Sample records for math activities volume

  1. 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…

  2. Under Construction: Benchmark Assessments and Common Core Math Implementation in Grades K-8. Formative Evaluation Cycle Report for the Math in Common Initiative, Volume 1

    ERIC Educational Resources Information Center

    Flaherty, John, Jr.; Sobolew-Shubin, Alexandria; Heredia, Alberto; Chen-Gaddini, Min; Klarin, Becca; Finkelstein, Neal D.

    2014-01-01

    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. As the MiC initiative moves into its second year, one of the central activities that each of the districts is undergoing to support CCSS…

  3. Measuring Very Small Quantities: Fascinating Suggestions for Math or Science.

    ERIC Educational Resources Information Center

    Thompson, John Taylor

    1989-01-01

    Described are several activities for teaching children to determine mass and volume. Included are the masses of a water drop and a grain of rice; the volume of a water drop and small solids; and measuring the width of a hair. Procedures and materials for the activities are discussed. (CW)

  4. Implementing Employability Skills, Reading Skills, and Math Skills in Vocational Education. Final Report. Vocational Technical Education Research Report. Volume 19, Number 2.

    ERIC Educational Resources Information Center

    Pennsylvania State Univ., University Park. Div. of Occupational and Vocational Studies.

    A project was undertaken to implement the employability, reading, and math skills of disadvantaged students in vocational education. Included in the project were the following activities: (1) field tests, evaluation, and dissemination of a mathematics skills curriculum guide for disadvantaged learners; (2) field tests and revision of guidelines…

  5. Neuroanatomical correlates of performance in a state-wide test of math achievement.

    PubMed

    Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R

    2018-03-01

    The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related to the development of math skills. However, it is unknown how these findings relate to in-school math learning. The present study is the first to address this issue by investigating the relationship between regional differences in grey matter (GM) volume and performance in grade-level mathematics as measured by a state-wide, school-based test of math achievement (TCAP math) in children from 3rd to 8th grade. Results show that increased GM volume in the bilateral hippocampal formation and the right inferior frontal gyrus, regions associated with learning and memory, is associated with higher TCAP math scores. Secondary analyses revealed that GM volume in the left angular gyrus had a stronger relationship to TCAP math in grades 3-4 than in grades 5-8 while the relationship between GM volume in the left inferior frontal gyrus and TCAP math was stronger for grades 5-8. These results suggest that the neuroanatomical architecture related to in-school math achievement differs from that related to math achievement measured by standardized tests, and that the most related neural structures differ as a function of grade level. We suggest, therefore, that the use of school-relevant outcome measures is critical if neuroscience is to bridge the gap to education. © 2017 John Wiley & Sons Ltd.

  6. The Relation between 1st Grade Grey Matter Volume and 2nd Grade Math Competence

    PubMed Central

    Price, Gavin R.; Wilkey, Eric D.; Yeo, Darren J.; Cutting, Laurie E.

    2015-01-01

    Mathematical and numerical competence is a critical foundation for individual success in modern society yet the neurobiological sources of individual differences in math competence are poorly understood. Neuroimaging research over the last decade suggests that neural mechanisms in the parietal lobe, particularly the intraparietal sulcus (IPS) are structurally aberrant in individuals with mathematical learning disabilities. However, whether those same brain regions underlie individual differences in math performance across the full range of math abilities is unknown. Furthermore, previous studies have been exclusively cross-sectional, making it unclear whether variations in the structure of the IPS are caused by or consequences of the development of math skills. The present study investigates the relation between grey matter volume across the whole brain and math competence longitudinally in a representative sample of 50 elementary school children. Results show that grey matter volume in the left IPS at the end of 1st grade relates to math competence a year later at the end of 2nd grade. Grey matter volume in this region did not change over that year, and was still correlated with math competence at the end of 2nd grade. These findings support the hypothesis that the IPS and its associated functions represent a critical foundation for the acquisition of mathematical competence. PMID:26334946

  7. Floaters and Sinkers: Solutions for Math and Science. Densities and Volumes. Book 5.

    ERIC Educational Resources Information Center

    Wiebe, Arthur, Ed.; And Others

    Developed to serve as a way to integrate mathematics skills and science processes, this booklet provides activities which demonstrate the concept of density for students of grades five through nine. Investigations are offered on the densities of water, salt, salt water, and woods. Opportunities are also provided in computing volumes of cylinders…

  8. A Subject Classification of Math Lab Activities from School Science and Mathematics 1974-1980.

    ERIC Educational Resources Information Center

    Grinstein, Louise S.

    1982-01-01

    Presented here is an index which indicates the title and location of each activity by volume and page numbers. The majority of items relate to arithmetic, elementary algebra, and plane geometry, but material also covers such topics as statistics, probability, trigonometry set theory, topology, and modern algebra. (MP)

  9. Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102

    ERIC Educational Resources Information Center

    Blazer, Christie

    2011-01-01

    Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however,…

  10. Geometric Variational Methods for Controlled Active Vision

    DTIC Science & Technology

    2006-08-01

    Haker , L. Zhu, and A. Tannenbaum, ``Optimal mass transport for registration and warping’’ Int. Journal Computer Vision, volume 60, 2004, pp. 225-240. G...pp. 119-142. A. Angenent, S. Haker , and A. Tannenbaum, ``Minimizing flows for the Monge-Kantorovich problem,’’ SIAM J. Math. Analysis, volume 35...Shape analysis of structures using spherical wavelets’’ (with S. Haker and D. Nain), Proceeedings of MICCAI, 2005. ``Affine surface evolution for 3D

  11. Individualized Math Problems in Volume. Oregon Vo-Tech Mathematics Problem Sets.

    ERIC Educational Resources Information Center

    Cosler, Norma, Ed.

    This is one of eighteen sets of individualized mathematics problems developed by the Oregon Vo-Tech Math Project. Each of these problem packages is organized around a mathematical topic and contains problems related to diverse vocations. Solutions are provided for all problems. Problems in this booklet require the computation of volumes of solids,…

  12. 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.

  13. Math in Common. Taking Stock of Common Core Math Implementation: Supporting Teachers to Shift Instruction. Insights from the Math in Common 2015 Baseline Survey of Teachers and Administrators. Formative Evaluation Cycle Report for the Math in Common Initiative: Volume 3

    ERIC Educational Resources Information Center

    Perry, Rebecca R.; Finkelstein, Neal D.; Seago, Nanette; Heredia, Alberto; Sobolew-Shubin, Sandy; Carroll, Cathy

    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. In spring 2015, WestEd administered surveys to understand the perspectives on Common Core State Standards-Mathematics (CCSS-M) implementation…

  14. Science is Elementary, A Science Teaching Resource Publication, 1992-1993.

    ERIC Educational Resources Information Center

    Science is Elementary, 1993

    1993-01-01

    These resource magazines for K-6 educators are published to promote the teaching of science, mathematics, and technology through participatory, inquiry-based methods. Each issue provides resources and hands-on activities for educators that focus on one theme. Issues in volume 5 cover the themes of geology, math and science integration, tropical…

  15. 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.…

  16. Making Sense of Math: How to Help Every Student become a Mathematical Thinker and Problem Solver (ASCD Arias)

    ERIC Educational Resources Information Center

    Seeley, Cathy L.

    2016-01-01

    In "Making Sense of Math," Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, shares her insight into how to turn your students into flexible mathematical thinkers and problem solvers. This practical volume concentrates on the following areas: (1) Making sense of math by fostering habits of mind that…

  17. Developmental Math Students and College-Level Coursework. Data Notes. Volume 1, Number 8, November/December 2006

    ERIC Educational Resources Information Center

    Clery, Sue

    2006-01-01

    Using data from Achieving the Dream: Community Colleges Count, this issue examines the percentages and numbers of students who attempted and completed both developmental and college-level math. The analysis reveals that a large portion of students either do not attempt or do not complete developmental math coursework. Furthermore, the data show…

  18. Differentiating in Number & Operations: A Guide for Ongoing Assessment, Grouping Students, Targeting Instruction, and Adjusting Levels of Cognitive Demand

    ERIC Educational Resources Information Center

    Taylor-Cox, Jennifer

    2008-01-01

    Differentiating is good teaching. As a math intervention tool, it's power packed. And as a math acceleration instrument it's unbeatable. And differentiation doesn't have to be difficult. Not with "Differentiation in Number & Operations and the Other Math Content Standards, PreK-Grade 2". The author's five-volume series shows you easy and effective…

  19. Software Reviews.

    ERIC Educational Resources Information Center

    Bitter, Gary G., Ed.

    1989-01-01

    Reviews three software packages: (1) "Physics," tutorial, grades 11-12, Macintosh; (2) "Hands On Math: Volume I," interactive math exploration/simulation of manipulatives use, grades K-7, Apple II; and (3) "A.I.: An Experience with Artificial Intelligence," simulation, grades 5-12, Apple II. (MVL)

  20. 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.

  1. 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.

  2. Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort

    PubMed Central

    Booth, J N; Leary, S D; Joinson, C; Ness, A R; Tomporowski, P D; Boyle, J M; Reilly, J J

    2014-01-01

    Background To test for cross-sectional (at age 11) and longitudinal associations between objectively measured free-living physical activity (PA) and academic attainment in adolescents.Method Data from 4755 participants (45% male) with valid measurement of PA (total volume and intensity) by accelerometry at age 11 from the Avon Longitudinal Study of Parents and Children (ALSPAC) was examined. Data linkage was performed with nationally administered school assessments in English, Maths and Science at ages 11, 13 and 16. Results In unadjusted models, total volume of PA predicted decreased academic attainment. After controlling for total volume of PA, percentage of time spent in moderate-vigorous intensity PA (MVPA) predicted increased performance in English assessments in both sexes, taking into account confounding variables. In Maths at 16 years, percentage of time in MVPA predicted increased performance for males (standardised β=0.11, 95% CI 0.00 to 0.22) and females (β=0.08, 95% CI 0.00 to 0.16). For females the percentage of time spent in MVPA at 11 years predicted increased Science scores at 11 and 16 years (β=0.14 (95% CI 0.03 to 0.25) and 0.14 (0.07 to 0.21), respectively). The correction for regression dilution approximately doubled the standardised β coefficients. Conclusions Findings suggest a long-term positive impact of MVPA on academic attainment in adolescence. PMID:24149097

  3. 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

  4. 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.

  5. 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

  6. Group Activities for Math Enthusiasts

    ERIC Educational Resources Information Center

    Holdener, J.; Milnikel, R.

    2016-01-01

    In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.

  7. Chattanooga Math Trail: Community Mathematics Modules, Volume 1.

    ERIC Educational Resources Information Center

    McAllister, Deborah A.; Mealer, Adrian; Moyer, Peggy S.; McDonald, Shirley A.; Peoples, John B.

    This collection of community mathematics modules, or "math trail", is appropriate for middle grades and high school students (grades 5-12). Collectively, the modules pay attention to all 10 of the National Council of Teachers of Mathematics (NCTM) standards which include five content standards (Number and Operations, Algebra, Geometry,…

  8. Naval Medical R and D News, January 2018, Volume X, Issue 1

    DTIC Science & Technology

    2018-01-01

    high school science, technology, engineering, and math (STEM) teachers toured the Naval Health Research Center (NHRC), Jan. 12, to see a working...lab into the classroom to promote hands-on science education. The teachers, whose subjects ranged from math and chemistry to biomedical sciences, came

  9. Domain identification moderates the effect of positive stereotypes on Chinese American women's math performance.

    PubMed

    Saad, Carmel S; Meyer, Oanh L; Dhindsa, Manveen; Zane, Nolan

    2015-01-01

    We examined whether an individual difference factor, math domain identification, moderated performance following positive stereotype activation. We hypothesized that positive stereotype activation would improve performance for those more math identified (compared to a control condition), but would hinder performance for those less math identified. We examined 116 Chinese American women (mean age = 19 years). Participants were assigned to the positive stereotype activation condition or to the control condition before completing a math test. Positive stereotype activation led more math identified participants to perform significantly better than the control condition, whereas it led less math identified participants to perform significantly worse than the control condition. Domain identification moderates the effect of positive stereotype activation. Educators should consider how testing situations are constructed, especially when test takers do not identify highly with the domain. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

  10. 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…

  11. Individualized Math Problems in Percent. Oregon Vo-Tech Mathematics Problem Sets.

    ERIC Educational Resources Information Center

    Cosler, Norma, Ed.

    This is one of eighteen sets of individualized mathematics problems developed by the Oregon Vo-Tech Math Project. Each of these problem packages is organized around a mathematical topic and contains problems related to diverse vocations. Solutions are provided for all problems. This volume includes problems concerned with computing percents.…

  12. Individualized Math Problems in Geometry. Oregon Vo-Tech Mathematics Problem Sets.

    ERIC Educational Resources Information Center

    Cosler, Norma, Ed.

    This is one of eighteen sets of individualized mathematics problems developed by the Oregon Vo-Tech Math Project. Each of these problem packages is organized around a mathematical topic and contains problems related to diverse vocations. Solutions are provided for all problems. The volume contains problems in applied geometry. Measurement of…

  13. Individualized Math Problems in Measurement and Conversion. Oregon Vo-Tech Mathematics Problem Sets.

    ERIC Educational Resources Information Center

    Cosler, Norma, Ed.

    This is one of eighteen sets of individualized mathematics problems developed by the Oregon Vo-Tech Math Project. Each of these problem packages is organized around a mathematical topic and contains problems related to diverse vocations. Solutions are provided for all problems. This volume includes problems involving measurement, computation of…

  14. Test Bank. NetNews. Volume 8, Number 1, Winter 2008

    ERIC Educational Resources Information Center

    LDA of Minnesota, 2008

    2008-01-01

    Minnesota Adult Basic Education (ABE) providers are mandated to use CASAS (Comprehensive Adult Student Assessment System) Reading or Math or TABE (Tests for Adult Basic Education) Reading or Math. This issue of "NetNews" introduces the Test Bank: a variety of informal reading, spelling, and writing assessments available for Minnesota ABE…

  15. Individualized Math Problems in Integers. Oregon Vo-Tech Mathematics Problem Sets.

    ERIC Educational Resources Information Center

    Cosler, Norma, Ed.

    This is one of eighteen sets of individualized mathematics problems developed by the Oregon Vo-Tech Math Project. Each of these problem packages is organized around a mathematical topic and contains problems related to diverse vocations. Solutions are provided for all problems. This volume presents problems involving operations with positive and…

  16. 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…

  17. Math Strategies You Can Count On: Tools & Activities to Build Math Appreciation, Understanding & Skills

    ERIC Educational Resources Information Center

    Forsten, Char

    2005-01-01

    This book offers classroom-tested activities designed to make even the most reluctant learners crazy about math. Appealing to everyone from sports fans to readers, future fashion designers to budding musicians, the activities presented in this book offer ways to develop a deep-rooted love and appreciation of math in every student. Teachers are…

  18. Individualized Math Problems in Ratio and Proportion. Oregon Vo-Tech Mathematics Problem Sets.

    ERIC Educational Resources Information Center

    Cosler, Norma, Ed.

    This is one of eighteen sets of individualized mathematics problems developed by the Oregon Vo-Tech Math Project. Each of these problem packages is organized around a mathematical topic and contains problems related to diverse vocations. Solutions are provided for all problems. This volume contains problems involving ratio and proportion. Some…

  19. Individualized Math Problems in Simple Equations. Oregon Vo-Tech Mathematics Problem Sets.

    ERIC Educational Resources Information Center

    Cosler, Norma, Ed.

    This is one of eighteen sets of individualized mathematics problems developed by the Oregon Vo-Tech Math Project. Each of these problem packages is organized around a mathematical topic and contains problems related to diverse vocations. Solutions are provided for all problems. Problems in this volume require solution of linear equations, systems…

  20. Individualized Math Problems in Trigonometry. Oregon Vo-Tech Mathematics Problem Sets.

    ERIC Educational Resources Information Center

    Cosler, Norma, Ed.

    This is one of eighteen sets of individualized mathematics problems developed by the Oregon Vo-Tech Math Project. Each of these problem packages is organized around a mathematical topic and contains problems related to diverse vocations. Solutions are provided for all problems. Problems in this volume require the use of trigonometric and inverse…

  1. Individualized Math Problems in Decimals. Oregon Vo-Tech Mathematics Problem Sets.

    ERIC Educational Resources Information Center

    Cosler, Norma, Ed.

    THis is one of eighteen sets of individualized mathematics problems developed by the Oregon Vo-Tech Math Project. Each of these problem packages is organized around a mathematical topic and contains problems related to diverse vocations. Solutions are provided for all problems. Problems in this volume concern use of decimals and are related to the…

  2. The Neurodevelopmental Basis of Math Anxiety

    PubMed Central

    Young, Christina B.; Wu, Sarah S.; Menon, Vinod

    2012-01-01

    Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual’s long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment. PMID:22434239

  3. The neurodevelopmental basis of math anxiety.

    PubMed

    Young, Christina B; Wu, Sarah S; Menon, Vinod

    2012-05-01

    Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.

  4. Math in Action. Number-Sense Fun: Solving Riddles, Making Change.

    ERIC Educational Resources Information Center

    Bresser, Rusty; Sheffield, Stephanie; Burns, Marilyn, Ed.

    1997-01-01

    Presents two activities for teaching elementary level mathematics by immersing students in worthwhile literature (the Hello Math Reader series) while introducing them to real-life mathematics. The primary level activity teaches students to use number relationships to solve math riddles. The intermediate level activity has students explore…

  5. Preschool Math Exposure in Private Center-Based Care and Low-SES Children's Math Development

    ERIC Educational Resources Information Center

    Bachman, Heather J.; Degol, Jessica L.; Elliott, Leanne; Scharphorn, Laura; El Nokali, Nermeen E.; Palmer, Kalani M.

    2018-01-01

    Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private…

  6. Differentiated Instruction for K-8 Math and Science: Activities and Lesson Plans

    ERIC Educational Resources Information Center

    Hamm, Mary; Adams, Dennis

    2008-01-01

    This book offers practical recommendations to reach every student in a K-8 classroom. Research-based and written in a teacher-friendly style, it will help teachers with classroom organization and lesson planning in math and science. Included are math and science games, activities, ideas, and lesson plans based on the math and science standards.…

  7. Math Academy: Play Ball! Explorations in Data Analysis & Statistics. Book 3: Supplemental Math Materials for Grades 3-8

    ERIC Educational Resources Information Center

    Rimbey, Kimberly

    2008-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Play Ball! Explorations in Data Analysis & Statistics," which teachers can use to…

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

    ERIC Educational Resources Information Center

    Rimbey, Kimberly

    2007-01-01

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

  9. Math Academy: Dining Out! Explorations in Fractions, Decimals, & Percents. Book 4: Supplemental Math Materials for Grades 3-8

    ERIC Educational Resources Information Center

    Rimbey, Kimberly

    2007-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Dining Out! Explorations in Fractions, Decimals, and Percents," which teachers can use…

  10. Number Wonders: 171 Activities to Meet Math Standards & Inspire Students

    ERIC Educational Resources Information Center

    Kuhns, Catherine Jones

    2006-01-01

    In this book, author Catherine Jones Kuhns introduces student- and teacher-friendly math activities designed to get students thinking like mathematicians and loving mathematics, while addressing content standards through grade 2. She also shows how to make math fun for students, get children actively engaged in learning, create a student-centered…

  11. Math Academy: Let's Go to the Mall! Explorations in Combinatorics. Book 5: Supplemental Math Materials for Grades 3-8

    ERIC Educational Resources Information Center

    Rimbey, Kimberly

    2008-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Let's Go to the Mall! Explorations in Combinatorics," which teachers can use to enhance…

  12. Vocational Curriculum Resources for Disadvantaged Students. A Guide to Print and Non-Print Instructional Materials. Volume I.

    ERIC Educational Resources Information Center

    Mangano, R. Michael; And Others

    Volume 1 of a three-volume guide to vocational curriculum resources for disadvantaged students consists of instructional checklists for resources identified in the following areas: agriculture, auto body repair, automobile mechanics, basic math skills, basic reading skills, business education, carpentry, cosmetology, custodial and maintenance,…

  13. Math and Science Reform. Local Education Fund Issue Brief. Volume 1, Number 1

    ERIC Educational Resources Information Center

    Public Education Network, 2006

    2006-01-01

    Politicians, academics, and business and community members all seem to be raising concerns that America is not as globally competitive as it once was. This is due, in part, to the fact that public schools in America are not producing high school graduates with the math, science, and technical skills to succeed in higher education or be employed in…

  14. Primary Place. Math Projects That Count.

    ERIC Educational Resources Information Center

    Buschman, Larry; And Others

    1993-01-01

    Offers elementary math-centered recycling activities and ideas on transforming throwaways into valuable classroom resources. The math activities teach estimating, counting, measuring, weighing, graphing, patterning, thinking, comparing, proportion, and dimensions. The recycling ideas present ways to use pieces of trash to create educational games.…

  15. Promoting children's health through physically active math classes: a pilot study.

    PubMed

    Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W

    2011-03-01

    School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

  16. Math Academy: Can You See It in Nature? Explorations in Patterns & Functions. Book 2: Supplemental Math Materials for Grades 3-8

    ERIC Educational Resources Information Center

    Rimbey, Kimberly

    2007-01-01

    Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to students. This booklet contains the "Math Academy--Can You See It in Nature? Explorations in Patterns & Functions," which a teacher can use to…

  17. 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.

  18. 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

  19. 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.

  20. 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

  1. Readiness for School Involves an Array of Skills: Let's Not Forget Fine Motor Development. NCRECE In Focus. Volume 1, Issue 5

    ERIC Educational Resources Information Center

    Goffin, Stacie G.

    2010-01-01

    Interest in children's success as readers has existed for a long time. With growing attention to our nation's global competitiveness, school success with math and science is joining reading as important topic areas for children's early learning. As a result, new research is exploring predictors of school success with math and science as well as…

  2. Math Notebook (From Theory to Practice). Information for Teachers/Parents of Children with Learning Problems in Mathematics. Volumes 5 and 6.

    ERIC Educational Resources Information Center

    Sharma, Mahesh C., Ed.; Travaglini, Lillian E., Ed.

    1988-01-01

    Math Notebook is a publication issued 10 times a year, with each issue focusing on a particular learning problem in mathematics and its diagnosis and remediation through practical, workable strategies for use by teaches, parents, and tutors. All the articles were written by Mahesh C. Sharma, with the exception of "The Japanese Soroban," by Frances…

  3. Web Sitings.

    ERIC Educational Resources Information Center

    Lo, Erika

    2001-01-01

    Presents seven mathematics games, located on the World Wide Web, for elementary students, including: Absurd Math: Pre-Algebra from Another Dimension; The Little Animals Activity Centre; MathDork Game Room (classic video games focusing on algebra); Lemonade Stand (students practice math and business skills); Math Cats (teaches the artistic beauty…

  4. 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…

  5. Subcortical Correlates of Individual Differences in Aptitude

    PubMed Central

    Jung, Rex E.; Ryman, Sephira G.; Vakhtin, Andrei A.; Carrasco, Jessica; Wertz, Chris; Flores, Ranee A.

    2014-01-01

    The study of individual differences encompasses broad constructs including intelligence, creativity, and personality. However, substantially less research is devoted to the study of specific aptitudes in spite of their importance to educational, occupational, and avocational success. We sought to determine subcortical brain structural correlates of several broad aptitudes including Math, Vocabulary, Foresight, Paper Folding, and Inductive Reasoning in a large (N = 107), healthy, young (age range  = 16–29) cohort. Subcortical volumes were measured using an automated technique (FreeSurfer) across structures including bilateral caudate, putamen, globus pallidus, thalamus, nucleus accumbens, hippocampus, amygdala, and five equal regions of the corpus callosum. We found that performance on measures of each aptitude was predicted by different subcortical structures: Math – higher right nucleus accumbens volume; Vocabulary – higher left hippocampus volume; Paper Folding – higher right thalamus volume; Foresight – lower right thalamus and higher mid anterior corpus callosum volume; Inductive Reasoning – higher mid anterior corpus callosum volume. Our results support general findings, within the cognitive neurosciences, showing lateralization of structure-function relationships, as well as more specific relationships between individual structures (e.g., left hippocampus) and functions relevant to particular aptitudes (e.g., Vocabulary). PMID:24586770

  6. 78 FR 2379 - Agency Information Collection Activities; Comment Request; Impact Evaluation of Math Professional...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-11

    ...; Comment Request; Impact Evaluation of Math Professional Development AGENCY: IES/NCES, Department of... of Math Professional Development. OMB Control Number: 1850-NEW. Type of Review: New information... requests clearance to recruit and collect data from districts, schools, and teachers for a study of math...

