Optimal Transport, Convection, Magnetic Relaxation and Generalized Boussinesq Equations

NASA Astrophysics Data System (ADS)

Brenier, Yann

2009-10-01

We establish a connection between optimal transport theory (see Villani in Topics in optimal transportation. Graduate studies in mathematics, vol. 58, AMS, Providence, 2003, for instance) and classical convection theory for geophysical flows (Pedlosky, in Geophysical fluid dynamics, Springer, New York, 1979). Our starting point is the model designed few years ago by Angenent, Haker, and Tannenbaum (SIAM J. Math. Anal. 35:61-97, 2003) to solve some optimal transport problems. This model can be seen as a generalization of the Darcy-Boussinesq equations, which is a degenerate version of the Navier-Stokes-Boussinesq (NSB) equations. In a unified framework, we relate different variants of the NSB equations (in particular what we call the generalized hydrostatic-Boussinesq equations) to various models involving optimal transport (and the related Monge-Ampère equation, Brenier in Commun. Pure Appl. Math. 64:375-417, 1991; Caffarelli in Commun. Pure Appl. Math. 45:1141-1151, 1992). This includes the 2D semi-geostrophic equations (Hoskins in Annual review of fluid mechanics, vol. 14, pp. 131-151, Palo Alto, 1982; Cullen et al. in SIAM J. Appl. Math. 51:20-31, 1991, Arch. Ration. Mech. Anal. 185:341-363, 2007; Benamou and Brenier in SIAM J. Appl. Math. 58:1450-1461, 1998; Loeper in SIAM J. Math. Anal. 38:795-823, 2006) and some fully nonlinear versions of the so-called high-field limit of the Vlasov-Poisson system (Nieto et al. in Arch. Ration. Mech. Anal. 158:29-59, 2001) and of the Keller-Segel for Chemotaxis (Keller and Segel in J. Theor. Biol. 30:225-234, 1971; Jäger and Luckhaus in Trans. Am. Math. Soc. 329:819-824, 1992; Chalub et al. in Mon. Math. 142:123-141, 2004). Mathematically speaking, we establish some existence theorems for local smooth, global smooth or global weak solutions of the different models. We also justify that the inertia terms can be rigorously neglected under appropriate scaling assumptions in the generalized Navier-Stokes-Boussinesq equations. Finally, we show how a “stringy” generalization of the AHT model can be related to the magnetic relaxation model studied by Arnold and Moffatt to obtain stationary solutions of the Euler equations with prescribed topology (see Arnold and Khesin in Topological methods in hydrodynamics. Applied mathematical sciences, vol. 125, Springer, Berlin, 1998; Moffatt in J. Fluid Mech. 159:359-378, 1985, Topological aspects of the dynamics of fluids and plasmas. NATO adv. sci. inst. ser. E, appl. sci., vol. 218, Kluwer, Dordrecht, 1992; Schonbek in Theory of the Navier-Stokes equations, Ser. adv. math. appl. sci., vol. 47, pp. 179-184, World Sci., Singapore, 1998; Vladimirov et al. in J. Fluid Mech. 390:127-150, 1999; Nishiyama in Bull. Inst. Math. Acad. Sin. (N.S.) 2:139-154, 2007).

The Effect of the Math Emporium Instructional Method on Students' Performance in College Algebra

ERIC Educational Resources Information Center

Cousins-Cooper, Kathy; Staley, Katrina N.; Kim, Seongtae; Luke, Nicholas S.

2017-01-01

This study aims to investigate the effectiveness of the Emporium instructional method in a course of college algebra and trigonometry by comparing to the traditional lecture method. The math emporium method is a nontraditional instructional method of learning math that has been implemented at several universities with much success and has been…

Project Shuttle simulation math model coordination catalog, revision 1

NASA Technical Reports Server (NTRS)

1974-01-01

A catalog is presented of subsystem and environment math models used or planned for space shuttle simulations. The purpose is to facilitate sharing of similar math models between shuttle simulations. It provides information on mach model requirements, formulations, schedules, and contact persons for further information.

Nonlinear Wave Propagation

DTIC Science & Technology

1984-09-01

Asymptotic Results for a Model Equation for Low Reynolds Number Flow, SIAM J. Appi. Math., 35, July 1978. 3. A. S. Yokes : Group Theoretical Aspects of...Quadratic and Cubic Invariants in’ Classical Mechanics, J. Math. Anal. Appl.,’ 74, 342, (1980). 5. A. S. Pokas , P. A. Lagerstrom: On the Use of Lie...Mathematical Methods in Hydrodynamics and %Integrability in Dynamical System, pp. 237-241. 24. 14. J. Ablovitz and A. S. Pokas : A Direct Linearization

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.

Modeling Math Growth Trajectory--An Application of Conventional Growth Curve Model and Growth Mixture Model to ECLS K-5 Data

ERIC Educational Resources Information Center

Lu, Yi

2016-01-01

To model students' math growth trajectory, three conventional growth curve models and three growth mixture models are applied to the Early Childhood Longitudinal Study Kindergarten-Fifth grade (ECLS K-5) dataset in this study. The results of conventional growth curve model show gender differences on math IRT scores. When holding socio-economic…

A Finite Difference Approximation for a Coupled System of Nonlinear Size-Structured Populations

DTIC Science & Technology

2000-01-01

are available. For a classical Lotka - Volterra competition model which is represented by a system of N di erential equations, conditions on the growth...Methods Appl. Sci., 9 (1999), 1379-1391. [5] S. Ahmed, Extinction of Species in Nonautonomous Lotka - Volterra Systems, Proc. Amer. Math. Soc., 127 (1999...Walter DeGruyter, Berlin, 1995. [7] S. Ahmed and F. Montes de Oca, Extinction in Nonautonomous T -periodic Lotka - Volterra System, Appl. Math. Comput

Learning-related skills and academic achievement in academically at-risk first graders

PubMed Central

Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

2015-01-01

Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

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…

Undergraduate nursing students' perceptions regarding factors that affect math abilities

NASA Astrophysics Data System (ADS)

Pyo, Katrina A.

2011-07-01

A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.

Automated Loads Analysis System (ATLAS)

NASA Technical Reports Server (NTRS)

Gardner, Stephen; Frere, Scot; O’Reilly, Patrick

2013-01-01

ATLAS is a generalized solution that can be used for launch vehicles. ATLAS is used to produce modal transient analysis and quasi-static analysis results (i.e., accelerations, displacements, and forces) for the payload math models on a specific Shuttle Transport System (STS) flight using the shuttle math model and associated forcing functions. This innovation solves the problem of coupling of payload math models into a shuttle math model. It performs a transient loads analysis simulating liftoff, landing, and all flight events between liftoff and landing. ATLAS utilizes efficient and numerically stable algorithms available in MSC/NASTRAN.

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

PubMed

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

2016-01-01

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

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

PubMed Central

Ganley, Colleen M.; Purpura, David J.

2016-01-01

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

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…

Large Deviations for Stochastic Models of Two-Dimensional Second Grade Fluids

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

Zhai, Jianliang, E-mail: zhaijl@ustc.edu.cn; Zhang, Tusheng, E-mail: Tusheng.Zhang@manchester.ac.uk

2017-06-15

In this paper, we establish a large deviation principle for stochastic models of incompressible second grade fluids. The weak convergence method introduced by Budhiraja and Dupuis (Probab Math Statist 20:39–61, 2000) plays an important role.

Dynamic SPECT reconstruction from few projections: a sparsity enforced matrix factorization approach

NASA Astrophysics Data System (ADS)

Ding, Qiaoqiao; Zan, Yunlong; Huang, Qiu; Zhang, Xiaoqun

2015-02-01

The reconstruction of dynamic images from few projection data is a challenging problem, especially when noise is present and when the dynamic images are vary fast. In this paper, we propose a variational model, sparsity enforced matrix factorization (SEMF), based on low rank matrix factorization of unknown images and enforced sparsity constraints for representing both coefficients and bases. The proposed model is solved via an alternating iterative scheme for which each subproblem is convex and involves the efficient alternating direction method of multipliers (ADMM). The convergence of the overall alternating scheme for the nonconvex problem relies upon the Kurdyka-Łojasiewicz property, recently studied by Attouch et al (2010 Math. Oper. Res. 35 438) and Attouch et al (2013 Math. Program. 137 91). Finally our proof-of-concept simulation on 2D dynamic images shows the advantage of the proposed method compared to conventional methods.

A Rigorous Sharp Interface Limit of a Diffuse Interface Model Related to Tumor Growth

NASA Astrophysics Data System (ADS)

Rocca, Elisabetta; Scala, Riccardo

2017-06-01

In this paper, we study the rigorous sharp interface limit of a diffuse interface model related to the dynamics of tumor growth, when a parameter ɛ, representing the interface thickness between the tumorous and non-tumorous cells, tends to zero. More in particular, we analyze here a gradient-flow-type model arising from a modification of the recently introduced model for tumor growth dynamics in Hawkins-Daruud et al. (Int J Numer Math Biomed Eng 28:3-24, 2011) (cf. also Hilhorst et al. Math Models Methods Appl Sci 25:1011-1043, 2015). Exploiting the techniques related to both gradient flows and gamma convergence, we recover a condition on the interface Γ relating the chemical and double-well potentials, the mean curvature, and the normal velocity.

What Math Teachers Need Most

ERIC Educational Resources Information Center

Nelson, Barbara Scott; Sassi, Annette

2007-01-01

The combination of new instructional methods and new accountability pressures puts many in a quandary in evaluating math instruction. There is much for principals to learn about how and under what conditions new instructional methods work in math classrooms, how to support teachers as they develop new instructional skills, and how to integrate a…

Minimum-complexity helicopter simulation math model

NASA Technical Reports Server (NTRS)

Heffley, Robert K.; Mnich, Marc A.

1988-01-01

An example of a minimal complexity simulation helicopter math model is presented. Motivating factors are the computational delays, cost, and inflexibility of the very sophisticated math models now in common use. A helicopter model form is given which addresses each of these factors and provides better engineering understanding of the specific handling qualities features which are apparent to the simulator pilot. The technical approach begins with specification of features which are to be modeled, followed by a build up of individual vehicle components and definition of equations. Model matching and estimation procedures are given which enable the modeling of specific helicopters from basic data sources such as flight manuals. Checkout procedures are given which provide for total model validation. A number of possible model extensions and refinement are discussed. Math model computer programs are defined and listed.

Discrete maximal regularity of time-stepping schemes for fractional evolution equations.

PubMed

Jin, Bangti; Li, Buyang; Zhou, Zhi

2018-01-01

In this work, we establish the maximal [Formula: see text]-regularity for several time stepping schemes for a fractional evolution model, which involves a fractional derivative of order [Formula: see text], [Formula: see text], in time. These schemes include convolution quadratures generated by backward Euler method and second-order backward difference formula, the L1 scheme, explicit Euler method and a fractional variant of the Crank-Nicolson method. The main tools for the analysis include operator-valued Fourier multiplier theorem due to Weis (Math Ann 319:735-758, 2001. doi:10.1007/PL00004457) and its discrete analogue due to Blunck (Stud Math 146:157-176, 2001. doi:10.4064/sm146-2-3). These results generalize the corresponding results for parabolic problems.

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…

The role of social support in students' perceived abilities and attitudes toward math and science.

PubMed

Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

Technical Evaluation Report of the Aerospace Medical Panel Working Group WG-08 on Evaluation of Methods to Assess Workload.

DTIC Science & Technology

1980-11-01

Occlusion 3.1 Single Measures 3. Primary Task 3.2 Multiple Measures 3.3 Math Modeling 4.1.1 PFF 4.1.2 CSR 4.1.3 M,0 4.1.4 MW 4.1.5 UG3 4.1.6 ZCP 4.1 Single... modeling methodology; and (4) validation of the analytic/predictive methodology In a system design, development, and test effort." Chapter 9: "A central...2.3 Occlusion P S P S S P -P 3.1 Single Measure-Primary S S S S S S S 3.2 Multiple Measure-Primary S S IS S S S S K 3.3 Math Modeling ~ 4.1.7 Eye and

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.

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

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

ERIC Educational Resources Information Center

Davidson, J. Cody

2016-01-01

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

STS-2: SAIL non-avionics subsystems math model requirements

NASA Technical Reports Server (NTRS)

Bennett, W. P.; Herold, R. W.

1980-01-01

Simulation of the STS-2 Shuttle nonavionics subsystems in the shuttle avionics integration laboratory (SAIL) is necessary for verification of the integrated shuttle avionics system. The math model (simulation) requirements for each of the nonavionics subsystems that interfaces with the Shuttle avionics system is documented and a single source document for controlling approved changes (by the SAIL change control panel) to the math models is provided.

A Case Study of Computer Gaming for Math: Engaged Learning from Gameplay?

ERIC Educational Resources Information Center

Ke, Fengfeng

2008-01-01

Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders' cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math…

The Menu for Every Young Mathematician's Appetite

ERIC Educational Resources Information Center

Legnard, Danielle S.; Austin, Susan L.

2012-01-01

Math Workshop offers differentiated instruction to foster a deep understanding of rich, rigorous mathematics that is attainable by all learners. The inquiry-based model provides a menu of multilevel math tasks, within the daily math block, that focus on similar mathematical content. Math Workshop promotes a culture of engagement and…

A Motivational Technique for Business Math

ERIC Educational Resources Information Center

Voelker, Pamela

1977-01-01

The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study.

PubMed

Viterbori, Paola; Usai, M Carmen; Traverso, Laura; De Franchis, Valentina

2015-12-01

This longitudinal study analyzes whether selected components of executive function (EF) measured during the preschool period predict several indices of math achievement in primary school. Six EF measures were assessed in a sample of 5-year-old children (N = 175). The math achievement of the same children was then tested in Grades 1 and 3 using both a composite math score and three single indices of written calculation, arithmetical facts, and problem solving. Using previous results obtained from the same sample of children, a confirmatory factor analysis examining the latent EF structure in kindergarten indicated that a two-factor model provided the best fit for the data. In this model, inhibition and working memory (WM)-flexibility were separate dimensions. A full structural equation model was then used to test the hypothesis that math achievement (the composite math score and single math scores) in Grades 1 and 3 could be explained by the two EF components comprising the kindergarten model. The results indicate that the WM-flexibility component measured during the preschool period substantially predicts mathematical achievement, especially in Grade 3. The math composite scores were predicted by the WM-flexibility factor at both grade levels. In Grade 3, both problem solving and arithmetical facts were predicted by the WM-flexibility component. The results empirically support interventions that target EF as an important component of early childhood mathematics education. Copyright © 2015 Elsevier Inc. All rights reserved.

Implementing College and Career Standards in Math Methods Course for Early Childhood and Elementary Education Teacher Candidates

ERIC Educational Resources Information Center

Lee, Joohi

2016-01-01

This study is purposed to measure the efficacy of implementing College and Career Readiness Standards (CCRS) math standards into math methods courses for early childhood and elementary education teacher candidates at an urban university located in the Dallas and Fort Worth metroplex area. A total of 161 college seniors (teacher candidates)…

The Effect of Instructional Strategies on Math Anxiety and Achievement: A Mixed Methods Study of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Lorenzen, Janelle K.

2017-01-01

This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching…

Early Math Interest and the Development of Math Skills

ERIC Educational Resources Information Center

Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.

2012-01-01

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…

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

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.

Math Anxiety and Math Ability in Early Primary School Years.

PubMed

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-06-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa-contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development.

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

PubMed

Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana

2016-06-01

Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

Math Anxiety and Math Ability in Early Primary School Years

PubMed Central

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

Efficient development and processing of thermal math models of very large space truss structures

NASA Technical Reports Server (NTRS)

Warren, Andrew H.; Arelt, Joseph E.; Lalicata, Anthony L.

1993-01-01

As the spacecraft moves along the orbit, the truss members are subjected to direct and reflected solar, albedo and planetary infra-red (IR) heating rates, as well as IR heating and shadowing from other spacecraft components. This is a transient process with continuously changing heating loads and the shadowing effects. The resulting nonuniform temperature distribution may cause nonuniform thermal expansion, deflection and stress in the truss elements, truss warping and thermal distortions. There are three challenges in the thermal-structural analysis of the large truss structures. The first is the development of the thermal and structural math models, the second - model processing, and the third - the data transfer between the models. All three tasks require considerable time and computer resources to be done because of a very large number of components involved. To address these challenges a series of techniques of automated thermal math modeling and efficient processing of very large space truss structures were developed. In the process the finite element and finite difference methods are interfaced. A very substantial reduction of the quantity of computations was achieved while assuring a desired accuracy of the results. The techniques are illustrated on the thermal analysis of a segment of the Space Station main truss.

ASTP ranging system mathematical model

NASA Technical Reports Server (NTRS)

Ellis, M. R.; Robinson, L. H.

1973-01-01

A mathematical model is presented of the VHF ranging system to analyze the performance of the Apollo-Soyuz test project (ASTP). The system was adapted for use in the ASTP. The ranging system mathematical model is presented in block diagram form, and a brief description of the overall model is also included. A procedure for implementing the math model is presented along with a discussion of the validation of the math model and the overall summary and conclusions of the study effort. Detailed appendices of the five study tasks are presented: early late gate model development, unlock probability development, system error model development, probability of acquisition and model development, and math model validation testing.

Social Cognitive Predictors of Mexican American High School Students' Math/Science Career Goals

ERIC Educational Resources Information Center

Garriott, Patton O.; Raque-Bogdan, Trisha L.; Zoma, Lorrine; Mackie-Hernandez, Dylan; Lavin, Kelly

2017-01-01

This study tested a social cognitive model of math/science career goals in a sample (N = 258) of Mexican American high school students. Familism and proximal family supports for math/science careers were examined as predictors of math/science: performance accomplishments, self-efficacy, interests, and goals. Results showed that the hypothesized…

Beginning School Math Competence: Minority and Majority Comparisons. Report No. 34.

ERIC Educational Resources Information Center

Entwisle, Doris R.; Alexander, Karl L.

This paper uses a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade. These two aspects of math ability respond differently to environmental resources, with math concepts much more responsive to family factors before formal schooling…

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

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.

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.

Modifying high-order aeroelastic math model of a jet transport using maximum likelihood estimation

NASA Technical Reports Server (NTRS)

Anissipour, Amir A.; Benson, Russell A.

1989-01-01

The design of control laws to damp flexible structural modes requires accurate math models. Unlike the design of control laws for rigid body motion (e.g., where robust control is used to compensate for modeling inaccuracies), structural mode damping usually employs narrow band notch filters. In order to obtain the required accuracy in the math model, maximum likelihood estimation technique is employed to improve the accuracy of the math model using flight data. Presented here are all phases of this methodology: (1) pre-flight analysis (i.e., optimal input signal design for flight test, sensor location determination, model reduction technique, etc.), (2) data collection and preprocessing, and (3) post-flight analysis (i.e., estimation technique and model verification). In addition, a discussion is presented of the software tools used and the need for future study in this field.

Boys' and girls' weight status and math performance from kindergarten entry through fifth grade: a mediated analysis.

PubMed

Gable, Sara; Krull, Jennifer L; Chang, Yiting

2012-01-01

This study tests a mediated model of boys' and girls' weight status and math performance with 6,250 children from the Early Childhood Longitudinal Study. Five data points spanning kindergarten entry (mean age=68.46 months) through fifth grade (mean age=134.60 months) were analyzed. Three weight status groups were identified: persistent obesity, later onset obesity, and never obese. Multilevel models tested relations between weight status and math performance, weight status and interpersonal skills and internalizing behaviors, and interpersonal skills and internalizing behaviors and math performance. Interpersonal skills mediated the association between weight status and math performance for girls, and internalizing behaviors mediated the association between weight status and math performance for both sexes, with effects varying by group and time. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11.

PubMed

Rittle-Johnson, Bethany; Fyfe, Emily R; Hofer, Kerry G; Farran, Dale C

2017-09-01

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the early math trajectories model among low-income children. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills.

PubMed

Raghubar, Kimberly P; Barnes, Marcia A; Dennis, Maureen; Cirino, Paul T; Taylor, Heather; Landry, Susan

2015-11-01

Math and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated. Participants were 9.5-year-old children with SBM (n = 44) and typically developing children (n = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM. Children with SBM performed similarly to peers on exact arithmetic, but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention, but not on alerting and executive attention. Multiple mediation models showed that fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study. Results are discussed with reference to models of attention, WM, and mathematical cognition. (c) 2015 APA, all rights reserved).

Numerical solution of a spatio-temporal gender-structured model for hantavirus infection in rodents.

PubMed

Bürger, Raimund; Chowell, Gerardo; Gavilán, Elvis; Mulet, Pep; Villada, Luis M

2018-02-01

In this article we describe the transmission dynamics of hantavirus in rodents using a spatio-temporal susceptible-exposed-infective-recovered (SEIR) compartmental model that distinguishes between male and female subpopulations [L.J.S. Allen, R.K. McCormack and C.B. Jonsson, Bull. Math. Biol. 68 (2006), 511--524]. Both subpopulations are assumed to differ in their movement with respect to local variations in the densities of their own and the opposite gender group. Three alternative models for the movement of the male individuals are examined. In some cases the movement is not only directed by the gradient of a density (as in the standard diffusive case), but also by a non-local convolution of density values as proposed, in another context, in [R.M. Colombo and E. Rossi, Commun. Math. Sci., 13 (2015), 369--400]. An efficient numerical method for the resulting convection-diffusion-reaction system of partial differential equations is proposed. This method involves techniques of weighted essentially non-oscillatory (WENO) reconstructions in combination with implicit-explicit Runge-Kutta (IMEX-RK) methods for time stepping. The numerical results demonstrate significant differences in the spatio-temporal behavior predicted by the different models, which suggest future research directions.

Does Mathletics, a Supplementary Digital Math Tool, Improve Student Learning and Teaching Methods at Three Private Catholic Schools in Florida?--A Mixed Methods Study

ERIC Educational Resources Information Center

Stephan, Kelly Purdy

2017-01-01

Improving mathematical student performance in K-12 education has been a focus in the U.S. Students in the U.S. score lower on standardized math assessments than students in other countries. Preparing students for a successful future in a global society requires schools to integrate effective digital technologies in math classroom curricula.…

Using Research-Based Instruction to Improve Math Outcomes with Underprepared Students

ERIC Educational Resources Information Center

Pearce, Lee R.; Pearce, Kristi L.; Siewert, Daluss J.

2017-01-01

The authors used a mixed-methods research design to evaluate a multi-tiered system of supports model to address the disturbing failure rates of underprepared college students placed in developmental mathematics at a small state university. While qualitative data gathered from using Participatory Action Research methods directed the two-year…

High Fidelity Modeling of Field-Reversed Configuration (FRC) Thrusters (Briefing Charts)

DTIC Science & Technology

2017-05-24

Converged Math → Irrelevant Solutions? Validation: Fluids Example Stoke’s Flow MARTIN, SOUSA, TRAN (AFRL/RQRS) DISTRIBUTION A - APPROVED FOR PUBLIC RELEASE...Convergence Tests Converged Math → Irrelevant Solutions? Must be Aware of Valid Assumption Regions Validation: Fluids Example Stoke’s Flow Potential...AND VALIDATION Verification: Asymptotic Models → Analytical Solutions Yields Exact Convergence Tests Converged Math → Irrelevant Solutions? Must be

Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument

NASA Astrophysics Data System (ADS)

Caballero, Marcos D.; Doughty, Leanne; Turnbull, Anna M.; Pepper, Rachel E.; Pollock, Steven J.

