introduction to mathematical logic that is geared towards natural science majors. We present the science major with a robust introduction to logic, focusing on the specific knowledge and skills that will unavoidably be needed in calculus topics and natural science topics in general (rather than taking a philosophical-math-fundamental oriented approach that is commonly found in mathematical logic textbooks).

Affordances of the Cultural Inquiry Process in Building Secondary Mathematics Teachers' Capacity for Cultural Responsiveness

ERIC Educational Resources Information Center

Parker, Frieda; Bartell, Tonya; Novak, Jodie D.

2017-01-01

Over the last couple of decades, there has been a growing call for teachers to become more responsive to the increasing cultural diversity of students as a means of improving students' experiences in school and their learning outcomes. Challenges exist in working with secondary mathematics teachers due to the common belief that math is…

School Disruption on the Small Scale: Can Micro-Schools Break Out of an Elite Niche?

ERIC Educational Resources Information Center

Cohen, Justin C.

2017-01-01

NuVu is an off-the-grid, independent "micro-school" in Massachusetts, whose 60 students are stretching the boundaries of what constitutes education in America. Instead of switching between subject-driven classes that teach a common curriculum, they follow a fluid schedule in two-week blocks, and apply math, reading, problem-solving, and…

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

ERIC Educational Resources Information Center

Cascallar, Alicia S.; Dorans, Neil J.

2005-01-01

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

Translating Success: How Careful Planning within a Problems-Based Curriculum Can Prepare Students to Enter College-Level Math Classes

ERIC Educational Resources Information Center

Fillmore, Jessica

2007-01-01

Amy Biehl High School (ABHS) is a charter high school located in downtown Albuquerque that serves students from Albuquerque and the surrounding communities. Despite its population's differences in skills, special needs, socioeconomic class, race, culture, and English proficiency, it has one common goal for all its students: that they are able to…