  7. Mix It Up

    ERIC Educational Resources Information Center

    Vasquez-Mireles, Selina; West, Sandra

    2007-01-01

    A correlated science lesson is characterized as an integrated science lesson in that it may incorporate traditionally integrated activities and use math as a tool. However, a correlated math-science lesson also: (1) has the pertinent math and science objectives aligned with state standards; and (2) teaches parallel science and math ideas equally.…

  8. SRA Real Math Building Blocks PreK. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2007

    2007-01-01

    "SRA Real Math Building Blocks PreK" (also referred to as "Building Blocks for Math") is a supplemental mathematics curriculum designed to develop preschool children's early mathematical knowledge through various individual and small- and large-group activities. It uses "Building Blocks for Math PreK" software,…

  9. Math and Beyond.

    ERIC Educational Resources Information Center

    Solana Beach Elementary School District, CA.

    THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: MATH AND BEYOND is a schoolwide math incentive program designed to encourage students--and their parents--to investigate and explore the world of mathematics beyond those experiences provided during the school day. The program focuses on experiences and activities in seven different areas of math:…

  10. Neural Correlates of Math Gains Vary Depending on Parental Socioeconomic Status (SES)

    PubMed Central

    Demir-Lira, Özlem Ece; Prado, Jérôme; Booth, James R.

    2016-01-01

    We used functional magnetic resonance imaging (fMRI) to examine the neural predictors of math development, and asked whether these predictors vary as a function of parental socioeconomic status (SES) in children ranging in age from 8 to 13 years. We independently localized brain regions subserving verbal versus spatial processing in order to characterize relations between activation in these regions during an arithmetic task and long-term change in math skill (up to 3 years). Neural predictors of math gains encompassed brain regions subserving both verbal and spatial processing, but the relation between relative reliance on these regions and math skill growth varied depending on parental SES. Activity in an area of the left inferior frontal gyrus (IFG) identified by the verbal localizer was related to greater growth in math skill at the higher end of the SES continuum, but lesser improvements at the lower end. Activity in an area of the right superior parietal cortex identified by the spatial localizer was related to greater growth in math skill at the lower end of the SES continuum, but lesser improvements at the higher end. Results highlight early neural mechanisms as possible neuromarkers of long-term arithmetic learning and suggest that neural predictors of math gains vary with parental SES. PMID:27378987

  11. 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.

  12. Setting the Stage with Geometry: Lessons & Worksheets to Build Skills in Measuring Perimeter, Area, Surface Area, and Volume. Poster/Teaching Guide. Expect the Unexpected with Math[R

    ERIC Educational Resources Information Center

    Actuarial Foundation, 2013

    2013-01-01

    "Setting the Stage with Geometry" is a new math program aligned with the National Council of Teachers of Mathematics (NCTM) standards that is designed to help students in grades 6-8 build and reinforce basic geometry skills for measuring 2D and 3D shapes. Developed by The Actuarial Foundation, this program seeks to provide skill-building math…

  13. 78 FR 18326 - Agency Information Collection Activities; Comment Request; Upward Bound and Upward Bound Math...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-26

    ...; Comment Request; Upward Bound and Upward Bound Math Science Annual Performance Report AGENCY: The Office... considered public records. Title of Collection: Upward Bound and Upward Bound Math Science Annual Performance...) and Upward Bound Math and Science (UBMS) Programs. The Department is requesting a new APR because of...

  14. Integrating Music into Math in a Virtual Reality Game: Learning Fractions

    ERIC Educational Resources Information Center

    Lim, Taehyeong; Lee, Sungwoong; Ke, Fengfeng

    2016-01-01

    The purpose of this study was to investigate future teachers' experiences and perceptions of using a virtual reality game for elementary math education. The virtual reality game was designed and developed to integrate a musical activity (beat-making) into the math learning of fractions. Five math education major students participated in this…

  15. Creating a Sacred Place To Support Young American Indian and Other Learners in Grades K-3. Volume I. 2nd Edition [and] Volume II.

    ERIC Educational Resources Information Center

    Fox, Sandra J.

    This two-volume guide presents ingredients for developing a culturally relevant curriculum for American Indian students in the primary grades. A survey of Indian literature for young children yielded eight topic areas included here. The suggested approach to curriculum development is the integration of reading, language arts, math, and science…

  16. Changes in frontal-parietal activation and math skills performance following adaptive number sense training: Preliminary results from a pilot study

    PubMed Central

    Kesler, Shelli R.; Sheau, Kristen; Koovakkattu, Della; Reiss, Allan L.

    2011-01-01

    Number sense is believed to be critical for math development. It is putatively an implicitly learned skill and may therefore have limitations in terms of being explicitly trained, particularly in individuals with altered neurodevelopment. A case series study was conducted using an adaptive, computerized program that focused on number sense and general problem solving skills was designed to investigate training effects on performance as well as brain function in a group of children with Turner syndrome who are at risk for math difficulties and altered development of math-related brain networks. Standardized measurements of math and math-related cognitive skills as well as functional magnetic resonance imaging (fMRI) were used to assess behavioral and neurobiologic outcomes following training. Participants demonstrated significantly increased basic math skills, including number sense, and calculation as well as processing speed, cognitive flexibility and visual-spatial processing skills. With the exception of calculation, increased scores also were clinically significant (i.e. recovered) based on reliable change analysis. Participants additionally demonstrated significantly increased bilateral parietal lobe activation and decreased frontal-striatal and mesial temporal activation following the training program. These findings show proof of concept for an accessible training approach that may be potentially associated with improved number sense, math and related skills, as well as functional changes in math-related neural systems, even among individuals at risk for altered brain development. PMID:21714745

  17. How Do You Use Math?

    ERIC Educational Resources Information Center

    Brown, Joan Marie

    1996-01-01

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

  18. The AMATYC Review, Volume 15, Numbers 1-2, Fall 1993-Spring 1994.

    ERIC Educational Resources Information Center

    Browne, Joseph, Ed.

    1994-01-01

    Designed as a avenue of communication for mathematics educators concerned with the views, ideas, and experiences of two-year college students and teachers, this journal contains articles on mathematics exposition and education, and regular features presenting book and software reviews and math problems. Volume 15 includes the following articles:…

  19. Making the Math/Science Connection.

    ERIC Educational Resources Information Center

    Sherman, Laurel Galbraith

    1989-01-01

    Suggestions are made for activities that combine the teaching of math and science. Math concepts include: graphing, estimating, measurement, statistics, geometry, and logic. Science topics include: plant reproduction, solar system, forces, longitude and latitude, Earth's magnetic field, nutrition, and heat. (IAH)

  20. Instant Math Storymats with Hands-on Activities for Building Essential Primary Math Skills, Grades K-2.

    ERIC Educational Resources Information Center

    Spann, Mary Beth

    This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…

  1. The Impact of Stability Balls, Activity Breaks, and a Sedentary Classroom on Standardized Math Scores

    ERIC Educational Resources Information Center

    Mead, Tim; Scibora, Lesley

    2016-01-01

    The purpose of the study was to determine if standardized math test scores improve by administering different types of exercise during math instruction. Three sixth grade classes were assessed on the Measures of Academic Progress (MAP) and the Minnesota Comprehensive Assessment (MCA) standardized math tests during the 2012 and 2013 academic year.…

  2. Curriculum Boosters. Social Studies, Math, Language Arts.

    ERIC Educational Resources Information Center

    Reissman, Rose; And Others

    1994-01-01

    Presents three curriculum boosting activities for elementary classes. A social studies activity builds bridges to other cultures via literature. A math activity teaches students about percentages using baseball card statistics. A language arts activity helps students learn to appreciate the language of Shakespeare. A student page presents a…

  3. Motor-Enriched Learning Activities Can Improve Mathematical Performance in Preadolescent Children.

    PubMed

    Beck, Mikkel M; Lind, Rune R; Geertsen, Svend S; Ritz, Christian; Lundbye-Jensen, Jesper; Wienecke, Jacob

    2016-01-01

    Objective: An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children. However, less is known about how academic achievements can benefit from specific types of motor activities (e.g., fine and gross) integrated into learning activities. Thus, the aim of this study was to investigate whether fine or gross motor activity integrated into math lessons (i.e., motor-enrichment) could improve children's mathematical performance. Methods: A 6-week within school cluster-randomized intervention study investigated the effects of motor-enriched mathematical teaching in Danish preadolescent children ( n = 165, age = 7.5 ± 0.02 years). Three groups were included: a control group (CON), which received non-motor enriched conventional mathematical teaching, a fine motor math group (FMM) and a gross motor math group (GMM), which received mathematical teaching enriched with fine and gross motor activity, respectively. The children were tested before (T0), immediately after (T1) and 8 weeks after the intervention (T2). A standardized mathematical test (50 tasks) was used to evaluate mathematical performance. Furthermore, it was investigated whether motor-enriched math was accompanied by different effects in low and normal math performers. Additionally, the study investigated the potential contribution of cognitive functions and motor skills on mathematical performance. Results: All groups improved their mathematical performance from T0 to T1. However, from T0 to T1, the improvement was significantly greater in GMM compared to FMM (1.87 ± 0.71 correct answers) ( p = 0.02). At T2 no significant differences in mathematical performance were observed. A subgroup analysis revealed that normal math-performers benefitted from GMM compared to both CON 1.78 ± 0.73 correct answers ( p = 0.04) and FMM 2.14 ± 0.72 correct answers ( p = 0.008). These effects were not observed in low math-performers. The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills. Conclusion: The study demonstrates that motor enriched learning activities can improve mathematical performance. In normal math performers GMM led to larger improvements than FMM and CON. This was not the case for the low math performers. Future studies should further elucidate the neurophysiological mechanisms underlying the observed behavioral effects.

  4. Motor-Enriched Learning Activities Can Improve Mathematical Performance in Preadolescent Children

    PubMed Central

    Beck, Mikkel M.; Lind, Rune R.; Geertsen, Svend S.; Ritz, Christian; Lundbye-Jensen, Jesper; Wienecke, Jacob

    2016-01-01

    Objective: An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children. However, less is known about how academic achievements can benefit from specific types of motor activities (e.g., fine and gross) integrated into learning activities. Thus, the aim of this study was to investigate whether fine or gross motor activity integrated into math lessons (i.e., motor-enrichment) could improve children's mathematical performance. Methods: A 6-week within school cluster-randomized intervention study investigated the effects of motor-enriched mathematical teaching in Danish preadolescent children (n = 165, age = 7.5 ± 0.02 years). Three groups were included: a control group (CON), which received non-motor enriched conventional mathematical teaching, a fine motor math group (FMM) and a gross motor math group (GMM), which received mathematical teaching enriched with fine and gross motor activity, respectively. The children were tested before (T0), immediately after (T1) and 8 weeks after the intervention (T2). A standardized mathematical test (50 tasks) was used to evaluate mathematical performance. Furthermore, it was investigated whether motor-enriched math was accompanied by different effects in low and normal math performers. Additionally, the study investigated the potential contribution of cognitive functions and motor skills on mathematical performance. Results: All groups improved their mathematical performance from T0 to T1. However, from T0 to T1, the improvement was significantly greater in GMM compared to FMM (1.87 ± 0.71 correct answers) (p = 0.02). At T2 no significant differences in mathematical performance were observed. A subgroup analysis revealed that normal math-performers benefitted from GMM compared to both CON 1.78 ± 0.73 correct answers (p = 0.04) and FMM 2.14 ± 0.72 correct answers (p = 0.008). These effects were not observed in low math-performers. The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills. Conclusion: The study demonstrates that motor enriched learning activities can improve mathematical performance. In normal math performers GMM led to larger improvements than FMM and CON. This was not the case for the low math performers. Future studies should further elucidate the neurophysiological mechanisms underlying the observed behavioral effects. PMID:28066215

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  6. 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.

  7. Math Birds

    ERIC Educational Resources Information Center

    Swope, Darcy M.

    2008-01-01

    Times change in education, and the recent focus on math enrichment has led to the development of new ideas that integrated math with art. This article describes a "hands-on" activity where the concept of fractions is made more "real" to first-grade students. (Contains 1 online resource.)

  8. Mathematically gifted adolescents use more extensive and more bilateral areas of the fronto-parietal network than controls during executive functioning and fluid reasoning tasks.

    PubMed

    Desco, Manuel; Navas-Sanchez, Francisco J; Sanchez-González, Javier; Reig, Santiago; Robles, Olalla; Franco, Carolina; Guzmán-De-Villoria, Juan A; García-Barreno, Pedro; Arango, Celso

    2011-07-01

    The main goal of this study was to investigate the neural substrates of fluid reasoning and visuospatial working memory in adolescents with precocious mathematical ability. The study population comprised two groups of adolescents: 13 math-gifted adolescents and 14 controls with average mathematical skills. Patterns of activation specific to reasoning tasks in math-gifted subjects were examined using functional magnetic resonance images acquired while the subjects were performing Raven's Advanced Progressive Matrices (RAPM) and the Tower of London (TOL) tasks. During the tasks, both groups showed significant activations in the frontoparietal network. In the math-gifted group, clusters of activation were always bilateral and more regions were recruited, especially in the right hemisphere. In the TOL task, math-gifted adolescents showed significant hyper-activations relative to controls in the precuneus, superior occipital lobe (BA 19), and medial temporal lobe (BA 39). The maximum differences between the groups were detected during RAPM tasks at the highest level of difficulty, where math-gifted subjects showed significant activations relative to controls in the right inferior parietal lobule (BA 40), anterior cingulated gyrus (BA 32), and frontal (BA 9, and BA 6) areas. Our results support the hypothesis that greater ability for complex mathematical reasoning may be related to more bilateral patterns of activation and that increased activation in the parietal and frontal regions of math-gifted adolescents is associated with enhanced skills in visuospatial processing and logical reasoning. Copyright © 2011 Elsevier Inc. All rights reserved.

  9. Effects of everyday romantic goal pursuit on women's attitudes toward math and science.

    PubMed

    Park, Lora E; Young, Ariana F; Troisi, Jordan D; Pinkus, Rebecca T

    2011-09-01

    The present research examined the impact of everyday romantic goal strivings on women's attitudes toward science, technology, engineering, and math (STEM). It was hypothesized that women may distance themselves from STEM when the goal to be romantically desirable is activated because pursuing intelligence goals in masculine domains (i.e., STEM) conflicts with pursuing romantic goals associated with traditional romantic scripts and gender norms. Consistent with hypotheses, women, but not men, who viewed images (Study 1) or overheard conversations (Studies 2a-2b) related to romantic goals reported less positive attitudes toward STEM and less preference for majoring in math/science compared to other disciplines. On days when women pursued romantic goals, the more romantic activities they engaged in and the more desirable they felt, but the fewer math activities they engaged in. Furthermore, women's previous day romantic goal strivings predicted feeling more desirable but being less invested in math on the following day (Study 3).

  10. Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools

    PubMed Central

    Sheldon, Steven B.; Epstein, Joyce L.; Galindo, Claudia L.

    2009-01-01

    Although we know that family involvement is associated with stronger math performance, little is known about what educators are doing to effectively involve families and community members, and whether this measurably improves math achievement at their schools. This study used data from 39 schools to assess the effects of family and community involvement activities on school levels of math achievement. The study found that better implementation of math-related practices of family and community involvement predicted stronger support from parents for schools’ partnership programs, which, in turn, helped estimate the percentage of students scoring proficient on math achievement tests. PMID:20200592

  11. Apollo oxygen tank stratification analysis, volume 2

    NASA Technical Reports Server (NTRS)

    Barton, J. E.; Patterson, H. W.

    1972-01-01

    An analysis of flight performance of the Apollo 15 cryogenic oxygen tanks was conducted with the variable grid stratification math model developed earlier in the program. Flight conditions investigated were the CMP-EVA and one passive thermal control period which exhibited heater temperature characteristics not previously observed. Heater temperatures for these periods were simulated with the math model using flight acceleration data. Simulation results (heater temperature and tank pressure) compared favorably with the Apollo 15 flight data, and it was concluded that tank performance was nominal. Math model modifications were also made to improve the simulation accuracy. The modifications included the addition of the effects of the tank wall thermal mass and an improved system flow distribution model. The modifications improved the accuracy of simulated pressure response based on comparisons with flight data.

  12. May/June Activity Notebook.

    ERIC Educational Resources Information Center

    Clarke, Jacqueline, Ed.

    1999-01-01

    Presents hand-on, standards-based activities in language arts, math, science, and social studies, including a daily almanac; bookmark buddies; word palettes; bowling for numbers; math thought teasers; plant puzzles; fingerprint fun; a travel bureau; and an end-of-the-year bulletin board of people involved in interesting activities. Reproducible…

  13. Childcare Quality and Preschoolers' Math Development

    ERIC Educational Resources Information Center

    Choi, Ji Young; Dobbs-Oates, Jennifer

    2014-01-01

    This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…

  14. Combinatorial Reliability and Repair

    DTIC Science & Technology

    1992-07-01

    Press, Oxford, 1987. [2] G. Gordon and L. Traldi, Generalized activities and the Tutte polynomial, Discrete Math . 85 (1990), 167-176. [3] A. B. Huseby, A...Chromatic polynomials and network reliability, Discrete Math . 67 (1987), 57-79. [7] A. Satayanarayana and R. K. Wood, A linear-time algorithm for comput- ing...K-terminal reliability in series-parallel networks, SIAM J. Comput. 14 (1985), 818-832. [8] L. Traldi, Generalized activities and K-terminal reliability, Discrete Math . 96 (1991), 131-149. 4

  15. Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.

    PubMed

    Haist, Frank; Wazny, Jarnet H; Toomarian, Elizabeth; Adamo, Maha

    2015-02-01

    A central question in cognitive and educational neuroscience is whether brain operations supporting nonlinguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or "formal" math knowledge. Here, we conducted a developmental functional magnetic resonance imaging (MRI) study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6-12 years old), 14 adolescents (13-17 years old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. © 2014 Wiley Periodicals, Inc.

  16. Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement

    PubMed Central

    Haist, Frank; Wazny, Jarnet H.; Toomarian, Elizabeth; Adamo, Maha

    2015-01-01

    A central question in cognitive and educational neuroscience is whether brain operations supporting non-linguistic intuitive number sense (numerosity) predict individual acquisition and academic achievement for symbolic or “formal” math knowledge. Here, we conducted a developmental functional MRI study of nonsymbolic numerosity task performance in 44 participants including 14 school age children (6–12 years-old), 14 adolescents (13–17 years-old), and 16 adults and compared a brain activity measure of numerosity precision to scores from the Woodcock-Johnson III Broad Math index of math academic achievement. Accuracy and reaction time from the numerosity task did not reliably predict formal math achievement. We found a significant positive developmental trend for improved numerosity precision in the parietal cortex and intraparietal sulcus (IPS) specifically. Controlling for age and overall cognitive ability, we found a reliable positive relationship between individual math achievement scores and parietal lobe activity only in children. In addition, children showed robust positive relationships between math achievement and numerosity precision within ventral stream processing areas bilaterally. The pattern of results suggests a dynamic developmental trajectory for visual discrimination strategies that predict the acquisition of formal math knowledge. In adults, the efficiency of visual discrimination marked by numerosity acuity in ventral occipital-temporal cortex and hippocampus differentiated individuals with better or worse formal math achievement, respectively. Overall, these results suggest that two different brain systems for nonsymbolic numerosity acuity may contribute to individual differences in math achievement and that the contribution of these systems differs across development. PMID:25327879

  17. Teachers’ ability in using math learning media

    NASA Astrophysics Data System (ADS)

    Masniladevi; Prahmana, R. C. I.; Helsa, Y.; Dalais, M.

    2017-12-01

    The studies aim to enhance teachers’ knowledge and skill in making math instructional media, develop math instructional media, train and assist the use of instructional media in learning math in the classroom. The method used in the activities adopted the pattern of preventive implementation, planning stage, program implementation, observation and evaluation and reflection. The research results show that the evaluation of teachers’ ability is still in average category. The result required more intensive training.

  18. 78 FR 48472 - Notice of Entering into a Compact with Georgia

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-08

    ... assessments. The project consists of three activities, which were targeted to specifically improve math and... approximately 23,400 math, science, information and communications technology, and English teachers in grades 7... approximately six national assessments focused on math and science, and the development of a system of classroom...

  19. 75 FR 69135 - Agency Information Collection Activities: Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-11-10

    ...: Title of Collection: Evaluation of the National Science Foundation's Math and Science Partnership (MSP...- year clearance for an evaluation of the Math and Science Partnership (MSP) program. The MSP program is..., especially disciplinary faculty in math, sciences, and engineering, with that of K-12 communities in order to...

  20. 78 FR 16842 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-19

    ... of Math Professional Development AGENCY: Institute of Education Sciences (IES), Department of... to this notice will be considered public records. Title of Collection: Impact Evaluation of Math... of math professional development (PD). The study will provide important information about the...

  1. Math and Mind Mapping: Origami Construction

    ERIC Educational Resources Information Center

    Sze, Susan

    2005-01-01

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

  2. Comparison of breast tissue measurements using magnetic resonance imaging, digital mammography and a mathematical algorithm

    NASA Astrophysics Data System (ADS)

    Lu, Lee-Jane W.; Nishino, Thomas K.; Johnson, Raleigh F.; Nayeem, Fatima; Brunder, Donald G.; Ju, Hyunsu; Leonard, Morton H., Jr.; Grady, James J.; Khamapirad, Tuenchit

    2012-11-01

    Women with mostly mammographically dense fibroglandular tissue (breast density, BD) have a four- to six-fold increased risk for breast cancer compared to women with little BD. BD is most frequently estimated from two-dimensional (2D) views of mammograms by a histogram segmentation approach (HSM) and more recently by a mathematical algorithm consisting of mammographic imaging parameters (MATH). Two non-invasive clinical magnetic resonance imaging (MRI) protocols: 3D gradient-echo (3DGRE) and short tau inversion recovery (STIR) were modified for 3D volumetric reconstruction of the breast for measuring fatty and fibroglandular tissue volumes by a Gaussian-distribution curve-fitting algorithm. Replicate breast exams (N = 2 to 7 replicates in six women) by 3DGRE and STIR were highly reproducible for all tissue-volume estimates (coefficients of variation <5%). Reliability studies compared measurements from four methods, 3DGRE, STIR, HSM, and MATH (N = 95 women) by linear regression and intra-class correlation (ICC) analyses. Rsqr, regression slopes, and ICC, respectively, were (1) 0.76-0.86, 0.8-1.1, and 0.87-0.92 for %-gland tissue, (2) 0.72-0.82, 0.64-0.96, and 0.77-0.91, for glandular volume, (3) 0.87-0.98, 0.94-1.07, and 0.89-0.99, for fat volume, and (4) 0.89-0.98, 0.94-1.00, and 0.89-0.98, for total breast volume. For all values estimated, the correlation was stronger for comparisons between the two MRI than between each MRI versus mammography, and between each MRI versus MATH data than between each MRI versus HSM data. All ICC values were >0.75 indicating that all four methods were reliable for measuring BD and that the mathematical algorithm and the two complimentary non-invasive MRI protocols could objectively and reliably estimate different types of breast tissues.