2017-06-01

Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level classical mechanics and math methods course (CM 1) at CU Boulder, we have developed a tool to assess student learning of CM 1 concepts in the upper division. The Colorado Classical Mechanics and Math Methods Instrument (CCMI) builds on faculty consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post test that probes student learning in the first half of a two-semester classical mechanics and math methods sequence. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder and elsewhere.

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

DTIC Science & Technology

2018-01-16

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

The Relative Value of Growth in Math Fact Skills across Late Elementary and Middle School

ERIC Educational Resources Information Center

Nelson, Peter M.; Parker, David C.; Zaslofsky, Anne F.

2016-01-01

The purpose of the current study was to evaluate the importance of growth in math fact skills within the context of overall math proficiency. Data for 1,493 elementary and middle school students were included for analysis. Regression models were fit to examine the relative value of math fact fluency growth, prior state test performance, and a fall…

Bootstrap evaluation of a young Douglas-fir height growth model for the Pacific Northwest

Treesearch

Nicholas R. Vaughn; Eric C. Turnblom; Martin W. Ritchie

2010-01-01

We evaluated the stability of a complex regression model developed to predict the annual height growth of young Douglas-fir. This model is highly nonlinear and is fit in an iterative manner for annual growth coefficients from data with multiple periodic remeasurement intervals. The traditional methods for such a sensitivity analysis either involve laborious math or...

The Internal/External Frame of Reference of Academic Self-Concept: Extension to a Foreign Language and the Role of Language of Instruction

ERIC Educational Resources Information Center

Xu, Man K.; Marsh, Herbert W.; Hau, Kit-Tai; Ho, Irene T.; Morin, Alexandre J. S.; Abduljabbar, Adel S.

2013-01-01

The internal/external frame of reference (I/E) model (Marsh, 1986) posits that the effects of contrasting math and verbal domains of achievement are positive for matching academic self-concepts (ASCs) but negative for nonmatching ASCs (i.e., math achievement on verbal ASC; verbal achievement on math ASC). We extend the classic I/E model by…

Regularity Results for a Class of Functionals with Non-Standard Growth

NASA Astrophysics Data System (ADS)

Acerbi, Emilio; Mingione, Giuseppe

We consider the integral functional under non-standard growth assumptions that we call p(x) type: namely, we assume that a relevant model case being the functional Under sharp assumptions on the continuous function p(x)>1 we prove regularity of minimizers. Energies exhibiting this growth appear in several models from mathematical physics.

The Reliability of Randomly Generated Math Curriculum-Based Measurements

ERIC Educational Resources Information Center

Strait, Gerald G.; Smith, Bradley H.; Pender, Carolyn; Malone, Patrick S.; Roberts, Jarod; Hall, John D.

2015-01-01

"Curriculum-Based Measurement" (CBM) is a direct method of academic assessment used to screen and evaluate students' skills and monitor their responses to academic instruction and intervention. Interventioncentral.org offers a math worksheet generator at no cost that creates randomly generated "math curriculum-based measures"…

Multi-Input Multi-Output Flight Control System Design for the YF-16 Using Nonlinear QFT and Pilot Compensation

DTIC Science & Technology

1990-12-01

methods are implemented in MATRIXx with the programs SISOTF and MIMOTF respectively. Following the mathe - matical development, the application of these...intent is not to teach any of the methods , it has been written in a manner to significantly assist an individual attempting follow on work. I would...equivalent plant models. A detailed mathematical development of the method used to develop these equivalent LTI plant models is provided. After this inner

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.

Aloha Teachers: Teacher Autonomy Support Promotes Native Hawaiian and Pacific Islander Students' Motivation, School Belonging, Course-Taking and Math Achievement

ERIC Educational Resources Information Center

Froiland, John Mark; Davison, Mark L.; Worrell, Frank C.

2016-01-01

Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively…

The Effect of Cognitively Guided Instruction on Primary Students' Math Achievement, Problem-Solving Abilities and Teacher Questioning

ERIC Educational Resources Information Center

Medrano, Juan

2012-01-01

The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes problem-solving to a greater degree…

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.

PubMed

Peterson, Robin L; Boada, Richard; McGrath, Lauren M; Willcutt, Erik G; Olson, Richard K; Pennington, Bruce F

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

Fluid reasoning predicts future mathematics among children and adolescents

PubMed Central

Green, Chloe T.; Bunge, Silvia A.; Chiongbian, Victoria Briones; Barrow, Maia; Ferrer, Emilio

2017-01-01

The aim of this longitudinal study was to determine whether fluid reasoning (FR) plays a significant role in the acquisition of mathematics skills, above and beyond the effects of other cognitive and numerical abilities. Using a longitudinal cohort sequential design, we examined how FR measured at three assessment occasions, spaced approximately 1.5 years apart, predicted math outcomes for a group of 69 participants between ages 6 and 21 across all three assessment occasions. We used structural equation modeling (SEM) to examine the direct and indirect relations between children's prior cognitive abilities and their future math achievement. A model including age, FR, vocabulary, and spatial skills accounted for 90% of the variance in future math achievement. In this model, FR was the only significant predictor of future math achievement; neither age, vocabulary, nor spatial skills were significant predictors. Thus, FR was the only predictor of future math achievement across a wide age range that spanned primary and secondary school. These findings build on Cattell's conceptualization of FR (Cattell, 1987) as a scaffold for learning, showing that this domain-general ability supports the acquisition of rudimentary math skills as well as the ability to solve more complex mathematical problems. PMID:28152390

Novel Numerical Methods for Optimal Control Problems Involving Fractional-Order Differential Equations

DTIC Science & Technology

2018-03-14

pricing, Appl. Math . Comp. Vol.305, 174-187 (2017) 5. W. Li, S. Wang, Pricing European options with proportional transaction costs and stochastic...for fractional differential equation. Numer. Math . Theor. Methods Appl. 5, 229–241, 2012. [23] Kilbas A.A. and Marzan, S.A., Cauchy problem for...numerical technique for solving fractional optimal control problems, Comput. Math . Appl., 62, Issue 3, 1055–1067, 2011. [26] Lotfi A., Yousefi SA., Dehghan M

A Model for Math Modeling

ERIC Educational Resources Information Center

Lin, Tony; Erfan, Sasan

2016-01-01

Mathematical modeling is an open-ended research subject where no definite answers exist for any problem. Math modeling enables thinking outside the box to connect different fields of studies together including statistics, algebra, calculus, matrices, programming and scientific writing. As an integral part of society, it is the foundation for many…

Integrating Reform-Oriented Math Instruction in Special Education Settings

ERIC Educational Resources Information Center

Bottge, Brian A.; Rueda, Enrique; LaRoque, Perry T.; Serlin, Ronald C.; Kwon, Jungmin

2007-01-01

This mixed-methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi-experimental pretest-posttest control group design with switching replications was used to measure students' computation and problem-solving skills on EAI compared to control…

Understanding RTI in Mathematics: Proven Methods and Applications

ERIC Educational Resources Information Center

Gersten, Russell, Ed.; Newman-Gonchar, Rebecca, Ed.

2011-01-01

Edited by National Math Panel veteran Russell Gersten with contributions by all of the country's leading researchers on RTI and math, this cutting-edge text blends the existing evidence base with practical guidelines for RTI implementation. Current and future RTI coordinators, curriculum developers, math specialists, and department heads will get…

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

PubMed

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

2017-12-01

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

Simple arithmetic: not so simple for highly math anxious individuals

PubMed Central

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

2017-01-01

Abstract Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low—compared to high—math anxious individuals perform better when they activate this network less—a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. PMID:29140499

No doubt about it: when doubtful role models undermine men's and women's math performance under threat.

PubMed

Marx, David M; Monroe, Allyce H; Cole, Chris E; Gilbert, Patricia N

2013-01-01

Past work has shown that female role models are effective buffers against stereotype threat. The present research examines the boundary conditions of this role model effect. Specifically, we argue that female role models should avoid expressing doubt about their math abilities; otherwise they may cease to buffer women from stereotype threat. For men, a non-doubtful male role model should be seen as threatening, thus harming performance. A doubtful male role model, however, should be seen as non-threatening, thus allowing men to perform up to their ability in math. To test this reasoning, men and women were exposed to either an outgroup or ingroup role model who either expressed doubt or did not. Participants then took a math exam under stereotype threat conditions. As expected, doubtful ingroup role models hurt women, but helped men's performance. Outgroup role models' expressed doubt had no differential effect on performance. We also show that expressions of doubt take on a different meaning when expressed by a female rather than a male role model.

The Problem-Solving Nemesis: Mindless Manipulation.

ERIC Educational Resources Information Center

Hawkins, Vincent J.

1987-01-01

Indicates that only 21% of respondents (secondary school math teachers) used computer-assisted instruction for tutorial work, physical models to interpret abstract concepts, or real-life application of the arithmetic or algebraic manipulation. Recommends that creative teaching methods be applied to problem solving. (NKA)

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.

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

Math modeling and computer mechanization for real time simulation of rotary-wing aircraft

NASA Technical Reports Server (NTRS)

Howe, R. M.

1979-01-01

Mathematical modeling and computer mechanization for real time simulation of rotary wing aircraft is discussed. Error analysis in the digital simulation of dynamic systems, such as rotary wing aircraft is described. The method for digital simulation of nonlinearities with discontinuities, such as exist in typical flight control systems and rotor blade hinges, is discussed.

An Interdisciplinary Inservice Model for Teaching Reading in the Content Areas: Grades 7-9.

ERIC Educational Resources Information Center

Granite School District, Salt Lake City, UT.

The model outlined in this document describes the development of an integrated approach to teaching content reading skills to teachers. Methods and materials applicable to texts and media currently used in classrooms were produced by inservice teachers of science, math, and social studies at a Salt Lake City junior high school. This document…

Math and science illiteracy: Social and economic impacts

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

Williams, J.L.

1994-05-01

Today`s highly competitive global economy is being driven by increasingly rapid technological development. This paper explores the problems of math and science illiteracy in the United States and the potential impact on our economic survival in this environment during the next century. Established educational methods that reward task performance, emphasize passive lecture, and fail to demonstrate relevance to real life are partly to blame. Social norms, stereotypes, and race and gender bias also have an impact. To address this crisis, we need to question the philosophy of an educational system that values task over concept. Many schools have already initiatedmore » programs at all grade levels to make math and science learning more relevant, stimulating, and fun. Teaching methods that integrate math and science learning with teamwork, social context, and other academic subjects promote the development of higher-order thinking skills and help students see math and science as necessary skills.« less

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.

Tutoring math platform accessible for visually impaired people.

PubMed

Maćkowski, Michał Sebastian; Brzoza, Piotr Franciszek; Spinczyk, Dominik Roland

2018-04-01

There are many problems with teaching and assessing impaired students in higher education, especially in technical science, where the knowledge is represented mostly by structural information like: math formulae, charts, graphs, etc. Developing e-learning platform for distance education solves this problem only partially due to the lack of accessibility for the blind. The proposed method is based on the decomposition of the typical mathematical exercise into a sequence of elementary sub-exercises. This allows for interactive resolving of math exercises and assessment of the correctness of exercise solutions at every stage. The presented methods were prepared and evaluated by visually impaired people and students. The article presents the accessible interactive tutoring platform for math teaching and assessment, and experience in exploring it. The results of conducted research confirm good understanding of math formulae described according to elaborated rules. Regardless of the level of complexity of the math formulae the level of math formulae understanding is higher for alternative structural description. The proposed solution enables alternative descriptions of math formulae. Based on the research results, the tool for computer-aided interactive learning of mathematics adapted to the needs of the blind has been designed, implemented and deployed as a platform for on-site and online and distance learning. The designed solution can be very helpful in overcoming many barriers that occur while teaching impaired students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Increasing Success Rates in Developmental Math: The Complementary Role of Individual and Institutional Characteristics

ERIC Educational Resources Information Center

Fong, Kristen E.; Melguizo, Tatiana; Prather, George

2015-01-01

This study tracks students' progression through developmental math sequences and defines progression as both attempting and passing each level of the sequence. A model of successful progression in developmental education was built utilizing individual-, institutional-, and developmental math-level factors. Employing step-wise logistic regression…

Atlas 1.1: An Update to the Theory of Effective Systems Engineers

DTIC Science & Technology

2018-01-16

Proficiency Model ........................................................................................................... 21 5.1.1 Area 1: Math ... Math /Science/General Engineering: Foundational concepts from mathematics, physical sciences, and general engineering; 2. System’s Domain...Table 5. Atlas Proficiency Areas, Categories, and Topics Area Category Topic 1. Math / Science / General Engineering 1.1. Natural Science

Behavioral Engagement in Learning and Math Achievement over Kindergarten: A Contextual Analysis

ERIC Educational Resources Information Center

Robinson, Keith; Mueller, Anna S.

2014-01-01

Using nationally representative data on 12,462 kindergarten children, this report examines the link between behavioral engagement and math achievement growth during kindergarten. Multilevel models show that students with higher individual engagement tend to experience larger math achievement growth over kindergarten, that classroom engagement…

enVisionMATH. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"enVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated…

New Tools to Convert PDF Math Contents into Accessible e-Books Efficiently.

PubMed

Suzuki, Masakazu; Terada, Yugo; Kanahori, Toshihiro; Yamaguchi, Katsuhito

2015-01-01

New features in our math-OCR software to convert PDF math contents into accessible e-books are shown. A method for recognizing PDF is thoroughly improved. In addition, contents in any selected area including math formulas in a PDF file can be cut and pasted into a document in various accessible formats, which is automatically recognized and converted into texts and accessible math formulas through this process. Combining it with our authoring tool for a technical document, one can easily produce accessible e-books in various formats such as DAISY, accessible EPUB3, DAISY-like HTML5, Microsoft Word with math objects and so on. Those contents are useful for various print-disabled students ranging from the blind to the dyslexic.

Etiological Subgroups of Small-for-Gestational-Age: Differential Neurodevelopmental Outcomes

PubMed Central

Li, Xiuhong; Eiden, Rina D.; Epstein, Leonard H.; Shenassa, Edmond D.; Xie, Chuanbo; Wen, Xiaozhong

2016-01-01

Objectives It remains unclear why substantial variations in neurodevelopmental outcomes exist within small-for-gestational-age (SGA) children. We prospectively compared 5-y neurodevelopmental outcomes across SGA etiological subgroups. Methods Children born SGA (N = 1050) from U.S. Early Childhood Longitudinal Study-Birth Cohort (2001–2007) was divided into etiological subgroups by each of 7 well-established prenatal risk factors. We fit linear regression models to compare 5-y reading, math, gross motor and fine motor scores across SGA subgroups, adjusting for socio-demographic confounders. Results Compared to singleton SGA subgroup, multiple-birth SGA subgroup had lower mean reading (adjusted mean difference, -4.08 [95% confidence interval, -6.10, -2.06]) and math (-2.22 [-3.61, -0.84]) scores. These disadvantages in reading and math existed only among multiple-birth SGA subgroup without ovulation stimulation (reading, -4.50 [-6.64, -2.36]; math, -2.91 [-4.37, -1.44]), but not among those with ovulation stimulation (reading, -2.33 [-6.24, 1.57]; math 0.63 [-1.86, 3.12]). Compared to singleton SGA subgroup without maternal smoking and inadequate gestational weight gain, singleton SGA subgroup with co-occurrence of maternal smoking and inadequate gestational weight gain (GWG) had lower mean reading (-4.81 [-8.50, -1.12]) and math (-2.95 [-5.51, -0.38]) scores. These differences were not mediated by Apgar score. Conclusions Multiple-birth SGA subgroups (vs. singleton SGA) or singleton SGA subgroup with co-occurrence of smoking and inadequate GWG (vs. singleton SGA subgroup without maternal smoking and inadequate gestational weight gain) have poorer cognitive development up to 5 y. PMID:27501456

Successful Developmental Math Students in Traditional Format and Online Delivery: A Comparative Study

ERIC Educational Resources Information Center

Thomas, Jeremy Lloyd

2016-01-01

The purpose of this study was to compare student performance in online and traditional classroom based developmental math courses at Texas community colleges. This study specifically examined: (a) student performance in both delivery methods, (b) students who successfully completed the developmental math course, and (c) student performance in the…

Preschool Teachers' Perceived Math Anxiety and Self-Efficacy for Teaching Mathematics

ERIC Educational Resources Information Center

Cook, Carolyn D.

2017-01-01

This study explored the relationship between math anxiety and perceived self-efficacy for teaching mathematics in preschool teachers. Perceptions of and attributions for the teachers' perceived math anxiety and perceived self-efficacy for teaching mathematics were also explored. The study employed a mixed-method design consisting of both…

The MATH--Open Source Application for Easier Learning of Numerical Mathematics

ERIC Educational Resources Information Center

Glaser-Opitz, Henrich; Budajová, Kristina

2016-01-01

The article introduces a software application (MATH) supporting an education of Applied Mathematics, with focus on Numerical Mathematics. The MATH is an easy to use tool supporting various numerical methods calculations with graphical user interface and integrated plotting tool for graphical representation written in Qt with extensive use of Qwt…

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…

Payload test philosophy. [to provide confidence in Shuttle structural math models

NASA Technical Reports Server (NTRS)

Mayhew, D.

1979-01-01

Shuttle payload test philosophy is discussed with reference to testing to provide confidence in Shuttle structural math models. Particular attention is given the Shuttle quarter-scale program and the Mated Vertical Ground Vibration Test Program.

The preconditioned Gauss-Seidel method faster than the SOR method

NASA Astrophysics Data System (ADS)

Niki, Hiroshi; Kohno, Toshiyuki; Morimoto, Munenori

2008-09-01

In recent years, a number of preconditioners have been applied to linear systems [A.D. Gunawardena, S.K. Jain, L. Snyder, Modified iterative methods for consistent linear systems, Linear Algebra Appl. 154-156 (1991) 123-143; T. Kohno, H. Kotakemori, H. Niki, M. Usui, Improving modified Gauss-Seidel method for Z-matrices, Linear Algebra Appl. 267 (1997) 113-123; H. Kotakemori, K. Harada, M. Morimoto, H. Niki, A comparison theorem for the iterative method with the preconditioner (I+Smax), J. Comput. Appl. Math. 145 (2002) 373-378; H. Kotakemori, H. Niki, N. Okamoto, Accelerated iteration method for Z-matrices, J. Comput. Appl. Math. 75 (1996) 87-97; M. Usui, H. Niki, T.Kohno, Adaptive Gauss-Seidel method for linear systems, Internat. J. Comput. Math. 51(1994)119-125 [10

Young-age gender differences in mathematics mediated by independent control or uncontrollability.

PubMed

Zirk-Sadowski, Jan; Lamptey, Charlotte; Devine, Amy; Haggard, Mark; Szűcs, Dénes

2014-05-01

We studied whether the origins of math anxiety can be related to a biologically supported framework of stress induction: (un)controllability perception, here indicated by self-reported independent efforts in mathematics. Math anxiety was tested in 182 children (8- to 11-year-olds). Latent factor modeling was used to test hypotheses on plausible causal processes and mediations within competing models in quasi-experimental contrasts. Uncontrollability perception in mathematics, or (in)dependence of efforts, best fit the data as an antecedent of math anxiety. In addition, the relationship of math anxiety with gender was fully mediated by adaptive perception of control (i.e. controllability). That is, young boys differ from girls in terms of their experience of control in mathematics learning. These differences influence math anxiety. Our findings are consistent with recent suggestions in clinical literature according to which uncontrollability makes women more susceptible to fear and anxiety disorders. © 2014 John Wiley & Sons Ltd.

Mathematical Modeling: Are Prior Experiences Important?

ERIC Educational Resources Information Center

Czocher, Jennifer A.; Moss, Diana L.

2017-01-01

Why are math modeling problems the source of such frustration for students and teachers? The conceptual understanding that students have when engaging with a math modeling problem varies greatly. They need opportunities to make their own assumptions and design the mathematics to fit these assumptions (CCSSI 2010). Making these assumptions is part…

Designing Networks that are Capable of Self-Healing and Adapting

DTIC Science & Technology

2017-04-01

Undergrad. Res. Fellowship, visiting from Caltech. Undergraduate Eugene Park Math Duke Models of self-healing networks (undergrad. senior thesis...Graduate student Anastasia Deckard Math Duke 3rd/4th year PhD. Wrote software for simulation. Undergraduate Nick Day Math LIMS Summer project at...Harer gave a talk on this DTRA grant to undergraduate math majors at Duke. 11 Q UA D C HA R T Uploaded to the DTRA Basic and Fundamental Research

The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence

PubMed Central

Price, Gavin R.; Fuchs, Lynn S.

2016-01-01

This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd- grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1–9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test. PMID:26859564

The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.

PubMed

Price, Gavin R; Fuchs, Lynn S

2016-01-01

This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd-grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1-9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test.

L1-Based Approximations of PDEs and Applications

DTIC Science & Technology

2012-09-05

the analysis of the Navier-Stokes equations. The early versions of artificial vis- cosities being overly dissipative, the interest for these technique ...Guermond, and B. Popov. Stability analysis of explicit en- tropy viscosity methods for non-linear scalar conservation equations. Math. Comp., 2012... methods for solv- ing mathematical models of nonlinear phenomena such as nonlinear conservation laws, surface/image/data reconstruction problems

Multivariate Latent Change Modeling of Developmental Decline in Academic Intrinsic Math Motivation and Achievement: Childhood through Adolescence

ERIC Educational Resources Information Center

Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.; Guerin, Diana Wright

2007-01-01

Research has established that academic intrinsic motivation, enjoyment of school learning without receipt of external rewards, significantly declines across childhood through adolescence. Math intrinsic motivation evidences the most severe decline compared with other subject areas. This study addresses this developmental decline in math intrinsic…

Assessing Impacts of "Math in Focus," a "Singapore Math" Program

ERIC Educational Resources Information Center

Jaciw, Andrew P.; Hegseth, Whitney Michelle; Lin, Li; Toby, Megan; Newman, Denis; Ma, Boya; Zacamy, Jenna

2016-01-01

This study investigates, through a cluster randomized trial, the impact of "Math in Focus," a core mathematics program modeled after instructional approaches used in Singapore, on third- through fifth-grade students' achievement in mathematics. The program is currently being used in more than 400 school districts in the United States.…

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…

Remediation of Math Anxiety in Preservice Elementary School Teachers

ERIC Educational Resources Information Center

Dunkle, Susan M.

2010-01-01

The purpose of this study was to measure the level of math anxiety in preservice elementary teachers, and then to determine if remediation methods would lower the measured level of anxiety in these same preservice teachers. The 10-day study provided an intense remediation using a time-series design to measure change on the Revised Math Anxiety…

How Effective Are Community College Remedial Math Courses for Students with the Lowest Math Skills?

ERIC Educational Resources Information Center

Xu, Di; Dadgar, Mina

2018-01-01

Objective: This article examines the effectiveness of remediation for community college students who are identified as having the lowest skills in math. Method: We use transcript data from a state community college system and take advantage of a regression discontinuity design that compares statistically identical students who are assigned to the…

Stickybear's Math Splash: Adventures in Math Fun for Ages 5-10! School Version with Lesson Plans. [CD-ROM].

ERIC Educational Resources Information Center

Highsmith, Joni Bitman

Stickybear's Math Splash is a CD-ROM-based software tool for teaching mathematics skills beyond simple number recognition to elementary students. The accompanying printed lesson plans are designed to complement mathematics skills with other methods and areas of emphasis including kinesthetic learning, listening skills, decision making skills, and…

The Effects of the Interactive Student Notebook on Fifth Grade Math and Science Achievement

ERIC Educational Resources Information Center

Green, Timothy

2010-01-01

The purpose of this study was to determine the effects of using the interactive student notebook versus the use of traditional note-taking methods on math and science achievement for fifth grade students. The researcher hypothesized that the ISN would have a significant positive impact on math and science student achievement. Multiple regression…

A Math-Box Tale

ERIC Educational Resources Information Center

Nelson, Catherine J.

2012-01-01

The author is a strong proponent of incorporating the Content and Process Standards (NCTM 2000) into the teaching of mathematics. For candidates in her methods course, she models research-based best practices anchored in the Standards. Her students use manipulatives, engage in problem-solving activities, listen to children's literature, and use…

Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.

PubMed

Hornung, Caroline; Schiltz, Christine; Brunner, Martin; Martin, Romain

2014-01-01

Early number competence, grounded in number-specific and domain-general cognitive abilities, is theorized to lay the foundation for later math achievement. Few longitudinal studies have tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, the present work examined the influence of kindergarteners' nonverbal number sense and domain-general abilities (i.e., working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (i.e., arithmetic, shape and space skills, and number line estimation) assessed 1 year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. After controlling for early number competence, fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space skills. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms.

Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence

PubMed Central

Hornung, Caroline; Schiltz, Christine; Brunner, Martin; Martin, Romain

2014-01-01

Early number competence, grounded in number-specific and domain-general cognitive abilities, is theorized to lay the foundation for later math achievement. Few longitudinal studies have tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, the present work examined the influence of kindergarteners' nonverbal number sense and domain-general abilities (i.e., working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (i.e., arithmetic, shape and space skills, and number line estimation) assessed 1 year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. After controlling for early number competence, fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space skills. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms. PMID:24772098

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

PubMed Central

Ramirez, Gerardo

2017-01-01

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

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

PubMed

Ramirez, Gerardo

2017-01-01

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

Locomotor Stability in a Model Swimmer: Coupling Fluid Dynamics, Neurophysiology and Muscle Mechanics

DTIC Science & Technology

2017-07-05

springs which resist deformation. (C) Inset that shows the position of the muscle segments. Cohen, Holmes, Rand, J. Math Biol. 1982 A representative...numbers are the segment number, labeled from head to tail. Cohen, Holmes, Rand, J. Math Biol. 1982 The signals are periodic. Cohen, Holmes, Rand, J... Math Biol. 1982 From head to tail there is a phase lag on each side. Cohen, Holmes, Rand, J. Math Biol. 1982 On a given segment, the signals are in

Math Model for Naval Ship Handling Trainer.

ERIC Educational Resources Information Center

Golovcsenko, Igor V.

The report describes the math model for an experimental ship handling trainer. The training task is that of a replenishment operation at sea. The model includes equations for ship dynamics of a destroyer, propeller-engine response times, ship separation, interaction effects between supply ship and destroyer, and outputs to a visual display system.…

Space shuttle plume simulation application. Results and math model. [Ames unitary plan wind tunnel test

NASA Technical Reports Server (NTRS)

Boyle, W.; Conine, B.

1978-01-01

Pressure and gauge wind tunnel data from a transonic test of a 0.02 scale model of the space shuttle launch vehicle was analyzed to define the aerodynamic influence of the main propulsion system and solid rocket booster plumes during the transonic portion of ascent flight. Air was used as a simulant gas to develop the model exhaust plumes. A math model of the plume induced aerodynamic characteristics was developed for a range of Mach numbers to match the forebody aerodynamic math model. The base aerodynamic characteristics are presented in terms of forces and moments versus attitude. Total vehicle base and forebody aerodynamic characteristics are presented in terms of aerodynamic coefficients for Mach number from 0.6 to 1.4 Element and component base and forebody aerodynamic characteristics are presented for Mach numbers of 0.6, 1.05, 1.1, 1.25 and 1.4. The forebody data is available at Mach 1.55. Tolerances for all plume induced aerodynamic characteristics are developed in terms of a math model.

Effective pedagogies for teaching math to nursing students: a literature review.

PubMed

Hunter Revell, Susan M; McCurry, Mary K

2013-11-01

Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction. Copyright © 2012 Elsevier Ltd. All rights reserved.

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

PubMed

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

2015-01-01

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

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

PubMed Central

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

2015-01-01

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

Mission Engineering Competencies Technical Report

DTIC Science & Technology

2018-04-30

generate a mission capability. Note that foundational skills – e.g. math , natural or social sciences, general engineering skills - are not listed in...basic understanding of math , sciences, and the fundamentals of engineering are assumed, the foundational building block for mission...April 30, 2018 69 The Helix model focuses on 6 proficiency areas (Hutchison et al. 2018): 1. Math /Science/General

Increasing Latino/a Representation in Math and Science: An Insider's Look

ERIC Educational Resources Information Center

Aguirre, Jarrad

2009-01-01

Recent Yale alumnus Jarrad Aguirre relates his experience creating MAS Familias, a campus organization that supports Latino/a undergraduates studying math and science. Alarmed by Latino/a students' academic struggles and the lack of Latino/a role models in the fields of math and science--and increasingly aware of the social benefits of a diverse…

Using a Regression Discontinuity Design to Estimate the Impact of Placement Decisions in Developmental Math

ERIC Educational Resources Information Center

Melguizo, Tatiana; Bos, Johannes M.; Ngo, Federick; Mills, Nicholas; Prather, George

2016-01-01

This study evaluates the effectiveness of math placement policies for entering community college students on these students' academic success in math. We estimate the impact of placement decisions by using a discrete-time survival model within a regression discontinuity framework. The primary conclusion that emerges is that initial placement in a…

Effectiveness of the Touch Math Technique in Teaching Basic Addition to Children with Autism

ERIC Educational Resources Information Center

Yikmis, Ahmet

2016-01-01

This study aims to reveal whether the touch math technique is effective in teaching basic addition to children with autism. The dependent variable of this study is the children's skills to solve addition problems correctly, whereas teaching with the touch math technique is the independent variable. Among the single-subject research models, a…

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

ERIC Educational Resources Information Center

Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

A Semi-Automatic Alignment Method for Math Educational Standards Using the MP (Materialization Pattern) Model

ERIC Educational Resources Information Center

Choi, Namyoun

2010-01-01

Educational standards alignment, which matches similar or equivalent concepts of educational standards, is a necessary task for educational resource discovery and retrieval. Automated or semi-automated alignment systems for educational standards have been recently available. However, existing systems frequently result in inconsistency in…

Long-term Stable Conservative Multiscale Methods for Vortex Flows

DTIC Science & Technology

2017-10-31

Computational and Applied Mathematics and Engeneering, Eccomas 2016 (Crete, June, 2016) - M. A. Olshanskii, Scientific computing seminar of Math ...UMass Dartmouth (October 2015) - L. Rebholz, Applied Math Seminar Talk, University of Alberta (October 2015) - L. Rebholz, Colloquium Talk, Scientific...Colloquium, (November 2016) - L. Rebholz, Joint Math Meetings 2017, Special session on recent advances in numerical analysis of PDEs, Atlanta GA

Common Core State Standards for Mathematics: How Well Do the Textbook and Instructional Methods Align?

ERIC Educational Resources Information Center

Rawding, Denise M.

2016-01-01

The Common Core Math Standards were written to address concerns that the math curriculum in the United States was not focused and coherent. Based on national and international assessments, the United States math scores have remained stagnant, while other countries have seen significant growth in their scores. This study, designed as an action…

A Quantitative and Qualitative Study of Math Anxiety among Preservice Teachers

ERIC Educational Resources Information Center

Sloan, Tina Rye

2010-01-01

This project investigated the effects of a standards-based mathematics methods course on the mathematics anxiety levels of preservice teachers. The qualitative portion of the study examined aspects of a math methods course that affected mathematics anxiety levels and the antecedents of mathematics anxiety. Findings revealed a significant…

Self-Regulated Math Instructions for Pupils with Learning Disabilities

ERIC Educational Resources Information Center

Bishara, Saied

2016-01-01

In this research, we considered the different impact two methods of teaching had on pupils' ability to solve complex math problems. The methods considered were: self-regulated study and traditional teaching. We also examined the pedagogical consequences the differences made among the population of pupils with learning disabilities in special…

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

NASA Astrophysics Data System (ADS)

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

2010-12-01

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

"It Was My Understanding That There Would Be No Math": Using Thematic Cases to Teach Undergraduate Research Methods

ERIC Educational Resources Information Center

Oldmixon, Elizabeth A.

2018-01-01

Undergraduates frequently approach research methods classes with trepidation and skepticism, owing in part to math-phobia and confusion over how methodology is relevant to their interests. These self-defeating barriers to learning undermine the efficacy of methods classes. This essay discusses a strategy for overcoming these barriers--use of a…

Numerical simulation of a lattice polymer model at its integrable point

NASA Astrophysics Data System (ADS)

Bedini, A.; Owczarek, A. L.; Prellberg, T.

2013-07-01

We revisit an integrable lattice model of polymer collapse using numerical simulations. This model was first studied by Blöte and Nienhuis (1989 J. Phys. A: Math. Gen. 22 1415) and it describes polymers with some attraction, providing thus a model for the polymer collapse transition. At a particular set of Boltzmann weights the model is integrable and the exponents ν = 12/23 ≈ 0.522 and γ = 53/46 ≈ 1.152 have been computed via identification of the scaling dimensions xt = 1/12 and xh = -5/48. We directly investigate the polymer scaling exponents via Monte Carlo simulations using the pruned-enriched Rosenbluth method algorithm. By simulating this polymer model for walks up to length 4096 we find ν = 0.576(6) and γ = 1.045(5), which are clearly different from the predicted values. Our estimate for the exponent ν is compatible with the known θ-point value of 4/7 and in agreement with very recent numerical evaluation by Foster and Pinettes (2012 J. Phys. A: Math. Theor. 45 505003).

Measuring Math Anxiety (in Spanish) with the Rasch Rating Scale Model.

PubMed

Prieto, Gerardo; Delgado, Ana R

2007-01-01

Two successive studies probed the psychometric properties of a Math Anxiety questionnaire (in Spanish) by means of the Rasch Rating Scale Model. Participants were 411 and 216 Spanish adolescents. Convergent validity was examined by correlating the scale with both the Fennema and Sherman Attitude Scale and a math achievement test. The results show that the scores are psychometrically appropriate, and replicate those reported in meta-analyses: medium-sized negative correlations with achievement and with attitudes toward mathematics, as well as moderate sex-related differences (with girls presenting higher anxiety levels than boys).

A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems.

PubMed

Arán Filippetti, Vanessa; Richaud, María Cristina

2017-10-01

Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level.

Math Error Types and Correlates in Adolescents with and without Attention Deficit Hyperactivity Disorder

PubMed Central

Capodieci, Agnese; Martinussen, Rhonda

2017-01-01

Objective: The aim of this study was to examine the types of errors made by youth with and without a parent-reported diagnosis of attention deficit and hyperactivity disorder (ADHD) on a math fluency task and investigate the association between error types and youths’ performance on measures of processing speed and working memory. Method: Participants included 30 adolescents with ADHD and 39 typically developing peers between 14 and 17 years old matched in age and IQ. All youth completed standardized measures of math calculation and fluency as well as two tests of working memory and processing speed. Math fluency error patterns were examined. Results: Adolescents with ADHD showed less proficient math fluency despite having similar math calculation scores as their peers. Group differences were also observed in error types with youth with ADHD making more switch errors than their peers. Conclusion: This research has important clinical applications for the assessment and intervention on math ability in students with ADHD. PMID:29075227

Math Error Types and Correlates in Adolescents with and without Attention Deficit Hyperactivity Disorder.

PubMed

Capodieci, Agnese; Martinussen, Rhonda

2017-01-01

Objective: The aim of this study was to examine the types of errors made by youth with and without a parent-reported diagnosis of attention deficit and hyperactivity disorder (ADHD) on a math fluency task and investigate the association between error types and youths' performance on measures of processing speed and working memory. Method: Participants included 30 adolescents with ADHD and 39 typically developing peers between 14 and 17 years old matched in age and IQ. All youth completed standardized measures of math calculation and fluency as well as two tests of working memory and processing speed. Math fluency error patterns were examined. Results: Adolescents with ADHD showed less proficient math fluency despite having similar math calculation scores as their peers. Group differences were also observed in error types with youth with ADHD making more switch errors than their peers. Conclusion: This research has important clinical applications for the assessment and intervention on math ability in students with ADHD.

Physics First: Impact on SAT Math Scores

NASA Astrophysics Data System (ADS)

Bouma, Craig E.

Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.

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

PubMed

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

2014-01-01

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

An explanatory model of maths achievement:Perceived parental involvement and academic motivation.

PubMed

Rodríguez, Susana; Piñeiro, Isabel; Gómez-Taibo, Mª L; Regueiro, Bibiana; Estévez, Iris; Valle, Antonio

2017-05-01

Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance. With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents’ beliefs is related to children´s beliefs, their involvement in mathematical tasks and their performance. Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students’ academic work by parents may increase students’ concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents’ expectations and children’s maths self-efficacy and negatively on the parents’ help in tasks and performance goal orientation. Perceived parental involvement contributes to children’s motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork.

Family Factors Associated with Sixth-Grade Adolescents' Math and Science Career Interests

ERIC Educational Resources Information Center

Turner, Sherri L.; Steward, Jason C.; Lapan, Richard T.

2004-01-01

This study tested a causal model, based on social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994, 2000), of math and science career interests among 6th-grade adolescents (N = 318). Consistent with SCCT, it was found that career gender-typing, mother's and father's support for pursuing math and science careers, as well…

Trajectories of Change in Students' Self-Concepts of Ability and Values in Math and College Major Choice

ERIC Educational Resources Information Center

Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S.

2015-01-01

This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…

Assessing the Effectiveness of a Learning Community Course Design to Improve the Math Performance of First-Year Students

ERIC Educational Resources Information Center

Hansen, Michele J.; Meshulam, Susan; Parker, Brooke

2013-01-01

National attention is focused on the persistent high failure rates for students enrolled in math courses, and the search for strategies to change these outcomes is on. This study used a mixed-method research design to assess the effectiveness of a learning community course designed to improve the math performance levels of firstyear students.…

Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

ERIC Educational Resources Information Center

Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

2011-01-01

The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

Improving Learning for All Students through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement

ERIC Educational Resources Information Center

Choi, Jeong Hoon; Meisenheimer, Jessica M.; McCart, Amy B.; Sailor, Wayne

2017-01-01

The present investigation examines the schoolwide applications model (SAM) as a potentially effective school reform model for increasing equity-based inclusive education practices while enhancing student reading and math achievement for all students. A 3-year quasi-experimental comparison group analysis using latent growth modeling (LGM) was used…

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

PubMed Central

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

2014-01-01

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

Turning Teaching Upside Down

ERIC Educational Resources Information Center

Seeley, Cathy L.

2017-01-01

The traditional method of teaching math--showing students how to do a procedure, then assigning problems that require them to use that exact procedure--leads to adults who don't know how to approach problems that don't look like those in their math book. Seeley describes an alternative teaching method (upside-down teaching) in which teachers give…

An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

PubMed

Marsh, Herbert W; Pekrun, Reinhard; Murayama, Kou; Arens, A Katrin; Parker, Philip D; Guo, Jiesi; Dicke, Theresa

2018-02-01

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

NREL Model Car Competitions | NREL

Science.gov Websites

skills in both math and science. The goals of the competition include: Generating enthusiasm for science , technology, engineering, and math (STEM) Improving students' understanding of scientific concepts and

Reach Up for Math.

ERIC Educational Resources Information Center

Seguin, Barbara Rehmann

1984-01-01

The Suggestive Accelerative Learning and Teaching method uses music, group discussion, physical exercise, and relaxation techniques to reduce math anxiety in adult basic education students who want to enter vocational programs at Blackhawk Technical Institute (Wisconsin). (SK)

The Critical Z-Invariant Ising Model via Dimers: Locality Property

NASA Astrophysics Data System (ADS)

Boutillier, Cédric; de Tilière, Béatrice

2011-01-01

We study a large class of critical two-dimensional Ising models, namely critical Z-invariant Ising models. Fisher (J Math Phys 7:1776-1781, 1966) introduced a correspondence between the Ising model and the dimer model on a decorated graph, thus setting dimer techniques as a powerful tool for understanding the Ising model. In this paper, we give a full description of the dimer model corresponding to the critical Z-invariant Ising model, consisting of explicit expressions which only depend on the local geometry of the underlying isoradial graph. Our main result is an explicit local formula for the inverse Kasteleyn matrix, in the spirit of Kenyon (Invent Math 150(2):409-439, 2002), as a contour integral of the discrete exponential function of Mercat (Discrete period matrices and related topics, 2002) and Kenyon (Invent Math 150(2):409-439, 2002) multiplied by a local function. Using results of Boutillier and de Tilière (Prob Theor Rel Fields 147(3-4):379-413, 2010) and techniques of de Tilière (Prob Th Rel Fields 137(3-4):487-518, 2007) and Kenyon (Invent Math 150(2):409-439, 2002), this yields an explicit local formula for a natural Gibbs measure, and a local formula for the free energy. As a corollary, we recover Baxter's formula for the free energy of the critical Z-invariant Ising model (Baxter, in Exactly solved models in statistical mechanics, Academic Press, London, 1982), and thus a new proof of it. The latter is equal, up to a constant, to the logarithm of the normalized determinant of the Laplacian obtained in Kenyon (Invent Math 150(2):409-439, 2002).

Mathematics anxiety in children with developmental dyscalculia

PubMed Central

2010-01-01

Background Math anxiety, defined as a negative affective response to mathematics, is known to have deleterious effects on math performance in the general population. However, the assumption that math anxiety is directly related to math performance, has not yet been validated. Thus, our primary objective was to investigate the effects of math anxiety on numerical processing in children with specific deficits in the acquisition of math skills (Developmental Dyscalculia; DD) by using a novel affective priming task as an indirect measure. Methods Participants (12 children with DD and 11 typically-developing peers) completed a novel priming task in which an arithmetic equation was preceded by one of four types of priming words (positive, neutral, negative or related to mathematics). Children were required to indicate whether the equation (simple math facts based on addition, subtraction, multiplication or division) was true or false. Typically, people respond to target stimuli more quickly after presentation of an affectively-related prime than after one that is unrelated affectively. Result Participants with DD responded faster to targets that were preceded by both negative primes and math-related primes. A reversed pattern was present in the control group. Conclusion These results reveal a direct link between emotions, arithmetic and low achievement in math. It is also suggested that arithmetic-affective priming might be used as an indirect measure of math anxiety. PMID:20633269

Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program.

ERIC Educational Resources Information Center

Duncan, Hollis; Dick, Thomas

2000-01-01

Describes the Treisman model which involves supplemental workshops in which college students solve problems in collaborative learning groups. Reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses at Oregon State University over five academic terms. Reveals a significant effect on…

Computer Games Application within Alternative Classroom Goal Structures: Cognitive, Metacognitive, and Affective Evaluation

ERIC Educational Resources Information Center

Ke, Fengfeng

2008-01-01

This article reports findings on a study of educational computer games used within various classroom situations. Employing an across-stage, mixed method model, the study examined whether educational computer games, in comparison to traditional paper-and-pencil drills, would be more effective in facilitating comprehensive math learning outcomes,…

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)

Mapping Changes in Students' English and Math Self-Concepts: A Latent Growth Model Study

ERIC Educational Resources Information Center

King, Ronnel B.; McInerney, Dennis M.

2014-01-01

The aims of this study were to examine changes in students' English and math self-concepts and to investigate the effects of gender and school ability level on these changes. Self-concept in English and math were measured thrice across three years among a sample of 2618 secondary school students from Hong Kong. Gender and school ability level were…

Training in Influencing Skills from Neuro-Linguistic Programming (Modelled from Hypnosis and Family Therapy), in Combination with Innovative Maths Pedagogy, Raises Maths Attainment in Adult Numeracy Learners

ERIC Educational Resources Information Center

Allan, F.; Bourne, J.; Bouch, D.; Churches, R.; Dennison, J.; Evans, J.; Fowler, J.; Jeffers, A.; Prior, E.; Rhodes, L.

2012-01-01

Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the…

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation

PubMed Central

Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph

2015-01-01

Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS. PMID:26648893

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

PubMed

Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph

2015-01-01

Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.

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…

Theory and Applications of Weakly Interacting Markov Processes

DTIC Science & Technology

2018-02-03

Moderate deviation principles for stochastic dynamical systems. Boston University, Math Colloquium, March 27, 2015. • Moderate Deviation Principles for...Markov chain approximation method. Submitted. [8] E. Bayraktar and M. Ludkovski. Optimal trade execution in illiquid markets. Math . Finance, 21(4):681...701, 2011. [9] E. Bayraktar and M. Ludkovski. Liquidation in limit order books with controlled intensity. Math . Finance, 24(4):627–650, 2014. [10] P.D

Space shuttle plume/simulation application: Results and math model supersonic data

NASA Technical Reports Server (NTRS)

Boyle, W.; Conine, B.; Bell, G.

1979-01-01

The analysis of pressure and gage wind tunnel data from space shuttle wind tunnel test IA138 was performed to define the aerodynamic influence of the main propulsion system and solid rocket booster plumes on the total vehicles, elements, and components of the space shuttle vehicle during the supersonic portion of ascent flight. A math model of the plume induced aerodynamic characteristics was developed for a range of Mach numbers to match the forebody aerodynamic math model. The base aerodynamic characteristics are presented in terms of forces and moments versus attitude. Total vehicle base and forebody aerodynamic characteristics are presented in terms of aerodynamic coefficients for Mach numbers from 1.55 to 2.5.

Constrained structural dynamic model verification using free vehicle suspension testing methods

NASA Technical Reports Server (NTRS)

Blair, Mark A.; Vadlamudi, Nagarjuna

1988-01-01

Verification of the validity of a spacecraft's structural dynamic math model used in computing ascent (or in the case of the STS, ascent and landing) loads is mandatory. This verification process requires that tests be carried out on both the payload and the math model such that the ensuing correlation may validate the flight loads calculations. To properly achieve this goal, the tests should be performed with the payload in the launch constraint (i.e., held fixed at only the payload-booster interface DOFs). The practical achievement of this set of boundary conditions is quite difficult, especially with larger payloads, such as the 12-ton Hubble Space Telescope. The development of equations in the paper will show that by exciting the payload at its booster interface while it is suspended in the 'free-free' state, a set of transfer functions can be produced that will have minima that are directly related to the fundamental modes of the payload when it is constrained in its launch configuration.

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.

Detecting Math Anxiety with a Mixture Partial Credit Model

ERIC Educational Resources Information Center

Ölmez, Ibrahim Burak; Cohen, Allan S.

2017-01-01

The purpose of this study was to investigate a new methodology for detection of differences in middle grades students' math anxiety. A mixture partial credit model analysis revealed two distinct latent classes based on homogeneities in response patterns within each latent class. Students in Class 1 had less anxiety about apprehension of math…

Reciprocal Relationships between Math Self-Concept and Math Anxiety

ERIC Educational Resources Information Center

Ahmed, Wondimu; Minnaert, Alexander; Kuyper, Hans; van der Werf, Greetje

2012-01-01

The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between…

The Role of Social Support in Students' Perceived Abilities and Attitudes toward Math and Science

ERIC Educational Resources Information Center

Rice, Lindsay; Barth, Joan M.; Guadagno, Rosanna E.; Smith, Gabrielle P. A.; McCallum, Debra M.