  3. Comparison of breast tissue measurements using magnetic resonance imaging, digital mammography and a mathematical algorithm

    PubMed Central

    Lu, Lee-Jane W.; Nishino, Thomas K.; Johnson, Raleigh F.; Nayeem, Fatima; Brunder, Donald G.; Ju, Hyunsu; Leonard, Morton H.; Grady, James J.; Khamapirad, Tuenchit

    2012-01-01

    Women with mostly mammographically dense fibroglandular tissue (breast density, BD) have a 4- to 6-fold increased risk for breast cancer compared to women with little BD. BD is most frequently estimated from 2-dimensional (2-D) views of mammograms by a histogram segmentation approach (HSM) and more recently by a mathematical algorithm consisting of mammographic imaging parameters (MATH). Two non-invasive clinical magnetic resonance imaging (MRI) protocols: 3-D gradient-echo (3DGRE) and short tau inversion recovery (STIR) were modified for 3-D volumetric reconstruction of the breast for measuring fatty and fibroglandular tissue volumes by a Gaussian-distribution curve-fitting algorithm. Replicate breast exams (N= 2 to 7 replicates in 6 women) by 3DGRE and STIR were highly reproducible for all tissue-volume estimates (coefficients of variation <5%). Reliability studies compared measurements from four methods, 3DGRE, STIR, HSM, and MATH (N=95 women) by linear regression and intra-class correlation (ICC) analyses. Rsqr, regression slopes, and ICC, respectively, were (I) 0.76–0.86, 0.8–1.1, and 0.87–0.92 for %-gland tissue, (II) 0.72–0.82, 0.64–0.96, and 0.77–0.91, for glandular volume, (III) 0.87–0.98, 0.94–1.07, and 0.89–0.99, for fat volume, and (IV) 0.89–0.98, 0.94–1.00, and 0.89–0.98, for total breast volume. For all values estimated, the correlation was stronger for comparisons between the two MRI than between each MRI vs. mammography, and between each MRI vs. MATH data than between each MRI vs. HSM data. All ICC values were >0.75 indicating that all four methods were reliable for measuring BD and that the mathematical algorithm and the two complimentary non-invasive MRI protocols could objectively and reliably estimate different types of breast tissues. PMID:23044556

  4. Elementary School Students' Spoken Activities and Their Responses in Math Learning by Peer-Tutoring

    ERIC Educational Resources Information Center

    Baiduri

    2017-01-01

    Students' activities in the learning process are very important to indicate the quality of learning process. One of which is spoken activity. This study was intended to analyze the elementary school students' spoken activities and their responses in joining Math learning process by peer-tutoring. Descriptive qualitative design was piloted by means…

  5. Math Thinking Motivators. A Good Apple Math Activity Book for Grades 2-7.

    ERIC Educational Resources Information Center

    Bernstein, Bob

    In this booklet are 43 mathematical games and activities to stimulate creative thinking in grades 2-7. The goal of teaching divergent thinking is stressed, as well as the need to encourage positive self-image, motivation, and creativity. For each activity, the mathematical skills addressed in the activity are listed; topics span the elementary…

  6. A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills.

    PubMed

    Child, Amanda E; Cirino, Paul T; Fletcher, Jack M; Willcutt, Erik G; Fuchs, Lynn S

    2018-05-01

    Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.

  7. Math Thinkercises. A Good Apple Math Activity Book for Students. Grades 4-8.

    ERIC Educational Resources Information Center

    Daniel, Becky

    This booklet designed for students in grades 4-8 provides 52 activities, including puzzles and problems. Activities range from simple to complex, giving learners practice in finding patterns, numeration, permutation, and problem solving. Calculators should be available, and students should be encouraged to discuss solutions with classmates,…

  8. The Deubiquitylase MATH-33 Controls DAF-16 Stability and Function in Metabolism and Longevity

    PubMed Central

    Heimbucher, Thomas; Liu, Zheng; Bossard, Carine; McCloskey, Richard; Carrano, Andrea C.; Riedel, Christian G.; Tanasa, Bogdan; Klammt, Christian; Fonslow, Bryan R.; Riera, Celine E.; Lillemeier, Bjorn F.; Kemphues, Kenneth; Yates, John R.; O'Shea, Clodagh; Hunter, Tony; Dillin, Andrew

    2015-01-01

    SUMMARY One of the major determinants of aging in organisms ranging from worms to man are FOXO family transcription factors, which are downstream effectors of Insulin/IGF-1 signaling (IIS). The molecular mechanisms that actively promote DAF16/FOXO stability and function are unknown. Here we identify the deubiquitylating enzyme MATH-33 as an essential DAF-16 regulator in IIS, which stabilizes active DAF-16 protein levels and, as a consequence, influences DAF-16 functions, such as metabolism, stress response and longevity in C. elegans. MATH-33 associates with DAF-16 in cellulo and in vitro. MATH-33 functions as a deubiquitylase by actively removing ubiquitin moieties from DAF-16, thus counteracting the action of the RLE-1 E3-ubiquitin ligase. Our findings support a model in which MATH-33 promotes DAF-16 stability in response to decreased IIS by directly modulating its ubiquitylation state, suggesting that regulated oscillations in the stability of DAF-16 protein play an integral role in controlling processes such as metabolism and longevity. PMID:26154057

  9. 78 FR 54459 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-04

    ... Upward Bound Math Science Annual Performance Report AGENCY: Office of Postsecondary Education (OPE... Upward Bound Math Science Annual Performance Report. OMB Control Number: 1840-NEW. Type of Review: New... Upward Bound (UB) and Upward Bound Math and Science (UBMS) Programs. The Department is requesting a new...

  10. Astra's Magic Math. Teacher's Manual, Manipulatives, and Student Worksheets.

    ERIC Educational Resources Information Center

    Brown, Judith; And Others

    Astra's Magic Math is a beginning multi-sensory program that attempts to teach basic math skills through 22 sequentially developed self-contained units designed to combine manipulation, writing, and language activities. The units are first introduced to the large group to stimulate interest and develop concepts through oral language. Children then…

  11. 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…

  12. Preservice Teachers' Observations of Children's Learning during Family Math Night

    ERIC Educational Resources Information Center

    Kurz, Terri L.; Kokic, Ivana Batarelo

    2011-01-01

    Family math night can easily be implemented into mathematics methodology courses providing an opportunity for field-based learning. Preservice teachers were asked to develop and implement an inquiry-based activity at a family math night event held at a local school with personnel, elementary children and their parents in attendance. This action…

  13. Applied Math. Course Materials: Math 111, 112, 113. Seattle Tech Prep Applied Academics Project.

    ERIC Educational Resources Information Center

    South Seattle Community Coll., Washington.

    This publication contains materials for three courses in Applied Math in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" (George B. Neff), which describes the characteristics, model, courses, and coordination activity that make up…

  14. Helping Your Child Learn Math: Math Tips for Parents

    ERIC Educational Resources Information Center

    Nebraska Department of Education, 2010

    2010-01-01

    This paper presents tips, activities, resources, and games that parents can use to help their children become more proficient in math. Some helpful tips offered are: (1) Be positive; (2) Play family games; (3) Avoid stereotypes; (4) Choose gifts that develop problem solving skills; (5) Expand your children's horizons; (6) Buy or borrow library…

  15. Expanding Girls' Horizons: Strengthening Persistence in the Early Math and Science Education Pipeline

    NASA Astrophysics Data System (ADS)

    Virnoche, Mary E.

    Little longitudinal or follow-up data is available on the impact of Expanding Your Horizons (EYH) conferences. The purpose of the conferences is to encourage girls to take more math and science in high school by exposing them to hands-on activities and role models in math and science professions. This paper is based on 2005 and 2006 one-to-one and small-group interview data from 22 high school girls who attended an EYH conference during their middle school years. The data suggests that EYH strengthens girls' persistence in math and science pathways. Most girls came to the conferences already interested in math and science and at the urging of parents or teachers. Most felt empowered through the shared experience with hundreds of other girls and women, and relayed detailed and enthusiastic descriptions of hands-on activities. Many of the girls also drew connections between EYH and their course-taking actions and career goals. This paper highlights examples of these experiences and makes recommendations for future math and science early pipeline diversity work.

  16. Math Puzzlers: 25 Reproducible Puzzles, Games, and Activities that Boost the Math Skills and Up the Fun! Grades 2-5.

    ERIC Educational Resources Information Center

    Kimble-Ellis, Sonya

    Puzzles, games, and activities provide perfect opportunities for students to work in groups, interact, communicate with each other, and discuss strategies. The activities, games, and puzzles contained in this book are designed to help students learn mathematics in a fun yet challenging way. The activities are designed to encourage students to…

  17. The effect of visual parameters on neural activation during nonsymbolic number comparison and its relation to math competency.

    PubMed

    Wilkey, Eric D; Barone, Jordan C; Mazzocco, Michèle M M; Vogel, Stephan E; Price, Gavin R

    2017-10-01

    Nonsymbolic numerical comparison task performance (whereby a participant judges which of two groups of objects is numerically larger) is thought to index the efficiency of neural systems supporting numerical magnitude perception, and performance on such tasks has been related to individual differences in math competency. However, a growing body of research suggests task performance is heavily influenced by visual parameters of the stimuli (e.g. surface area and dot size of object sets) such that the correlation with math is driven by performance on trials in which number is incongruent with visual cues. Almost nothing is currently known about whether the neural correlates of nonsymbolic magnitude comparison are also affected by visual congruency. To investigate this issue, we used functional magnetic resonance imaging (fMRI) to analyze neural activity during a nonsymbolic comparison task as a function of visual congruency in a sample of typically developing high school students (n = 36). Further, we investigated the relation to math competency as measured by the preliminary scholastic aptitude test (PSAT) in 10th grade. Our results indicate that neural activity was modulated by the ratio of the dot sets being compared in brain regions previously shown to exhibit an effect of ratio (i.e. left anterior cingulate, left precentral gyrus, left intraparietal sulcus, and right superior parietal lobe) when calculated from the average of congruent and incongruent trials, as it is in most studies, and that the effect of ratio within those regions did not differ as a function of congruency condition. However, there were significant differences in other regions in overall task-related activation, as opposed to the neural ratio effect, when congruent and incongruent conditions were contrasted at the whole-brain level. Math competency negatively correlated with ratio-dependent neural response in the left insula across congruency conditions and showed distinct correlations when split across conditions. There was a positive correlation between math competency in the right supramarginal gyrus during congruent trials and a negative correlation in the left angular gyrus during incongruent trials. Together, these findings support the idea that performance on the nonsymbolic comparison task relates to math competency and ratio-dependent neural activity does not differ by congruency condition. With regards to math competency, congruent and incongruent trials showed distinct relations between math competency and individual differences in ratio-dependent neural activity. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. SCDC Spanish Curricula Units. Science/Math Strand, Unit 7, Grade 3, Teacher's Guide--Multi-Ethnic Edition.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Instructional and assessment activities for unit seven of a science/math strand for Spanish-speaking students in grade three focus on the extended community. Activities support four spiraling questions on the elements, wants and needs, change occurrence, and results of change. For each activity, the focus, objective, and materials needed are…

  19. Effects of MyTeachingPartner-Math/Science on Teacher-Child Interactions in Prekindergarten Classrooms

    ERIC Educational Resources Information Center

    Whittaker, Jessica Vick; Kinzie, Mable B.; Williford, Amanda; DeCoster, Jamie

    2016-01-01

    Research Findings: This study examined the impact of MyTeachingPartner-Math/Science, a system of math and science curricula and professional development, on the quality of teachers' interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded…

  20. Poems for Math Practice: With 80 Skill-Building Activities

    ERIC Educational Resources Information Center

    Reynolds, Laureen

    2006-01-01

    Aimed at students who love math as well as those who dread it, this book adds another dimension to the abstract nature of numbers. Using words and pictures, teachers can help children make the connection between mathematics and their everyday routines and observations. This book includes: (1) 20 illustrated poems; (2) math practice with sorting,…

  1. Putting Math Into Family Life: What's Possible for Working Parents?

    ERIC Educational Resources Information Center

    Kliman, Marlene; Mokros, Jan; Parkes, Alana

    A set of parent-child math activities designed to help busy, working parents do math with their children as part of everyday situations such as cleaning up and making dinner included basic steps, variations, and information on working with children were developed for families with elementary grades children aged approximately 5 to 11 and…

  2. The Effects of Accelerated Math Utilization on Grade Equivalency Score at a Selected Elementary School

    ERIC Educational Resources Information Center

    Kariuki, Patrick; Gentry, Christi

    2010-01-01

    The purpose of this study was to examine the effects of Accelerated Math utilization on students' grade equivalency scores. Twelve students for both experimental and control groups were randomly selected from 37 students enrolled in math in grades four through six. The experimental group consisted of the students who actively participated in…

  3. Bars, Lines, & Pies: A Graphing Skills Program. Expect the Unexpected with Math[R

    ERIC Educational Resources Information Center

    Actuarial Foundation, 2013

    2013-01-01

    "Bars, Lines, & Pies" is a dynamic math program designed to build graphing skills in students, while also showing them the relevance of math in their lives. Developed by The Actuarial Foundation along with Scholastic, the graphing lessons and activities involve engaging, real-world examples about the environment and recycling. In these lessons,…

  4. Negotiating the Essential Tension of Teacher Communities in a Statewide Math Teachers' Circle

    ERIC Educational Resources Information Center

    Peck, Frederick A.; Erickson, David; Feliciano-Semidei, Ricela; Renga, Ian P.; Roscoe, Matt; Wu, Ke

    2017-01-01

    Math Teachers' Circles (MTCs) bring math teachers and university mathematicians together to engage in collaborative mathematical activity. Currently there are over 110 MTCs across 40 states. A key claim is that MTCs are "communities of practice." However, to date there has been no research to substantiate this claim. In this paper, we…

  5. Using Math With Maple Sugaring.

    ERIC Educational Resources Information Center

    Christenson, Gary

    1984-01-01

    Suggest several math activities using the simple technique of tapping a sugar maple tree for sap. Information and activities presented are useful in tapping one or two trees on school property, helping students who tap trees at home, or leading a field trip to a nearby maple sugaring site. (ERB)

  6. 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

  7. 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.

  8. Big Math for Little Kids

    ERIC Educational Resources Information Center

    Greenes, Carole; Ginsburg, Herbert P.; Balfanz, Robert

    2004-01-01

    "Big Math for Little Kids," a comprehensive program for 4- and 5-year-olds, develops and expands on the mathematics that children know and are capable of doing. The program uses activities and stories to develop ideas about number, shape, pattern, logical reasoning, measurement, operations on numbers, and space. The activities introduce the…

  9. 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.

  10. Mardi Gras Math

    ERIC Educational Resources Information Center

    Eubanks-Turner, Christina; Hajj, Najat

    2015-01-01

    In this article, Christina Eubanks-Turner and Najat Hajj describe a planning process that they used to create a fun-filled eighth-grade math activity that focused on parade planning. The activity was designed to enhance and supplement the eighth-grade algebra curriculum on linear equations and functions, help students use mathematical habits of…

  11. Semantic-Aware Components and Services of ActiveMath

    ERIC Educational Resources Information Center

    Melis, Erica; Goguadze, Giorgi; Homik, Martin; Libbrecht, Paul; Ullrich, Carsten; Winterstein, Stefan

    2006-01-01

    ActiveMath is a complex web-based adaptive learning environment with a number of components and interactive learning tools. The basis for handling semantics of learning content is provided by its semantic (mathematics) content markup, which is additionally annotated with educational metadata. Several components, tools and external services can…

  12. Teaching Math. Extending Problem Solving.

    ERIC Educational Resources Information Center

    May, Lola

    1996-01-01

    Describes four teaching activities to help children extend math problem-solving skills by using their own questions. Activities involve using a chart and symbols to develop equations adding up to 12, going on an imaginary shopping trip, using shapes to represent dollar amounts, using the date on a penny to engage in various mathematical…

  13. Multiple social identities and stereotype threat: imbalance, accessibility, and working memory.

    PubMed

    Rydell, Robert J; McConnell, Allen R; Beilock, Sian L

    2009-05-01

    In 4 experiments, the authors showed that concurrently making positive and negative self-relevant stereotypes available about performance in the same ability domain can eliminate stereotype threat effects. Replicating past work, the authors demonstrated that introducing negative stereotypes about women's math performance activated participants' female social identity and hurt their math performance (i.e., stereotype threat) by reducing working memory. Moving beyond past work, it was also demonstrated that concomitantly presenting a positive self-relevant stereotype (e.g., college students are good at math) increased the relative accessibility of females' college student identity and inhibited their gender identity, eliminating attendant working memory deficits and contingent math performance decrements. Furthermore, subtle manipulations in questions presented in the demographic section of a math test eliminated stereotype threat effects that result from women reporting their gender before completing the test. This work identifies the motivated processes through which people's social identities became active in situations in which self-relevant stereotypes about a stigmatized group membership and a nonstigmatized group membership were available. In addition, it demonstrates the downstream consequences of this pattern of activation on working memory and performance. Copyright (c) 2009 APA, all rights reserved.

  14. Math Trivia.

    ERIC Educational Resources Information Center

    Kuhlmann, Jim

    1986-01-01

    This activity for grades 6-12 is designed to promote an increased interest in mathematics and its study. Directions for the game "Math Trivia" are given, with questions ready for cards and additional questions listed. (MNS)

  15. See the Math behind the Medicine

    ERIC Educational Resources Information Center

    Saunders, Marnie M.

    2010-01-01

    To promote math and science, this author designed an activity to show students that biomedical fields are within their reach. The activity has three distinct goals: (1) To introduce the field of biomedical engineering to students and encourage them in these career pursuits; (2) To give them hands-on experience conducting a biomechanical test; and…

  16. Improving Teacher Quality in Southern Illinois: Rural Access to Mathematics Professional Development (RAMPD)

    ERIC Educational Resources Information Center

    Prusaczyk, Jennifer; Baker, Paul J.

    2011-01-01

    This article describes how Southern Illinois University-Carbondale (SIUC) partnered with twelve rural schools with high percentages of students in poverty. SIUC provided faculty development activities featuring the adoption of Cognitively Guided Instruction, combined with activities to increase math content and to reduce math anxiety for groups of…

  17. Culturally relevant science: An approach to math science education for hispanics. Final technical report

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

    Montellano, B.O. de

    1996-11-14

    This progress report summarizes results of a teacher workshop. A letter sent to 17 teachers who had participated in the workshop requested a report of any activities undertaken and copies of lesson plans and materials developed. Only nine responses were received, and not all of them demonstrated a satisfactory level of activity. Teachers who submitted materials showing the most promise were invited to participate in the Summer Writing Workshop. A partial first draft of a companion volume for the teacher`s manual was written which provides a rationale for culturally relevant science and presents the cultural and scientific background needed. Themore » outline of the book is presented in Appendix 1. Appendix 2 is a sample chapter from the book.« less

  18. SCDC Spanish Curricula Units. Science/Math Strand, Unit 5, Grade 2, Teacher's Guide--Multi-Ethnic Edition.

    ERIC Educational Resources Information Center

    Operations Research Society of America, Arlington, VA.

    Continuing the theme of the school as a community, the teacher's guide to the science/math strand of unit five presents both instructional and assessment activities for kits 17-20. Focus, materials and objective for each activity are in Spanish and English; teacher instructions are in Spanish only. In kit 17 the science activities deal with the…

  19. A Panel Analysis of Student Mathematics Achievement in the US in the 1990s: Does Increasing the Amount of Time in Learning Activities Affect Math Achievement?

    ERIC Educational Resources Information Center

    Aksoy, Tevfik; Link, Charles R.

    2000-01-01

    Uses panel estimation techniques to estimate econometric models of mathematics achievement determinants for a nationally representative sample of high-school students. Extra time spent on math homework increases test scores; an extra hour of TV viewing negatively affects scores. Longer math periods also help. (Contains 56 references.) (MLH)

  20. The Relationship between Cognitive Reserve and Math Abilities.

    PubMed

    Arcara, Giorgio; Mondini, Sara; Bisso, Alice; Palmer, Katie; Meneghello, Francesca; Semenza, Carlo

    2017-01-01

    Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65-98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment.

  1. The Relationship between Cognitive Reserve and Math Abilities

    PubMed Central

    Arcara, Giorgio; Mondini, Sara; Bisso, Alice; Palmer, Katie; Meneghello, Francesca; Semenza, Carlo

    2017-01-01

    Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65–98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment. PMID:29311910

  2. 41 CFR 109-50.202 - Definitions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

  3. 41 CFR 109-50.202 - Definitions.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

  4. 41 CFR 109-50.202 - Definitions.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

  5. 41 CFR 109-50.202 - Definitions.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

  6. 41 CFR 109-50.202 - Definitions.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... DISPOSAL AUTHORITIES 50.2-Math and Science Equipment Gift Program § 109-50.202 Definitions. As used in this... improving math and science curricula or activities for elementary and secondary school education, or for the...

  7. Stereotype threat and executive functions: which functions mediate different threat-related outcomes?

    PubMed

    Rydell, Robert J; Van Loo, Katie J; Boucher, Kathryn L

    2014-03-01

    Stereotype threat research shows that women's math performance can be reduced by activating gender-based math stereotypes. Models of stereotype threat assert that threat reduces cognitive functioning, thereby accounting for its negative effects. This work provides a more detailed understanding of the cognitive processes through which stereotype threat leads women to underperform at math and to take risks, by examining which basic executive functions (inhibition, shifting, and updating) account for these outcomes. In Experiments 1 and 2, women under threat showed reduced inhibition, reduced updating, and reduced math performance compared with women in a control condition (or men); however, only updating accounted for women's poor math performance under threat. In Experiment 3, only updating accounted for stereotype threat's effect on women's math performance, whereas only inhibition accounted for the effect of threat on risk-taking, suggesting that distinct executive functions can account for different stereotype threat-related outcomes.

  8. 77 FR 38336 - Agency Information Collection Activities: Proposed Collection; Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-27

    ... of Collection: Monitoring for the National Science Foundation's Math and Science Partnership (MSP... evaluation of the Math and Science Partnership (MSP) program. The goals for the program are to (1) Ensure...

  9. 77 FR 65908 - Agency Information Collection Activities: Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-10-31

    ...: Monitoring for the National Science Foundation's Math and Science Partnership (MSP) Program. OMB Control No... instruments to be used in the evaluation of the Math and Science Partnership (MSP) program. The goals for the...

  10. Improving Mathematics Learning by Integrating Curricular Activities with Innovative and Developmentally Appropriate Digital Apps: Findings from the Next Generation Preschool Math Evaluation

    ERIC Educational Resources Information Center

    Presser, Ashley Lewis; Vahey, Philip; Dominguez, Ximena

    2015-01-01

    This paper describes findings from a blocked randomized design (BRD) field study conducted to examine the "Next Generation Preschool Math" (NGPM) program's implementation in preschool classrooms and promise in improving young children's mathematic learning. NGPM integrates traditional preschool activities with developmentally appropriate…

  11. Active Learning in a Math for Liberal Arts Classroom

    ERIC Educational Resources Information Center

    Lenz, Laurie

    2015-01-01

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

  12. Active Learning Institute: Energizing Science and Math Education. A Compilation of Lesson Plans.

    ERIC Educational Resources Information Center

    Cuyahoga Community Coll. - East, Cleveland, OH.

    The middle school and high school lessons featured in this collection were crafted by science and math teachers who participated in a week-long seminar sponsored by the Eisenhower Professional Development Program administered by the Ohio Board of Regents. The lessons showcase a variety of active learning strategies from using hands-on, low-tech…

  13. SCDC Spanish Curricula Units. Science/Math, Unit 10, Grade 3, Teacher's Guide.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Unit 10 of a Spanish science/math curriculum for grade three, composed of kits 37-40, has as its theme "communities around the world". The unit's teacher's guide contains both learning and assessment activities, with the focus, objective, and materials needed for each activity listed. Specific attention is placed on four spiraling questions…

  14. From Earth Algebra to Earth Math: An Expansion and Dissemination of the Methods of Earth Algebra [and] Proceedings, Earth Math Conference (Kennesaw, Georgia, April 19-20, 1996).

    ERIC Educational Resources Information Center

    Zumoff, Nancy; Schaufele, Christopher

    This final report and appended conference proceedings describe activities of the Earth Math project, a 3-year effort at Kennesaw State University (Georgia) to broaden and disseminate the concept of Earth Algebra to precalculus and mathematics education courses. Major outcomes of the project were the draft of a precalculus textbook now being…

  15. The Effects of Using Space to Teach Standard Elementary School Curriculum

    NASA Technical Reports Server (NTRS)

    Ewell, Robert N.

    1996-01-01

    This brief report and recommendation for further research brings to a formal close this effort, the original purpose of which is described in detail in The effects of using space to teach standard elementary school curriculum, Volume 1, included here as the Appendix. Volume 1 describes the project as a 3-year research program to determine the effectiveness of using space to teach. The research design is quasi experimental using standardized test data on students from Aldrin Elementary School and a District-identified 'control' school, which shall be referred to as 'School B.' Students now in fourth through sixth grades will be compared now (after one year at Aldrin) and tracked at least until the present sixth graders are through the eighth grade. Appropriate statistical tests will be applied to standardized test scores to see if Aldrin students are 'better' than School B students in areas such as: Overall academic performance; Performance in math/science; and Enrollments in math/science in middle school.