2013-01-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social…

Maths Anxiety in Psychology Undergraduates: A Mixed-Methods Approach to Formulating and Implementing Interventions

ERIC Educational Resources Information Center

Thompson, Ross; Wylie, Judith; Hanna, Donncha

2016-01-01

Due to the empirical nature of the discipline, psychology students, during the course of their degree, are required to become proficient with a range of quantitative methods. Unfortunately many of these students experience high levels of maths anxiety, which can have a damaging effect on this aspect of their educational development. The first…

Breakthroughs In Low-profile Leaky-Wave HPM Antennas

DTIC Science & Technology

2015-06-18

this approach to help us finally to include, and manage quantitatively, this essential piece of the theoretical puzzle as we continue to revise and...appreciate ONR’s continuing support for this R&D. 10 http://www.uttyler.edu/ math /faculty...dkoslover.php & https://www.uttyler.edu/ math /curriculavitae/dkoslover.pdf 11 These include Variational Methods, Integral Equation Method, Equivalent

What Is Math? Exploring the Perception of Elementary Pre-Service Teachers

ERIC Educational Resources Information Center

Burton, Megan

2012-01-01

Sixty-two elementary pre-service teachers enrolled in a mathematics methods course were asked to "draw math" at the beginning and end of the semester. These drawings were used to examine the initial perceptions and how these changed by the end of the semester of methods and field experiences. Findings describe the various drawings and…

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.

On a class of Newton-like methods for solving nonlinear equations

NASA Astrophysics Data System (ADS)

Argyros, Ioannis K.

2009-06-01

We provide a semilocal convergence analysis for a certain class of Newton-like methods considered also in [I.K. Argyros, A unifying local-semilocal convergence analysis and applications for two-point Newton-like methods in Banach space, J. Math. Anal. Appl. 298 (2004) 374-397; I.K. Argyros, Computational theory of iterative methods, in: C.K. Chui, L. Wuytack (Eds.), Series: Studies in Computational Mathematics, vol. 15, Elsevier Publ. Co, New York, USA, 2007; J.E. Dennis, Toward a unified convergence theory for Newton-like methods, in: L.B. Rall (Ed.), Nonlinear Functional Analysis and Applications, Academic Press, New York, 1971], in order to approximate a locally unique solution of an equation in a Banach space. Using a combination of Lipschitz and center-Lipschitz conditions, instead of only Lipschitz conditions [F.A. Potra, Sharp error bounds for a class of Newton-like methods, Libertas Math. 5 (1985) 71-84], we provide an analysis with the following advantages over the work in [F.A. Potra, Sharp error bounds for a class of Newton-like methods, Libertas Math. 5 (1985) 71-84] which improved the works in [W.E. Bosarge, P.L. Falb, A multipoint method of third order, J. Optimiz. Theory Appl. 4 (1969) 156-166; W.E. Bosarge, P.L. Falb, Infinite dimensional multipoint methods and the solution of two point boundary value problems, Numer. Math. 14 (1970) 264-286; J.E. Dennis, On the Kantorovich hypothesis for Newton's method, SIAM J. Numer. Anal. 6 (3) (1969) 493-507; J.E. Dennis, Toward a unified convergence theory for Newton-like methods, in: L.B. Rall (Ed.), Nonlinear Functional Analysis and Applications, Academic Press, New York, 1971; H.J. Kornstaedt, Ein allgemeiner Konvergenzstaz fü r verschä rfte Newton-Verfahrem, in: ISNM, vol. 28, Birkhaü ser Verlag, Basel and Stuttgart, 1975, pp. 53-69; P. Laasonen, Ein überquadratisch konvergenter iterativer algorithmus, Ann. Acad. Sci. Fenn. Ser I 450 (1969) 1-10; F.A. Potra, On a modified secant method, L'analyse numérique et la theorie de l'approximation 8 (2) (1979) 203-214; F.A. Potra, An application of the induction method of V. Pták to the study of Regula Falsi, Aplikace Matematiky 26 (1981) 111-120; F.A. Potra, On the convergence of a class of Newton-like methods, in: Iterative Solution of Nonlinear Systems of Equations, in: Lecture Notes in Mathematics, vol. 953, Springer-Verlag, New York, 1982; F.A. Potra, V. Pták, Nondiscrete induction and double step secant method, Math. Scand. 46 (1980) 236-250; F.A. Potra, V. Pták, On a class of modified Newton processes, Numer. Funct. Anal. Optim. 2 (1) (1980) 107-120; F.A. Potra, Sharp error bounds for a class of Newton-like methods, Libertas Math. 5 (1985) 71-84; J.W. Schmidt, Untere Fehlerschranken für Regula-Falsi Verfahren, Period. Math. Hungar. 9 (3) (1978) 241-247; J.W. Schmidt, H. Schwetlick, Ableitungsfreie Verfhren mit höherer Konvergenzgeschwindifkeit, Computing 3 (1968) 215-226; J.F. Traub, Iterative Methods for the Solution of Equations, Prentice Hall, Englewood Cliffs, New Jersey, 1964; M.A. Wolfe, Extended iterative methods for the solution of operator equations, Numer. Math. 31 (1978) 153-174]: larger convergence domain and weaker sufficient convergence conditions. Numerical examples further validating the results are also provided.

Do girls really experience more anxiety in mathematics?

PubMed

Goetz, Thomas; Bieg, Madeleine; Lüdtke, Oliver; Pekrun, Reinhard; Hall, Nathan C

2013-10-01

Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-sampling methods while students took a math test (Study 1) and attended math classes (Study 2). The discrepant findings for trait versus state math anxiety were partly accounted for by students' beliefs about their competence in mathematics, with female students reporting lower perceived competence than male students despite having the same average grades in math. Implications for educational practices and the assessment of anxiety are discussed.

Verbal and Math Self-Concepts: An Extension of the Internal/External Frame of Reference Model.

ERIC Educational Resources Information Center

Marsh, Herbert W.; Byrne, Barbara M.

The internal/external (I/E) frame of reference model describes relations among Verbal self-concept (VSC), Math self-concept (MSC), and corresponding achievement scores (VACH, MACH). In support of the model Marsh (1986) found that: (1) VSC and MSC were nearly uncorrelated; (2) the effect of VACH on VSC, and of MACH on MSC, were positive; but (3)…

First Grade Math Skills Set Foundation for Later Math Ability

MedlinePlus

... cognitive skills as memory, attention span, and general intelligence. The researchers found that by seventh grade, children ... between the two groups were not related to intelligence, language skills or the method students used to ...

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.

The belief in a negative interdependence of math and verbal abilities as determinant of academic self-concepts.

PubMed

Möller, Jens; Streblow, Lilian; Pohlmann, Britta

2006-03-01

The internal/external frame of reference (I/E) model by Marsh (1986) assumes intra-individual dimensional comparisons in which students compare their own achievements in one subject with their achievements in other subjects. These comparison processes should lead to negative paths from achievement in one subject (e.g. maths) on self-concept in another subject (e.g. verbal domains). Within this study, we investigated the impact of students' belief in a negative interdependence of maths and verbal abilities, that is, whether students think of maths and verbal abilities as negatively correlated or not, on the impact of dimensional comparisons. Maths and German grades, academic self-concepts in maths and German, and a new scale on the beliefs in a negative interdependence of maths and verbal abilities students were assessed (N = 1,443). The importance of the negative interdependence beliefs could be shown: stronger beliefs in a negative interdependence of maths and verbal ability are accompanied by more negative path coefficients from grades in one subject to academic self-concepts in the other subject. Dimensional comparisons seem to be of particular importance for students with negative interdependence beliefs.

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.

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

Prediction of lymph node involvement in patients with breast tumors measuring 3-5 cm in a middle-income setting: the role of CancerMath.

PubMed

Pijnappel, E N; Bhoo-Pathy, N; Suniza, J; See, M H; Tan, G H; Yip, C H; Hartman, M; Taib, N A; Verkooijen, H M

2014-12-01

In settings with limited resources, sentinel lymph node biopsy (SNB) is only offered to breast cancer patients with small tumors and a low a priori risk of axillary metastases. We investigated whether CancerMath, a free online prediction tool for axillary lymph node involvement, is able to identify women at low risk of axillary lymph node metastases in Malaysian women with 3-5 cm tumors, with the aim to offer SNB in a targeted, cost-effective way. Women with non-metastatic breast cancers, measuring 3-5 cm were identified within the University Malaya Medical Centre (UMMC) breast cancer registry. We compared CancerMath-predicted probabilities of lymph node involvement between women with versus without lymph node metastases. The discriminative performance of CancerMath was tested using receiver operating characteristic (ROC) analysis. Out of 1,017 patients, 520 (51 %) had axillary involvement. Tumors of women with axillary involvement were more often estrogen-receptor positive, progesterone-receptor positive, and human epidermal growth factor receptor (HER)-2 positive. The mean CancerMath score was higher in women with axillary involvement than in those without (53.5 vs. 51.3, p = 0.001). In terms of discrimination, CancerMath performed poorly, with an area under the ROC curve of 0.553 (95 % confidence interval CI 0.518-0.588). Attempts to optimize the CancerMath model by adding ethnicity and HER2 to the model did not improve discriminatory performance. For Malaysian women with tumors measuring 3-5 cm, CancerMath is unable to accurately predict lymph node involvement and is therefore not helpful in the identification of women at low risk of node-positive disease who could benefit from SNB.

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

PubMed

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Threats and Supports to Female Students' Math Beliefs and Achievement.

PubMed

McKellar, Sarah E; Marchand, Aixa D; Diemer, Matthew A; Malanchuk, Oksana; Eccles, Jacquelynne S

2018-03-23

This study examines how student perceptions of teacher practices contribute to female high school students' math beliefs and achievement. Guided by the expectancy-value framework, we hypothesized that students' motivation beliefs and achievement outcomes in mathematics are fostered by teachers' emphasis on the relevance of mathematics and constrained by gender-based differential treatment. To examine these questions, structural equation modeling was applied to a longitudinal panel of 518 female students from the Maryland Adolescent Development in Context Study. While controlling for prior achievement and race, gendered differential treatment was negatively associated with math beliefs and achievement, whereas relevant math instruction was positively associated with these outcomes. These findings suggest inroads that may foster positive math motivational beliefs and achievement among young women. © 2018 Society for Research on Adolescence.

Earth Observing System (EOS)/Advanced Microwave Sounding Unit-A (AMSU-A) Structural Math Model - A1

NASA Technical Reports Server (NTRS)

Ely, W.

1996-01-01

This report presents the description for the NASTRAN finite element for the AMSU-A1 module. The purpose of this report is to document the NASTRAN bulk data deck, transmitted under separate cover. The structural Math Model is to be used by the spacecraft contractor for dynamic loads analysis.

Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten through the Third Grade

ERIC Educational Resources Information Center

Cheadle, Jacob E.

2008-01-01

Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piece-wise growth models regressing children's math and reading achievement…

Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach

ERIC Educational Resources Information Center

Schmitt, Sara A.; Geldhof, G. John; Purpura, David J.; Duncan, Robert; McClelland, Megan M.

2017-01-01

The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across 4 waves of measurement during the transition from preschool to kindergarten using 2 complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling (LCGM).…

Supporting Girls' and Boys' Engagement in Math and Science Learning: A Mixed Methods Study

ERIC Educational Resources Information Center

Fredricks, Jennifer A.; Hofkens, Tara; Wang, Ming-Te; Mortenson, Elizabeth; Scott, Paul

2018-01-01

This study uses a mixed method sequential exploratory design to examine motivational and contextual influences on boys' and girls' engagement in math and science, paying particular attention to similarities and differences in the patterns by gender. First, interviews were conducted with 38 middle and high school students who varied in their level…

Assessing Learning Outcomes in Middle-Division Classical Mechanics: The Colorado Classical Mechanics and Math Methods Instrument

ERIC Educational Resources Information Center

Caballero, Marcos D.; Doughty, Leanne; Turnbull, Anna M.; Pepper, Rachel E.; Pollock, Steven J.

2017-01-01

Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level classical mechanics and math methods course (CM 1) at CU Boulder, we have developed a tool to assess student…

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

Smith, R.; Harrison, D. E. Jr.

A variable time step integration algorithm for carrying out molecular dynamics simulations of atomic collision cascades is proposed which evaluates the interaction forces only once per time step. The algorithm is tested on some model problems which have exact solutions and is compared against other common methods. These comparisons show that the method has good stability and accuracy. Applications to Ar/sup +/ bombardment of Cu and Si show good accuracy and improved speed to the original method (D. E. Harrison, W. L. Gay, and H. M. Effron, J. Math. Phys. /bold 10/, 1179 (1969)).

Cortical morphometry in frontoparietal and default mode networks in math-gifted adolescents.

PubMed

Navas-Sánchez, Francisco J; Carmona, Susana; Alemán-Gómez, Yasser; Sánchez-González, Javier; Guzmán-de-Villoria, Juan; Franco, Carolina; Robles, Olalla; Arango, Celso; Desco, Manuel

2016-05-01

Math-gifted subjects are characterized by above-age performance in intelligence tests, exceptional creativity, and high task commitment. Neuroimaging studies reveal enhanced functional brain organization and white matter microstructure in the frontoparietal executive network of math-gifted individuals. However, the cortical morphometry of these subjects remains largely unknown. The main goal of this study was to compare the cortical morphometry of math-gifted adolescents with that of an age- and IQ-matched control group. We used surface-based methods to perform a vertex-wise analysis of cortical thickness and surface area. Our results show that math-gifted adolescents present a thinner cortex and a larger surface area in key regions of the frontoparietal and default mode networks, which are involved in executive processing and creative thinking, respectively. The combination of reduced cortical thickness and larger surface area suggests above-age neural maturation of these networks in math-gifted individuals. Hum Brain Mapp 37:1893-1902, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Programs for Students and Teachers | NREL

Science.gov Websites

competition that tests the brainpower of middle and high school teams on science and math topics. Model Car 8th grade students. Student teams apply math, science, and creativity to construct solar and battery

It's a Kid's Job: Playing Helps Kids Learn and Grow

MedlinePlus

... and their colleagues found a link between preschoolers’ math skills and their ability to copy models of ... the later study of science, technology, engineering or math. “In a way, a child is becoming a ...

Physics career intentions: The effect of physics identity, math identity, and gender

NASA Astrophysics Data System (ADS)

Lock, Robynne M.; Hazari, Zahra; Potvin, Geoff

2013-01-01

Although nearly half of high school physics students are female, only 21% of physics bachelor's degrees are earned by women. Using data from a national survey of college students in introductory English courses (on science-related experiences, particularly in high school), we examine the influence of students' physics and math identities on their choice to pursue a physics career. Males have higher math and physics identities than females in all three dimensions of our identity framework. These dimensions include: performance/competence (perceptions of ability to perform/understand), recognition (perception of recognition by others), and interest (desire to learn more). A regression model predicting students' intentions to pursue physics careers shows, as expected, that males are significantly more likely to choose physics than females. Surprisingly, however, when physics and math identity are included in the model, females are shown to be equally likely to choose physics careers as compared to males.

Dynamics of two-strain influenza model with cross-immunity and no quarantine class.

PubMed

Chung, K W; Lui, Roger

2016-12-01

The question about whether a periodic solution can exists for a given epidemiological model is a complicated one and has a long history (Hethcote and Levin, Applied math. ecology, biomathematics, vol 18. Springer, Berlin, pp 193-211, 1989). For influenza models, it is well known that a periodic solution can exists for a single-strain model with periodic contact rate (Aron and Schwartz, J Math Biol 110:665-679, 1984; Kuznetsov and Piccardi, J Math Biol 32:109-121, 1994), or a multiple-strain model with cross-immunity and quarantine class or age-structure (Nuño et al., Mathematical epidemiology. Lecture notes in mathematics, vol 1945. Springer, Berlin, 2008, chapter 13). In this paper, we prove the local asymptotic stability of the interior steady-state of a two-strain influenza model with sufficiently close cross-immunity and no quarantine class or age-structure. We also show that if the cross-immunity between two strains are far apart; then it is possible for the interior steady-state to lose its stability and bifurcation of periodic solutions can occur. Our results extend those obtained by Nuño et.al. (SIAM J Appl Math 65:964-982, 2005). This problem is important because understanding the reasons behind periodic outbreaks of seasonal flu is an important issue in public health.

Multilevel Structural Equation Models for Investigating the Effects of Computer-Based Learning in Math Classrooms on Science Technology Engineering and Math (STEM) Major Selection in 4-Year Postsecondary Institutions

ERIC Educational Resources Information Center

Lee, Ahlam

2017-01-01

Background/Context: Because of the growing concern over the decline of bachelor degree recipients in the disciplines of science, technology, engineering, and math (STEM) in the U.S., several studies have been devoted to identifying the factors that affect students' STEM major choices. A majority of these studies have focused on factors relevant to…

Who’s Afraid of Math? Two Sources of Genetic Variance for Mathematical Anxiety

PubMed Central

Wang, Zhe; Hart, Sara Ann; Kovas, Yulia; Lukowski, Sarah; Soden, Brooke; Thompson, Lee A.; Plomin, Robert; McLoughlin, Grainne; Bartlett, Christopher W.; Lyons, Ian M.; Petrill, Stephen A.

2015-01-01

Background Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem-solving and achievement. The present study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Methods Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Results Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and non-familial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. Conclusions The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics, and may extend to other areas of academic achievement. PMID:24611799

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

PubMed

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

2014-03-01

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

Residential energy demand models: Current status and future improvements

NASA Astrophysics Data System (ADS)

Peabody, G.

1980-12-01

Two models currently used to analyze energy use by the residential sector are described. The ORNL model is used to forecast energy use by fuel type for various end uses on a yearly basis. The MATH/CHRDS model analyzes variations in energy expenditures by households of various socioeconomic and demographic characteristics. The essential features of the ORNL and MATH/CHRDS models are retained in a proposed model and integrated into a framework that is more flexible than either model. The important determinants of energy use by households are reviewed.

Mathematical outcomes and working memory in children with TBI and orthopedic injury.

PubMed

Raghubar, Kimberly P; Barnes, Marcia A; Prasad, Mary; Johnson, Chad P; Ewing-Cobbs, Linda

2013-03-01

This study compared mathematical outcomes in children with predominantly moderate to severe traumatic brain injury (TBI; n550) or orthopedic injury (OI; n547) at 2 and 24 months post-injury. Working memory and its contribution to math outcomes at 24 months post-injury was also examined. Participants were administered an experimental cognitive addition task and standardized measures of calculation, math fluency, and applied problems; as well as experimental measures of verbal and visual-spatial working memory. Although children with TBI did not have deficits in foundational math fact retrieval, they performed more poorly than OIs on standardized measures of math. In the TBI group, performance on standardized measures was predicted by age at injury, socioeconomic status, and the duration of impaired consciousness. Children with TBI showed impairments on verbal, but not visual working memory relative to children with OI. Verbal working memory mediated group differences on math calculations and applied problems at 24 months post-injury. Children with TBI have difficulties in mathematics, but do not have deficits in math fact retrieval, a signature deficit of math disabilities. Results are discussed with reference to models of mathematical cognition and disability and the role of working memory in math learning and performance for children with TBI.

Mathematical Outcomes and Working Memory in Children With TBI and Orthopedic Injury

PubMed Central

Raghubar, Kimberly P.; Barnes, Marcia A.; Prasad, Mary; Johnson, Chad P.; Ewing-Cobbs, Linda

2013-01-01

This study compared mathematical outcomes in children with predominantly moderate to severe traumatic brain injury (TBI; n =50) or orthopedic injury (OI; n=47) at 2 and 24 months post-injury. Working memory and its contribution to math outcomes at 24 months post-injury was also examined. Participants were administered an experimental cognitive addition task and standardized measures of calculation, math fluency, and applied problems; as well as experimental measures of verbal and visual-spatial working memory. Although children with TBI did not have deficits in foundational math fact retrieval, they performed more poorly than OIs on standardized measures of math. In the TBI group, performance on standardized measures was predicted by age at injury, socioeconomic status, and the duration of impaired consciousness. Children with TBI showed impairments on verbal, but not visual working memory relative to children with OI. Verbal working memory mediated group differences on math calculations and applied problems at 24 months post-injury. Children with TBI have difficulties in mathematics, but do not have deficits in math fact retrieval, a signature deficit of math disabilities. Results are discussed with reference to models of mathematical cognition and disability and the role of working memory in math learning and performance for children with TBI. PMID:23164058

Variational data assimilation system "INM RAS - Black Sea"

NASA Astrophysics Data System (ADS)

Parmuzin, Eugene; Agoshkov, Valery; Assovskiy, Maksim; Giniatulin, Sergey; Zakharova, Natalia; Kuimov, Grigory; Fomin, Vladimir

2013-04-01

Development of Informational-Computational Systems (ICS) for Data Assimilation Procedures is one of multidisciplinary problems. To study and solve these problems one needs to apply modern results from different disciplines and recent developments in: mathematical modeling; theory of adjoint equations and optimal control; inverse problems; numerical methods theory; numerical algebra and scientific computing. The problems discussed above are studied in the Institute of Numerical Mathematics of the Russian Academy of Science (INM RAS) in ICS for Personal Computers (PC). Special problems and questions arise while effective ICS versions for PC are being developed. These problems and questions can be solved with applying modern methods of numerical mathematics and by solving "parallelism problem" using OpenMP technology and special linear algebra packages. In this work the results on the ICS development for PC-ICS "INM RAS - Black Sea" are presented. In the work the following problems and questions are discussed: practical problems that can be studied by ICS; parallelism problems and their solutions with applying of OpenMP technology and the linear algebra packages used in ICS "INM - Black Sea"; Interface of ICS. The results of ICS "INM RAS - Black Sea" testing are presented. Efficiency of technologies and methods applied are discussed. The work was supported by RFBR, grants No. 13-01-00753, 13-05-00715 and by The Ministry of education and science of Russian Federation, project 8291, project 11.519.11.1005 References: [1] V.I. Agoshkov, M.V. Assovskii, S.A. Lebedev, Numerical simulation of Black Sea hydrothermodynamics taking into account tide-forming forces. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, 5-31 [2] E.I. Parmuzin, V.I. Agoshkov, Numerical solution of the variational assimilation problem for sea surface temperature in the model of the Black Sea dynamics. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, 69-94 [3] V.B. Zalesny, N.A. Diansky, V.V. Fomin, S.N. Moshonkin, S.G. Demyshev, Numerical model of the circulation of Black Sea and Sea of Azov. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, 95-111 [4] V.I. Agoshkov, S.V. Giniatulin, G.V. Kuimov. OpenMP technology and linear algebra packages in the variation data assimilation systems. - Abstracts of the 1-st China-Russia Conference on Numerical Algebra with Applications in Radiactive Hydrodynamics, Beijing, China, October 16-18, 2012. [5] Zakharova N.B., Agoshkov V.I., Parmuzin E.I., The new method of ARGO buoys system observation data interpolation. Russian Journal of Numerical Analysis and Mathematical Modelling. Vol. 28, Issue 1, 2013.

Markovian Anderson Model: Bounds for the Rate of Propagation

NASA Astrophysics Data System (ADS)

Tcheremchantsev, Serguei

We consider the Anderson model in with potentials whose values at any site of the lattice are Markovian independent random functions of time. For solutions to the time-dependent Schrödinger equation we show under some conditions that with probability 1 where for d=1,2 and for .

Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Ages 4 to 11

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Fyfe, Emily R.; Hofer, Kerry G.; Farran, Dale C.

2017-01-01

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math…

Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Age 4 to 11

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Fyfe, Emily R.; Hofer, Kerry G.; Farran, Dale C.

2016-01-01

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An Early Math Trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from age 4 to 11. This model includes a broad range of math…

Math anxiety: Brain cortical network changes in anticipation of doing mathematics.

PubMed

Klados, Manousos A; Pandria, Niki; Micheloyannis, Sifis; Margulies, Daniel; Bamidis, Panagiotis D

2017-12-01

Following our previous work regarding the involvement of math anxiety (MA) in math-oriented tasks, this study tries to explore the differences in the cerebral networks' topology between self-reported low math-anxious (LMA) and high math-anxious (HMA) individuals, during the anticipation phase prior to a mathematical related experiment. For this reason, multichannel EEG recordings were adopted, while the solution of the inverse problem was applied in a generic head model, in order to obtain the cortical signals. The cortical networks have been computed for each band separately, using the magnitude square coherence metric. The main graph theoretical parameters, showed differences in segregation and integration in almost all EEG bands of the HMAs in comparison to LMAs, indicative of a great influence of the anticipatory anxiety prior to mathematical performance. Copyright © 2017 Elsevier B.V. All rights reserved.

Distinct influences of affective and cognitive factors on children's non-verbal and verbal mathematical abilities.

PubMed

Wu, Sarah S; Chen, Lang; Battista, Christian; Smith Watts, Ashley K; Willcutt, Erik G; Menon, Vinod

2017-09-01

Individual differences in children's math performance have been associated with math anxiety, attention problems, working memory (WM), and reading skills, but the mechanisms by which these factors jointly contribute to children's math achievement are unknown. Here, we use structural equation modeling to characterize the relation between these factors and their influence on non-verbal Numerical Operations (NO) and verbal Math Reasoning (MR) in 330 children (M=8.34years). Our findings indicate that WM plays a central role in both non-verbal NO and verbal MR, whereas math anxiety and reading comprehension have unique and more pronounced influences on MR, compared to NO. Our study elucidates how affective and cognitive factors distinctly influence non-verbal and verbal mathematical problem solving. Copyright © 2017 Elsevier B.V. All rights reserved.

The influence of female social models in corporate STEM initiatives on girls' math and science attitudes

NASA Astrophysics Data System (ADS)

Medeiros, Donald J.

The United States' Science, Technology, Engineering, and Mathematics (STEM) workforce is growing slower than in the past, in comparison to demand, and in comparison to other countries. Competitive talent conditions require the United States to develop a strong pipeline of STEM talent within its own citizens. Given the number of female college graduates and their underrepresentation in the STEM workforce, women provide the greatest opportunity for fulfilling this need. The term social model represents the individuals and media that shape children's self-perceptions. Social models have been shown to positively influence girl's perceptions of the value of math and science as well as their expectations of success. This study examined differences in attitudes towards math and science among student participants in corporate STEM programs. Differences were measured based on participant gender and ethnicity, their mentor's gender and ethnicity, and program design differences. The research purpose was to inform the design of corporate STEM programs to improve female participants' attitudes towards math and science and eventually increase the number of women in the STEM workforce. Over three hundred students in differing corporate STEM programs completed math and science attitudinal scales at the start and end of their programs. Study results revealed, prior to program start, female participants had a better attitude towards math and science than male participants. Analysis of the Trends in International Mathematics and Science Study data showed similar results. Overall program results demonstrated higher post program math and science attitudes with no differences based on gender, age, or ethnicity of the participant or mentor. Participants with high program or mentor satisfaction were found to have higher attitudes towards math and science. These results may suggest improving female academic choice requires more focus on their expectations of success than perceived task value. Male attitudes towards women's role in STEM fields may also require attention. Increasing attitudes seems best achieved through ensuring a highly satisfying experience with the program and their mentor. Study results suggest this requires more considerations than simply matching mentor and mentee race or gender. Reliability results of attitudinal scales provided guidance on assessment strategies.

Eulerian Dynamics with a Commutator Forcing

DTIC Science & Technology

2017-01-09

SIAM Review 56(4) (2014) 577–621. [Pes2015] J. Peszek. Discrete Cucker-Smale flocking model with a weakly singular weight. SIAM J. Math . Anal., to...viscosities in bounded domains. J. Math . Pures Appl. (9), 87(2):227– 235, 2007. [CV2010] L. Caffarelli, A. Vasseur, Drift diffusion equations with...Further time regularity for fully non-linear parabolic equations. Math . Res. Lett., 22(6):1749–1766, 2015. [CCTT2016] José A. Carrillo, Young-Pil

Rogers-Schur-Ramanujan Type Identities for the M(p,p') Minimal Models of Conformal Field Theory

NASA Astrophysics Data System (ADS)

Berkovich, Alexander; McCoy, Barry M.; Schilling, Anne

We present and prove Rogers-Schur-Ramanujan (Bose/Fermi) type identities for the Virasoro characters of the minimal model M(p,p'). The proof uses the continued fraction decomposition of p'/p introduced by Takahashi and Suzuki for the study of the Bethe's Ansatz equations of the XXZ model and gives a general method to construct polynomial generalizations of the fermionic form of the characters which satisfy the same recursion relations as the bosonic polynomials of Forrester and Baxter. We use this method to get fermionic representations of the characters for many classes of r and s.

A Numerical Method for Predicting Rayleigh Surface Wave Velocity in Anisotropic Crystals (Postprint)

DTIC Science & Technology

2017-09-05

generalized version of the equations are very difficult to derive, even in symbolic math languages such as Mathematica. As a result, the equations are...formalism, Math . Mech. Solids 9 (1) (2004) 5–15. [8] M. Destrade, The explicit secular equation for surface acoustic waves in monoclinic elastic crystals...Q. J. Mech. Appl. Math . 55 (2) (2002) 297–311. [10] D. Taylor, Surface waves in anisotropic media: the secular equation and its numerical solution

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.

How social networks influence female students' choices to major in engineering

NASA Astrophysics Data System (ADS)

Weinland, Kathryn Ann

Scope and Method of Study: This study examined how social influence plays a part in female students' choices of college major, specifically engineering instead of science, technology, and math. Social influence may show itself through peers, family members, and teachers and may encompass resources under the umbrella of social capital. The purpose of this study was to examine how female students' social networks, through the lens of social capital, influence her major choice of whether or not to study engineering. The variables of peer influence, parental influence, teacher/counselor influence, perception of engineering, and academic background were addressed in a 52 question, Likert scale survey. This survey has been modified from an instrument previously used by Reyer (2007) at Bradley University. Data collection was completed using the Dillman (2009) tailored design model. Responses were grouped into four main scales of the dependent variables of social influence, encouragement, perceptions of engineering and career motivation. A factor analysis was completed on the four factors as a whole, and individual questions were not be analyzed. Findings and Conclusions: This study addressed the differences in social network support for female freshmen majoring in engineering versus female freshmen majoring in science, technology, or math. Social network support, when working together from all angles of peers, teachers, parents, and teachers/counselors, transforms itself into a new force that is more powerful than the summation of the individual parts. Math and science preparation also contributed to female freshmen choosing to major in engineering instead of choosing to major in science, technology, or math. The STEM pipeline is still weak and ways in which to reinforce it should be examined. Social network support is crucial for female freshmen who are majoring in science, technology, engineering, and math.

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed

Fuchs, Lynn S; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N; Hamlett, Carol L; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3(rd)-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed.

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed. PMID:19122881

Math CAMMP: A Constructivist Summer Camp for Teachers and Students

ERIC Educational Resources Information Center

Green, Michael; Piel, John A.

2012-01-01

A summer session, math methods course for elementary teachers incorporates 30 hours of instruction that emphasizes (1) developmentally appropriate instructional strategies, (2) hierarchical levels of increasingly abstract manipulatives, (3) ongoing assessment of student learning, (4) integrated thematic instructional modules, (5) team planning and…

A Riemann-Hilbert approach to asymptotic questions for orthogonal polynomials

NASA Astrophysics Data System (ADS)

Deift, P.; Kriecherbauer, T.; McLaughlin, K. T.-R.; Venakides, S.; Zhou, X.

2001-08-01

A few years ago the authors introduced a new approach to study asymptotic questions for orthogonal polynomials. In this paper we give an overview of our method and review the results which have been obtained in Deift et al. (Internat. Math. Res. Notices (1997) 759, Comm. Pure Appl. Math. 52 (1999) 1491, 1335), Deift (Orthogonal Polynomials and Random Matrices: A Riemann-Hilbert Approach, Courant Lecture Notes, Vol. 3, New York University, 1999), Kriecherbauer and McLaughlin (Internat. Math. Res. Notices (1999) 299) and Baik et al. (J. Amer. Math. Soc. 12 (1999) 1119). We mainly consider orthogonal polynomials with respect to weights on the real line which are either (1) Freud-type weights d[alpha](x)=e-Q(x) dx (Q polynomial or Q(x)=x[beta], [beta]>0), or (2) varying weights d[alpha]n(x)=e-nV(x) dx (V analytic, limx-->[infinity] V(x)/logx=[infinity]). We obtain Plancherel-Rotach-type asymptotics in the entire complex plane as well as asymptotic formulae with error estimates for the leading coefficients, for the recurrence coefficients, and for the zeros of the orthogonal polynomials. Our proof starts from an observation of Fokas et al. (Comm. Math. Phys. 142 (1991) 313) that the orthogonal polynomials can be determined as solutions of certain matrix valued Riemann-Hilbert problems. We analyze the Riemann-Hilbert problems by a steepest descent type method introduced by Deift and Zhou (Ann. Math. 137 (1993) 295) and further developed in Deift and Zhou (Comm. Pure Appl. Math. 48 (1995) 277) and Deift et al. (Proc. Nat. Acad. Sci. USA 95 (1998) 450). A crucial step in our analysis is the use of the well-known equilibrium measure which describes the asymptotic distribution of the zeros of the orthogonal polynomials.

Abacus Training Affects Math and Task Switching Abilities and Modulates Their Relationships in Chinese Children

PubMed Central

Yao, Yuan; Weng, Jian; Hu, Yuzheng; Chen, Feiyan

2015-01-01

Our previous work demonstrated that abacus-based mental calculation (AMC), a traditional Chinese calculation method, could help children improve their math abilities (e.g. basic arithmetical ability) and executive function (e.g. working memory). This study further examined the effects of long-term AMC training on math ability in visual-spatial domain and the task switching component of executive function. More importantly, this study investigated whether AMC training modulated the relationship between math abilities and task switching. The participants were seventy 7-year-old children who were randomly assigned into AMC and control groups at primary school entry. Children in AMC group received 2-hour AMC training every week since primary school entry. On the contrary, children in the control group had never received any AMC training. Math and task switching abilities were measured one year and three years respectively after AMC training began. The results showed that AMC children performed better than their peers on math abilities in arithmetical and visual-spatial domains. In addition, AMC group responded faster than control group in the switching task, while no group difference was found in switch cost. Most interestingly, group difference was present in the relationships between math abilities and switch cost. These results implied the effect of AMC training on math abilities as well as its relationship with executive function. PMID:26444689

Abacus Training Affects Math and Task Switching Abilities and Modulates Their Relationships in Chinese Children.

PubMed

Wang, Chunjie; Geng, Fengji; Yao, Yuan; Weng, Jian; Hu, Yuzheng; Chen, Feiyan

2015-01-01

Our previous work demonstrated that abacus-based mental calculation (AMC), a traditional Chinese calculation method, could help children improve their math abilities (e.g. basic arithmetical ability) and executive function (e.g. working memory). This study further examined the effects of long-term AMC training on math ability in visual-spatial domain and the task switching component of executive function. More importantly, this study investigated whether AMC training modulated the relationship between math abilities and task switching. The participants were seventy 7-year-old children who were randomly assigned into AMC and control groups at primary school entry. Children in AMC group received 2-hour AMC training every week since primary school entry. On the contrary, children in the control group had never received any AMC training. Math and task switching abilities were measured one year and three years respectively after AMC training began. The results showed that AMC children performed better than their peers on math abilities in arithmetical and visual-spatial domains. In addition, AMC group responded faster than control group in the switching task, while no group difference was found in switch cost. Most interestingly, group difference was present in the relationships between math abilities and switch cost. These results implied the effect of AMC training on math abilities as well as its relationship with executive function.

Implicit continuum mechanics approach to heat conduction in granular materials

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

Massoudi, M.; Mehrabadi, M.

In this paper, we derive a properly frame-invariant implicit constitutive relationship for the heat flux vector for a granular medium (or a density-gradient-type fluid). The heat flux vector is commonly modeled by Fourier’s law of heat conduction, and for complex materials such as nonlinear fluids, porous media, or granular materials, the coefficient of thermal conductivity is generalized by assuming that it would depend on a host of material and kinematic parameters such as temperature, shear rate, porosity, concentration, etc. In this paper, we extend the approach of Massoudi [Massoudi, M. Math. Methods Appl. Sci. 2006, 29, 1585; Massoudi, M. Math.more » Methods Appl. Sci. 2006, 29, 1599], who provided explicit constitutive relations for the heat flux vector for flowing granular materials; in order to do so, we use the implicit scheme suggested by Fox [Fox, N. Int. J. Eng. Sci. 1969, 7, 437], who obtained implicit relations in thermoelasticity.« less

Process-Driven Math: An Auditory Method of Mathematics Instruction and Assessment for Students Who Are Blind or Have Low Vision

ERIC Educational Resources Information Center

Gulley, Ann P.; Smith, Luke A.; Price, Jordan A.; Prickett, Logan C.; Ragland, Matthew F.

2017-01-01

Process-Driven Math is a fully audio method of mathematics instruction and assessment that was created at Auburn University at Montgomery, Alabama, to meet the needs of one particular student, Logan. He was blind, mobility impaired, and he could not speak above a whisper. Logan was not able to use traditional low vision tools like braille and…

On Nonconvex Decentralized Gradient Descent

DTIC Science & Technology

2016-08-01

and J. Bolte, On the convergence of the proximal algorithm for nonsmooth functions involving analytic features, Math . Program., 116: 5-16, 2009. [2] H...splitting, and regularized Gauss-Seidel methods, Math . Pro- gram., Ser. A, 137: 91-129, 2013. [3] P. Bianchi and J. Jakubowicz, Convergence of a multi-agent...subgradient method under random communication topologies , IEEE J. Sel. Top. Signal Process., 5:754-771, 2011. [11] A. Nedic and A. Ozdaglar, Distributed

Study of Gender Differences in Performance at the U.S. Naval Academy and U.S. Coast Guard Academy

DTIC Science & Technology

2005-06-01

teacher preparation. By using both qualitative and quantitative methods for pre-service teachers, Kelly concludes that most teachers could not identify...Engineering MATH/SCIENCE Marine and Environmental Sciences Math and Computer Science Operations Research SOCIAL SCIENCE Government...Tabachnik and Findell, 2001). Correlational research is often a good precursor to answering other questions by empirical methods . Correlations measure the

Application of nonlinear adaptive motion washout to transport ground-handling simulation

NASA Technical Reports Server (NTRS)

Parrish, R. V.; Martin, D. J., Jr.

1983-01-01

The application of a nonlinear coordinated adaptive motion washout to the transport ground-handling environment is documented. Additions to both the aircraft math model and the motion washout system are discussed. The additions to the simulated-aircraft math model provided improved modeling fidelity for braking and reverse-thrust application, and the additions to the motion-base washout system allowed transition from the desired flight parameters to the less restrictive ground parameters of the washout.

Cell proliferation during hair cell regeneration induced by Math1 in vestibular epithelia in vitro

PubMed Central

Huang, Yi-bo; Ma, Rui; Yang, Juan-mei; Han, Zhao; Cong, Ning; Gao, Zhen; Ren, Dongdong; Wang, Jing; Chi, Fang-lu

2018-01-01

Hair cell regeneration is the fundamental method of correcting hearing loss and balance disorders caused by hair cell damage or loss. How to promote hair cell regeneration is a hot focus in current research. In mammals, cochlear hair cells cannot be regenerated and few vestibular hair cells can be renewed through spontaneous regeneration. However, Math1 gene transfer allows a few inner ear cells to be transformed into hair cells in vitro or in vivo. Hair cells can be renewed through two possible means in birds: supporting cell differentiation and transdifferentiation with or without cell division. Hair cell regeneration is strongly associated with cell proliferation. Therefore, this study explored the relationship between Math1-induced vestibular hair cell regeneration and cell division in mammals. The mouse vestibule was isolated to harvest vestibular epithelial cells. Ad-Math1-enhanced green fluorescent protein (EGFP) was used to track cell division during hair cell transformation. 5-Bromo-2′-deoxyuridine (BrdU) was added to track cell proliferation at various time points. Immunocytochemistry was utilized to determine cell differentiation and proliferation. Results demonstrated that when epithelial cells were in a higher proliferative stage, more of these cells differentiated into hair cells by Math1 gene transfer. However, in the low proliferation stage, no BrdU-positive cells were seen after Math1 gene transfer. Cell division always occurred before Math1 transfection but not during or after Math1 transfection, when cells were labeled with BrdU before and after Ad-Math1-EGFP transfection. These results confirm that vestibular epithelial cells with high proliferative potential can differentiate into new hair cells by Math1 gene transfer, but this process is independent of cell proliferation. PMID:29623936

The effects of using diagramming as a representational technique on high school students' achievement in solving math word problems

NASA Astrophysics Data System (ADS)

Banerjee, Banmali

Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to students' accomplishments when solving word problems. Some studies have examined the effects of diagramming on students' abilities to solve word problems that only involved basic arithmetic operations. Other studies have investigated how instructional models that used technology influenced students' problem solving achievements. Still other studies have used schema-based instruction involving students with learning disabilities. No study has evaluated regular high school students' achievements in solving standard math word problems using a diagramming technique without technological aid. This study evaluated students' achievement in solving math word problems using a diagramming technique. Using a quasi-experimental experimental pretest-posttest research design, quantitative data were collected from 172 grade 11 Hispanic English language learners (ELLS) and African American learners whose first language is English (EFLLs) in 18 classes at an inner city high school in Northern New Jersey. There were 88 control and 84 experimental students. The pretest and posttest of each participating student and samples of the experimental students' class assignments provided the qualitative data for the study. The data from this study exhibited that the diagramming method of solving math word problems significantly improved student achievement in the experimental group (p<.01) compared to the control group. The study demonstrated that urban, high school, ELLs benefited from instruction that placed emphasis on the mathematical vocabulary and symbols used in word problems and that both ELLs and EFLLs improved their problem solving success through careful attention to the creation and labeling of diagrams to represent the mathematics involved in standard word problems. Although Learnertype (ELL, EFLL), Classtype (Bilingual and Mixed), and Gender (Female, Male) were not significant indicators of student achievement, there was significant interaction between Treatment and Classtype at the level of the Bilingual students ( p<.01) and between Treatment and Learnertype at the level of the ELLs (p<.01).

ERRATUM: Papers published in incorrect sections

NASA Astrophysics Data System (ADS)

2004-04-01

A number of J. Phys. A: Math. Gen. articles have mistakenly been placed in the wrong subject section in recent issues of the journal. We would like to apologize to the authors of these articles for publishing their papers in the Fluid and Plasma Theory section. The correct section for each article is given below. Statistical Physics Issue 4: Microcanonical entropy for small magnetizations Behringer H 2004 J. Phys. A: Math. Gen. 37 1443 Mathematical Physics Issue 9: On the solution of fractional evolution equations Kilbas A A, Pierantozzi T, Trujillo J J and Vázquez L 2004 J. Phys. A: Math. Gen. 37 3271 Quantum Mechanics and Quantum Information Theory Issue 6: New exactly solvable isospectral partners for PT-symmetric potentials Sinha A and Roy P 2004 J. Phys. A: Math. Gen. 37 2509 Issue 9: Symplectically entangled states and their applications to coding Vourdas A 2004 J. Phys. A: Math. Gen. 37 3305 Classical and Quantum Field Theory Issue 6: Pairing of parafermions of order 2: seniority model Nelson C A 2004 J. Phys. A: Math. Gen. 37 2497 Issue 7: Jordan-Schwinger map, 3D harmonic oscillator constants of motion, and classical and quantum parameters characterizing electromagnetic wave polarization Mota R D, Xicoténcatl M A and Granados V D 2004 J. Phys. A: Math. Gen. 37 2835 Issue 9: Could only fermions be elementary? Lev F M 2004 J. Phys. A: Math. Gen. 37 3285

Mathematical and Computational Aspects Related to Soil Modeling and Simulation

DTIC Science & Technology

2017-09-26

and simulation challenges at the interface of applied math (homogenization, handling of discontinuous behavior, discrete vs. continuum representations...applied math tools need to be established and used to figure out how to impose compatible boundary conditions, how to better approximate the gradient

Studying Gender and Ethnic Differences in Participation in Math, Physical Science, and Information Technology

ERIC Educational Resources Information Center

Eccles, Jacquelynne S.

2005-01-01

This chapter describes the history of the Eccles et al. Expectancy Value Model and research on the influence of social and psychological factors on gender and ethnic differences in math, science, and information technology choices. (Contains 1 figure.)

Performing Big Math Ideas across the Grades

ERIC Educational Resources Information Center

Gadanidis, George; Hughes, Janette M.

2011-01-01

A storied math context helps students engage both emotionally and cognitively with mathematics and helps show that mathematics develops out of human experience. Children's literature also models mathematical storytelling for students, and creates opportunities for them to retell and extend stories. This article describes mathematics investigations…

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

PubMed

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

2017-12-01

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

Differentiating anxiety forms and their role in academic performance from primary to secondary school

PubMed Central

Devine, Amy; Hill, Francesca; Szűcs, Dénes

2017-01-01

Introduction Individuals with high levels of mathematics anxiety are more likely to have other forms of anxiety, such as general anxiety and test anxiety, and tend to have some math performance decrement compared to those with low math anxiety. However, it is unclear how the anxiety forms cluster in individuals, or how the presence of other anxiety forms influences the relationship between math anxiety and math performance. Method We measured math anxiety, test anxiety, general anxiety and mathematics and reading performance in 1720 UK students (year 4, aged 8–9, and years 7 and 8, aged 11–13). We conducted latent profile analysis of students’ anxiety scores in order to examine the developmental change in anxiety profiles, the demographics of each anxiety profile and the relationship between profiles and academic performance. Results Anxiety profiles appeared to change in specificity between the two age groups studied. Only in the older students did clusters emerge with specifically elevated general anxiety or academic anxiety (test and math anxiety). Our findings suggest that boys are slightly more likely than girls to have elevated academic anxieties relative to their general anxiety. Year 7/8 students with specifically academic anxiety show lower academic performance than those who also have elevated general anxiety. Conclusions There may be a developmental change in the specificity of anxiety and gender seems to play a strong role in determining one’s anxiety profile. The anxiety profiles present in our year 7/8 sample, and their relationships with math performance, suggest a bidirectional relationship between math anxiety and math performance. PMID:28350857

Using machine learning to identify air pollution exposure profiles associated with early cognitive skills among U.S. children.

PubMed

Stingone, Jeanette A; Pandey, Om P; Claudio, Luz; Pandey, Gaurav

2017-11-01

Data-driven machine learning methods present an opportunity to simultaneously assess the impact of multiple air pollutants on health outcomes. The goal of this study was to apply a two-stage, data-driven approach to identify associations between air pollutant exposure profiles and children's cognitive skills. Data from 6900 children enrolled in the Early Childhood Longitudinal Study, Birth Cohort, a national study of children born in 2001 and followed through kindergarten, were linked to estimated concentrations of 104 ambient air toxics in the 2002 National Air Toxics Assessment using ZIP code of residence at age 9 months. In the first-stage, 100 regression trees were learned to identify ambient air pollutant exposure profiles most closely associated with scores on a standardized mathematics test administered to children in kindergarten. In the second-stage, the exposure profiles frequently predicting lower math scores were included within linear regression models and adjusted for confounders in order to estimate the magnitude of their effect on math scores. This approach was applied to the full population, and then to the populations living in urban and highly-populated urban areas. Our first-stage results in the full population suggested children with low trichloroethylene exposure had significantly lower math scores. This association was not observed for children living in urban communities, suggesting that confounding related to urbanicity needs to be considered within the first-stage. When restricting our analysis to populations living in urban and highly-populated urban areas, high isophorone levels were found to predict lower math scores. Within adjusted regression models of children in highly-populated urban areas, the estimated effect of higher isophorone exposure on math scores was -1.19 points (95% CI -1.94, -0.44). Similar results were observed for the overall population of urban children. This data-driven, two-stage approach can be applied to other populations, exposures and outcomes to generate hypotheses within high-dimensional exposure data. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Correlation of AH-1G airframe test data with a NASTRAN mathematical model

NASA Technical Reports Server (NTRS)

Cronkhite, J. D.; Berry, V. L.

1976-01-01

Test data was provided for evaluating a mathematical vibration model of the Bell AH-1G helicopter airframe. The math model was developed and analyzed using the NASTRAN structural analysis computer program. Data from static and dynamic tests were used for comparison with the math model. Static tests of the fuselage and tailboom were conducted to verify the stiffness representation of the NASTRAN model. Dynamic test data were obtained from shake tests of the airframe and were used to evaluate the NASTRAN model for representing the low frequency (below 30 Hz) vibration response of the airframe.

Generalized Poisson-Kac Processes: Basic Properties and Implications in Extended Thermodynamics and Transport

NASA Astrophysics Data System (ADS)

Giona, Massimiliano; Brasiello, Antonio; Crescitelli, Silvestro

2016-04-01

We introduce a new class of stochastic processes in Rn,{{{mathbb R}}^n}, referred to as generalized Poisson-Kac (GPK) processes, that generalizes the Poisson-Kac telegrapher's random motion in higher dimensions. These stochastic processes possess finite propagation velocity, almost everywhere smooth trajectories, and converge in the Kac limit to Brownian motion. GPK processes are defined by coupling the selection of a bounded velocity vector from a family of N distinct ones with a Markovian dynamics controlling probabilistically this selection. This model can be used as a probabilistic tool for a stochastically consistent formulation of extended thermodynamic theories far from equilibrium.

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.

Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count.

PubMed

Mattera, Shira K; Morris, Pamela A; Jacob, Robin; Maier, Michelle; Rojas, Natalia

2017-01-01

A growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Its design was unique in that, in addition to causally testing the effects of early math skills, it also allowed for the examination of a number of additional questions about scale-up, the influence of contextual factors and the counterfactual environment, the mechanism of long-term fade-out, and the role of measurement in early childhood intervention findings. This chapter outlines some of the design considerations and decisions put in place to create a rigorous test of the causal effects of early math skills that is also able to answer these questions in early childhood mathematics and intervention. The study serves as a potential model for how to advance science in the fields of preschool intervention and early mathematics. © 2017 Elsevier Inc. All rights reserved.

The moderating effect of self-efficacy on normal-weight, overweight, and obese children's math achievement: a longitudinal analysis.

PubMed

Kranjac, Ashley Wendell

2015-03-01

Increased body weight is associated with decreased cognitive function in school-aged children. The role of self-efficacy in shaping the connection between children's educational achievement and obesity-related comorbidities has not been examined to date. Evidence of the predictive ability of self-efficacy in children is demonstrated in cognitive tasks, including math achievement scores. This study examined the relationship between self-efficacy and math achievement in normal weight, overweight, and obese children. I hypothesized that overweight and obese children with higher self-efficacy will be less affected in math achievement than otherwise comparable children with lower self-efficacy. I tested this prediction with multilevel growth modeling techniques using the ECLS-K 1998-1999 survey data, a nationally representative sample of children. Increased self-efficacy moderates the link between body weight and children's math achievement by buffering the risks that increased weight status poses to children's cognitive function. My findings indicate that self-efficacy moderates math outcomes in overweight, but not obese, children. Copyright © 2015 Elsevier Ltd. All rights reserved.

Mathematical Methods of Communication Signal Design

DTIC Science & Technology

1990-09-30

Labelling of Annals of Discrete Math ., 1989-90. iv. T. Etzion, S.W. Golomb, and H. Taylor, "Polygonal Path Constructions for Tuscan-k Squares...the Special Issue on Graph Labellings of A,.nals of Discrete Math ., 1989-1990. vi. T. Etzion, "An Algorithm for Realization of Permutations in a

Integrative Pre-Service Elementary Teacher Training: The Role of Interdisciplinary Collaborative Mathematics

ERIC Educational Resources Information Center

Chiatula, Victoria Oliaku

2015-01-01

This primer summarizes interdisciplinary collaborative mathematics as an integrative approach to train pre-service elementary teachers to teach math utilizing Junior Achievement USA (JA) educational programs within an elementary Math Methods course. The primer provides a JA historical background/program overview, summarizes the interdisciplinary…

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…

An IBM PC-based math model for space station solar array simulation

NASA Technical Reports Server (NTRS)

Emanuel, E. M.

1986-01-01

This report discusses and documents the design, development, and verification of a microcomputer-based solar cell math model for simulating the Space Station's solar array Initial Operational Capability (IOC) reference configuration. The array model is developed utilizing a linear solar cell dc math model requiring only five input parameters: short circuit current, open circuit voltage, maximum power voltage, maximum power current, and orbit inclination. The accuracy of this model is investigated using actual solar array on orbit electrical data derived from the Solar Array Flight Experiment/Dynamic Augmentation Experiment (SAFE/DAE), conducted during the STS-41D mission. This simulator provides real-time simulated performance data during the steady state portion of the Space Station orbit (i.e., array fully exposed to sunlight). Eclipse to sunlight transients and shadowing effects are not included in the analysis, but are discussed briefly. Integrating the Solar Array Simulator (SAS) into the Power Management and Distribution (PMAD) subsystem is also discussed.

"I Hate Maths: Why Do We Need to Do Maths?" Using iPad Video Diaries to Investigate Attitudes and Emotions towards Mathematics in Year 3 and Year 6 Students

ERIC Educational Resources Information Center

Larkin, Kevin; Jorgensen, Robyn

2016-01-01

Accessing children's feelings and attitudes towards mathematics is a challenging proposition since methods for data collection may be fraught in terms of bias and power relations. This article explores a method of collecting information from young students about their attitudes towards mathematics using iPads, and a video diary technique not…

Electrochemical carbon dioxide concentrator subsystem math model. [for manned space station

NASA Technical Reports Server (NTRS)

Marshall, R. D.; Carlson, J. N.; Schubert, F. H.

1974-01-01

A steady state computer simulation model has been developed to describe the performance of a total six man, self-contained electrochemical carbon dioxide concentrator subsystem built for the space station prototype. The math model combines expressions describing the performance of the electrochemical depolarized carbon dioxide concentrator cells and modules previously developed with expressions describing the performance of the other major CS-6 components. The model is capable of accurately predicting CS-6 performance over EDC operating ranges and the computer simulation results agree with experimental data obtained over the prediction range.

A Solution Space for a System of Null-State Partial Differential Equations: Part 1

NASA Astrophysics Data System (ADS)

Flores, Steven M.; Kleban, Peter

2015-01-01

This article is the first of four that completely and rigorously characterize a solution space for a homogeneous system of 2 N + 3 linear partial differential equations (PDEs) in 2 N variables that arises in conformal field theory (CFT) and multiple Schramm-Löwner evolution (SLE). In CFT, these are null-state equations and conformal Ward identities. They govern partition functions for the continuum limit of a statistical cluster or loop-gas model, such as percolation, or more generally the Potts models and O( n) models, at the statistical mechanical critical point. (SLE partition functions also satisfy these equations.) For such a lattice model in a polygon with its 2 N sides exhibiting a free/fixed side-alternating boundary condition , this partition function is proportional to the CFT correlation function where the w i are the vertices of and where is a one-leg corner operator. (Partition functions for "crossing events" in which clusters join the fixed sides of in some specified connectivity are linear combinations of such correlation functions.) When conformally mapped onto the upper half-plane, methods of CFT show that this correlation function satisfies the system of PDEs that we consider. In this first article, we use methods of analysis to prove that the dimension of this solution space is no more than C N , the Nth Catalan number. While our motivations are based in CFT, our proofs are completely rigorous. This proof is contained entirely within this article, except for the proof of Lemma 14, which constitutes the second article (Flores and Kleban, in Commun Math Phys, arXiv:1404.0035, 2014). In the third article (Flores and Kleban, in Commun Math Phys, arXiv:1303.7182, 2013), we use the results of this article to prove that the solution space of this system of PDEs has dimension C N and is spanned by solutions constructed with the CFT Coulomb gas (contour integral) formalism. In the fourth article (Flores and Kleban, in Commun Math Phys, arXiv:1405.2747, 2014), we prove further CFT-related properties about these solutions, some useful for calculating cluster-crossing probabilities of critical lattice models in polygons.

Landscape approaches for determining the ensemble of folding transition states: Success and failure hinge on the degree of frustration

NASA Astrophysics Data System (ADS)

Nymeyer, Hugh; Socci, Nicholas D.; Onuchic, José Nelson

2000-01-01

* Department of Physics, University of California at San Diego, La Jolla, CA 92093-0319; and § Center for Studies in Physics and Biology, The Rockefeller University, New York, NY 10021 Edited by R. Stephen Berry, University of Chicago, Chicago, IL, and approved November 5, 1999 (received for review July 2, 1999) We present a method for determining structural properties of the ensemble of folding transition states from protein simulations. This method relies on thermodynamic quantities (free energies as a function of global reaction coordinates, such as the percentage of native contacts) and not on "kinetic" measurements (rates, transmission coefficients, complete trajectories); consequently, it requires fewer computational resources compared with otherapproaches, making it more suited to large and complex models. We explain the theoretical framework that underlies this method and use it to clarify the connection between the experimentally determined value, a quantity determined by the ratio of rate and stability changes due to point mutations, and the average structure of the transition state ensemble. To determine the accuracy of this thermodynamic approach, we apply it to minimalist protein models and compare these results with the ones obtained by using the standard experimental procedure for determining values. We show that the accuracy of both methods depends sensitively on the amount of frustration. In particular, the results are similar when applied to models with minimal amounts of frustration, characteristic of rapid-folding, single-domain globular proteins.

Peer group contexts of girls' and boys' academic experiences.

PubMed

Crosnoe, Robert; Riegle-Crumb, Catherine; Field, Sam; Frank, Kenneth; Muller, Chandra

2008-01-01

Girls have caught up with boys in math course taking in high school but reasons for taking math still differ by gender. This study, therefore, investigated gender differences in the linkage between peer relations and math course taking by applying multilevel modeling to a nationally representative data set that includes peer networks and school transcripts (N= 6,457 American 9th to 11th graders, aged 13-19). For all adolescents, math course taking was associated with the achievement of their close friends and, to a lesser extent, their coursemates. These associations tended to be stronger toward the end of high school and weaker among adolescents with a prior record of failure in school. Each of these patterns was somewhat more consistent among girls.

Space construction base control system

NASA Technical Reports Server (NTRS)

1978-01-01

Aspects of an attitude control system were studied and developed for a large space base that is structurally flexible and whose mass properties change rather dramatically during its orbital lifetime. Topics of discussion include the following: (1) space base orbital pointing and maneuvering; (2) angular momentum sizing of actuators; (3) momentum desaturation selection and sizing; (4) multilevel control technique applied to configuration one; (5) one-dimensional model simulation; (6) N-body discrete coordinate simulation; (7) structural analysis math model formulation; and (8) discussion of control problems and control methods.

SaaS Platform for Time Series Data Handling

NASA Astrophysics Data System (ADS)

Oplachko, Ekaterina; Rykunov, Stanislav; Ustinin, Mikhail

2018-02-01

The paper is devoted to the description of MathBrain, a cloud-based resource, which works as a "Software as a Service" model. It is designed to maximize the efficiency of the current technology and to provide a tool for time series data handling. The resource provides access to the following analysis methods: direct and inverse Fourier transforms, Principal component analysis and Independent component analysis decompositions, quantitative analysis, magnetoencephalography inverse problem solution in a single dipole model based on multichannel spectral data.

Beyond adoption status: Post-adoptive parental involvement and children's reading and math performance from kindergarten to first grade.

PubMed

Tan, Tony Xing; Kim, Eun Sook; Baggerly, Jennifer; Mahoney, E Emily; Rice, Jessica

2017-01-01

In this study, we went beyond adoption status to examine the associations between postadoption parental involvement and children's reading and math performance from kindergarten to first grade. Secondary data on a sample of adopted children and nonadopted children were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 to 1999 (ECLS-K). Weighted data on the children's reading performance were available for 13,900 children (181 were adopted); weighted data on the children's math performance were available for 14,128 children (184 were adopted). Descriptive data showed no group difference in reading scores at all 3 Waves but adopted children scored lower than nonadopted children in math at Wave 2 (Spring of kindergarten) and Wave 3 (Spring of first grade). However, controlling for 6 covariates, latent growth modeling showed that adoption status was unrelated to Wave 1 reading and math scores or subsequent growth rate. Rather, parents' beliefs on skills needed to succeed in kindergarten were a significant predictor of reading and math performance at Wave 1 and subsequent growth rates, and parents' educational expectation was a significant predictor of growth rate in reading and math. Our findings highlight the importance of parental involvement in adopted children's learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Effects of Singapore Model Method with Explicit Instruction on Math Problem Solving Skills of Students at Risk for or Identified with Learning Disabilities

ERIC Educational Resources Information Center

Preston, Angela Irene

2016-01-01

Over the last two decades, students in Singapore consistently scored above students from other nations on the Trends in International Mathematics and Science Study (TIMSS; Provasnik et al., 2012). In contrast, students in the United States have not performed as well on international and national mathematics assessments and students with…

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

ERIC Educational Resources Information Center

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

2017-01-01

We utilised four waves of TIMSS data in addition to the information we have collected on countries' educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students' math achievement, its variation and socioeconomic…

Exploring Adolescent Motivations for Pursuing Maths-Related Careers

ERIC Educational Resources Information Center

Watt, Helen M. G.

2005-01-01

Adolescents from grade 9 in Sydney Australia (N = 60) were interviewed regarding why they would or would not consider pursuing maths-related careers. Open-ended interview data explored the comprehensiveness of explanations within the Expectancy-Value framework. The Expectancy-Value model is the major motivational framework for explaining students'…

Preparing Elementary Mathematics-Science Teaching Specialists.

ERIC Educational Resources Information Center

Miller, L. Diane

1992-01-01

Describes a professional development program to train math/science specialists for the upper elementary school grades. Using results from an interest survey, 30 teachers were chosen to participate in a 3-year program to become math/science specialists. Presents the teaching model used and the advantages for teachers and students in having subject…

Tactical Communications Network Modelling and Reliability Analysis: An Overview

DTIC Science & Technology

1991-11-01

Transactions on Reliability. Vol 31 (1982), pp 359-361. [62] B. N. Clark and C. L. Colbourn. "Unit Disk Graphs", Discrete Math ., Vol 86 (1990), pp 165-177. [63...C. L. Colbourn, "Network Resiliance". SIAM Journal of Algebra and Discrete Math . Vol 8. (1987), pp 404-409. [64] W. H. Debany, P. K. Varshney, and C...34Bibliography on Dominatinn in Graphs and Some Basic Definitions of Domination Parameters". Discrete Math .. Vol 86 (1990). pp 257-277. [76] C. L. Hwang. F. A

Identifying controlling variables for math computation fluency through experimental analysis: the interaction of stimulus control and reinforcing consequences.

PubMed

Hofstadter-Duke, Kristi L; Daly, Edward J

2015-03-01

This study investigated a method for conducting experimental analyses of academic responding. In the experimental analyses, academic responding (math computation), rather than problem behavior, was reinforced across conditions. Two separate experimental analyses (one with fluent math computation problems and one with non-fluent math computation problems) were conducted with three elementary school children using identical contingencies while math computation rate was measured. Results indicate that the experimental analysis with non-fluent problems produced undifferentiated responding across participants; however, differentiated responding was achieved for all participants in the experimental analysis with fluent problems. A subsequent comparison of the single-most effective condition from the experimental analyses replicated the findings with novel computation problems. Results are discussed in terms of the critical role of stimulus control in identifying controlling consequences for academic deficits, and recommendations for future research refining and extending experimental analysis to academic responding are made. © The Author(s) 2014.

Classification and identification of reading and math disabilities: the special case of comorbidity.

PubMed

Branum-Martin, Lee; Fletcher, Jack M; Stuebing, Karla K

2013-01-01

Much of learning disabilities research relies on categorical classification frameworks that use psychometric tests and cut points to identify children with reading or math difficulties. However, there is increasing evidence that the attributes of reading and math learning disabilities are dimensional, representing correlated continua of severity. We discuss issues related to categorical and dimensional approaches to reading and math disabilities, and their comorbid associations, highlighting problems with the use of cut points and correlated assessments. Two simulations are provided in which the correlational structure of a set of cognitive and achievement data are simulated from a single population with no categorical structures. The simulations produce profiles remarkably similar to reported profile differences, suggesting that the patterns are a product of the cut point and the correlational structure of the data. If dimensional approaches better fit the attributes of learning disability, new conceptualizations and better methods to identification and intervention may emerge, especially for comorbid associations of reading and math difficulties.

Relationship between Mathematics Anxiety and Multiple Intelligences among Rural and Suburban Sixth Grade Students

ERIC Educational Resources Information Center

Wilson, Carla F.

2013-01-01

Research indicates that mathematics anxiety interferes with solving math problems in everyday life as well as academic situations. In classrooms across the country, educators have utilized different methods to help students alleviate their irrational fears of completing even basic math problems. Critical constructivist educators have utilized…

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…

Motivation and Learning Engagement through Playing Math Video Games

ERIC Educational Resources Information Center

Barreto, Daisyane; Vasconcelos, Lucas; Orey, Michael

2017-01-01

Purpose: With video games being a source of leisure and learning, educators and researchers alike are interested in understanding children's motivation for playing video games as a way to learn. This study explores student motivation and engagement levels in playing two math video games in the game "Club Penguin." Method: This is a…

Student Achievement in Large-Lecture Remedial Math Classes

ERIC Educational Resources Information Center

Monte, Brent M.

2011-01-01

Due to the increase in students seeking remedial math classes at the community college level, coupled with declining revenues to the community colleges and a lack of classroom availability, the need to consider increasing class size has become a relevant and timely issue. This study is a mixed-method, quasi-experimental study testing effects of…

Longitudinal Relations among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School

ERIC Educational Resources Information Center

Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; Bradley, Robert H.; Eggum-Wilkens, Natalie D.

2014-01-01

Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = 0.39 year) across kindergarten through…

Making the case for STEM integration at the upper elementary level: A mixed methods exploration of opportunity to learn math and science, teachers' efficacy and students' attitudes

NASA Astrophysics Data System (ADS)

Miller, Brianna M.

Student achievement in science and math has been linked to per capita gross domestic product (GDP) growth propagating the belief that science, technology, engineering, and math (STEM) education is an important factor in economic prosperity. However, The No Child Left Behind Act of 2001 (NCLB), favors math over science, positioning the subjects as competitors rather than collaborators. Additionally, NCLB focuses almost exclusively on the cognitive outcome of students' achievement with the affective outcome of students' attitudes being nearly ignored. Positive attitudes toward science and math early on are essential for subsequent and cumulative decisions students make in taking courses, choosing majors, and pursuing careers. Positioning students' attitudes as a desirable educational outcome comparable to students' achievement is an emerging goal in the literature. Using the case of one school district in south-central Pennsylvania with three elementary schools, 15 upper elementary teachers, and 361 students, the purpose of this study was to better understand influences on upper elementary students' attitudes toward STEM (SA) subjects and careers. The study aimed to explore two influences on SA, opportunity to learn (OTL) and teacher's efficacy (TE), in the comparative contexts of math and science. The studied employed a mixed methods convergent design in which five data sets from four sources were collected over three phases to triangulate three constructs: OTL, TE, and SA. The goal of the study was to offer recommendations to the case school district for enhancing OTL, TE, and thus SA. Findings regarding OTL revealed that the opportunity to learn science was lower than math. Finding regarding TE revealed that outcome expectancy was lower than personal teaching efficacy in both science and math; and, teachers had low STEM career awareness, STEM integration, and technology use. Findings regarding SA revealed a lower perceived usefulness of science compared to math and a high interest in engineering careers, especially among girls. Based on these findings it was recommended that the school district utilize its District Level Plan and the pre-existing structures of Career Day and the Science Fair to integrate STEM education as a means of improving OTL, TE, and thus SA.

Girls Entering Technology, Science, Math and Research Training (get Smart): a Model for Preparing Girls in Science and Engineering Disciplines

NASA Astrophysics Data System (ADS)

Mawasha, P. Ruby; Lam, Paul C.; Vesalo, John; Leitch, Ronda; Rice, Stacey

In this article, it is postulated that the development of a successful training program for women in science, math, engineering, and technology (SMET) disciplines is dependent upon a combination of several factors, including (a) career orientation: commitment to SMET as a career, reasons for pursuing SMET as a career, and opportunity to pursue a SMET career; (b) knowledge of SMET: SMET courses completed, SMET achievement, and hands-on SMET activities; (c) academic and social support: diversity initiatives, role models, cooperative learning, and peer counseling; and (d) self-concept: program emphasis on competence and peer competition. The proposed model is based on the GET SMART (Girls Entering Technology, Science, Math and Research Training) workshop program to prepare and develop female high school students as competitive future SMET professionals. The proposed model is not intended to serve as an elaborate theory, but as a general guide in training females entering SMET disciplines.

Math and science community college faculty: A culture apart

NASA Astrophysics Data System (ADS)

Bradley, Jane

This is a quantitative, survey-based study of Iowa community college faculty members. The survey was administered in the spring of 2011 to all faculty members identified by their colleges as being employed full time. This study compares the demographics of math and science faculty members to faculty within the arts and sciences who do not teach math or science. Comparisons of how the two groups interact with students and what they identify as barriers to student success are included, as well as their attitudes about mentoring, encouraging students, and their roles in student recruitment and student retention. Highly correlated variables are grouped as factors and used in the construction of prediction models for faculty engagement in student recruitment and student retention efforts. A contrast in the cultures of the math/science faculty members as compared to the non-math/science faculty is considered for its impact on faculty engagement with students and those variables believed to support undergraduate student success.

Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics.