  16. Adventures in Science and Math.

    ERIC Educational Resources Information Center

    Jones, Tom B.

    This volume presents historical sketches of events and scientists. Produced for use by teachers using the MINNEMAST curriculum materials, the material is intended to exhibit the roles of processes in science throughout history. The seven stories included concern Anaxagoras, Achimedes, Napier, the development of the telescope and microscope, Louis…

  17. SCDC Spanish Curricula Units. Science/Math Strand, Unit 4, Grade Two, Teacher's Guide.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    The teacher's guide for unit four of a Spanish science/math strand for second graders contains instructional and assessment activities for kits 13-16. Each designed for a two- to three-week teaching period, the kits' activities are geared toward guiding the child to discover correct answers through methods provided and, by putting materials in his…

  18. SCDC Spanish Curricula Units. Science/Math Strand, Unit 9, Grade 3, Teacher's Guide.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Instructional and assessment activities in science and math for third graders are presented in this teacher's guide to unit nine. Focus, objectives and materials for each activity are in English and Spanish, while teacher instructions are only in Spanish. The unit's theme is "the nation as a community"; related to the theme are the four spiraling…

  19. Word Problem Wizardry.

    ERIC Educational Resources Information Center

    Cassidy, Jack

    1991-01-01

    Presents suggestions for teaching math word problems to elementary students. The strategies take into consideration differences between reading in math and reading in other areas. A problem-prediction game and four self-checking activities are included along with a magic password challenge. (SM)

  20. How Much Popcorn Will Our Classroom Hold?

    ERIC Educational Resources Information Center

    Rommel-Esham, Katie

    2007-01-01

    "How much popcorn will our classroom hold?" This intriguing question sparked a terrific integrated science and math exploration that the author conducted with fifth-and sixth-grade students. In the process of finding the classroom's volume, students developed science-process skills (e.g., developing a plan, measurement, collecting and interpreting…

  1. Learning Connections. Learning Times. Volume 6, Number 3

    ERIC Educational Resources Information Center

    LDA Minnesota, 2008

    2008-01-01

    This issue of "Learning Times" discusses closing the achievement gap for low-income kids. Too many low-income children in Minnesota lag behind grade level in reading and math. LDA's (Learning Disabilities Association's) Learning Connections program serves these students who have fallen behind, but who do not receive special education…

  2. Imagine...Opportunities and Resources for Academically Talented Youth, 1999-2000.

    ERIC Educational Resources Information Center

    Hartman, Melissa E., Ed.

    2000-01-01

    Designed to encourage gifted students to develop their talents, the first issue in the volume focuses on academic competitions and includes articles on: "The Joys of Competition"; "Why Bother with Math Contests?" (Sam Vandervelde); "Science Competitions"; Humanities Competitions"; "Designing in Metal" (Cody Chance); and "Discovering My Chinese…

  3. Upper Elementary Math Lessons: Case Studies of Real Teaching

    ERIC Educational Resources Information Center

    Graeber, Anna O.; Valli, Linda; Newton, Kristie Jones

    2011-01-01

    Engaging students in worthwhile learning requires more than a knowledge of underlying principles of good teaching. It demands considerable practice as well as images of what good teaching in particular situations and for particular purposes might look like. This volume provides these images. These cases were written from authentic, unrehearsed…

  4. Psychological Intervention: Case Studies in School Psychological Services. Volume 2, 1978.

    ERIC Educational Resources Information Center

    Grimes, Jeff, Ed.

    The 16 case studies illustrate the nature and scope of psychological intervention with emotionally disturbed and otherwise handicapped students. Included are papers with the following titles and authors: "Reducing Math Anxiety while Increasing Independent Work Habits in a Learning Disabled Elementary School Boy" (K. Hoogeveen); "Coping with…

  5. IDRA Newsletter. Volume 35, No. 7

    ERIC Educational Resources Information Center

    Goodman, Christie L., Ed.

    2008-01-01

    Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) The "Fourth-Grade Slump" and Math Achievement: Addressing the Challenge with Student Engagement…

  6. Math Space Mission. [A Product of] the Regional Math Network: A Teacher Invigoration and Curriculum Development Project.

    ERIC Educational Resources Information Center

    Harvard Univ., Cambridge, MA. Graduate School of Education.

    This unit is intended to teach estimation skills in such a way as to be relevant and useful to students as they apply them in various problem-solving activities. The teaching activities feature the earth, exploration into space, and the other worlds in the solar system. The teacher's guide contains four modules. Module I suggests the use of…

  7. Can Salience of Gender Identity Impair Math Performance among 7-8 Years Old Girls? The Moderating Role of Task Difficulty

    ERIC Educational Resources Information Center

    Neuville, Emmanuelle; Croizet, Jean-Claude

    2007-01-01

    Can the salience of gender identity affect the math performance of 7-8 year old girls? Third-grade girls and boys were required to solve arithmetical problems of varied difficulty. Prior to the test, one half of the participants had their gender identity activated. Results showed that activation of gender identity affected girls' performance but…

  8. Racial/Ethnic Differences in Kindergartners' Reading and Math Skills: Parents' Knowledge of Children's Development and Home-Based Activities as Mediators

    ERIC Educational Resources Information Center

    Sonnenschein, Susan; Sun, Shuyan

    2017-01-01

    Despite the growing body of research on parents' beliefs and practices, relatively little is known about the relations between parents' knowledge of children's development, home-based activities, and children's early reading and math skills. This study used data from the Early Childhood Longitudinal Study-Birth Cohort to examine the differences in…

  9. Math is Functional! A Math Fair for Kids.

    ERIC Educational Resources Information Center

    Reys, Barbara J.; Wasman, Deanna G.

    1998-01-01

    Describes a mathematics fair prepared by the University of Missouri Mathematics Teachers Organization (UM2TO) which includes games involving numbers and computation, logic puzzles, geometry and spatial-visualization exploration, and probability and statistics activities. Presents tips for developing a mathematics fair. (ASK)

  10. Development of an algorithm for improving quality and information processing capacity of MathSpeak synthetic speech renderings.

    PubMed

    Isaacson, M D; Srinivasan, S; Lloyd, L L

    2010-01-01

    MathSpeak is a set of rules for non speaking of mathematical expressions. These rules have been incorporated into a computerised module that translates printed mathematics into the non-ambiguous MathSpeak form for synthetic speech rendering. Differences between individual utterances produced with the translator module are difficult to discern because of insufficient pausing between utterances; hence, the purpose of this study was to develop an algorithm for improving the synthetic speech rendering of MathSpeak. To improve synthetic speech renderings, an algorithm for inserting pauses was developed based upon recordings of middle and high school math teachers speaking mathematic expressions. Efficacy testing of this algorithm was conducted with college students without disabilities and high school/college students with visual impairments. Parameters measured included reception accuracy, short-term memory retention, MathSpeak processing capacity and various rankings concerning the quality of synthetic speech renderings. All parameters measured showed statistically significant improvements when the algorithm was used. The algorithm improves the quality and information processing capacity of synthetic speech renderings of MathSpeak. This increases the capacity of individuals with print disabilities to perform mathematical activities and to successfully fulfill science, technology, engineering and mathematics academic and career objectives.

  11. Bubble Babies

    ERIC Educational Resources Information Center

    Pike, Lisa; Rentsch, Jeremy

    2017-01-01

    This math activity focuses on experimental design while connecting math with life science. It is important that the science and engineering practices (SEPs) are not taught as a separate "unit" but integrated within the curriculum wherever possible. The focus is on experimental design to teach animal behavior. Students predict and test…

  12. Your Child and Problem Solving, Math and Science. Getting Involved Workshop Guide: A Manual for the Parent Group Trainer. The Best of BES--Basic Educational Skills Materials.

    ERIC Educational Resources Information Center

    Rustling, Ruth; And Others

    This manual offers detailed guidelines for parent group trainers who conduct workshops on problem solving, math, and science for parents of young children. In addition, discussion starters, a list of hands-on activities, directions for drawing and using a poster, and learning activities for children are described. Counting books are briefly…

  13. Learning to Read and Write the Drafting Way. Field Test Copy.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento. Div. of Vocational Education.

    This volume comprises instructional techniques that are designed for use with drafting students who demonstrate a need for additional instruction in the areas of reading, writing, math, and verbal and visual communication. Included in the guide are the following teacher-developed instructional techniques: a drafting crossword puzzle, tool bingo, a…

  14. ''Math in a Can'': Teaching Mathematics and Engineering Design

    ERIC Educational Resources Information Center

    Narode, Ronald B.

    2011-01-01

    Using an apparently simple problem, ''Design a cylindrical can that will hold a liter of milk,'' this paper demonstrates how engineering design may facilitate the teaching of the following ideas to secondary students: linear and non-linear relationships; basic geometry of circles, rectangles, and cylinders; unit measures of area and volume;…

  15. The AMATYC Review, Fall 1992-Spring 1993.

    ERIC Educational Resources Information Center

    Cohen, Don, Ed.; Browne, Joseph, Ed.

    1993-01-01

    Designed as an avenue of communication for mathematics educators concerned with the views, ideas, and experiences of two-year college students and teachers, this journal contains articles on mathematics exposition and education, as well as regular features presenting book and software reviews and math problems. The first of two issues of volume 14…

  16. A Literature Survey on Inverse Scattering for Electron Density Profile Determination. Volume II.

    DTIC Science & Technology

    1981-09-24

    THE INVERSE SCATTERING PROBLEM4 FOR THE EQUAT ION Of ACOUSTIC$ AVILA, G.S.S. DEPT. DE MATEMATICA . INST. DE CIENCIAS EXATAS. UNIV. Of BRASILIA...of Colict support Portinari. Joao C. Departamento do Matematica . Pontificia Universidade Catolica do Rio de Janeiro, Rio do Janeiro. Brasil J. Math

  17. Metric Measurement. A Course to Reduce Math Anxiety and Sex-Role Stereotyping in Elementary Education.

    ERIC Educational Resources Information Center

    City Univ. of New York, Flushing, NY. Queens Coll.

    This Teacher Education and Mathematics (TEAM) content module focuses on metric measurement. Topics addressed include decimal structure and prefixes, precision in measurement, reference measures, United States customary and metric systems, volume, area, and conversion. The module consists of: (1) an instructor's text; (2) an instructor's guide and…

  18. The Dawn of Development: A Guide for Educating Young Children with Visual Impairments. Volume II: Program Manual.

    ERIC Educational Resources Information Center

    Trask, Susan; And Others

    The manual describes instructional materials for visually impaired children at the prereadiness, readiness, and academic levels (prekindergarten through primary grades). Chapter I, which surveys instructional materials, contains a listing of materials by curricular areas (including communication, math, and daily living); a listing of materials in…

  19. Proceedings: Pacific Northwest Council on Foreign Languages. Volume XXX, Part 2.

    ERIC Educational Resources Information Center

    Mazur, Gertrud S., Ed.

    The following papers of relevance to second language instruction are compiled here: (1) "Bilingual Math in a Monolingual Classroom: A Field Study," by Elizabeth M. Baricevic; (2) "Ideologie et pedagogie: reflexions sur le manuel de francais au programme de '3e annee secondaire' en Algerie," by Jeanne Adam; (3) "Pedagogic…

  20. Games for Learning: Vast Wasteland or a Digital Promise?

    ERIC Educational Resources Information Center

    Levine, Michael H.; Vaala, Sarah E.

    2013-01-01

    Research about emerging best practices in the learning sciences points to the potential of deploying digital games as one possible solution to the twin challenges of weak student engagement and the need for more robust achievement in literacy, science, technology, and math. This chapter reviews key cross-cutting themes in this special volume,…

  1. The AMATYC Review, Fall 1987, Spring 1988.

    ERIC Educational Resources Information Center

    Cohen, Don, Ed.

    1988-01-01

    Designed as an avenue of communication for mathematics educators concerned with the views, ideas, and experiences of two-year college students and teachers, this journal contains articles on mathematics exposition and education, and regular features that present book and software reviews and math problems. The first of two issues of volume 9…

  2. Math and Science 1967-68, Volume II, Project "Interweave", End of Project Report.

    ERIC Educational Resources Information Center

    East Maine School District 63, Niles, IL.

    This document contains materials given to teachers participating in an inservice program aimed at helping them teach topics in modern mathematics and science. The mathematics portion of the project was a series of 11 television programs introducing the topics of equations, number lines, operations, functions, centimeter blocks, lattices, brackets,…

  3. Harvard Education Letter. Volume 23, Number 2, March-April 2007

    ERIC Educational Resources Information Center

    Chauncey, Caroline, Ed.

    2007-01-01

    "Harvard Education Letter" is published bimonthly at the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) More Than "Making Nice": Getting Teachers to (Truly) Collaborate (Laura Pappano); (2) "Doing the Critical Things First": An Aligned Approach to PreK and Early Elementary Math;…

  4. The Achiever. Volume 4, Number 3

    ERIC Educational Resources Information Center

    Ashby, Nicole, Ed.

    2005-01-01

    This issue includes the following Articles: (1) "Spellings Says Nation's Academic Progress Due to "New Equation." On Jan. 31, 2005, Margaret Spellings was sworn in as the eighth secretary of education. Across the nation, test scores in Reading and Math are rising, with disadvantaged and minority students leading the way. After long decades, the…

  5. Math Wonders to Inspire Teachers and Students.

    ERIC Educational Resources Information Center

    Posamentier, Alfred S.

    This book offers ideas to enrich instruction and help teachers explore the intrinsic beauty of math. Through dozens of examples from arithmetic, algebra, geometry, and probability, the symmetries, patterns, processes, paradoxes, and surprises that have facilitated generations of great thinkers are revealed. Activities include: (1) The Beauty in…

  6. It's Great to Be Doing Maths! Engaging Primary Students in a Lunchtime Club

    ERIC Educational Resources Information Center

    Prescott, Anne; Pressick-Kilborn, Kimberley

    2015-01-01

    In this article it can be seen how primary school students, pre-service and in-service teachers can all benefit from the experience of participating in a lunchtime maths club. A range of activities suitable for an extracurricular club is included.

  7. The Brain's Response to Digital Math Apps: A Pilot Study Examining Children's Cortical Responses during Touch-Screen Interactions

    ERIC Educational Resources Information Center

    Baker, Joseph M.; Moyer-Packenham, Patricia S.; Tucker, Stephen I.; Shumway, Jessica F.; Jordan, Kerry E.; Gillam, Ronald B.

    2018-01-01

    Functional near-infrared spectroscopy (fNIRS) is an easy to use neuroimaging technique that is portable and maintains a liberal tolerance to movement. As such, fNIRS represents an ideal tool to observe children's neural activity as they engage in real-world classroom activities, such as the interaction with digital math apps on an iPad. Here, we…

  8. Sweet Play

    ERIC Educational Resources Information Center

    Leung, Shuk-kwan S.; Lo, Jane-Jane

    2010-01-01

    This article features Sweet play math, a "math by the month" activity that involves decorating and making sugar cubes. Teachers may want to substitute straws, paper squares, alphabet blocks, or such commercially made manipulatives as Unifix[R] cubes for the real sweets. Given no allergy concerns, teachers and students alike would enjoy some sweet…

  9. Citizenship: What's Mathematics Have to Do with It?

    ERIC Educational Resources Information Center

    Cotton, Tony

    2016-01-01

    British mathematics educator Tony Cotton suggests that teachers use math instruction to help students--who live in an internationally connected world--ponder international events and the global implications of policies in depth. He describes two math-based activities toward that end. First, teachers might guide learners in examining data connected…

  10. Partnership Teaching: Success for All Children Using Math as a Vehicle.

    ERIC Educational Resources Information Center

    Adeeb, Patty; Bosnick, Janet; Terrell, Sue

    1998-01-01

    Using a constructivist and multicultural approach, math skills were taught in urban elementary classrooms. Acceptance of self and others, teamwork, problem solving, and critical thinking were emphasized. Game-formatted activities with hand-size wooden basketball goals and race cars were used to teach fractions and metrics. (MMU)

  11. Astro Algebra [CD-ROM].

    ERIC Educational Resources Information Center

    1997

    Astro Algebra is one of six titles in the Mighty Math Series from Edmark, a comprehensive line of math software for students from kindergarten through ninth grade. Many of the activities in Astro Algebra contain a unique technology that uses the computer to help students make the connection between concrete and abstract mathematics. This software…

  12. Student Errors in Dynamic Mathematical Environments

    ERIC Educational Resources Information Center

    Brown, Molly; Bossé, Michael J.; Chandler, Kayla

    2016-01-01

    This study investigates the nature of student errors in the context of problem solving and Dynamic Math Environments. This led to the development of the Problem Solving Action Identification Framework; this framework captures and defines all activities and errors associated with problem solving in a dynamic math environment. Found are three…

  13. 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…

  14. Science, Math, and Technology. K-6 Science Curriculum.

    ERIC Educational Resources Information Center

    Blueford, J. R.; And Others

    Science, Math and Technology is one of the units of a K-6 unified science curriculum program. The unit consists of four organizing sub-themes: (1) science (with activities on observation, comparisons, and the scientific method); (2) technology (examining simple machines, electricity, magnetism, waves and forces); (3) mathematics (addressing skill…

  15. Is South Korea a Case of High-Stakes Testing Gone Too Far? Information Capsule. Volume 1107

    ERIC Educational Resources Information Center

    Blazer, Christie

    2012-01-01

    South Korea's students consistently outperform their counterparts in almost every country in reading and math. Experts have concluded, however, that the South Korean education system has produced students who score well on tests, but fall short on creativity and innovative thinking. They blame these shortcomings on schools' emphasis on rote…

  16. Advances on Propulsion Technology for High-Speed Aircraft. Volume 2

    DTIC Science & Technology

    2007-03-01

    2m.nH 17p VJ +V, The thermal efficiency of either compressor or ram-based engines can be approached as a Brayton cycle and hence its efficiency is...Cambridge, 1964. I II [14] G. Birkhoff. Helmholtz and Taylor instability. Proc. Symp. App. Math. Soc. v. 13, p. 55-76, 1962. [15] K.M. Case. Hydrodynamic

  17. Science in the Early Years. The Progress of Education Reform. Volume 15, Number 2

    ERIC Educational Resources Information Center

    Brenneman, Kimberly

    2014-01-01

    Recent research suggests early math, science, and social studies knowledge may boost achievement for the nation's youngest students and provides a better chance at future reading success--more so even than early reading skills. This issue explores the benefits of including a strong science curriculum in the early years and includes recommendations…

  18. Studies in Mathematics, Volume XV. Calculus and Science.

    ERIC Educational Resources Information Center

    Twersky, Victor

    This book is designed to illustrate how one general method of calculus is used in many different sciences and how different methods of calculus have furthered the development of essentially one field of science. The material is written so that it could serve as a math-science supplement for many courses. Chapters included are: (1) Introduction;…

  19. Adapting Reading and Math Materials for the Inclusive Classroom. Volume 2: Kindergarten through Grade Five. ERIC/OSEP Mini-Library.

    ERIC Educational Resources Information Center

    Shumm, Jeanne Shay

    This book offers guidelines for elementary school teachers for making adaptations in reading and mathematics instruction for students with mild disabilities in the general education classroom. Following an introductory chapter, Chapter 1 presents eight principles for materials adaption organized according to the acronym FLEXIBLE: F-feasible…

  20. ADCIS Conference Proceedings (27th, New Orleans, Louisiana, February 3-6, 1986).

    ERIC Educational Resources Information Center

    Association for the Development of Computer-based Instructional Systems.

    The 52 papers in this volume, which represent recent research and applications in the field of computer-based instruction, are grouped under 10 general topic areas: (1) computer-based training; (2) elementary, secondary, junior college, and math education; (3) health; (4) home economics; (5) implementation; (6) mini-microcomputers; (7) PILOT; (8)…

  1. Computer simulation studies in fluid and calcium regulation and orthostatic intolerance

    NASA Technical Reports Server (NTRS)

    1985-01-01

    The systems analysis approach to physiological research uses mathematical models and computer simulation. Major areas of concern during prolonged space flight discussed include fluid and blood volume regulation; cardiovascular response during shuttle reentry; countermeasures for orthostatic intolerance; and calcium regulation and bone atrophy. Potential contributions of physiologic math models to future flight experiments are examined.

  2. Straight A's: Public Education Policy and Progress. Volume 11, Number 21

    ERIC Educational Resources Information Center

    Amos, Jason, Ed.

    2011-01-01

    "Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) Nation's Report Card Reveals Modest Increases in Math and Reading: Report Shows One-Quarter of Eighth Graders Reading…

  3. Honoring Progress: An Update on the NGA Center Honor States. Volume 1, Issue 1

    ERIC Educational Resources Information Center

    Shawe, Torrey, Ed.

    2006-01-01

    This bimonthly newsletter provides information about the progress of the Honor States Grant Program, a governor-led effort to improve college- and work-ready graduation rates. This issue explores science, technology, engineering, and math education (STEM), a priority for governors as they try to enhance workforce competitiveness in a global…

  4. Makin' It Happen with Business & Marketing Education. Annual Atlantic Coast Business & Marketing Education Conference Proceedings (13th, Raleigh, North Carolina, February 16-17, 1996). Volume 7.

    ERIC Educational Resources Information Center

    Goins, L. Keith, Ed.

    This proceedings includes the following papers: "Dealing with Discipline Problems in Schools" (Allen); "Developing Global Awareness" (Arnold); "Desktop Publishing Using WordPerfect 6.0 for Windows" (Broughton); "Learn and Earn" (Cauley); "Using the Computer to Teach Merchandising Math"…

  5. "Doing Math" in Austin

    ERIC Educational Resources Information Center

    Raymond, Allen

    2004-01-01

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

  6. We?re Poppin' For Math

    ERIC Educational Resources Information Center

    Levert, Brenda

    2004-01-01

    Each year, students in my seventh- and eighth-grade math classes plan and organize a schoolwide popcorn sale. This activity brings to life mathematical concepts learned in the classroom. By transferring textbook mathematics to a real-world situation, my students learn to value the mathematics being studied and are able to understand how it can…

  7. The Power of Nature. World's Largest Math Event 5.

    ERIC Educational Resources Information Center

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

    The theme of the fifth annual World's Largest Math Event (WLME 5) is "The Power of Nature." This theme encourages students to explore natural forces that affect humankind, including phenomena such as hurricanes, earthquakes, and snowstorms, and the mathematics that underlies their study. The 15 activities for WLMES have been grouped into five…

  8. 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…

  9. Impact of Instructor Teaching Style and Content Course on Mathematics Anxiety of Preservice Teachers

    ERIC Educational Resources Information Center

    Van der Sandt, Suriza; O'Brien, Steve

    2017-01-01

    Integrative-STEM methodologies entail integrating multiple disciplines with active design-centric teaching and learning methods. If math anxiety is prevalent, for teachers or students, then both the level of integration and design thinking may be limited. This quantitative study of 160 preservice teachers investigated how math anxiety was impacted…

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

    ERIC Educational Resources Information Center

    Staats, Susan; Robertson, Douglas

    2014-01-01

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

  11. The SingAboutScience.org Database: An Educational Resource for Instructors and Students

    ERIC Educational Resources Information Center

    Crowther, Gregory J.

    2012-01-01

    Potential benefits of incorporating music into science and math curricula include enhanced recall of information, counteraction of perceptions that the material is dull or impenetrable, and opportunities for active student engagement and creativity. To help instructors and others find songs suited to their needs, I created the "Math And Science…

  12. Finding a Good Fit: Using MCC in a "Third Space"

    ERIC Educational Resources Information Center

    Webster, Joan Parker; Wiles, Peter; Civil, Marta; Clark, Stacy

    2005-01-01

    Math in a Cultural Context (MCC) is based in traditional Yup'ik cultural values and ways of knowing and representing the world, which provide access to math concepts through hands-on exploration and active problem solving. This case illustrates how a novice and outsider teacher successfully implemented MCC in a classroom with predominantly…

  13. Marvels of Math: Fascinating Reads and Awesome Activities.

    ERIC Educational Resources Information Center

    Haven, Kendall F.

    Any topic, math included, becomes more accessible and understandable when human stories are related about the development of the subject. Stories make subjects real and purposeful. They provide a foundation from which students can understand and appreciate mathematics rather than merely memorize a series of rote exercises. This book presents 16…

  14. TechXcite: Discover Engineering--A New STEM Curriculum

    ERIC Educational Resources Information Center

    Sallee, Jeff; Schmitt-McQuitty, Lynn; Swint, Sherry; Meek, Amanda; Ybarra, Gary; Dalton, Rodger

    2015-01-01

    TechXcite is an engineering-focused, discovery-based after-school science, technology, engineering, and math (STEM) program. The free curriculum is downloadable from http://techxcite.pratt.duke.edu/ and is comprised of eight Modules, each with four to five 45-minute activities that exercise the science and math learned in school by using…

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

    ERIC Educational Resources Information Center

    Johnson, LaToya S.

    2010-01-01

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

  16. Mining EEG with SVM for Understanding Cognitive Underpinnings of Math Problem Solving Strategies

    PubMed Central

    López, Julio

    2018-01-01

    We have developed a new methodology for examining and extracting patterns from brain electric activity by using data mining and machine learning techniques. Data was collected from experiments focused on the study of cognitive processes that might evoke different specific strategies in the resolution of math problems. A binary classification problem was constructed using correlations and phase synchronization between different electroencephalographic channels as characteristics and, as labels or classes, the math performances of individuals participating in specially designed experiments. The proposed methodology is based on using well-established procedures of feature selection, which were used to determine a suitable brain functional network size related to math problem solving strategies and also to discover the most relevant links in this network without including noisy connections or excluding significant connections. PMID:29670667

  17. Mining EEG with SVM for Understanding Cognitive Underpinnings of Math Problem Solving Strategies.

    PubMed

    Bosch, Paul; Herrera, Mauricio; López, Julio; Maldonado, Sebastián

    2018-01-01

    We have developed a new methodology for examining and extracting patterns from brain electric activity by using data mining and machine learning techniques. Data was collected from experiments focused on the study of cognitive processes that might evoke different specific strategies in the resolution of math problems. A binary classification problem was constructed using correlations and phase synchronization between different electroencephalographic channels as characteristics and, as labels or classes, the math performances of individuals participating in specially designed experiments. The proposed methodology is based on using well-established procedures of feature selection, which were used to determine a suitable brain functional network size related to math problem solving strategies and also to discover the most relevant links in this network without including noisy connections or excluding significant connections.

  18. Santa Fe Alliance for Science: The First Eight Years

    NASA Astrophysics Data System (ADS)

    Eisenstein, Robert A.

    2013-04-01

    The Santa Fe Alliance for Science (SFAFS) was founded in May, 2005. SFAFS exists to provide assistance in K-14 math and science education in the greater Santa Fe area. It does this via extensive programs (1) in math and science tutoring at Santa Fe High School, Santa Fe Community College and to a lesser degree at other schools, (2) science fair advising and judging, (3) its ``Santa Fe Science Cafe for Young Thinkers'' series, (4) a program of professional enrichment for K-12 math and science teachers, and (5) a fledging math intervention program in middle school math. Well over 150 STEM professionals, working mostly as volunteers, have contributed since our beginning. Participation by students, parents and teachers has increased dramatically over the years, leading to much more positive views of math and science, especially among elementary school students and teachers. Support from the community and from local school districts has been very strong. I will present a brief status report on SFAFS activities, discuss some of the lessons learned along the way and describe briefly some ideas for the future. More information can be found at the SFAFS website, www.sfafs.org.

  19. Climate change in the classroom: Reaching out to middle school students through science and math suitcase lessons

    NASA Astrophysics Data System (ADS)

    Jacobo, A. C.; Collay, R.; Harris, R. N.; de Silva, L.

    2011-12-01

    We have formed a link between the Increasing Diversity in Earth Sciences (IDES) program with the Science and Math Investigative Learning Experiences (SMILE) program, both at Oregon State University. The IDES mission is to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population and the SMILE mission is to provide science and math enrichment for underrepresented and other educationally underserved students in grades 4-12. Traditionally, underserved schools do not have enough time or resources to spend on science and mathematics. Furthermore, numerous budget cuts in many Oregon school districts have negatively impacted math and science cirriculum. To combat this trend we have designed suitcase lessons in climate change that can be carried to a number of classrooms. These lesson plans are scientifically rich and economically attractive. These lessons are designed to engage students in math and science through climate change presentations, group discussions, and hands-on activities. Over the past year we have familiarized ourselves with the academic ability of sixth and seventh graders through in-class observation in Salem Oregon. One of the suit case lessons we developed focuses on climate change by exploring the plight of polar bears in the face of diminishing sea ice. Our presentation will report the results of this activity.

  20. Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement.

    PubMed

    Have, Mona; Nielsen, Jacob Have; Gejl, Anne Kær; Thomsen Ernst, Martin; Fredens, Kjeld; Støckel, Jan Toftegaard; Wedderkopp, Niels; Domazet, Sidsel Louise; Gudex, Claire; Grøntved, Anders; Kristensen, Peter Lund

    2016-04-11

    Integration of physical activity (PA) into the classroom may be an effective way of promoting the learning and academic achievement of children at elementary school. This paper describes the research design and methodology of an intervention study examining the effect of classroom-based PA on mathematical achievement, creativity, executive function, body mass index and aerobic fitness. The study was designed as a school-based cluster-randomized controlled trial targeting schoolchildren in 1st grade, and was carried out between August 2012 and June 2013. Eligible schools in two municipalities in the Region of Southern Denmark were invited to participate in the study. After stratification by municipality, twelve schools were randomized to either an intervention group or a control group, comprising a total of 505 children with mean age 7.2 ± 0.3 years. The intervention was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools' math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register their children's PA behavior in leisure time. The results of this randomized controlled trial are expected to provide schools and policy-makers with significant new insights into the potential of classroom-based PA to improve cognition and academic achievement in children. Clinicaltrials.gov: NCT02488460 (06/29/2015).

  1. Maritime Math Review. The Port of Baltimore Workplace Skills Development Project.

    ERIC Educational Resources Information Center

    Janiszewski, Kathryn; Permut, Cathy

    This set of learning modules was developed during a project to deliver workplace literacy instruction to individuals employed in the more than 50 businesses related to the activities of the Port of Baltimore. It is intended to help employees of port businesses develop basic math skills. The following topics are covered in the individual modules:…

  2. Preparing Graduate Students to Teach Math: Engaging with Activities and Viewing Teaching Models

    ERIC Educational Resources Information Center

    Mongillo, Maria Boeke

    2016-01-01

    Teacher self-efficacy is the belief a teacher holds that he or she can make a difference in student achievement, even when the student is difficult or unmotivated (Guskey & Passaro, 1994). It has been linked to positive teacher practices and student outcomes. This mixed methods study of preservice elementary and early childhood math teachers…

  3. 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…

  4. Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments

    ERIC Educational Resources Information Center

    Burns, Mary; Pierson, Elizabeth; Reddy, Shylaja

    2014-01-01

    Active Learning in Maths and Science (ALMS) was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS's theory of action is grounded in the belief that collaborative learning serves as a "gateway" to learner-centered…

  5. Adding Life to Social Studies, Language Arts, Math and Science.

    ERIC Educational Resources Information Center

    Dobson, Dorothy Tousley; Archer, Sally

    This booklet is designed to use the newspaper in the teaching of social studies, language arts, math, and science. Each of these major areas is divided into several topics. Each topic is defined, followed by a list of activities using newspaper articles or pictures to develop the topic. The seven topics for social studies are sociology;…

  6. Specific features of after-school program quality: associations with children's functioning in middle childhood.

    PubMed

    Pierce, Kim M; Bolt, Daniel M; Vandell, Deborah Lowe

    2010-06-01

    This longitudinal study examined associations between three after-school program quality features (positive staff-child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children's prior functioning on the developmental outcomes, positive staff-child relations in the programs were positively associated with children's reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff-child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children's math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes.

  7. Blogging as Change: Transforming Science and Math Education through New Media Literacies. New Literacies and Digital Epistemologies. Volume 41

    ERIC Educational Resources Information Center

    Luehmann, April, Ed.; Borasi, Raffaella, Ed.

    2011-01-01

    New literacies have many functions in schools and learning, but science and mathematics education are among the contexts where their full potential has yet to be explored. This book both illustrates and critically analyzes the practice of blogging and its possibilities for fostering different ways of communicating, interacting, learning, and…

  8. No Child Left Behind Primer. Second Printing. Peter Lang Primer Volume 11

    ERIC Educational Resources Information Center

    Hess, Frederick M.; Petrilli, Michael J.

    2007-01-01

    No Child Left Behind (NCLB) is the single most influential piece of federal education legislation in American history, and Hess and Petrilli provide a concise yet comprehensive look at this important and controversial act. Signed into law in 2002, NCLB seeks to ensure that all American students are proficient in math, reading, and science by 2014.…

  9. On the Money: Math Activities to Build Financial Literacy, Grades 6-8

    ERIC Educational Resources Information Center

    Bay-Williams, Jennifer M.; Bush, Sarah B.; Peters, Susan A.; McGatha, Maggie B.

    2015-01-01

    To succeed in college, career, and life, students need to become financially literate. But understanding the basics of a long-term investment or a short-term loan is not enough without the math skills to make financially sound choices. In the already full curriculum of middle schools today, how can teachers find room to include financial literacy?…

  10. SCDC Spanish Curricula Units. Science/Math Strand, Unit 6, Grade 2, Supplement & Ditto Packet.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    The supplement and ditto packet to the science-math strand of unit six for second graders features visual materials to help the teacher carry out the instructional and assessment activities for the unit's four kits. Illustrations are provided to help stimulate oral language and conceptual development. Some are designed to be cut out for…

  11. Innovative Teaching Games: Climbing the Hills of Math Skills. California Demonstration Mathematics Program.

    ERIC Educational Resources Information Center

    Pittsburg Unified School District, CA.

    The card games in this publication are an alternative activity to help students master computational skills. Games for operations with whole numbers, fractions, decimals, percents, integers, and square roots are included. They can be used to introduce math topics and for practice and review, with either the whole class or in small groups with 2 to…

  12. Demystify Math, Science, and Technology: Creativity, Innovation, and Problem-Solving

    ERIC Educational Resources Information Center

    Adams, Dennis; Hamm, Mary

    2010-01-01

    Technology is viewed as a powerful force both in and out of school and has long been linked with math and science. Although concepts and activities of this book apply to any grade, the primary focus is on the elementary and middle school levels. This book provides principles and practical strategies for promoting creative and innovative work in…

  13. Math Around the World: Grades 5-8. Teachers' Guide. Great Explorations in Math and Science (GEMS).

    ERIC Educational Resources Information Center

    Braxton, Beverly; And Others

    This document is a collection of eight games from four continents. Students use mathematics that is directly relevant to them as they take part in the games. The first five games (NIM, Kalah, Tower of Hanoi, Shongo Networks, and Magic Squares) feature presentation instructions that describe multiple-session classroom activities for grades 5-8.…

  14. Using Assessment Data to Guide Math Course Placement of California Middle School Students

    ERIC Educational Resources Information Center

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

    2016-01-01

    Middle school math placement and progression are topics that are part of an active policy and practice discussion in California and elsewhere. Beginning in the 2008/09 school year, California's State Board of Education recommended that students complete algebra I by the end of grade 8. Between 2003 and 2009 the proportion of grade 8 students…

  15. Preparing Children for Success: Integrating Science, Math, and Technology in Early Childhood Classroom

    ERIC Educational Resources Information Center

    Kermani, Hengameh; Aldemir, Jale

    2015-01-01

    The purpose of the present study was to study if purposeful math, science, and technology curriculum projects and activities would support Pre-K children's performance in these subject matter areas. In this study, 58 Pre-K children from 4 Pre-K classrooms in a public Pre-K programme in North Carolina participated. Through a quasi-experimental,…

  16. The Uncomplicated Elementary Career Education System for the "Real" Classroom. Career Corners--Math for 7-8.

    ERIC Educational Resources Information Center

    Illinois State Office of Education, Springfield. Div. of Adult Vocational and Technical Education.

    Prepared by classroom teachers for the infusion of career education into existing curriculum, this notebook contains career-related student worksheets in a number of math skills. The activities are suitable for use with a variety of ability levels and learning styles. These worksheets for grades 7 and 8 are divided into seven major mathematics…

  17. Abnormal Error Monitoring in Math-Anxious Individuals: Evidence from Error-Related Brain Potentials

    PubMed Central

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

    2013-01-01

    This study used event-related brain potentials to investigate whether math anxiety is related to abnormal error monitoring processing. Seventeen high math-anxious (HMA) and seventeen low math-anxious (LMA) individuals were presented with a numerical and a classical Stroop task. Groups did not differ in terms of trait or state anxiety. We found enhanced error-related negativity (ERN) in the HMA group when subjects committed an error on the numerical Stroop task, but not on the classical Stroop task. Groups did not differ in terms of the correct-related negativity component (CRN), the error positivity component (Pe), classical behavioral measures or post-error measures. The amplitude of the ERN was negatively related to participants’ math anxiety scores, showing a more negative amplitude as the score increased. Moreover, using standardized low resolution electromagnetic tomography (sLORETA) we found greater activation of the insula in errors on a numerical task as compared to errors in a non-numerical task only for the HMA group. The results were interpreted according to the motivational significance theory of the ERN. PMID:24236212

  18. Working memory, worry, and algebraic ability.

    PubMed

    Trezise, Kelly; Reeve, Robert A

    2014-05-01

    Math anxiety (MA)-working memory (WM) relationships have typically been examined in the context of arithmetic problem solving, and little research has examined the relationship in other math domains (e.g., algebra). Moreover, researchers have tended to examine MA/worry separate from math problem solving activities and have used general WM tasks rather than domain-relevant WM measures. Furthermore, it seems to have been assumed that MA affects all areas of math. It is possible, however, that MA is restricted to particular math domains. To examine these issues, the current research assessed claims about the impact on algebraic problem solving of differences in WM and algebraic worry. A sample of 80 14-year-old female students completed algebraic worry, algebraic WM, algebraic problem solving, nonverbal IQ, and general math ability tasks. Latent profile analysis of worry and WM measures identified four performance profiles (subgroups) that differed in worry level and WM capacity. Consistent with expectations, subgroup membership was associated with algebraic problem solving performance: high WM/low worry>moderate WM/low worry=moderate WM/high worry>low WM/high worry. Findings are discussed in terms of the conceptual relationship between emotion and cognition in mathematics and implications for the MA-WM-performance relationship. Copyright © 2013 Elsevier Inc. All rights reserved.

  19. Research on an expert system for database operation of simulation-emulation math models. Volume 1, Phase 1: Results

    NASA Technical Reports Server (NTRS)

    Kawamura, K.; Beale, G. O.; Schaffer, J. D.; Hsieh, B. J.; Padalkar, S.; Rodriguez-Moscoso, J. J.

    1985-01-01

    The results of the first phase of Research on an Expert System for Database Operation of Simulation/Emulation Math Models, is described. Techniques from artificial intelligence (AI) were to bear on task domains of interest to NASA Marshall Space Flight Center. One such domain is simulation of spacecraft attitude control systems. Two related software systems were developed to and delivered to NASA. One was a generic simulation model for spacecraft attitude control, written in FORTRAN. The second was an expert system which understands the usage of a class of spacecraft attitude control simulation software and can assist the user in running the software. This NASA Expert Simulation System (NESS), written in LISP, contains general knowledge about digital simulation, specific knowledge about the simulation software, and self knowledge.

  20. Smith college secondary math and science outreach program

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

    Powell, J.A.; Clark, C.

    1994-12-31

    The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returningmore » to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.« less

  1. 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

  2. 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.

  3. Refractive Thinking Profile In Solving Mathematical Problem Reviewed from Students Math Capability

    NASA Astrophysics Data System (ADS)

    Maslukha, M.; Lukito, A.; Ekawati, R.

    2018-01-01

    Refraction is a mental activity experienced by a person to make a decision through reflective thinking and critical thinking. Differences in mathematical capability have an influence on the difference of student’s refractive thinking processes in solving math problems. This descriptive research aims to generate a picture of refractive thinking of students in solving mathematical problems in terms of students’ math skill. Subjects in this study consisted of three students, namely students with high, medium, and low math skills based on mathematics capability test. Data collection methods used are test-based methods and interviews. After collected data is analyzed through three stages that are, condensing and displaying data, data display, and drawing and verifying conclusion. Results showed refractive thinking profiles of three subjects is different. This difference occurs at the planning and execution stage of the problem. This difference is influenced by mathematical capability and experience of each subject.

  4. Reducing the Effects of Auditory and Visual Distraction on the Math Performances of Students with Attention Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Kercood, Suneeta; Grskovic, Janice A.

    2010-01-01

    Two exploratory studies assessed the effects of an intervention on the math problem solving of students with Attention Deficit Hyperactivity Disorder (ADHD). In the first study, students were assessed on a visual task in a high stimulation classroom analog setting with and without the use of a fine motor activity. Results showed that the fine…

  5. SCDC Spanish Curricula Units. Science/Math Strand, Unit 8, Grade 3, Teacher's Guide--Multi-Ethnic Edition.

    ERIC Educational Resources Information Center

    Spanish Curricula Development Center, Miami Beach, FL.

    Built around a theme of communities in the nation, this teacher's guide for unit eight of a science/math strand for Spanish-speaking children in grade three contains both learning and assessment activities. This unit addresses what the elements are, how needs and wants are satisfied, how change occurs, and what the results of change are. The guide…

  6. 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.

  7. 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

  8. 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.

  9. Neurofunctional Differences Associated with Arithmetic Processing in Turner Syndrome

    PubMed Central

    Kesler, Shelli R.; Menon, Vinod; Reiss, Allan L.

    2011-01-01

    Turner syndrome (TS) is a neurogenetic disorder characterized by the absence of one X chromosome in a phenotypic female. Individuals with TS are at risk for impairments in mathematics. We investigated the neural mechanisms underlying arithmetic processing in TS. Fifteen subjects with TS and 15 age-matched typically developing controls were scanned using functional MRI while they performed easy (two-operand) and difficult (three-operand) versions of an arithmetic processing task. Both groups activated fronto-parietal regions involved in arithmetic processing during the math tasks. Compared with controls, the TS group recruited additional neural resources in frontal and parietal regions during the easier, two-operand math task. During the more difficult three-operand task, individuals with TS demonstrated significantly less activation in frontal, parietal and subcortical regions than controls. However, the TS group’s performance on both math tasks was comparable to controls. Individuals with TS demonstrate activation differences in fronto-parietal areas during arithmetic tasks compared with controls. They must recruit additional brain regions during a relatively easy task and demonstrate a potentially inefficient response to increased task difficulty compared with controls. PMID:16135780

  10. Specific Features of After-School Program Quality: Associations with Children’s Functioning in Middle Childhood

    PubMed Central

    Bolt, Daniel M.; Vandell, Deborah Lowe

    2010-01-01

    This longitudinal study examined associations between three after-school program quality features (positive staff–child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children’s prior functioning on the developmental outcomes, positive staff–child relations in the programs were positively associated with children’s reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff–child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children’s math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes. PMID:20336364

  11. Geotechnical engineering in US elementary schools

    NASA Astrophysics Data System (ADS)

    Suescun-Florez, Eduardo; Iskander, Magued; Kapila, Vikram; Cain, Ryan

    2013-06-01

    This paper reports on the results of several geotechnical engineering-related science activities conducted with elementary-school students. Activities presented include soil permeability, contact stress, soil stratigraphy, shallow and deep foundations, and erosion in rivers. The permeability activity employed the LEGO NXT platform for data acquisition, the soil profile and foundations activity employed natural and transparent soils as well as LEGO-based foundation models, and the erosion activity utilised a 3D printer to assist with construction of building models. The activities seek to enhance students' academic achievement, excite them about geotechnical engineering, and motivate them to study science and math. Pre- and post-activity evaluations were conducted to assess both the suitability of the activities and the students' learning. Initial results show that students gain a reasonable understanding of engineering principles. Moreover, the geotechnical engineering activities provided students an opportunity to apply their math skills and science knowledge.

  12. Access to hands-on mathematics measurement activities using robots controlled via speech generating devices: three case studies.

    PubMed

    Adams, Kim; Cook, Al

    2014-07-01

    To examine how using a robot controlled via a speech generating device (SGD) influences the ways students with physical and communication limitations can demonstrate their knowledge in math measurement activities. Three children with severe physical disabilities and complex communication needs used the robot and SGD system to perform four math measurement lessons in comparing, sorting and ordering objects. The performance of the participants was measured and the process of using the system was described in terms of manipulation and communication events. Stakeholder opinions were solicited regarding robot use. Robot use revealed some gaps in the procedural knowledge of the participants. Access to both the robot and SGD was shown to provide several benefits. Stakeholders thought the intervention was important and feasible for a classroom environment. The participants were able to participate actively in the hands-on and communicative measurement activities and thus meet the demands of current math instruction methods. Current mathematics pedagogy encourages doing hands-on activities while communicating about concepts. Adapted Lego robots enabled children with severe physical disabilities to perform hands-on length measurement activities. Controlling the robots from speech generating devices (SGD) enabled the children, who also had complex communication needs, to reflect and report on results during the activities. By using the robots combined with SGDs, children both exhibited their knowledge of and experienced the concepts of mathematical measurements.

  13. Think Scientifically: Hiding Science in a Storybook

    NASA Astrophysics Data System (ADS)

    Van Norden, W. M.; Wawro, M.

    2013-12-01

    The pressure to focus on math and reading at the elementary level has increased in recent years. As a result, science education has taken a back seat in elementary classrooms. The Think Scientifically book series provides a way for science to easily integrate with existing math and reading curriculum. This story-based science literature program integrates a classic storybook format with solid solar science, to make an educational product that meets state literacy standards. Each story is accompanied by hands-on labs and activities that teachers can easily conduct in their classrooms with minimal training and materials, as well as math and language arts extensions and assessment questions. These books are being distributed through teacher workshops and conferences.

  14. Project VISION (Very Intensive Scientific Intercurricular On-Site Education

    NASA Technical Reports Server (NTRS)

    Roig, Gustavo A.

    1999-01-01

    Project VISION (Very Intensive Scientific Intercurricular On-Site Education) is a joint effort among NASA/John F. Kennedy Space Center, Florida International University, Universidad del Turabo, Miami-Dade County Public Schools and the Caguas/Gurabo Public Schools in Puerto Rico. The project's main mission is to institutionalize change among the elementary and middle school science and math teachers at participating schools so that their students receive continuously enriched instruction in the principles of science and math through the use of hands-on and minds-on experiments called learning modules. These leaming modules incorporate the national science and math education standards provided by the National Committee on Science Education Standards and Assessments and the National Council of Teachers of Mathematics, respectively. The use of learning modules that require hands-on and minds-on activities in a classroom setting garners great enthusiasm and motivation on the part of the target students for the understanding of the lesson's underlying math and science principles. With this enthusiasm and motivation, comes acceptance, attention, participation, discipline, acquiescence, and collaboration. Additionally, the use of hands-on activities may also require learning through a gamut of senses. Not only can the student use his/her eyes and ears during these activities, but most times, they can also use their senses of touch, smell, and taste, as well as intuition. Learning is, therefore, achieved using most or all the human senses. The combination of motivation/enthusiasm and the use of multiple senses creates an ideal environment conducive to leaming at a profound level.

  15. The Effect of Using Mind Maps on the Development of Maths and Science Skills

    ERIC Educational Resources Information Center

    Polat, Ozgul; Yavuz, Ezgi Aksin; Tunc, Ayse Betul Ozkarabak

    2017-01-01

    The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values…

  16. An Investigation of the Linkage between Technology-Based Activities and STEM Major Selection in 4-Year Postsecondary Institutions in the United States: Multilevel Structural Equation Modelling

    ERIC Educational Resources Information Center

    Lee, Ahlam

    2015-01-01

    Among the disciplines of science, technology, engineering, and math (STEM), much attention has been paid to the influences of math- and science-related learning contexts on students' STEM major selection. However, the technology and engineering learning contexts that are linked to STEM major selection have been overlooked. In response, a…

  17. The Relationship of Physical Fitness, Self-Beliefs, and Social Support to the Academic Performance of Middle School Boys and Girls

    ERIC Educational Resources Information Center

    Srikanth, Sudhish; Petrie, Trent A.; Greenleaf, Christy; Martin, Scott B.