PubMed

Newkirk-Turner, Brandi L; Johnson, Valerie E

2018-04-05

The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. The literature review highlights the linguistic and content biases associated with word-based math problems. Useful strategies that SLPs and educators can incorporate in culturally and linguistically appropriate assessments are discussed. The tutorial ends with a discussion of CBLA as a viable assessment approach to use with culturally and linguistically diverse students. Tests used at national, state, and school levels to assess students' math abilities have associated linguistic bias and content bias often leading to an inaccurate depiction of culturally and linguistically diverse students' math skills. CBLA as an assessment method can be used by school-based SLPs to gather valid and useful information about culturally and linguistically diverse students' language for learning math. By using CBLA, SLPs can help modify curricular tasks in broader contexts in an effort to make math, including high-level math, "accessible and achievable for all" students (American Speech-Language-Hearing Association, 2017).

Peer Group Contexts of Girls’ and Boys’ Academic Experiences

PubMed Central

Crosnoe, Robert; Riegle-Crumb, Catherine; Frank, Kenneth; Field, Sam; Muller, Chandra

2010-01-01

Girls have caught up with boys in math course taking in high school but reasons for taking math still differ by gender. This study, therefore, investigated gender differences in the linkage between peer relations and math course taking by applying multilevel modeling to a nationally representative data set that includes peer networks and school transcripts (N = 6,457 American 9th to 11th graders, aged 13 – 19). For all adolescents, math course taking was associated with the achievement of their close friends and, to a lesser extent, their coursemates. These associations tended to be stronger toward the end of high school and weaker among adolescents with a prior record of failure in school. Each of these patterns was somewhat more consistent among girls. PMID:18269514

A Solution Space for a System of Null-State Partial Differential Equations: Part 3

NASA Astrophysics Data System (ADS)

Flores, Steven M.; Kleban, Peter

2015-01-01

This article is the third of four that completely and rigorously characterize a solution space for a homogeneous system of 2 N + 3 linear partial differential equations (PDEs) in 2 N variables that arises in conformal field theory (CFT) and multiple Schramm-Löwner evolution (SLE κ ). The system comprises 2 N null-state equations and three conformal Ward identities that govern CFT correlation functions of 2 N one-leg boundary operators. In the first two articles (Flores and Kleban, in Commun Math Phys, arXiv:1212.2301, 2012; Commun Math Phys, arXiv:1404.0035, 2014), we use methods of analysis and linear algebra to prove that dim , with C N the Nth Catalan number. Extending these results, we prove in this article that dim and entirely consists of (real-valued) solutions constructed with the CFT Coulomb gas (contour integral) formalism. In order to prove this claim, we show that a certain set of C N such solutions is linearly independent. Because the formulas for these solutions are complicated, we prove linear independence indirectly. We use the linear injective map of Lemma 15 in Flores and Kleban (Commun Math Phys, arXiv:1212.2301, 2012) to send each solution of the mentioned set to a vector in , whose components we find as inner products of elements in a Temperley-Lieb algebra. We gather these vectors together as columns of a symmetric matrix, with the form of a meander matrix. If the determinant of this matrix does not vanish, then the set of C N Coulomb gas solutions is linearly independent. And if this determinant does vanish, then we construct an alternative set of C N Coulomb gas solutions and follow a similar procedure to show that this set is linearly independent. The latter situation is closely related to CFT minimal models. We emphasize that, although the system of PDEs arises in CFT in away that is typically non-rigorous, our treatment of this system here and in Flores and Kleban (Commun Math Phys, arXiv:1212.2301, 2012; Commun Math Phys, arXiv:1404.0035, 2014; Commun Math Phys, arXiv:1405.2747, 2014) is completely rigorous.

Polynomial decay rate of a thermoelastic Mindlin-Timoshenko plate model with Dirichlet boundary conditions

NASA Astrophysics Data System (ADS)

Grobbelaar-Van Dalsen, Marié

2015-02-01

In this article, we are concerned with the polynomial stabilization of a two-dimensional thermoelastic Mindlin-Timoshenko plate model with no mechanical damping. The model is subject to Dirichlet boundary conditions on the elastic as well as the thermal variables. The work complements our earlier work in Grobbelaar-Van Dalsen (Z Angew Math Phys 64:1305-1325, 2013) on the polynomial stabilization of a Mindlin-Timoshenko model in a radially symmetric domain under Dirichlet boundary conditions on the displacement and thermal variables and free boundary conditions on the shear angle variables. In particular, our aim is to investigate the effect of the Dirichlet boundary conditions on all the variables on the polynomial decay rate of the model. By once more applying a frequency domain method in which we make critical use of an inequality for the trace of Sobolev functions on the boundary of a bounded, open connected set we show that the decay is slower than in the model considered in the cited work. A comparison of our result with our polynomial decay result for a magnetoelastic Mindlin-Timoshenko model subject to Dirichlet boundary conditions on the elastic variables in Grobbelaar-Van Dalsen (Z Angew Math Phys 63:1047-1065, 2012) also indicates a correlation between the robustness of the coupling between parabolic and hyperbolic dynamics and the polynomial decay rate in the two models.

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

ERIC Educational Resources Information Center

Koenig, Kathleen; Hanson, Margaret

2008-01-01

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

An Inquiry into Flipped Learning in Fourth Grade Math Instruction

ERIC Educational Resources Information Center

D'addato, Teresa; Miller, Libbi R.

2016-01-01

The objective of this action research project was to better understand the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of students enrolled in the researcher's class. Data was collected in the form of classroom observations,…

Racism, Parent Support, and Math-Based Career Interests, Efficacy, and Outcome Expectations among African American Adolescents

ERIC Educational Resources Information Center

Alliman-Brissett, Annette E.; Turner, Sherri L.

2010-01-01

Using an extended model of social cognitive career theory, this study investigated ways in which African American middle school adolescents perceive racism and the associations among various aspects of perceptions of racism, other background factors, and math-based career interests, efficacy, and outcome expectations. Results indicated that…

ICT for Children of Immigrants: Indirect and Total Effects via Self-Efficacy on Math Performance

ERIC Educational Resources Information Center

Kim, Sunha

2018-01-01

This study compared the direct, indirect, and total effects of information, communication, and technology (ICT) variables on math achievement for second-generation immigrant, first-generation immigrant, and nonimmigrant students. A path model was used to analyze U.S. nationally representative data from the Program for International Student…

Neuropsychological Predictors of Math Calculation and Reasoning in School-Aged Children

ERIC Educational Resources Information Center

Schneider, Dana Lynn

2012-01-01

After multiple reviews of the literature, which documented that multiple cognitive processes may be involved in mathematics ability and disability, Geary (1993) proposed a model that included three subtypes of math disability: Semantic, Procedural, and Visuospatial. A review of the extant literature produced three studies that examined Geary's…

Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory

ERIC Educational Resources Information Center

Youse, Keith Edward

2012-01-01

The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

Teaching Math to My Scholars: Inner City Middle School Students

ERIC Educational Resources Information Center

Iyer, Ranjani; Pitts, Joseph

2017-01-01

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

Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement

ERIC Educational Resources Information Center

Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe

2017-01-01

The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…

Examining the relationship between obesity and math performance among Canadian school children: a prospective analysis.

PubMed

Carter, Megan Ann; Dubois, Lise; Ramsay, Tim

2010-10-01

To determine whether obesity during the pre-school to primary school years was related to math performance, independently of other factors, in a large representative sample of Canadian children. Our main hypothesis was that obese children would obtain lower overall math scores than their non-obese peers. Participants of the National Longitudinal Survey of Children and Youth comprised the sample for our analysis (n = 4 664). Obesity was based on mother-reported height and weight and IOTF age- and sex-specific body mass index cut-offs, and was assessed when the cohort was aged 2-5 years and 8-11 years. Children were classified as 'never obese', 'grew out of obesity', 'developed obesity' or 'always obese', depending on their obesity status at these two time points. The outcome was performance on a standardized math test that was administered when the cohort was aged 8-11 years. Statistical analysis was conducted using multivariate linear regression methods. Children who 'grew out of obesity' scored on average 11 points higher on the math test (p<0.0001) than children who were 'never obese.' Children who were 'always obese' and those that 'developed obesity' performed no differently on the math test than children who were 'never obese'. No interactions between sex and obesity status were found. Childhood obesity in this study did not lead to poor math performance. Being obese in the pre-school years and normal weight in primary school, however, was associated with improved math performance. This finding points to a potential nutritional window for early child development.

Modeling Guidelines for Code Generation in the Railway Signaling Context

NASA Technical Reports Server (NTRS)

Ferrari, Alessio; Bacherini, Stefano; Fantechi, Alessandro; Zingoni, Niccolo

2009-01-01

Modeling guidelines constitute one of the fundamental cornerstones for Model Based Development. Their relevance is essential when dealing with code generation in the safety-critical domain. This article presents the experience of a railway signaling systems manufacturer on this issue. Introduction of Model-Based Development (MBD) and code generation in the industrial safety-critical sector created a crucial paradigm shift in the development process of dependable systems. While traditional software development focuses on the code, with MBD practices the focus shifts to model abstractions. The change has fundamental implications for safety-critical systems, which still need to guarantee a high degree of confidence also at code level. Usage of the Simulink/Stateflow platform for modeling, which is a de facto standard in control software development, does not ensure by itself production of high-quality dependable code. This issue has been addressed by companies through the definition of modeling rules imposing restrictions on the usage of design tools components, in order to enable production of qualified code. The MAAB Control Algorithm Modeling Guidelines (MathWorks Automotive Advisory Board)[3] is a well established set of publicly available rules for modeling with Simulink/Stateflow. This set of recommendations has been developed by a group of OEMs and suppliers of the automotive sector with the objective of enforcing and easing the usage of the MathWorks tools within the automotive industry. The guidelines have been published in 2001 and afterwords revisited in 2007 in order to integrate some additional rules developed by the Japanese division of MAAB [5]. The scope of the current edition of the guidelines ranges from model maintainability and readability to code generation issues. The rules are conceived as a reference baseline and therefore they need to be tailored to comply with the characteristics of each industrial context. Customization of these recommendations has been performed for the automotive control systems domain in order to enforce code generation [7]. The MAAB guidelines have been found profitable also in the aerospace/avionics sector [1] and they have been adopted by the MathWorks Aerospace Leadership Council (MALC). General Electric Transportation Systems (GETS) is a well known railway signaling systems manufacturer leading in Automatic Train Protection (ATP) systems technology. Inside an effort of adopting formal methods within its own development process, GETS decided to introduce system modeling by means of the MathWorks tools [2], and in 2008 chose to move to code generation. This article reports the experience performed by GETS in developing its own modeling standard through customizing the MAAB rules for the railway signaling domain and shows the result of this experience with a successful product development story.

Boundary layer transition: A review of theory, experiment and related phenomena

NASA Technical Reports Server (NTRS)

Kistler, E. L.

1971-01-01

The overall problem of boundary layer flow transition is reviewed. Evidence indicates a need for new, basic physical hypotheses in classical fluid mechanics math models based on the Navier-Stokes equations. The Navier-Stokes equations are challenged as inadequate for the investigation of fluid transition, since they are based on several assumptions which should be expected to alter significantly the stability characteristics of the resulting math model. Strong prima facie evidence is presented to this effect.

Aerial Refueling Simulator Validation Using Operational Experimentation and Response Surface Methods with Time Series Responses

DTIC Science & Technology

2013-03-21

10 2.3 Time Series Response Data ................................................................................. 12 2.4 Comparison of Response...to 12 evaluating the efficiency of the parameter estimates. In the past, the most popular form of response surface design used the D-optimality...as well. A model can refer to almost anything in math , statistics, or computer science. It can be any “physical, mathematical, or logical

Co-Constructed Failure Narratives in Mathematics Tutoring

ERIC Educational Resources Information Center

DeLiema, David

2017-01-01

The ideas students have about what causes math failure are known to impact motivation. This paper throws light on how attributions of failure are negotiated during math tutoring, between 4th/5th graders and volunteer tutors, at a non-profit STEM-based after-school program. The study employs methods of interaction analysis on a small number of…

The Impact of Professional Learning Communities on Urban Teachers and Their Students' Reading and Math Achievement

ERIC Educational Resources Information Center

Williams, Deborah Johnson

2011-01-01

This study followed a causal comparative research design that utilized mixed methods. This non-experimental investigation sought to identify potential cause and effect relationships between variations in achievement data among schools. The purpose of the study was to determine if urban students' reading and math achievement increased as a result…

Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-Residency-Program

ERIC Educational Resources Information Center

Imanuel-Noy, Dalia; Wagner, Tili

2016-01-01

The research presents a Residency Math teacher education program that has been developed in Israel in search of transforming initial teacher preparation on the Clinical-Participatory continuum. It is a "multi-phase" mixed-method research aiming to present the clinical and participatory dimensions of the TMR: the way in which they are…

Reducing the Impact of Stereotype Threat on Women's Math Performance: Are Two Strategies Better than One?

ERIC Educational Resources Information Center

Jones, Paul R.

2011-01-01

Introduction: Two studies examined whether stereotype threat impairs women's math performance and whether concurrent threat reduction strategies can be used to offset this effect. Method: In Study 1, collegiate men and women (N = 100) watched a video purporting that males and females performed equally well ("gender-fair") or males outperformed…

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.…

Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

ERIC Educational Resources Information Center

Marsh, Herbert W.; Abduljabbar, Adel Salah; Abu-Hilal, Maher M.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Leung, Kim Chau; Xu, Man K.; Nagengast, Benjamin; Parker, Philip

2013-01-01

For the international Trends in International Mathematics and Science Study (TIMSS2007) math and science motivation scales (self-concept, positive affect, and value), we evaluated the psychometric properties (factor structure, method effects, gender differences, and convergent and discriminant validity) in 4 Arab-speaking countries (Saudi Arabia,…

Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics

ERIC Educational Resources Information Center

Gagnon, Joseph Calvin; Maccini, Paula

2007-01-01

A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d)…

Collaboration between Mathematics Facilitators and Preschool Teachers Using the Innovative "Senso-Math" Preschool Program

ERIC Educational Resources Information Center

Hassidov, Dina; Ilany, Bat-Sheva

2018-01-01

This article presents a mixed-method study of the innovative "Senso-Math" preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children…

College Access Factors of Urban Latina Girls: The Role of Math Ability Perceptions

ERIC Educational Resources Information Center

Zaragoza-Petty, Alma L.; Zarate, Maria Estela

2014-01-01

This study investigates the role of math perceptions on the college enrollment of Latinas in urban settings. Using primarily qualitative methods, this study examines the K-12 schooling experiences of 35 Latina students who were part of a larger fifteen-year study. Students had different college enrollment outcomes despite having similarly low…

Development of Pre-Service Teachers' Teaching Self-Efficacy Beliefs through an Online Community of Practice

ERIC Educational Resources Information Center

Inel Ekici, Didem

2018-01-01

This explanatory research uses a mixed method design to investigate the effect of using an online community of practice within teaching practices on science and math pre-service teachers' teaching self-efficacy beliefs. 102 science and math pre-service teachers participated in the research. "Teaching Self-Efficacy Belief Scale" and…

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

PubMed Central

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

2015-01-01

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

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

PubMed

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

2015-01-01

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

GaAs Substrates for High-Power Diode Lasers

NASA Astrophysics Data System (ADS)

Mueller, Georg; Berwian, Patrick; Buhrig, Eberhard; Weinert, Berndt

GaAs substrate crystals with low dislocation density (Etch-Pit Density (EPD) < 500,^-2) and Si-doping ( ~10^18,^-3) are required for the epitaxial production of high-power diode-lasers. Large-size wafers (= 3 mathrm{in} -> >=3,) are needed for reducing the manufacturing costs. These requirements can be fulfilled by the Vertical Bridgman (VB) and Vertical Gradient Freeze (VGF) techniques. For that purpose we have developed proper VB/VGF furnaces and optimized the thermal as well as the physico-chemical process conditions. This was strongly supported by extensive numerical process simulation. The modeling of the VGF furnaces and processes was made by using a new computer code called CrysVUN++, which was recently developed in the Crystal Growth Laboratory in Erlangen.GaAs crystals with diameters of 2 and 3in were grown in pyrolytic Boron Nitride (pBN) crucibles having a small-diameter seed section and a conical part. Boric oxide was used to fully encapsulate the crystal and the melt. An initial silicon content in the GaAs melt of c (melt) = 3 x10^19,^-3 has to be used in order to achieve a carrier concentration of n = (0.8- 2) x10^18,^-3, which is the substrate specification of the device manufacturer of the diode-laser. The EPD could be reduced to values between 500,^-2 and 50,^-2 with a Si-doping level of 8 x10^17 to 1 x10^18,^-3. Even the 3in wafers have rather large dislocation-free areas. The lowest EPDs ( <100,^-2) are achieved for long seed wells of the crucible.

Quasi-additive estimates on the Hamiltonian for the one-dimensional long range Ising model

NASA Astrophysics Data System (ADS)

Littin, Jorge; Picco, Pierre

2017-07-01

In this work, we study the problem of getting quasi-additive bounds for the Hamiltonian of the long range Ising model, when the two-body interaction term decays proportionally to 1/d2 -α , α ∈(0,1 ) . We revisit the paper by Cassandro et al. [J. Math. Phys. 46, 053305 (2005)] where they extend to the case α ∈[0 ,ln3/ln2 -1 ) the result of the existence of a phase transition by using a Peierls argument given by Fröhlich and Spencer [Commun. Math. Phys. 84, 87-101 (1982)] for α =0 . The main arguments of Cassandro et al. [J. Math. Phys. 46, 053305 (2005)] are based in a quasi-additive decomposition of the Hamiltonian in terms of hierarchical structures called triangles and contours, which are related to the original definition of contours introduced by Fröhlich and Spencer [Commun. Math. Phys. 84, 87-101 (1982)]. In this work, we study the existence of a quasi-additive decomposition of the Hamiltonian in terms of the contours defined in the work of Cassandro et al. [J. Math. Phys. 46, 053305 (2005)]. The most relevant result obtained is Theorem 4.3 where we show that there is a quasi-additive decomposition for the Hamiltonian in terms of contours when α ∈[0,1 ) but not in terms of triangles. The fact that it cannot be a quasi-additive bound in terms of triangles lead to a very interesting maximization problem whose maximizer is related to a discrete Cantor set. As a consequence of the quasi-additive bounds, we prove that we can generalise the [Cassandro et al., J. Math. Phys. 46, 053305 (2005)] result, that is, a Peierls argument, to the whole interval α ∈[0,1 ) . We also state here the result of Cassandro et al. [Commun. Math. Phys. 327, 951-991 (2014)] about cluster expansions which implies that Theorem 2.4 that concerns interfaces and Theorem 2.5 that concerns n point truncated correlation functions in Cassandro et al. [Commun. Math. Phys. 327, 951-991 (2014)] are valid for all α ∈[0,1 ) instead of only α ∈[0 ,ln3/ln2 -1 ) .

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.

Sequential Neighborhood Effects: The Effect of Long-Term Exposure to Concentrated Disadvantage on Children's Reading and Math Test Scores.

PubMed

Hicks, Andrew L; Handcock, Mark S; Sastry, Narayan; Pebley, Anne R

2018-02-01

Prior research has suggested that children living in a disadvantaged neighborhood have lower achievement test scores, but these studies typically have not estimated causal effects that account for neighborhood choice. Recent studies used propensity score methods to account for the endogeneity of neighborhood exposures, comparing disadvantaged and nondisadvantaged neighborhoods. We develop an alternative propensity function approach in which cumulative neighborhood effects are modeled as a continuous treatment variable. This approach offers several advantages. We use our approach to examine the cumulative effects of neighborhood disadvantage on reading and math test scores in Los Angeles. Our substantive results indicate that recency of exposure to disadvantaged neighborhoods may be more important than average exposure for children's test scores. We conclude that studies of child development should consider both average cumulative neighborhood exposure and the timing of this exposure.

Sequential Neighborhood Effects: The Effect of Long-Term Exposure to Concentrated Disadvantage on Children's Reading and Math Test Scores

PubMed Central

Hicks, Andrew L.; Handcock, Mark S.; Sastry, Narayan

2018-01-01

Prior research has suggested that children living in a disadvantaged neighborhood have lower achievement test scores, but these studies typically have not estimated causal effects that account for neighborhood choice. Recent studies used propensity score methods to account for the endogeneity of neighborhood exposures, comparing disadvantaged and nondisadvantaged neighborhoods. We develop an alternative propensity function approach in which cumulative neighborhood effects are modeled as a continuous treatment variable. This approach offers several advantages. We use our approach to examine the cumulative effects of neighborhood disadvantage on reading and math test scores in Los Angeles. Our substantive results indicate that recency of exposure to disadvantaged neighborhoods may be more important than average exposure for children's test scores. We conclude that studies of child development should consider both average cumulative neighborhood exposure and the timing of this exposure. PMID:29192386

Specific learning disability in mathematics: a comprehensive review.

PubMed

Soares, Neelkamal; Evans, Teresa; Patel, Dilip R

2018-01-01

Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described.

Specific learning disability in mathematics: a comprehensive review

PubMed Central

Evans, Teresa; Patel, Dilip R.

2018-01-01

Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described. PMID:29441282

The effects of gender composition on women's experience in math work groups.

PubMed

Grover, Sarah S; Ito, Tiffany A; Park, Bernadette

2017-06-01

The present studies tested a model outlining the effects of group gender composition on self- and others' perceptions of women's math ability in a truly interactive setting with groups composed entirely of naïve participants (N = 158 4-person groups across 3 studies). One woman in each group was designated to be the "expert" by having her complete a tutorial that gave her task-relevant knowledge for a subsequent group task. Group gender composition was hypothesized to influence perceptions of women's math ability through intrapersonal processes (stereotype threat effects on performance) and interpersonal processes (social cohesion between the expert and other group members). Group composition affected the experts' performance in the group math task, but importantly, it also affected their social cohesion with group members. Moreover, both of these effects-lowered performance and poorer social cohesion in male-dominated groups-made independent contributions in accounting for group gender composition effects on perceptions of women's math ability (Studies 1 and 2). Boundary conditions were examined in a 3rd study. Women who had a history of excelling in math and had chosen a math-intensive STEM major were selected to be the designated experts. We predicted and found this would be sufficient to eliminate the effect of group gender composition on interpersonal processes, and correspondingly the effect on women's perceived math ability. Interestingly (and consistent with past work on stereotype threat effects among highly domain-identified individuals), there were continued performance differences indicative of effects on intrapersonal processes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

From access to success in science: An academic-student affairs intervention for undergraduate freshmen biology students

NASA Astrophysics Data System (ADS)

Aldridge, Jacqueline Nouvelle

The first year experience is known to present an array of challenges for traditional college students. In particular, freshmen who major in a STEM discipline have their own unique set of challenges when they transition from high school science and math to college science and math; especially chemistry. As a result, students may encounter negative experiences which lower academic and social confidence. This project was designed as a pilot study intervention for a small group of freshmen biology students who were considered academically at-risk due their math SAT scores. The study occurred during the fall semester involving an enhanced active learning component based on the Peer-led Team Learning (PLTL) general chemistry supplemental pedagogy model, and a biology-focused First Year Experience (FYE). PLTL workshops took place in freshmen residence halls, creating a live-n-learn community environment. Mid-term and final chemistry grades and final math grades were collected to measure academic progress. Self-reporting surveys and journals were used to encourage participants to reconstruct their experiences and perceptions of the study. Descriptive analysis was performed to measure statistical significance between midterm and final grade performance, and a general inductive qualitative method was used to determine academic and social confidence as well as experiences and perceptions of the project. Findings of this project revealed a statistically significant improvement between chemistry midterm and final grades of the sample participants. Although academic confidence did not increase, results reveal that social confidence progressed as the majority of students developed a value for studying in groups.