    2015-01-01

    We examined the influence of physical and psychosocial variables on math and reading achievement test scores. Between 1 and 5 months prior to taking annual standardized reading and math tests, a sample of (N = 1,211) sixth through eight graders (53.7% girls; 57.2% White) self-reported levels of physical activity, academic self-beliefs, general…

  18. Teaching Day-by-Day: A Cornucopia of Activities

    ERIC Educational Resources Information Center

    Teaching Pre K-8, 2005

    2005-01-01

    This article presents teacher's guide to daily activities for the month of November. The activities help PreK-12 educators to enhance student development. Topics for this month's activities include literacy, language, math, science, and healthy habits.

  19. 1st Order Modeling of a SAW Delay Line using MathCAD(Registered)

    NASA Technical Reports Server (NTRS)

    Wilson, William C.; Atkinson, Gary M.

    2007-01-01

    To aid in the development of SAW sensors for Integrated Vehicle Health Monitoring applications, a first order model of a SAW Delay line has been created using MathCadA. The model implements the Impulse Response method to calculate the frequency response, impedance, and insertion loss. This paper presents the model and the results from the model for a SAW delay line design. Integrated Vehicle Health Monitoring (IVHM) of aerospace vehicles requires rugged sensors having reduced volume, mass, and power that can be used to measure a variety of phenomena. Wireless systems are preferred when retro-fitting sensors onto existing vehicles [1]. Surface Acoustic Wave (SAW) devices are capable of sensing: temperature, pressure, strain, chemical species, mass loading, acceleration, and shear stress. SAW technology is low cost, rugged, lightweight, and extremely low power. Passive wireless sensors have been developed using SAW technology. For these reasons new SAW sensors are being investigated for aerospace applications.

  20. 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

  1. FAST TRACK COMMUNICATION: On the structure of k-Lie algebras

    NASA Astrophysics Data System (ADS)

    Papadopoulos, G.

    2008-07-01

    We show that the structure constants of k-Lie algebras, k > 3, with a positive definite metric are the sum of the volume forms of orthogonal k-planes. This generalizes the result for k = 3 in Papadopoulos (2008 Preprint arXiv:0804.2662) and Gauntlett and Gutowski (2008 Preprint arXiv:0804.3078), and confirms a conjecture in Figueroa-O'Farrill and Papadopoulos (2002 Preprint math/0211170).

  2. Achieving the Goals: Goal 5, First in the World in Math and Science. Technology Resources. [Resource Guide to Federal Support for Technology in Education.

    ERIC Educational Resources Information Center

    Federal Interagency Committee on Education, Washington, DC.

    The information in this volume was compiled in order to provide a guide to the technology-in-education programs of the federal government. The goal of this book is to provide important information about technological resources that will assist teachers, administrators, students, parents and others in achieving the goal of the United States being…

  3. 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…

  4. 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.

  5. 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.

  6. Orbital flight test shuttle external tank aerothermal flight evaluation, volume 1

    NASA Technical Reports Server (NTRS)

    Praharaj, Sarat C.; Engel, Carl D.; Warmbrod, John D.

    1986-01-01

    This 3-volume report discusses the evaluation of aerothermal flight measurements made on the orbital flight test Space Shuttle External Tanks (ETs). Six ETs were instrumented to measure various quantities during flight; including heat transfer, pressure, and structural temperature. The flight data was reduced and analyzed against math models established from an extensive wind tunnel data base and empirical heat-transfer relationships. This analysis has supported the validity of the current aeroheating methodology and existing data base; and, has also identified some problem areas which require methodology modifications. This is Volume 1, an Executive Summary. Volume 2 contains Appendices A (Aerothermal Comparisons) and B (Flight Derived h sub 1/h sub u vs. M sub inf. Plots), and Volume 3 contains Appendix C (Comparison of Interference Factors among OFT Flight, Prediction and 1H-97A Data), Appendix D (Freestream Stanton Number and Reynolds Number Correlation for Flight and Tunnel Data), and Appendix E (Flight-Derived h sub i/h sub u Tables).

  7. Orbital flight test shuttle external tank aerothermal flight evaluation, volume 3

    NASA Technical Reports Server (NTRS)

    Praharaj, Sarat C.; Engel, Carl D.; Warmbrod, John D.

    1986-01-01

    This 3-volume report discusses the evaluation of aerothermal flight measurements made on the orbital flight test Space Shuttle External Tanks (ETs). Six ETs were instrumented to measure various quantities during flight; including heat transfer, pressure, and structural temperature. The flight data was reduced and analyzed against math models established from an extensive wind tunnel data base and empirical heat-transfer relationships. This analysis has supported the validity of the current aeroheating methodology and existing data base; and, has also identified some problem areas which require methodology modifications. Volume 1 is the Executive Summary. Volume 2 contains Appendix A (Aerothermal Comparisons), and Appendix B (Flight-Derived h sub 1/h sub u vs. M sub inf. Plots). This is Volume 3, containing Appendix C (Comparison of Interference Factors between OFT Flight, Prediction and 1H-97A Data), Appendix D (Freestream Stanton Number and Reynolds Number Correlation for Flight and Tunnel Data), and Appendix E (Flight-Derived h sub i/h sub u Tables).

  8. Orbital flight test shuttle external tank aerothermal flight evaluation, volume 2

    NASA Technical Reports Server (NTRS)

    Praharaj, Sarat C.; Engel, Carl D.; Warmbrod, John D.

    1986-01-01

    This 3-volume report discusses the evaluation of aerothermal flight measurements made on the orbital flight test Space Shuttle External Tanks (ETs). Six ETs were instrumented to measure various quantities during flight; including heat transfer, pressure, and structural temperature. The flight data was reduced and analyzed against math models established from an extensive wind tunnel data base and empirical heat-transfer relationships. This analysis has supported the validity of the current aeroheating methodology and existing data base; and, has also identified some problem areas which require methodology modifications. Volume 1 is the Executive Summary. This is volume 2, containing Appendix A (Aerothermal Comparisons), and Appendix B (Flight-Derived h sub i/h sub u vs. M sub inf. Plots). Volume 3 contains Appendix C (Comparison of Interference Factors between OFT Flight, Prediction and 1H-97A Data), Appendix D (Freestream Stanton Number and Reynolds Number Correlation for Flight and Tunnel Data), and Appendix E (Flight-Derived h sub i/h sub u Tables).

  9. Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms.

    PubMed

    Chen, Lang; Bae, Se Ri; Battista, Christian; Qin, Shaozheng; Chen, Tianwen; Evans, Tanya M; Menon, Vinod

    2018-03-01

    Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.

  10. 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…

  11. Using Art to Enhance the Learning of Math and Science: Developing an Educational Art-Science Kit about Fractal Patterns in Nature

    NASA Astrophysics Data System (ADS)

    Rao, Deepa

    This study documents the development of an educational art-science kit about natural fractals, whose aim is to unite artistic and scientific inquiry in the informal learning of science and math. Throughout this research, I argue that having an arts-integrated approach can enhance the learner of science and math concepts. A guiding metaphor in this thesis is the Enlightenment-era cabinet of curiosities that represents a time when art and science were unified in the process of inquiry about the natural world. Over time, increased specialization in the practice of arts and science led to a growing divergence between the disciplines in the educational system. Recently, initiatives like STEAM are underway at the national level to integrate "Arts and Design" into the Science, Technology, Engineering, and Math (STEM) formal education agenda. Learning artifacts like science kits present an opportunity to unite artistic and scientific inquiry in informal settings. Although science kits have been introduced to promote informal learning, presently, many science kits have a gap in their design, whereby the activities consist of recipe-like instructions that do not encourage further inquiry-based learning. In the spirit of the cabinet of curiosities, this study seeks to unify visual arts and science in the process of inquiry. Drawing from educational theories of Dewey, Piaget, and Papert, I developed a novel, prototype "art-science kit" that promotes experiential, hands-on, and active learning, and encourages inquiry, exploration, creativity, and reflection through a series of art-based activities to help users learn science and math concepts. In this study, I provide an overview of the design and development process of the arts-based educational activities. Furthermore, I present the results of a pilot usability study (n=10) conducted to receive user feedback on the designed materials for use in improving future iterations of the art-science fractal kit. The fractal kit booklet that I designed can be found in the supplemental materials to this thesis.

  12. Un modèle mathématique décrivant le changement du caractère constitutif du sang dû à l'activation des plaquettes

    NASA Astrophysics Data System (ADS)

    Anand, Mohan; Rajagopal, Kumbakonam R.

    Though a minor component by volume, platelets can have a profound influence on the flow characteristics of blood and thereby have serious consequences with regard to cardiovascular functions. Platelets are extremely sensitive to chemical agents as well as mechanical inputs and platelet activation is a necessary precursor to many life threatening medical conditions such as acute myocardial infarction, most strokes, acute arterial occlusion, venous thrombosis and pulmonary embolism. In cardiovascular devices such as ventricular assist devices and prosthetic heart valves, high shear stresses can trigger platelet activation. Moreover, such devices have artificial surfaces that are thrombogenic, the thrombotic deposition contributing to the failure of the device. Thus, there is a need to develop a mathematical model for the flow of blood that takes into account platelet activation, no such model being available at the moment. While there has been considerable amount of work in blood rheology, the role of platelets in the flow characteristics of blood has been largely ignored. This study addresses this lacuna. To cite this article: M. Anand, K.R. Rajagopal, C. R. Mecanique 330 (2002) 557-562.

  13. Think Scientifically: The NASA Solar Dynamics Observatory's Elementary Science Literacy Program

    NASA Astrophysics Data System (ADS)

    Van Norden, Wendy; Wawro, Martha

    2013-03-01

    The pressure to focus on math and reading at the elementary level has increased in recent years. As a result, science education has taken a back seat in elementary classrooms. The Think Scientifically book series provides a way for science to easily integrate with existing math and reading curriculum. This story-based science literature program integrates a classic storybook format with solid solar science, to make an educational product that meets state literacy standards. Each story is accompanied by hands-on labs and activities that teachers can easily conduct in their classrooms with minimal training and materials, as well as math and language arts extensions and assessment questions. These books are being distributed through teacher workshops and conferences.

  14. Think Scientifically: The Solar Dynamics Observatory's Elementary Science Literacy Program

    NASA Astrophysics Data System (ADS)

    Van Norden, Wendy; Wawro; Martha

    2012-03-01

    The pressure to focus on math and reading at the elementary level has increased in recent years. As a result, science education has taken a back seat in elementary classrooms. The Think Scientifically book series provides a way for science to easily integrate with existing math and reading curriculum. This story-based science literature program integrates a classic storybook format with solid solar science, to make an educational product that meets state literacy standards. Each story is accompanied by hands-on labs and activities that teachers can easily conduct in their classrooms with minimal training and materials, as well as math and language arts extensions and assessment questions. These books are being distributed through teacher workshops and conferences.

  15. 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.

  16. 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.

  17. 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…

  18. 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

  19. 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

  20. 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.

  1. 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.

  2. STEM Performance: Improving Policy to Enhance Outcomes for Students--and States. The Progress of Education Reform. Volume 12, Number 1

    ERIC Educational Resources Information Center

    Education Commission of the States (NJ3), 2011

    2011-01-01

    According to the Bureau of Labor Statistics (BLS), jobs in computer systems design and related services--a field dependent on high-level math and problem-solving skills--are projected to grow by 45% between 2008 and 2018. Further, more than one in four (26%) of all new jobs created in the U.S. economy during this time will be in the healthcare and…

  3. Asymmetrical booster ascent guidance and control system design study. Volume 2: SSFS math models - Ascent. [space shuttle development

    NASA Technical Reports Server (NTRS)

    Williams, F. E.; Lemon, R. S.

    1974-01-01

    The engineering equations and mathematical models developed for use in the space shuttle functional simulator (SSFS) are presented, and include extensive revisions and additions to earlier documentation. Definitions of coordinate systems used by the SSFS models and coordinate tranformations are given, along with documentation of the flexible body mathematical models. The models were incorporated in the SSFS and are in the checkout stage.

  4. Research on an expert system for database operation of simulation-emulation math models. Volume 2, Phase 1: Results

    NASA Technical Reports Server (NTRS)

    Kawamura, K.; Beale, G. O.; Schaffer, J. D.; Hsieh, B. J.; Padalkar, S.; Rodriguez-Moscoso, J. J.

    1985-01-01

    A reference manual is provided for NESS, a simulation expert system. This manual gives user information regarding starting and operating NASA expert simulation system (NESS). This expert system provides an intelligent interface to a generic simulation program for spacecraft attitude control problems. A menu of the functions the system can perform is provided. Control repeated returns to this menu after executing each user request.

  5. QR-STEM: Energy and Environment as a Context for Improving QR and STEM Understandings of 6-12 Grade Teachers I. The Science

    NASA Astrophysics Data System (ADS)

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

    2009-12-01

    Numerous educational studies have documented serious shortcomings in student's quantitative reasoning (QR), understanding of science and ability to connect these to their daily lives. These have driven many reform efforts in teacher professional development. Historically, most of these efforts have focused on science or math and rarely on the science-society connection. For the past two years, a Wyoming Department of Education funded Math-Science Partnership (MSP) professional development program has created a collaboration of university and community college faculty and middle and high school teachers to address QR, science and social relevance in the context of energy and the environment. This professional development project is designed to: 1) improve teacher content knowledge (both in the sciences and math); 2) demonstrate the many social contexts in which science and QR are relevant and can be taught; 3) model effective science and QR classroom activities for teachers; 4) provide teachers with the opportunity to develop and test their own classroom materials; 5) foster the development of professional learning communities across the state; and 6) initiate discussions about curriculum across disciplinary boundaries. Over the course of four summer meetings, participants investigate a series of issues centered on energy and the environment, including transportation, electricity, biogeochemical cycles, Peak Oil, carbon sequestration and climate change. Each issue is approached in an interdisciplinary manner, where relevant aspects from the life sciences, earth sciences, chemistry and physics are addressed. An introductory presentation on the general theme kicks off each meeting to introduce the problem. Subsequent sessions are lead by faculty from the various scientific disciplines as well as math. During their sessions, university and community college faculty model active learning exercises for each issue. These activities weave together the relevant disciplinary scientific concepts, societal connections, and the quantitative skills students need to understand the issues from the perspective of an engaged but questioning citizen of a democracy. The project encourages multidisciplinary teams of teachers (science and math) from a school or district to work together to develop curricula that may span across courses and across grade levels within a school. During the meetings, teachers work in teams to develop activities tied to energy and the environment which they present to the entire group for feedback. During the course of the school year, teachers implement their activities and share their experiences with the whole group through online-meetings. To date, the program has worked with three teacher cohorts of 25-30 teachers each. Teachers in the program are drawn from both the math and science areas thereby initiating cross-disciplinary discourses that are rarely accommodated by current school organizational structures.

  6. 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.

  7. Mapping Anterior Temporal Lobe Language Areas with FMRI: A Multi-Center Normative Study

    PubMed Central

    Binder, Jeffrey R.; Gross, William L.; Allendorfer, Jane B.; Bonilha, Leonardo; Chapin, Jessica; Edwards, Jonathan C.; Grabowski, Thomas J.; Langfitt, John T.; Loring, David W.; Lowe, Mark J.; Koenig, Katherine; Morgan, Paul S.; Ojemann, Jeffrey G.; Rorden, Christopher; Szaflarski, Jerzy P.; Tivarus, Madalina E.; Weaver, Kurt E.

    2010-01-01

    Removal of the anterior temporal lobe (ATL) is an effective surgical treatment for intractable temporal lobe epilepsy but carries a risk of language and verbal memory deficits. Preoperative localization of functional zones in the ATL might help reduce these risks, yet fMRI protocols in current widespread use produce very little activation in this region. Based on recent evidence suggesting a role for the ATL in semantic integration, we designed an fMRI protocol comparing comprehension of brief narratives (Story task) with a semantically shallow control task involving serial arithmetic (Math task). The Story > Math contrast elicited strong activation throughout the ATL, lateral temporal lobe, and medial temporal lobe bilaterally in an initial cohort of 18 healthy participants. The task protocol was then implemented at 6 other imaging centers using identical methods. Data from a second cohort of participants scanned at these centers closely replicated the results from the initial cohort. The Story-Math protocol provides a reliable method for activation of surgical regions of interest in the ATL. The bilateral activation supports previous claims that conceptual processing involves both temporal lobes. Used in combination with language lateralization measures, reliable ATL activation maps may be useful for predicting cognitive outcome in ATL surgery, though the validity of this approach needs to be established in a prospective surgical series. PMID:20884358

  8. Bonus Activity Book.

    ERIC Educational Resources Information Center

    Learning, 1992

    1992-01-01

    Provides on-task activities to fill in unexpected extra moments in elementary classes. The activities require little preparation and take 5-15 minutes to complete. There are activities for math, language arts, social science, science, critical thinking, and computer. An outer space board game is also included. (SM)

  9. The Neurocognitive Architecture of Individual Differences in Math Anxiety in Typical Children.

    PubMed

    Hartwright, Charlotte E; Looi, Chung Yen; Sella, Francesco; Inuggi, Alberto; Santos, Flávia Heloísa; González-Salinas, Carmen; Santos, Jose M García; Kadosh, Roi Cohen; Fuentes, Luis J

    2018-05-31

    Math Anxiety (MA) is characterized by a negative emotional response when facing math-related situations. MA is distinct from general anxiety and can emerge during primary education. Prior studies typically comprise adults and comparisons between high- versus low-MA, where neuroimaging work has focused on differences in network activation between groups when completing numerical tasks. The present study used voxel-based morphometry (VBM) to identify the structural brain correlates of MA in a sample of 79 healthy children aged 7-12 years. Given that MA is thought to develop in later primary education, the study focused on the level of MA, rather than categorically defining its presence. Using a battery of cognitive- and numerical-function tasks, we identified that increased MA was associated with reduced attention, working memory and math achievement. VBM highlighted that increased MA was associated with reduced grey matter in the left anterior intraparietal sulcus. This region was also associated with attention, suggesting that baseline differences in morphology may underpin attentional differences. Future studies should clarify whether poorer attentional capacity due to reduced grey matter density results in the later emergence of MA. Further, our data highlight the role of working memory in propagating reduced math achievement in children with higher MA.

  10. 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

  11. 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.

  12. 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…

  13. Make a Splash with Penguins.

    ERIC Educational Resources Information Center

    Fox, Helen

    1989-01-01

    Several across-the-curriculum activities, with a penguin theme, are described. Research, discussion, science, writing, math, and art activities are listed. Included is a list of resources which gives sources for books and posters. (IAH)

  14. 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…

  15. Think Scientifically: The NASA Solar Dynamics Observatory's Elementary Science Literacy Program

    NASA Astrophysics Data System (ADS)

    Van Norden, Wendy M.

    2013-07-01

    The pressure to focus on math and reading at the elementary level has increased in recent years. As a result, science education has taken a back seat in elementary classrooms. The Think Scientifically book series provides a way for science to easily integrate with existing math and reading curriculum. This story-based science literature program integrates a classic storybook format with solar science concepts, to make an educational product that meets state literacy standards. Each story is accompanied by hands-on labs and activities that teachers can easily conduct in their classrooms with minimal training and materials, as well as math and language arts extensions. These books are being distributed through teacher workshops and conferences, and are available free at http://sdo.gsfc.nasa.gov/epo/educators/thinkscientifically.php.

  16. 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

  17. 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.

  18. 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.

  19. 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…

  20. 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…

  1. 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.

  2. Landslide!

    ERIC Educational Resources Information Center

    Hall-Wallace, Michelle; Mitchell, Carl

    1996-01-01

    Presents a unit that focuses on landslides and integrates earth science, physics, chemistry, and math. Includes activities to investigate porosity, permeability, cohesion, saturation, and gravity. (JRH)

  3. 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.

  4. 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.

  5. Shuttle cryogenics supply system. Optimization study. Volume 5 B-2, part 1: Appendix programmers manual for math model

    NASA Technical Reports Server (NTRS)

    1973-01-01

    An appendix to the programmers manual for the mathematical model pertaining to the design of cryogenic supply systems for spacecraft is presented. The program listing was produced using the EXEC-8 LISTALL processor which lists a file in alphabetical order. Since the processor does not differentiate between subroutines, functions, and procedure definition processors, each subprogram has been relabeled to clearly identify the type of symbolic listing.

  6. Indiana's TIMSS 2011 Performance: Outperforming Much of the World in Math and Science, but Issues Remain for Gender Achievement and High Performers. Education Policy Brief. Volume 11, Number 1, Winter 2013

    ERIC Educational Resources Information Center

    Rutkowski, David; Wild, Justin; Rutkowski, Leslie

    2013-01-01

    Are U.S. and, in particular, Hoosier students competitive and ready to succeed in an ever-changing and increasingly global economic landscape? This question is frequently considered by K-12 education stakeholders at all levels, including national, state, and local officials. One of the central ways in which education systems can compare themselves…

  7. Chinese-English Automation and Computer Technology Dictionary. Volume I.

    DTIC Science & Technology

    1979-12-01

    erjiguan dian- I-i ,f. transistored bridge 22 qiao bandaoti fangdaqi ’p ) semiconductor amplifier 23 bandaoti jiguangqi ’- ., semiconductor laser 24...semidefinite operator 21 banduchu maichong ’t: v half-read pulse 22 banduishu biaodu t L, N hIs semilogarithmic scale 23 banfanshu seminorm (math.) 24...semilinear 16 banxie maichong ’k half-write pulse ; 17 write half- pulse banxieru maichong ’p , half-write pulse 18 banxu kongjJan ’V ;’ J partially ordered

  8. Family Socioeconomic Status Moderates Associations Between Television Viewing and School Readiness Skills.

    PubMed

    Ribner, Andrew; Fitzpatrick, Caroline; Blair, Clancy

    2017-04-01

    We examined whether the negative relation between television viewing that exceeds the recommendations of the American Academy of Pediatrics (AAP) and school readiness varied by family income. Data were collected from 807 children from diverse backgrounds. Parents reported hours of television viewing, as well as family income. Children were assessed using measures of math, knowledge of letters and words, and executive function (EF). Television viewing was negatively associated with math and EF but not with letter and word knowledge. An interaction between television viewing and family income indicated that the effect of television viewing in excess of the AAP recommended maximum had negative associations with math and EF that increased as a linear function of family income. Furthermore, EF partially mediated the relation between television viewing and math. Television viewing is negatively associated with children's school readiness skills, and this association increased as family income decreased. Active efforts to reinforce AAP guidelines to limit the amount of television children watch should be made, especially for children from middle- to lower-income families.

  9. Putting the spark into physical science and algebra

    NASA Astrophysics Data System (ADS)

    Pill, Bruce; Dagenais, Andre

    2007-06-01

    The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available.

  10. 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,…

  11. 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.

  12. Jigsaw: Because Reading Your Math Book Shouldn't Be a Puzzle.

    ERIC Educational Resources Information Center

    Draper, Roni Jo

    1997-01-01

    Describes a jigsaw puzzle activity, a two-part cooperative learning activity useful at any level of mathematics instruction, intended to teach students to become "strategic readers" of their mathematics textbooks. (SR)

  13. Dynamics of human T-cell lymphotropic virus I (HTLV-I) infection of CD4+ T-cells.

    PubMed

    Katri, Patricia; Ruan, Shigui

    2004-11-01

    Stilianakis and Seydel (Bull. Math. Biol., 1999) proposed an ODE model that describes the T-cell dynamics of human T-cell lymphotropic virus I (HTLV-I) infection and the development of adult T-cell leukemia (ATL). Their model consists of four components: uninfected healthy CD4+ T-cells, latently infected CD4+ T-cells, actively infected CD4+ T-cells, and ATL cells. Mathematical analysis that completely determines the global dynamics of this model has been done by Wang et al. (Math. Biosci., 2002). In this note, we first modify the parameters of the model to distinguish between contact and infectivity rates. Then we introduce a discrete time delay to the model to describe the time between emission of contagious particles by active CD4+ T-cells and infection of pure cells. Using the results in Culshaw and Ruan (Math. Biosci., 2000) in the analysis of time delay with respect to cell-free viral spread of HIV, we study the effect of time delay on the stability of the endemically infected equilibrium. Numerical simulations are presented to illustrate the results.

  14. Earthworm Biomass Measurement: A Science Activity for Middle School.

    ERIC Educational Resources Information Center

    Haskett, Jonathan; Levine, Elissa; Carey, Pauline B.; Niepold III, Frank

    2000-01-01

    Describes an activity on biomass measurement which, in this case, is the weight of a group of living things in a given area. The earthworm activity gives students a greater understanding of ecology, practical math applications, and the scientific method. (ASK)

  15. 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.

  16. 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.

  17. On one-dimensional compressible Navier-Stokes equations for a reacting mixture in unbounded domains

    NASA Astrophysics Data System (ADS)

    Li, Siran

    2017-10-01

    In this paper we consider the one-dimensional Navier-Stokes system for a heat-conducting, compressible reacting mixture which describes the dynamic combustion of fluids of mixed kinds on unbounded domains. This model has been discussed on bounded domains by Chen (SIAM J Math Anal 23:609-634, 1992) and Chen-Hoff-Trivisa (Arch Ration Mech Anal 166:321-358, 2003), among others, in which the reaction rate function is a discontinuous function obeying the Arrhenius' law of thermodynamics. We prove the global existence of weak solutions to this model on one-dimensional unbounded domains with large initial data in H^1. Moreover, the large-time behaviour of the weak solution is identified. In particular, the uniform-in-time bounds for the temperature and specific volume have been established via energy estimates. For this purpose we utilise techniques developed by Kazhikhov-Shelukhin (cf. Kazhikhov in Siber Math J 23:44-49, 1982; Solonnikov and Kazhikhov in Annu Rev Fluid Mech 13:79-95, 1981) and refined by Jiang (Commun Math Phys 200:181-193, 1999, Proc R Soc Edinb Sect A 132:627-638, 2002), as well as a crucial estimate in the recent work by Li-Liang (Arch Ration Mech Anal 220:1195-1208, 2016). Several new estimates are also established, in order to treat the unbounded domain and the reacting terms.

  18. 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…

  19. 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…

  20. Increasing Opportunities and Success in Science, Math, Engineering and Technology Through Partnerships and Resource Convergence

    NASA Astrophysics Data System (ADS)

    Huebner, P.

    2003-12-01

    Bridging the geographic boundaries and providing educational opportunities is the goal of American Indian Programs at Arizona State University East. Since its inception in 1997, American Indian Programs has established programs and partnerships to provide opportunities and resources to Tribal communities throughout Arizona. From educational programs to enhance student achievement at the K-12 level to recruitment and retention of American Indian students at the post secondary level, American Indian Programs provides the resources to further the success of students in science, math, engineering and technology. Resource convergence is critical in providing opportunities to ensure the success of Indian students in science, math, engineering and technology. American Indian Programs has built successful programs based on partnerships between federal grant programs, corporate, federal and state agencies. Providing professional development for teachers, school assessment, science and math curriculum and data collection are the primary efforts at the K-12 level to increase student achievement. Enrichment programs to enhance K-12 activities include the development of the Arizona American Indian Science and Engineering Fair (the only State fair for American Indiana's in the country) supported entirely through corporate support, summer residential programs, after school activities and dual enrollment programs for high school students. ASU East's retention rate for first year students is 92 percent and 1in 6 graduating students enter graduate programs. American Indian Programs strives to build student relationships with federal, state and corporate agencies through internships and coops. This effort has led to the development of an E-mentoring program that allows students (and K-12 teachers) to work directly with practicing scientists, and engineers in research activities. New programs look to increase technology not only in Tribal schools but increase technology in the homes of students as well.

  1. 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

  2. Shuttle cryogenic supply system optimization study. Volume 5A-1: Users manual for math models

    NASA Technical Reports Server (NTRS)

    1973-01-01

    The Integrated Math Model for Cryogenic Systems is a flexible, broadly applicable systems parametric analysis tool. The program will effectively accommodate systems of considerable complexity involving large numbers of performance dependent variables such as are found in the individual and integrated cryogen systems. Basically, the program logic structure pursues an orderly progression path through any given system in much the same fashion as is employed for manual systems analysis. The system configuration schematic is converted to an alpha-numeric formatted configuration data table input starting with the cryogen consumer and identifying all components, such as lines, fittings, and valves, each in its proper order and ending with the cryogen supply source assembly. Then, for each of the constituent component assemblies, such as gas generators, turbo machinery, heat exchangers, and accumulators, the performance requirements are assembled in input data tabulations. Systems operating constraints and duty cycle definitions are further added as input data coded to the configuration operating sequence.

  3. 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.

  4. Educational Play: Mathematics. Games and Activities To Stimulate Your Child in Mathematics.

    ERIC Educational Resources Information Center

    Valentine, Deborah

    This book, written for parents, presents short mathematics activities for use with young children. Most chapters contain an overview, educational objectives, needed materials, an estimate of initial time investment, introduction and preparation instructions, and activities. Activities are grouped as follows: kitchen math, calculators, measurement,…

  5. Scratch Your Brain Where It Itches: Math Games, Tricks and Quick Activities, Book C-1.

    ERIC Educational Resources Information Center

    Brumbaugh, Doug

    This resource book contains mathematical games, tricks, and quick activities for the classroom. Categories of activities include computation, manipulative challenges, puzzlers, picky puzzlers, patterns, measurement, money, and riddles. The computation section contains 13 classroom games and activities along with 4 manipulative challenges.…

  6. CREATIVE ACTIVITIES FOR EVERY SCHOOL.

    ERIC Educational Resources Information Center

    WALSH, ROSALIA

    SUGGESTIONS FOR CREATIVE ACTIVITIES IN THE ELEMENTARY GRADES ARE PRESENTED. THE SUBJECTS OUTLINED ARE CREATIVE ART, CREATIVE DRAMA, CREATIVE THINKING, CREATIVE WRITING AND CREATIVE MATH. UNDER EACH HEADING ACTIVITIES AND THE MATERIALS NEEDED WERE LISTED. AN EXAMPLE OF AN ACTIVITY IN CREATIVE ART IS BOX SCULPTURE, THE MATERIALS NEEDED WERE AN…

  7. Comparison of the Effects of Stable and Dynamic Furniture on Physical Activity and Learning in Children.

    PubMed

    Garcia, Jeanette M; Huang, Terry T; Trowbridge, Matthew; Weltman, Arthur; Sirard, John R

    2016-12-01

    We compared the effects of traditional (stable) and non-traditional (dynamic) school furniture on children's physical activity (PA), energy expenditure (EE), information retention, and math skills. Participants were 12 students (8.3 years, 58 % boys) in grades 1-5. Participants wore an Actigraph GT3X+ accelerometer (to assess PA), and an Oxycon Mobile indirect calorimetry device (to assess EE) for 40 min (20 min for each session). Each session consisted of a nutrition lecture, multiple choice questions related to the lecture, and grade-appropriate math problems. We used paired t tests to examine differences between the stable and dynamic furniture conditions. Average activity counts were significantly greater in the dynamic than the stable furniture condition (40.82 vs. 9.81, p < 0.05). We found no significant differences between conditions for average oxygen uptake (p = 0.34), percentage of nutrition questions (p = 0.5), or math problems (p = 0.93) answered correctly. Movement was significantly greater in the dynamic than the stable furniture condition, and did not impede information acquisition or concentration. Future studies should compare the long-term effects of traditional and dynamic furniture on health and academic outcomes in schools and other settings.

  8. Tai chi/yoga effects on anxiety, heartrate, EEG and math computations.

    PubMed

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

    2010-11-01

    To determine the immediate effects of a combined form of Tai chi/yoga. 38 adults participated in a 20-min Tai chi/yoga class. The session was comprised of standing Tai chi movements, balancing poses and a short Tai chi form and 10 min of standing, sitting and lying down yoga poses. The pre- and post- Tai chi/yoga effects were assessed using the State Anxiety Inventory (STAI), EKG, EEG and math computations. Heartrate increased during the session, as would be expected for this moderate-intensity exercise. Changes from pre to post-session assessments suggested increased relaxation including decreased anxiety and a trend for increased EEG theta activity. The increased relaxation may have contributed to the increased speed and accuracy noted on math computations following the Tai chi/yoga class. Copyright © 2010 Elsevier Ltd. All rights reserved.

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

    PubMed Central

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

    2010-01-01

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

  10. An Event to Encourage High School Students to Pursue College Degrees in Physics and Math

    NASA Astrophysics Data System (ADS)

    Bukiet, Bruce; Thomas, Gordon

    2003-04-01

    We discuss a Math and Physics Day for high school students and teachers, with hands-on activities and seminars involving mathematics and physics. Participants also learn about careers for those who go on to major in physics and mathematics in college. The New York State Section of the APS has provided generous support for this workshop through its Outreach grant program. Approximately a dozen high schools and 100 students attend each year. The program, which runs from 9:15 AM until 2:15 PM, includes an introduction to undergraduate degree programs in Mathematics, Statistics, Optics, Actuarial Science and Applied Physics, a group physics experiment/contest, brief talks over lunch by speakers from industry who have degrees in Math or Physics, and an afternoon seminar. Teachers earn Professional Development credit.

  11. Optimal run-and-tumble-based transportation of a Janus particle with active steering

    NASA Astrophysics Data System (ADS)

    Mano, Tomoyuki; Delfau, Jean-Baptiste; Iwasawa, Junichiro; Sano, Masaki

    2017-03-01

    Although making artificial micrometric swimmers has been made possible by using various propulsion mechanisms, guiding their motion in the presence of thermal fluctuations still remains a great challenge. Such a task is essential in biological systems, which present a number of intriguing solutions that are robust against noisy environmental conditions as well as variability in individual genetic makeup. Using synthetic Janus particles driven by an electric field, we present a feedback-based particle-guiding method quite analogous to the “run-and-tumbling” behavior of Escherichia coli but with a deterministic steering in the tumbling phase: the particle is set to the run state when its orientation vector aligns with the target, whereas the transition to the “steering” state is triggered when it exceeds a tolerance angle αα. The active and deterministic reorientation of the particle is achieved by a characteristic rotational motion that can be switched on and off by modulating the ac frequency of the electric field, which is reported in this work. Relying on numerical simulations and analytical results, we show that this feedback algorithm can be optimized by tuning the tolerance angle αα. The optimal resetting angle depends on signal to noise ratio in the steering state, and it is shown in the experiment. The proposed method is simple and robust for targeting, despite variability in self-propelling speeds and angular velocities of individual particles.

  12. 1997 NASA/MSFC Summer Teacher Enrichment Program

    NASA Technical Reports Server (NTRS)

    1999-01-01

    This is a report on the follow-up activities conducted for the 1997 NASA Summer Teacher Enrichment Program (STEP), which was held at the George C. Marshall Space Flight Center (MSFC) for the seventh consecutive year. The program was conducted as a six-week session with 17 sixth through twelfth grade math and science teachers from a six-state region (Alabama, Arkansas, Iowa, Louisiana, Mississippi and Missouri). The program began on June 8, 1997, and ended on July 25, 1997. The long-term objectives of the program are to: increase the nation's scientific and technical talent pool with a special emphasis on underrepresented groups, improve the quality of pre-college math and science education, improve math and science literacy, and improve NASA's and pre-college education's understandings of each other's operating environments and needs. Short-term measurable objectives for the MSFC STEP are to: improve the teachers' content and pedagogy knowledge in science and/or mathematics, integrate applications from the teachers' STEP laboratory experiences into science and math curricula, increase the teachers' use of instructional technology, enhance the teachers' leadership skills by requiring them to present workshops and/or inservice programs for other teachers, require the support of the participating teacher(s) by the local school administration through a written commitment, and create networks and partnerships within the education community, both pre-college and college. The follow-up activities for the 1997 STEP included the following: academic-year questionnaire, site visits, academic-year workshop, verification of commitment of support, and additional NASA support.

  13. Scratch Your Brain Where It Itches: Math Games, Tricks and Quick Activities, Book D-1 Algebra.

    ERIC Educational Resources Information Center

    Brumbaugh, Doug

    This resource book for algebra contains games, tricks, and quick activities for the classroom. Categories of activities include puzzlers, patterns, manipulatives, measurement, graphing, and a section that contains reproducible statement and value cards. Twenty one puzzle problems, four pattern activities, and 11 quick activities that engage…

  14. Building Maintenance. Math Learning Activity Packet.

    ERIC Educational Resources Information Center

    Grant, Shelia I.

    This collection of learning activities is intended for use in reinforcing mathematics instruction as it relates to building maintenance. Fifty activity sheets are provided. These are organized into units on the following topics: numeration, adding whole numbers, subtracting whole numbers, multiplying whole numbers, dividing whole numbers,…

  15. 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.

  16. 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…

  17. 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…

  18. 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…

  19. 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.…

  20. 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

  1. 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

  2. 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.

  3. 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.

  4. 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

  5. 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.

  6. 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.

  7. 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.

  8. On 3-D inelastic analysis methods for hot section components. Volume 1: Special finite element models

    NASA Technical Reports Server (NTRS)

    Nakazawa, S.

    1988-01-01

    This annual status report presents the results of work performed during the fourth year of the 3-D Inelastic Analysis Methods for Hot Section Components program (NASA Contract NAS3-23697). The objective of the program is to produce a series of new computer codes permitting more accurate and efficient 3-D analysis of selected hot section components, i.e., combustor liners, turbine blades and turbine vanes. The computer codes embody a progression of math models and are streamlined to take advantage of geometrical features, loading conditions, and forms of material response that distinguish each group of selected components. Volume 1 of this report discusses the special finite element models developed during the fourth year of the contract.

  9. 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

  10. 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.

  11. 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

  12. 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.

  13. 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.

  14. Shuttle cryogenics supply system optimization study. Volume 5, B-3, part 2: Appendix to programmers manual for math model

    NASA Technical Reports Server (NTRS)

    1973-01-01

    A computer programmer's manual for a digital computer which will permit rapid and accurate parametric analysis of current and advanced attitude control propulsion systems is presented. The concept is for a cold helium pressurized, subcritical cryogen fluid supplied, bipropellant gas-fed attitude control propulsion system. The cryogen fluids are stored as liquids under low pressure and temperature conditions. The mathematical model provides a generalized form for the procedural technique employed in setting up the analysis program.

  15. Stability and Control. Volume 2. Stability and Control Flight Test Theory

    DTIC Science & Technology

    1974-07-01

    e we have 2 mx , . mx , mx n am e + bme + ce = 0 or (am2 + bm + c)emx = 0 (1.21) mx , n Since e ? 0...1.97) (1.98) Substituting 2 mt , , mt , mt n am e + bme + ce =0 (1.99) and emt (am2 + bm + c) =0 (1.100) led us to assert that 1.98 would...derive Laplace transforms each time we use them. Extensive tables of transforms exist in most advanced mathe- matics and control system textbooks . We

  16. Application of Tactical Data Systems for Training. Volume IV. Development of Courseware and Analysis of Results for GED Math

    DTIC Science & Technology

    1974-01-02

    Disjointed..,little continuity - Omission of the "why" of training, which leaves it up to the individual student to determine the importance of the...the student when a response was required. A "roll- up " function caused old information on the screen to be completely or partially removed, depending on...each game inter- action, the student is asked questions which build up to a generalized statement of the rounding rules. Finally, the criterion items

  17. Minutes of the Explosives Safety Seminar (24th) Held in St. Louis, Missouri on 28-30 August 1990. Volume 2

    DTIC Science & Technology

    1990-08-30

    else were not! 20 2017 6 Unlike the preparation and limits determination phases of the site planning process, QDS determination is neither math...Inst. of Mining & Tech, Socorro, NM i CONNELL, Malcolm Property Svcs Agency, Croydon, UK COOK, Johnnie, L. Red River Army Depot, Texarkana , TX 75507...Head, MD 20640 SCHNEIDER, Bruce A. New Mexico Engr Rsch Inst., Albq., NM 87131 SCHOOLER, James S. Red River Army Depot, Texarkana , TX 75507 SCHULTEN

  18. A Hierarchy of Proof Rules for Checking Differential Invariance of Algebraic Sets

    DTIC Science & Technology

    2014-11-01

    linear hybrid systems by linear algebraic methods. In SAS, volume 6337 of LNCS, pages 373–389. Springer, 2010. [19] E. W. Mayr. Membership in polynomial...383–394, 2009. [31] A. Tarski. A decision method for elementary algebra and geometry. Bull. Amer. Math. Soc., 59, 1951. [32] A. Tiwari. Abstractions...A Hierarchy of Proof Rules for Checking Differential Invariance of Algebraic Sets Khalil Ghorbal1 Andrew Sogokon2 André Platzer1 November 2014 CMU

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Why Cooking in the Curriculum?

    ERIC Educational Resources Information Center

    Dahl, Keith

    1998-01-01

    Discusses how food preparation activities in the early childhood classroom can facilitate parent participation. Explains how cooking activities can involve reading, math, science, reading, writing, multicultural components, and creativity. They also provide opportunities to foster social skills, independence, and following directions. Suggests…

  4. Monster Math.

    ERIC Educational Resources Information Center

    Campbell, Mary Jane

    Using drawings of various monsters to explain and enhance the learning activities, this arithmetic/mathematics curriculum guide begins with exercises requiring basic number identification. The remainder of the guide includes over one hundred addition and subtraction activities including crossword puzzles, maps, and number matching. (SH)

  5. 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

  6. 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.

  7. 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.

  8. 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

  9. Engineering Encounters: Catch Me if You Can!

    ERIC Educational Resources Information Center

    Lott, Kimberly; Wallin, Mark; Roghaar, Deborah; Price, Tyson

    2013-01-01

    A science, technology, engineering, and math (STEM) activity is any activity that integrates the use of science, technology, engineering, and mathematics to solve a problem. Traditionally, STEM activities are highly engaging and may involve competition among student teams. Young children are natural engineers and often times spontaneously build…

  10. Assessment of factors impacting success for incoming college engineering students in a summer bridge program

    NASA Astrophysics Data System (ADS)

    Reisel, John R.; Jablonski, Marissa; Hosseini, Hossein; Munson, Ethan

    2012-06-01

    A summer bridge program for incoming engineering and computer science freshmen has been used at the University of Wisconsin-Milwaukee from 2007 to 2010. The primary purpose of this program has been to improve the mathematics course placement for incoming students who initially place into a course below Calculus I on the math placement examination. The students retake the university's math placement examination after completing the bridge program to determine if they then place into a higher-level mathematics course. If the students improve their math placement, the program is considered successful for that student. The math portion of the bridge program is designed around using the ALEKS software package for targeted, self-guided learning. In the 2007 and 2008 versions of the program, both an on-line version and an on-campus version with additional instruction were offered. In 2009 and 2010, the program was exclusively in an on-campus format, and also featured a required residential component and additional engineering activities for the students. From the results of these four programs, we are able to evaluate the success of the program in its different formats. In addition, data has been collected and analysed regarding the impact of other factors on the program's success. The factors include student preparation before the beginning of the program (as measured by math ACT scores) and the amount of time the student spent working on the material during the program. Better math preparation and the amount of time spent on the program were found to be good indicators of success. Furthermore, the on-campus version of the program is more effective than the on-line version.

  11. 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.

  12. 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)…

  13. 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…

  14. 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…

  15. 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;…

  16. 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…

  17. 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.

  18. 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.

  19. 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

  20. Sweet! Candy Bar Activity Teaches CAD, Math, and Graphics

    ERIC Educational Resources Information Center

    Granlund, George

    2009-01-01

    By far, the tastiest technology learning activity that the author's students work on is the development of the design of a chocolate candy bar. This article describes how the author implemented the candy bar activity. The activity gives students an opportunity to design a product and to take it from concept through to production.

  1. Perceptions of Active Learning between Faculty and Undergraduates: Differing Views among Departments

    ERIC Educational Resources Information Center

    Patrick, Lorelei E.; Howell, Leigh Anne; Wischusen, William

    2016-01-01

    There have been numerous calls recently to increase the use of active learning in university science, technology, engineering, and math (STEM) classrooms to more actively engage students and enhance student learning. However, few studies have investigated faculty and student perceptions regarding the effectiveness of active learning or the…

  2. 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

  3. 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…

  4. 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…

  5. 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

  6. Creating Futures Activity Cards and Teacher Guide.

    ERIC Educational Resources Information Center

    Klenzman, Elizabeth; Taylor, Paula

    Teachers can use these learning activities to teach about the future in elementary and secondary social studies, science, math, language arts, and arts courses. The purpose of the activities is to help students practice creative-thinking skills, investigate problems relevant to their personal futures, experience the concept of change, and evaluate…

  7. The Numbered Forest.

    ERIC Educational Resources Information Center

    Kissner, Emily

    2000-01-01

    Describes the activity of numbering trees in which students number trees or find the numbered trees and observe other features according to class time. This activity aims to increase student tracking, mapping, and writing skills and integrate them with math skills. Suggests follow up activities that focus on reading, writing, and language skills.…

  8. How Small Is a Cell?

    ERIC Educational Resources Information Center

    Rau, Gerald

    2004-01-01

    In this article, the author talks about an inquiry-based activity involving yeast, wherein students learned about cell size. The activity allows students to employ math connections and to learn experimental techniques while practicing microscope skills. The activity can be adapted for students at all levels of biology. The author presents details…

  9. Math Activities for Teaching about Aging.

    ERIC Educational Resources Information Center

    Doyle, Roberta E.; Pappas, Anthony A.

    By participating in these class activities, students will acquire mathematical skills and at the same time learn about aging. Topics related to aging are often quantitative, and therefore, subject to mathematical analysis and procedures. The activities, which contain teacher suggestions and all student handouts, deal with seven topics. In the…

  10. 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…

  11. Community-Referenced Math Activities for Moderately and Severely Handicapped Individuals.

    ERIC Educational Resources Information Center

    Schoen, Sharon F.

    Community-referenced activities, which involve combinations of skills used in routine tasks of daily living, are critical for the independent functioning of moderately and severely handicapped persons. The paper examines the characteristics of these activities in order to extract implications for enhancing instruction. The tasks involved in such…

  12. Activity Book. Celebrate Apollo 11.

    ERIC Educational Resources Information Center

    Barchert, Linda; And Others

    1994-01-01

    An activity book helps students learn about the 1969 Apollo 11 mission to the moon as they get a sense of the mission's impact on their lives. The activities enhance understanding of science, math, social studies, and language arts. A teacher's page offers information on books, magazines, computer materials, and special resources. (SM)

  13. Putting the “Spark” into Physical Science and Algebra

    NASA Astrophysics Data System (ADS)

    Dagenais, Andre; Pill, B.

    2006-12-01

    The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available. Funded by NSF Research Experience for Teachers(RET #0322633) program under the direction of Dr. Dennis Prather, University of Delaware Electrical Engineering

  14. 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.

  15. 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

  16. 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

  17. 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.

  18. KSC-2014-3653

    NASA Image and Video Library

    2014-08-29

    KISSIMMEE, Fla. – Guests at the Tom Joyner Family Reunion participate in "Learn and Spin Challenge," an opportunity to answer questions related to science, technology, engineering and math. Robert Smith asks a question as part of NASA’s educational theme during the five-day event. Behind Smith, to the left, is Debbie Houston who also supported the "Learn and Spin Challenge." The Tom Joyner Family Reunion is designed to present uplifting programs, entertainment and information about growing, diverse communities. An annual event of the nationally-syndicated Tom Joyner Morning Show, the many exhibits included NASA's participation focusing on encouraging young people to consider studies and careers in STEM -- science, technology, engineering and math. NASA's Education Division promoted the benefits of math and scientific learning along with career opportunities offered by the space agency. The activities took place at the Gaylord Palms Resort in Kissimmee, Florida, during the Labor Day weekend. Photo credit: NASA/Daniel Casper

  19. 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

  20. 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.

  1. 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.

  2. 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

  3. 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…

  4. 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.

  5. Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose-Response Study.

    PubMed

    Howie, Erin K; Schatz, Jeffrey; Pate, Russell R

    2015-01-01

    The purpose of this study was to determine the acute dose-response relationship of classroom exercise breaks with executive function and math performance in 9- to 12-year-old children by comparing 5-min, 10-min, or 20-min classroom exercise breaks to 10 min of sedentary classroom activity. This study used a within-subjects experimental design conducted in the spring of 2012. Ninety-six 4th- and 5th-grade students in 5 classrooms in South Carolina were randomized to receive each of 4 treatments: 5-min, 10-min, or 20-min exercise breaks or 10 min of a sedentary lesson led by research staff. Students completed the Trail-Making Test, an Operational Digit Recall test, and a math fluency test immediately before and after each condition. Planned linear contrasts were used to compare posttest scores between conditions using a repeated-measures mixed model, adjusted for gender, classroom, and the time-varying pretest scores. Potential effect modifiers were added as interaction terms. Math scores were higher after the 10-min and 20-min exercise breaks compared with the sedentary condition (d = 0.24, p = .04, and d = 0.27, p = .02, respectively), and an interaction was observed with gender, IQ, aerobic fitness, and lower engagement in some of the conditions. There were no improvements in executive function tasks. A 10-min and 20-min classroom exercise break moderately improved math performance in students compared with a seated classroom lesson.

  6. Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial.

    PubMed

    Mullender-Wijnsma, Marijke J; Hartman, Esther; de Greeff, Johannes W; Doolaard, Simone; Bosker, Roel J; Visscher, Chris

    2016-03-01

    Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ("Fit & Vaardig op School" [F&V]) on academic achievement of children. Using physical activity to teach math and spelling lessons was studied in a cluster-randomized controlled trial. Participants were 499 children (mean age 8.1 years) from second- and third-grade classes of 12 elementary schools. At each school, a second- and third-grade class were randomly assigned to the intervention or control group. The intervention group participated in F&V lessons for 2 years, 22 weeks per year, 3 times a week. The control group participated in regular classroom lessons. Children's academic achievement was measured before the intervention started and after the first and second intervention years. Academic achievement was measured by 2 mathematics tests (speed and general math skills) and 2 language tests (reading and spelling). After 2 years, multilevel analysis showed that children in the intervention group had significantly greater gains in mathematics speed test (P < .001; effect size [ES] 0.51), general mathematics (P < .001; ES 0.42), and spelling (P < .001; ES 0.45) scores. This equates to 4 months more learning gains in comparison with the control group. No differences were found on the reading test. Physically active academic lessons significantly improved mathematics and spelling performance of elementary school children and are therefore a promising new way of teaching. Copyright © 2016 by the American Academy of Pediatrics.

  7. 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…

  8. The Effects of Math Anxiety

    ERIC Educational Resources Information Center

    Andrews, Amanda; Brown, Jennifer

    2015-01-01

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

  9. 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…

  10. 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…

  11. 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

  12. 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

  13. 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.

  14. 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.

  15. Using Computer Simulations to Integrate Learning.

    ERIC Educational Resources Information Center

    Liao, Thomas T.

    1983-01-01

    Describes the primary design criteria and the classroom activities involved in "The Yellow Light Problem," a minicourse on decision making in the secondary school Mathematics, Engineering and Science Achievement (MESA) program in California. Activities include lectures, discussions, science and math labs, computer labs, and development…

  16. The Theme's The Thing!

    ERIC Educational Resources Information Center

    Zaidel, Lisa Brusman

    1991-01-01

    Presents suggestions to help elementary teachers organize learning centers and activities around the themes of Peter Rabbit (Grade 1), weather (Grade 3), and bees (Grade 5). Suggestions are given for activities in centers for listening/reading, language arts, computers, math, science, cooperative learning, research, and writing. (SM)

  17. Charting the Eccles' expectancy-value model from mothers' beliefs in childhood to youths' activities in adolescence.

    PubMed

    Simpkins, Sandra D; Fredricks, Jennifer A; Eccles, Jacquelynne S

    2012-07-01

    The Eccles' expectancy-value model posits that a cascade of mechanisms explain associations between parents' beliefs and youths' achievement-related behaviors. Specifically, parents' beliefs predict parents' behaviors; in turn, parents' behaviors predict youths' motivational beliefs, and youths' motivational beliefs predict their behaviors. This investigation focused on testing this model with mothers in sports, music, math, and reading over a 12-year period. Data were drawn from mother, youth, and teacher questionnaires collected as part of Childhood and Beyond Study (92% European American; N = 723). Mothers' beliefs in sports, music, and math positively predicted their behaviors in these areas 1 year later, which predicted youths' self-concepts of ability and values (i.e., their motivational beliefs) in these domains 1 year later. Adolescents' motivational beliefs predicted time spent in organized sport activities, playing music, and reading after school measured 4 years later as well as the number of math courses taken in high school. Furthermore, except in reading, mothers' behaviors mediated the relations between mothers' and youths' beliefs, and youths' beliefs mediated the relations between mothers' behaviors and youths' behaviors. Although there were mean-level differences in several indicators based on child gender, in most cases the relations among these indicators did not significantly vary by child gender. This study highlights the processes by which mothers' beliefs during their children's childhood can predict children's activities in adolescence.

  18. 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

  19. Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers

    ERIC Educational Resources Information Center

    Akiba, Motoko

    2012-01-01

    Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and…

  20. Dialogue-Based Activities and Manipulatives to Engage Liberal Arts Majors in Mathematics

    ERIC Educational Resources Information Center

    Price, James C.

    2015-01-01

    This article presents four inquiry-based learning activities developed for a liberal arts math course. The activities cover four topics: the Pythagorean theorem, interest theory, optimization, and the Monty Hall problem. Each activity consists of a dialogue, with a theme and characters related to the topic, and a manipulative, that allow students…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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.…

  10. 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…

  11. 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…

  12. 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.

  13. The CERES Compendium of Career Education Infusion Activities. Grades 7-12. Revised.

    ERIC Educational Resources Information Center

    Ceres Unified School District, CA.

    This compendium of career education activities serves as a guideline for teachers intending to infuse career education into their present activities. The eleven major subject areas are art, language arts, math, music, science, social studies, drivers education, English as a second language, health, physical education, and Spanish. Each subject…

  14. "Measuring Me": Using Nutrition Education Curriculum Activities to Teach Elementary Mathematics

    ERIC Educational Resources Information Center

    McLeod, Sara; Carraway-Stage, Virginia; Hovland, Jana; Duffrin, Melani

    2012-01-01

    "Measuring Me" is an introductory activity developed to be used while collecting pre-study anthropometric data for the Food Math and Science Teacher Enhancement Resource (FoodMASTER) Initiative. Using "Measuring Me" as an introductory activity for collecting anthropometric measurements in the classroom was feasible and well received by students…

  15. Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 1.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

    Career education activities for use in Grade 1 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of eight units of activities focusing…

  16. Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 5.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

    Career education activities for use in Grade 5 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of six units of activities focusing on…

  17. Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 3.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

    Career education activities for use in Grade 3 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of seven units of activities focusing…

  18. Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 2.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

    Career education activities for use in Grade 2 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of nine units of activities focusing…

  19. Career Education in Appalachian Maryland: Awareness. Elementary Supplemental Activities Level 4.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore. Div. of Vocational-Technical Education.

    Career education activities for use in Grade 4 are presented in the document. Behavioral objectives for the following subject areas are provided: art, homemaking, language arts, math, music, physical education, resource people, science, social studies, and workshop abilities. The bulk of the document consists of six units of activities focusing on…

  20. Rainstorm Activities for Early Childhood Music Lessons Inspired by Teachable Moments

    ERIC Educational Resources Information Center

    Poole, Harrison Grant

    2016-01-01

    Activities that focus on already familiar concepts are good starting points when designing early childhood music lessons. The author uses teachable moments, a spider in the classroom and a rainstorm, to design interdisciplinary preschool group activities that teach music, math, and science concepts. Dynamics and tempo are the music concepts that…

  1. 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)

  2. Colorful Chemistry

    ERIC Educational Resources Information Center

    Sullivan, P. Teal; Carsten Conner, L. D.; Guthrie, Mareca; Pompea, Stephen; Tsurusaki, Blakely K.; Tzou, Carrie

    2017-01-01

    This article describes a chemistry/art activity that originated in an National Science Foundation--funded two-week STEAM (Science, Technology, Engineering, Art, and Math) academy for grade 4-6 girls. The authors recommend using this investigation in conjunction with other activities focusing on chemical change as a step toward fulfilling the…

  3. Learning for Change in World Society: Reflections, Activities and Resources.

    ERIC Educational Resources Information Center

    One World Trust, London (England).

    The resource booklet contains readings and activities for British secondary school world affairs classes. The material lends itself toward incorporation into various curricula, including history, geography, social studies, humanities, environmental studies, language and literature, home economics, math, and science. Subject matter focuses on…

  4. Grocery Store Math.

    ERIC Educational Resources Information Center

    Clark, Deborah

    1997-01-01

    Presents a hands-on activity, adaptable to various grade levels, to reinforce the mathematical concept of rounding by utilizing grocery store advertisements to demonstrate the concept in a real life setting. Describes the activity on a step-by-step basis and includes suggestions for additional grocery store games. (SD)

  5. Behavior: My Problem or Yours?

    ERIC Educational Resources Information Center

    Trede, Mildred

    1991-01-01

    Activities are described for learning about problem classroom behaviors, the impact of one's manner of attire on one's behavior, and personal responsibility for one's behavior. Learning activities include role playing, making math puzzles, writing personal anecdotes, drawing a persuasive cartoon concerning smoking and discipline, and making bar…

  6. 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…

  7. 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…

  8. 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,…

  9. 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…

  10. 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…

  11. 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…

  12. 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

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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,…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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.

  4. 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

  5. Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

    PubMed Central

    Stacy, Sara T.; Cartwright, Macey; Arwood, Zjanya; Canfield, James P.; Kloos, Heidi

    2017-01-01

    Students rarely practice math outside of school requirements, which we refer to as the “math-practice gap”. This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children’s informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student’s age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice. PMID:28270780

  6. Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

    PubMed

    Stacy, Sara T; Cartwright, Macey; Arwood, Zjanya; Canfield, James P; Kloos, Heidi

    2017-01-01

    Students rarely practice math outside of school requirements, which we refer to as the "math-practice gap". This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children's informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student's age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice.

  7. Tombstones as Textbooks.

    ERIC Educational Resources Information Center

    Hansen, Karen L.

    1989-01-01

    Cemeteries can provide valuable teaching tools for studying art, genealogy, botany, math, geology, and local history. Several activities are suggested that will make a field trip to a local cemetery a learning experience. (IAH)

  8. Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring.

    PubMed

    Supekar, Kaustubh; Iuculano, Teresa; Chen, Lang; Menon, Vinod

    2015-09-09

    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. Copyright © 2015 the authors 0270-6474/15/3512574-10$15.00/0.

  9. Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs about Math

    ERIC Educational Resources Information Center

    Levpuscek, Melita Puklek; Zupancic, Maja

    2009-01-01

    Contributions of parental involvement in educational pursuits as well as math teachers' classroom behavior to students' motivation and performance in math were investigated. By the end of the first school term, 365 Slovene eighth graders reported on their parents' academic involvement (pressure, support, and help) and their math teachers' behavior…

  10. Using Brief Guided Imagery to Reduce Math Anxiety and Improve Math Performance: A Pilot Study

    ERIC Educational Resources Information Center

    Henslee, Amber M.; Klein, Brandi A.

    2017-01-01

    The objective of this study was to investigate whether brief guided imagery could provide a short-term reduction in math anxiety and improve math performance. Undergraduates (N = 581) were screened for math anxiety, and the highest and lowest quartiles were recruited to participate in a lab-based study. Participants were assigned to a brief guided…

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

    ERIC Educational Resources Information Center

    Joensen, Juanna Schroter; Nielsen, Helena Skyt

    2009-01-01

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

  12. Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

    ERIC Educational Resources Information Center

    Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

    2012-01-01

    The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

  13. Math's Double Standard. Math Works

    ERIC Educational Resources Information Center

    Achieve, Inc., 2013

    2013-01-01

    Far too many students in the U.S. give up on math early because it does not come easy and they believe only students with innate ability can really be "good" at mathematics, a notion that is all too often reinforced by adults who believe the same thing. There is a serious gap between how Americans value math generally and how they value math for…

  14. Preparing Prekindergartners with Math Readiness Skills: The Effect of Children's Talk, Focus, and Engagement on Math Achievement

    ERIC Educational Resources Information Center

    Cummings, Tracy; Hofer, Kerry G.; Farran, Dale C.; Lipsey, Mark W.; Bilbrey, Carol; Vorhaus, Elizabeth

    2009-01-01

    The "Building Blocks PreK Math Curriculum" (Clements & Sarama, 2007) was designed to facilitate children's engagement in math and talk about math. Much research investigates the effect of curriculum on classrooms or teacher practices. This study used a mediational model to look at a curriculum's effect on children's achievement gain, operating…

  15. Enhanced learning of proportional math through music training and spatial-temporal training.

    PubMed

    Graziano, A B; Peterson, M; Shaw, G L

    1999-03-01

    It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.

  16. Blueprint for Success: An Energy Education Unit Management Plan.

    ERIC Educational Resources Information Center

    National Energy Education Development Project, Reston, VA.

    This energy education unit contains activities and classroom management strategies that emphasize cooperative learning and peer teaching. The activities are designed to develop students' science, math, language arts, and social studies skills and knowledge. Students' critical thinking, leadership, and problem solving skills will be enhanced as…

  17. Color Your Classroom V: A Math Guide on the Secondary Level.

    ERIC Educational Resources Information Center

    Mississippi Materials & Resource Center, Gulfport.

    This curriculum guide, designed for use with secondary migrant students, presents mathematics activities in the areas of whole numbers, fractions, decimals, percent, measurement, geometry, probability and statistics, and sets. Within the categories of whole numbers, fractions, and decimals are activities using addition, subtraction,…

  18. Workplace Math. EPIC Workplace Learning Project, 1996.

    ERIC Educational Resources Information Center

    King, Catherine; Cyr, Anne Reis; Gross, Mary; Armstrong, Ray

    Designed as a reference for teaching mathematics in the workplace, this manual presents teaching strategies and activities for beginning, intermediate, and advanced learners in four mathematics-related topics. Following an overview of the manual's purpose, definitions are provided of the three skill levels targeted by the activities. Strategies…

  19. 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…

  20. A Mathematical Mystery Tour: Higher-Thinking Math Tasks.

    ERIC Educational Resources Information Center

    Wahl, Mark

    This book contains mathematics activities based upon the concepts of Fibonacci numbers and the Golden Ratio. The activities include higher order thinking skills, calculation practice, integration with different subject areas, mathematics history, extensions and home tasks, teaching notes, and questions for thought and comprehension. A visual map…

  1. A World of Discovery Online: Science Fairs.

    ERIC Educational Resources Information Center

    Joseph, Linda C.

    1996-01-01

    K-12 students and teachers can use the Internet for planning science fair activities--for project ideas, resources, and interactive Web sites. Lists 26 science Web sites specializing in question answering, activities, experiments, optics, math, dissection, inventions, physics, space, genetics, cockroaches and worms, and Twinkies (sponge cakes).…

  2. One Fish, Two Fish, Redfish, You Fish!

    ERIC Educational Resources Information Center

    White, Katherine; Timmons, Maryellen; Medders, Paul

    2011-01-01

    The recreational fishing activity presented in this article provides a hands-on, problem-based experience for students; it unites biology, math, economics, environmental policy, and population dynamics concepts. In addition, the activity allows students to shape environmental policy in a realistic setting and evaluate their peers' work. By…

  3. In Praise of Diversity: Multicultural Classroom Applications.

    ERIC Educational Resources Information Center

    Grant, Gloria, Ed.

    The teacher's guide contains 51 activity units for implementing multicultural education in areas of social studies, language arts, science, math, and art. Activities, designed for elementary and junior high students, focus on racial and cultural diversity, the elderly, sex-role stereotyping, and the handicapped. Two introductory units suggest…

  4. Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

    PubMed

    Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

    2017-12-01

    Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

  5. Measuring Your Fitness Level

    MedlinePlus

    ... online calculator. If you'd rather do the math yourself, divide your weight in pounds by your ... Human Services recommends one of the following activity levels for adult fitness and health benefits: 150 minutes ...

  6. Functional conservation of atonal and Math1 in the CNS and PNS

    NASA Technical Reports Server (NTRS)

    Ben-Arie, N.; Hassan, B. A.; Bermingham, N. A.; Malicki, D. M.; Armstrong, D.; Matzuk, M.; Bellen, H. J.; Zoghbi, H. Y.

    2000-01-01

    To determine the extent to which atonal and its mouse homolog Math1 exhibit functional conservation, we inserted (beta)-galactosidase (lacZ) into the Math1 locus and analyzed its expression, evaluated consequences of loss of Math1 function, and expressed Math1 in atonal mutant flies. lacZ under the control of Math1 regulatory elements duplicated the previously known expression pattern of Math1 in the CNS (i.e., the neural tube, dorsal spinal cord, brainstem, and cerebellar external granule neurons) but also revealed new sites of expression: PNS mechanoreceptors (inner ear hair cells and Merkel cells) and articular chondrocytes. Expressing Math1 induced ectopic chordotonal organs (CHOs) in wild-type flies and partially rescued CHO loss in atonal mutant embryos. These data demonstrate that both the mouse and fly homologs encode lineage identity information and, more interestingly, that some of the cells dependent on this information serve similar mechanoreceptor functions.

  7. Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement

    PubMed Central

    Bodovski, Katerina; Byun, Soo-yong; Chykina, Volha; Chung, Hee Jin

    2017-01-01

    We utilized four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings: A higher level of standardization of educational systems was associated with higher average math achievement. Greater expenditure on education (as % of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that higher level of standardization alleviates the negative effects of differentiation in the systems with more rigid tracking. PMID:29151667

  8. Math and Science Are America's Future. National Math and Science Initiative Annual Report, 2008

    ERIC Educational Resources Information Center

    National Math and Science Initiative, 2008

    2008-01-01

    This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14…

  9. A Math Intervention for Third Grade Latino English Language Learners at Risk for Math Disabilities

    ERIC Educational Resources Information Center

    Orosco, Michael J.

    2014-01-01

    Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…

  10. Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM

    ERIC Educational Resources Information Center

    Hübner, Nicolas; Wille, Eike; Cambria, Jenna; Oschatz, Kerstin; Nagengast, Benjamin; Trautwein, Ulrich

    2017-01-01

    Math achievement, math self-concept, and vocational interests are critical predictors of STEM careers and are closely linked to high school coursework. Young women are less likely to choose advanced math courses in high school, and encouraging young women to enroll in advanced math courses may therefore bring more women into STEM careers. We…

  11. Counting on Early Math Skills: Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs

    ERIC Educational Resources Information Center

    Mattera, Shira; Morris, Pamela

    2017-01-01

    Early math ability is one of the best predictors of children's math and reading skills into late elementary school. Children with stronger math proficiency in elementary school, in turn, are more likely to graduate from high school and attend college. However, early math skills have not historically been a major focus of instruction in preschool…

  12. Order of Administration of Math and Verbal Tests: An Ecological Intervention to Reduce Stereotype Threat on Girls' Math Performance

    ERIC Educational Resources Information Center

    Smeding, Annique; Dumas, Florence; Loose, Florence; Régner, Isabelle

    2013-01-01

    In 2 field experiments, we relied on the very features of real testing situations--where both math and verbal tests are administered--to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls' math performance. We predicted that taking the math test before the verbal test would be…

  13. Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

    ERIC Educational Resources Information Center

    Deacon, Mary M.

    2011-01-01

    Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…

  14. Adventures in Technology = Options in Math and Science

    NASA Technical Reports Server (NTRS)

    Quanty, Michael

    1997-01-01

    All five school systems on the Virginia Peninsula participate with a total of 21 middle schools in the ATOMS program. More than 20,000 students have participated in the pipeline programs since 1989. The focus has been on creating a diverse pool of academically-prepared students. The number of minority students participating has steadily increased, reaching 49.1 % in 1997. Female participation has remained steady at 55.4%. Female and minority participation will continue to receive high priority. The programs were evaluated by means of student, teacher, and counselor surveys. Questionnaires are distributed immediately after each intervention. The respondents are asked questions concerning the appropriateness of the activity, their interest level and change in opinion after the intervention. More than 90% of all students rate each activity as "Interesting" to "Very Interesting." Almost 70 % of students indicate they intend to take additional higher level mathematics courses in high school after participating in the Site and Campus Visits. Between 70 and 80 % (79.3 % after the Career Awareness Activity, 72.0 % after the Industry Site Visit) of students indicated they have a better understanding of why math and science are important school subjects after participation in each ATOMS activity. Comparisons in scores from the Iowa Test of Basic Skills have been made between the ATOMS students and the remainder of the seventh and eighth grade populations. ATOMS students' math and science achievement scores from the fifth grade were near the district average. After participating in ATOMS, students scored significantly higher than their peers. ATOMS students enrolled at TNCC have been identified and are being tracked further for achievement.

  15. 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.

  16. The MP (Materialization Pattern) Model for Representing Math Educational Standards

    NASA Astrophysics Data System (ADS)

    Choi, Namyoun; Song, Il-Yeol; An, Yuan

    Representing natural languages with UML has been an important research issue for various reasons. Little work has been done for modeling imperative mood sentences which are the sentence structure of math educational standard statements. In this paper, we propose the MP (Materialization Pattern) model that captures the semantics of English sentences used in math educational standards. The MP model is based on the Reed-Kellogg sentence diagrams and creates MP schemas with the UML notation. The MP model explicitly represents the semantics of the sentences by extracting math concepts and the cognitive process of math concepts from math educational standard statements, and simplifies modeling. This MP model is also developed to be used for aligning math educational standard statements via schema matching.

  17. Relationship of nutrition and physical activity behaviors and fitness measures to academic performance for sixth graders in a midwest city school district.

    PubMed

    Edwards, Jane U; Mauch, Lois; Winkelman, Mark R

    2011-02-01

    To support curriculum and policy, a midwest city school district assessed the association of selected categories of nutrition and physical activity (NUTR/PA) behaviors, fitness measures, and body mass index (BMI) with academic performance (AP) for 800 sixth graders. Students completed an adapted Youth Risk Behavior Surveillance Survey (NUTR/PA behaviors), fitness assessments (mile run, curl-ups, push-ups, height, and weight) with results matched to standardized scores (Measures of Academic Progress [MAP]), meal price status, and gender. Differences in mean MAP scores (math and reading) were compared by selected categories of each variable utilizing 1-way analysis of variance. Associations were determined by stepwise multiple regression utilizing mean MAP scores (for math and for reading) as the dependent variable and NUTR/PA behaviors, fitness, and BMI categories as independent variables. Significance was set at α = 0.05. Higher MAP math scores were associated with NUTR (more milk and breakfast; less 100% fruit juice and sweetened beverages [SB]) and PA (increased vigorous PA and sports teams; reduced television), and fitness (higher mile run performance). Higher MAP reading scores were associated with NUTR (fewer SB) and PA (increased vigorous PA, reduced television). Regression analysis indicated about 11.1% of the variation in the mean MAP math scores and 6.7% of the mean MAP reading scores could be accounted for by selected NUTR/PA behaviors, fitness, meal price status, and gender. Many positive NUTR/PA behaviors and fitness measures were associated with higher MAP scores supporting the school district focus on healthy lifestyles. Additional factors, including meal price status and gender, contribute to AP. © 2011, Fargo Public School.

  18. Elephants and Their Young: Science and Math Activities for Young Children. Teacher's Guide.

    ERIC Educational Resources Information Center

    Echols, Jean C.; Kopp, Jaine; Blinderman, Ellen

    This book contains a series of playful activities in which young children actively learn about the African elephant's body structure, family life, and social behavior. Children make model elephants out of paper and cardboard, then devise elephant puppets with sock trunks as well as create models of elephant's ears, trunks, tusks, make elephant…

  19. 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…

  20. Math, Science, and Web-Based Activities to Raise Awareness about Nutrition and Obesity

    ERIC Educational Resources Information Center

    Zuercher, Deborah K.

    2011-01-01

    The incidence of child obesity in the United States is increasing at an alarming rate. This article provides information about nutrition, obesity, and related health conditions and suggests some classroom activities to raise awareness about these issues and empower students to live healthier, more active lives. A list of recommended health-related…

Some links on this page may take you to non-federal websites. Their policies may differ from this site.
Top