STOCHSIMGPU: parallel stochastic simulation for the Systems Biology Toolbox 2 for MATLAB.

PubMed

Klingbeil, Guido; Erban, Radek; Giles, Mike; Maini, Philip K

2011-04-15

The importance of stochasticity in biological systems is becoming increasingly recognized and the computational cost of biologically realistic stochastic simulations urgently requires development of efficient software. We present a new software tool STOCHSIMGPU that exploits graphics processing units (GPUs) for parallel stochastic simulations of biological/chemical reaction systems and show that significant gains in efficiency can be made. It is integrated into MATLAB and works with the Systems Biology Toolbox 2 (SBTOOLBOX2) for MATLAB. The GPU-based parallel implementation of the Gillespie stochastic simulation algorithm (SSA), the logarithmic direct method (LDM) and the next reaction method (NRM) is approximately 85 times faster than the sequential implementation of the NRM on a central processing unit (CPU). Using our software does not require any changes to the user's models, since it acts as a direct replacement of the stochastic simulation software of the SBTOOLBOX2. The software is open source under the GPL v3 and available at http://www.maths.ox.ac.uk/cmb/STOCHSIMGPU. The web site also contains supplementary information. klingbeil@maths.ox.ac.uk Supplementary data are available at Bioinformatics online.

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.

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.

Rural Math Excel Partnership (RMEP) Project Final Performance Report

ERIC Educational Resources Information Center

Harmon, Hobart; Tate, Veronica; Stevens, Jennifer; Wilborn, Sandy; Adams, Sue

2018-01-01

The goal of the Rural Math Excel Partnership (RMEP) project, a development project funded by the U.S. Department of Education Investing in Innovation (i3) grant program, was to develop a model of shared responsibility among families, teachers, and communities in rural areas as collective support for student success in and preparation for advanced…

The Role of PS Ability and RC Skill in Predicting Growth Trajectories of Mathematics Achievement

ERIC Educational Resources Information Center

Vista, Alvin

2016-01-01

There are relatively few studies in Australia and South-East Asian region that combine investigating models of math growth trajectories with predictors such as reasoning ability and reading comprehension skills. Math achievement is one of the major components of overall academic achievement and it is important to determine what factors (especially…

The Relation between Parental Involvement and Math Anxiety: Implications for Mathematics Achievement

ERIC Educational Resources Information Center

Roberts, Steven O.; Vukovic, Rose K.

2011-01-01

Previous research served as the platform for this study's research question: Does math anxiety mediate the relation between parental involvement and mathematics achievement? The primary purpose of this study was to examine this mediation model in a sample of at-risk second graders. Due to previous research, the investigators hypothesized that math…

Young-Age Gender Differences in Mathematics Mediated by Independent Control or Uncontrollability

ERIC Educational Resources Information Center

Zirk-Sadowski, Jan; Lamptey, Charlotte; Devine, Amy; Haggard, Mark; Szucs, Dénes

2014-01-01

We studied whether the origins of math anxiety can be related to a biologically supported framework of stress induction: (un)controllability perception, here indicated by self-reported independent efforts in mathematics. Math anxiety was tested in 182 children (8- to 11-year-olds). "Latent factor modeling" was used to test hypotheses on…

Southmoreland Middle School: A Model of True Collaboration

ERIC Educational Resources Information Center

Principal Leadership, 2013

2013-01-01

In 2003, Southmoreland was a seventh- and eighth-grade junior high school in the warning category under NCLB for failing to make adequate yearly progress. Scores on state tests were grim--only 39% of the students were proficient or advanced in math and 55% in reading. Two years later, the combined improvement in reading and math scores resulted in…

Summary of Research on the Effectiveness of Math Professional Development Approaches. REL 2014-010

ERIC Educational Resources Information Center

Gersten, Russell; Taylor, Mary Jo; Keys, Tran D.; Rolfhus, Eric; Newman-Gonchar, Rebecca

2014-01-01

This study used a systematic process modeled after the What Works Clearinghouse (WWC) study review process to answer the question: What does the causal research say are effective math professional development interventions for K-12 teachers aimed at improving student achievement? The study identified and screened 910 research studies in a…

A Joint Probabilistic Classification Model of Relevant and Irrelevant Sentences in Mathematical Word Problems

ERIC Educational Resources Information Center

Cetintas, Suleyman; Si, Luo; Xin, Yan Ping; Zhang, Dake; Park, Joo Young; Tzur, Ron

2010-01-01

Estimating the difficulty level of math word problems is an important task for many educational applications. Identification of relevant and irrelevant sentences in math word problems is an important step for calculating the difficulty levels of such problems. This paper addresses a novel application of text categorization to identify two types of…

Rigor "and" Relevance: Enhancing High School Students' Math Skills through Career and Technical Education

ERIC Educational Resources Information Center

Stone, James R., III; Alfeld, Corinne; Pearson, Donna

2008-01-01

Numerous high school students, including many who are enrolled in career and technical education (CTE) courses, do not have the math skills necessary for today's high-skill workplace or college entrance requirements. This study tests a model for enhancing mathematics instruction in five high school CTE programs (agriculture, auto technology,…

Common Core Standards for High School Mathematics: A Quick-Start Guide

ERIC Educational Resources Information Center

Dempsey, Kathleen; Schwols, Armitra

2012-01-01

Shifting your high school's math program to new Common Core standards is much easier when teachers and leaders have this handy guide. Getting a copy for every staff member involved in the process ensures everyone knows: (1) How the six conceptual categories throughout the math standards are connected and reinforced; (2) How the modeling standards…

A Latent Curve Model of Parental Motivational Practices and Developmental Decline in Math and Science Academic Intrinsic Motivation

ERIC Educational Resources Information Center

Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

2009-01-01

A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children's pleasure and engagement in the learning process, whereas task-extrinsic…

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.

PubMed

Fuchs, Lynn S; Seethaler, Pamela M; Powell, Sarah R; Fuchs, Douglas; Hamlett, Carol L; Fletcher, Jack M

2008-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties

PubMed Central

Fuchs, Lynn S.; Seethaler, Pamela M.; Powell, Sarah R.; Fuchs, Douglas; Hamlett, Carol L.; Fletcher, Jack M.

2009-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits. PMID:20209074

Age-Related Differences of Individuals’ Arithmetic Strategy Utilization with Different Level of Math Anxiety

PubMed Central

Si, Jiwei; Li, Hongxia; Sun, Yan; Xu, Yanli; Sun, Yu

2016-01-01

The present study used the choice/no-choice method to investigate the effect of math anxiety on the strategy used in computational estimation and mental arithmetic tasks and to examine age-related differences in this regard. Fifty-seven fourth graders, 56 sixth graders, and 60 adults were randomly selected to participate in the experiment. Results showed the following: (1) High-anxious individuals were more likely to use a rounding-down strategy in the computational estimation task under the best-choice condition. Additionally, sixth-grade students and adults performed faster than fourth-grade students on the strategy execution parameter. Math anxiety affected response times (RTs) and the accuracy with which strategies were executed. (2) The execution of the partial-decomposition strategy was superior to that of the full-decomposition strategy on the mental arithmetic task. Low-math-anxious persons provided more accurate answers than did high-math-anxious participants under the no-choice condition. This difference was significant for sixth graders. With regard to the strategy selection parameter, the RTs for strategy selection varied with age. PMID:27803685

Age-Related Differences of Individuals' Arithmetic Strategy Utilization with Different Level of Math Anxiety.

PubMed

Si, Jiwei; Li, Hongxia; Sun, Yan; Xu, Yanli; Sun, Yu

2016-01-01

The present study used the choice/no-choice method to investigate the effect of math anxiety on the strategy used in computational estimation and mental arithmetic tasks and to examine age-related differences in this regard. Fifty-seven fourth graders, 56 sixth graders, and 60 adults were randomly selected to participate in the experiment. Results showed the following: (1) High-anxious individuals were more likely to use a rounding-down strategy in the computational estimation task under the best-choice condition. Additionally, sixth-grade students and adults performed faster than fourth-grade students on the strategy execution parameter. Math anxiety affected response times (RTs) and the accuracy with which strategies were executed. (2) The execution of the partial-decomposition strategy was superior to that of the full-decomposition strategy on the mental arithmetic task. Low-math-anxious persons provided more accurate answers than did high-math-anxious participants under the no-choice condition. This difference was significant for sixth graders. With regard to the strategy selection parameter, the RTs for strategy selection varied with age.

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

PubMed Central

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

2015-01-01

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

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

PubMed

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

2015-01-01

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

The Impact of Behavioural Executive Functioning and Intelligence on Math Abilities in Children with Intellectual Disabilities

ERIC Educational Resources Information Center

Dekker, M. C.; Ziermans, T. B.; Swaab, H.

2016-01-01

Background: Little is known about the role of behavioural executive functioning (EF) skills and level of intelligence (IQ) on math abilities in children with mild to borderline intellectual disabilities. Method: Teachers of 63 children attending a school for special education (age: 10 to 13 years; IQ: 50 to 85) filled out a Behaviour Rating…

The Effects of Math Acceleration in Middle School at the High School Level

ERIC Educational Resources Information Center

Dossenbach, Chris Payton

2017-01-01

The purpose of this mixed-methods capstone is to investigate the effectiveness of the math acceleration initiative that began in the studied school district in 2009 and the impact the initiative has had on mathematics enrollment at the high school level. This research project followed cohorts of students during the 2012-2013 and 2013-2014 school…

Outside the Principal's Office: The Principal's Role in Implementing the Alabama Math, Science, and Technology Initiative (AMSTI)

ERIC Educational Resources Information Center

Foster, Tara M.

2013-01-01

The purpose of the study was to determine the connection between the principals' behaviors, especially their visibility, and the academic success of their schools while participating in the Alabama Math, Science, and Technology Initiative (AMSTI). The qualitative method of gathering and analyzing data was used, and the case study research design…

Skinning the Pythagorean Cat: A Study of Strategy Preferences of Secondary Math Teachers

ERIC Educational Resources Information Center

Maxcy, Clara A.

2012-01-01

A series of observations in math classrooms revealed a pervasive problem of "re-teaching". It matters little the subject; before the teacher can begin teaching new material, basic skills often have to be re-taught before the lesson can move forward. Perhaps some methods are more effective than others in the classroom. Consequently, this study…

A Comparison of Online and Face-to-Face Collaboration on the Performance of Middle School Math Students' Standardized Assessment

ERIC Educational Resources Information Center

Eliason, Norma Lynn

2014-01-01

The effects of incorporating an online social networking platform, hosted through Wikispace, as a method to potential improve the performance of middle school students on standardized math assessments was investigated in this study. A principal strategy for any educational setting may provide an instructional approach that improves the delivery of…

The Effects of Recorded Lectures on Passing Rates in Online Math Courses

ERIC Educational Resources Information Center

Fital-Akelbek, Sandra; Akelbek, Mahmud

2018-01-01

In this mixed method study we investigate the impact of recorded lectures on passing rates in an online math course. For three years, we collected data from approximately 380 students enrolled in a first-year undergraduate online course, College Algebra. The data was used to compare the amount of time students spent watching recorded lectures and…

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…

International Space Station: 6-8 Hands-on Science and Math Lesson Plans.

ERIC Educational Resources Information Center

Armstrong, Pat

These lesson plans, designed for grades 6-8, have been developed to provide a guide to hands-on experience in science and math. They focus on an International Space Station and are designed for use with students working in groups. The three lesson plans highlighting the importance of the scientific method are: (1) International Space Station…

Math and Science Academy: Year 4 Evaluation Report. CSE Technical Report 648

ERIC Educational Resources Information Center

Osmundson, Ellen; Herman, Joan

2005-01-01

This evaluation report summarizes Year 4 of the Math and Science Academy (MSA), an initiative of the Northern New Mexico Council on Excellence in Education (NNMCEE). The report begins with an overview of the project and its objectives, and then outlines the research questions and methods used to carry out the evaluation. Findings from the Year 4…

Are Schools Shortchanging Boys or Girls? The Answer Rests on Methods and Assumptions: Reply to Card (2014) and Penner (2014)

ERIC Educational Resources Information Center

Robinson-Cimpian, Joseph P.; Lubienski, Sarah Theule; Ganley, Colleen M.; Copur-Gencturk, Yasemin

2014-01-01

Our target article (Robinson-Cimpian, Lubienski, Ganley, & Copur-Gencturk, 2014) used nationally representative data to examine the development of gender gaps in math achievement. We found that when boys and girls demonstrate equivalent math test performance and are perceived by their teachers to be equally well behaved and engaged with the…

The Effects of Using Diagramming as a Representational Technique on High School Students' Achievement in Solving Math Word Problems

ERIC Educational Resources Information Center

Banerjee, Banmali

2010-01-01

Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to…

The Relationship of Grade Span in 9th Grade to Math Achievement in High School

ERIC Educational Resources Information Center

West, John; Miller, Mary Lou; Myers, Jim; Norton, Timothy

2015-01-01

Purpose, Scope, and Method of Study: The purpose of this study was to determine if a correlation exists between grade span for ninth grade and gains in math achievement test scores in 10th grade and 12th grade. A quantitative, longitudinal, correlational research design was employed to investigate the research questions. The population was high…

Helicopter simulation validation using flight data

NASA Technical Reports Server (NTRS)

Key, D. L.; Hansen, R. S.; Cleveland, W. B.; Abbott, W. Y.

1982-01-01

A joint NASA/Army effort to perform a systematic ground-based piloted simulation validation assessment is described. The best available mathematical model for the subject helicopter (UH-60A Black Hawk) was programmed for real-time operation. Flight data were obtained to validate the math model, and to develop models for the pilot control strategy while performing mission-type tasks. The validated math model is to be combined with motion and visual systems to perform ground based simulation. Comparisons of the control strategy obtained in flight with that obtained on the simulator are to be used as the basis for assessing the fidelity of the results obtained in the simulator.

Examining Student Attitudes in Introductory Physics via the Math Attitude and Expectations Survey (MAX)

NASA Astrophysics Data System (ADS)

Hemingway, Deborah; Eichenlaub, Mark; Losert, Wolfgang; Redish, Edward F.

2017-01-01

Student often face difficulties with using math in science, and this exploratory project seeks to address the underlying mechanisms that lead to these difficulties. This mixed-methods project includes the creation of two novel assessment surveys, the Mathematical Epistemic Games Survey (MEGS) and the Math Attitude and Expectations Survey (MAX). The MAX, a 30-question Likert-scale survey, focuses on the attitudes towards using mathematics of the students in a reformed introductory physics course for the life sciences (IPLS) which is part of the National Experiment in Undergraduate Education (NEXUS/Physics) developed at the University of Maryland (UMD). Preliminary results from the MAX are discussed with specific attention given to students' attitudes towards math and physics, opinions about interdisciplinarity, and the usefulness of physics in academic settings as well as in professional biological research and modern medicine settings.

Analysis of anatomic variability in children with low mathematical skills

NASA Astrophysics Data System (ADS)

Han, Zhaoying; Fuchs, Lynn; Davis, Nikki; Cannistraci, Christopher J.; Anderson, Adam W.; Gore, John C.; Dawant, Benoit M.

2008-03-01

Mathematical difficulty affects approximately 5-9% of the population. Studies on individuals with dyscalculia, a neurologically based math disorder, provide important insight into the neural correlates of mathematical ability. For example, cognitive theories, neuropsychological studies, and functional neuroimaging studies in individuals with dyscalculia suggest that the bilateral parietal lobes and intraparietal sulcus are central to mathematical performance. The purpose of the present study was to investigate morphological differences in a group of third grade children with poor math skills. We compare population averages of children with low math skill (MD) to gender and age matched controls with average math ability. Anatomical data were gathered with high resolution MRI and four different population averaging methods were used to study the effect of the normalization technique on the results. Statistical results based on the deformation fields between the two groups show anatomical differences in the bilateral parietal lobes, right frontal lobe, and left occipital/parietal lobe.

Videoconferencing in Math and Science Preservice Elementary Teachers' Field Placements

NASA Astrophysics Data System (ADS)

Plonczak, Irene

2010-03-01

This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school. Two major results of this study indicate that: (1) teaching through videoconferencing highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2) teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face to face into their limited understanding of the content matter in math and science.

Bounds for Asian basket options

NASA Astrophysics Data System (ADS)

Deelstra, Griselda; Diallo, Ibrahima; Vanmaele, Michèle

2008-09-01

In this paper we propose pricing bounds for European-style discrete arithmetic Asian basket options in a Black and Scholes framework. We start from methods used for basket options and Asian options. First, we use the general approach for deriving upper and lower bounds for stop-loss premia of sums of non-independent random variables as in Kaas et al. [Upper and lower bounds for sums of random variables, Insurance Math. Econom. 27 (2000) 151-168] or Dhaene et al. [The concept of comonotonicity in actuarial science and finance: theory, Insurance Math. Econom. 31(1) (2002) 3-33]. We generalize the methods in Deelstra et al. [Pricing of arithmetic basket options by conditioning, Insurance Math. Econom. 34 (2004) 55-57] and Vanmaele et al. [Bounds for the price of discrete sampled arithmetic Asian options, J. Comput. Appl. Math. 185(1) (2006) 51-90]. Afterwards we show how to derive an analytical closed-form expression for a lower bound in the non-comonotonic case. Finally, we derive upper bounds for Asian basket options by applying techniques as in Thompson [Fast narrow bounds on the value of Asian options, Working Paper, University of Cambridge, 1999] and Lord [Partially exact and bounded approximations for arithmetic Asian options, J. Comput. Finance 10 (2) (2006) 1-52]. Numerical results are included and on the basis of our numerical tests, we explain which method we recommend depending on moneyness and time-to-maturity.

Mathematical modeling of high and low temperature heat pipes

NASA Technical Reports Server (NTRS)

Chi, S. W.

1971-01-01

Following a review of heat and mass transfer theory relevant to heat pipe performance, math models are developed for calculating heat-transfer limitations of high-temperature heat pipes and heat-transfer limitations and temperature gradient of low temperature heat pipes. Calculated results are compared with the available experimental data from various sources to increase confidence in the present math models. Complete listings of two computer programs for high- and low-temperature heat pipes respectively are included. These programs enable the performance to be predicted of heat pipes with wrapped-screen, rectangular-groove, or screen-covered rectangular-groove wick.

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

NASA Technical Reports Server (NTRS)

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

2007-01-01

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

Seven-panel solar wing deployment and on-orbit maneuvering analyses

NASA Astrophysics Data System (ADS)

Hwang, Earl

2005-05-01

BSS developed a new generation high power (~20kW) solar array to meet the customer demands. The high power solar array had the north and south solar wings of which designs were identical. Each side of the solar wing consists of three main conventional solar panels and the four-side panel swing-out new design. The fully deployed solar array surface area is 966 ft2. It was a quite challenging task to define the solar array's optimum design parameters and deployment scheme for such a huge solar array's successful deployment and on-orbit maneuvering. Hence, a deployable seven-flex-panel solar wing nonlinear math model and a fully deployed solar array/bus-payload math model were developed with the Dynamic Analysis and Design System (DADS) program codes utilizing the inherited and empirical data. Performing extensive parametric analyses with the math model, the optimum design parameters and the orbit maneuvering /deployment schemes were determined to meet all the design requirements, and for the successful solar wing deployment on-orbit.

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

Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder.

PubMed

Oswald, Tasha M; Beck, Jonathan S; Iosif, Ana-Maria; McCauley, James B; Gilhooly, Leslie J; Matter, John C; Solomon, Marjorie

2016-04-01

Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

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

Effects of Conjugate Gradient Methods and Step-Length Formulas on the Multiscale Full Waveform Inversion in Time Domain: Numerical Experiments

NASA Astrophysics Data System (ADS)

Liu, Youshan; Teng, Jiwen; Xu, Tao; Badal, José; Liu, Qinya; Zhou, Bing

2017-05-01

We carry out full waveform inversion (FWI) in time domain based on an alternative frequency-band selection strategy that allows us to implement the method with success. This strategy aims at decomposing the seismic data within partially overlapped frequency intervals by carrying out a concatenated treatment of the wavelet to largely avoid redundant frequency information to adapt to wavelength or wavenumber coverage. A pertinent numerical test proves the effectiveness of this strategy. Based on this strategy, we comparatively analyze the effects of update parameters for the nonlinear conjugate gradient (CG) method and step-length formulas on the multiscale FWI through several numerical tests. The investigations of up to eight versions of the nonlinear CG method with and without Gaussian white noise make clear that the HS (Hestenes and Stiefel in J Res Natl Bur Stand Sect 5:409-436, 1952), CD (Fletcher in Practical methods of optimization vol. 1: unconstrained optimization, Wiley, New York, 1987), and PRP (Polak and Ribière in Revue Francaise Informat Recherche Opertionelle, 3e Année 16:35-43, 1969; Polyak in USSR Comput Math Math Phys 9:94-112, 1969) versions are more efficient among the eight versions, while the DY (Dai and Yuan in SIAM J Optim 10:177-182, 1999) version always yields inaccurate result, because it overestimates the deeper parts of the model. The application of FWI algorithms using distinct step-length formulas, such as the direct method ( Direct), the parabolic search method ( Search), and the two-point quadratic interpolation method ( Interp), proves that the Interp is more efficient for noise-free data, while the Direct is more efficient for Gaussian white noise data. In contrast, the Search is less efficient because of its slow convergence. In general, the three step-length formulas are robust or partly insensitive to Gaussian white noise and the complexity of the model. When the initial velocity model deviates far from the real model or the data are contaminated by noise, the objective function values of the Direct and Interp are oscillating at the beginning of the inversion, whereas that of the Search decreases consistently.

Conditional induction of Math1 specifies embryonic stem cells to cerebellar granule neuron lineage and promotes differentiation into mature granule neurons.

PubMed

Srivastava, Rupali; Kumar, Manoj; Peineau, Stéphane; Csaba, Zsolt; Mani, Shyamala; Gressens, Pierre; El Ghouzzi, Vincent

2013-04-01

Directing differentiation of embryonic stem cells (ESCs) to specific neuronal subtype is critical for modeling disease pathology in vitro. An attractive means of action would be to combine regulatory differentiation factors and extrinsic inductive signals added to the culture medium. In this study, we have generated mature cerebellar granule neurons by combining a temporally controlled transient expression of Math1, a master gene in granule neuron differentiation, with inductive extrinsic factors involved in cerebellar development. Using a Tetracyclin-On transactivation system, we overexpressed Math1 at various stages of ESCs differentiation and found that the yield of progenitors was considerably increased when Math1 was induced during embryonic body stage. Math1 triggered expression of Mbh1 and Mbh2, two target genes directly involved in granule neuron precursor formation and strong expression of early cerebellar territory markers En1 and NeuroD1. Three weeks after induction, we observed a decrease in the number of glial cells and an increase in that of neurons albeit still immature. Combining Math1 induction with extrinsic factors specifically increased the number of neurons that expressed Pde1c, Zic1, and GABAα6R characteristic of mature granule neurons, formed "T-shaped" axons typical of granule neurons, and generated synaptic contacts and action potentials in vitro. Finally, in vivo implantation of Math1-induced progenitors into young adult mice resulted in cell migration and settling of newly generated neurons in the cerebellum. These results show that conditional induction of Math1 drives ESCs toward the cerebellar fate and indicate that acting on both intrinsic and extrinsic factors is a powerful means to modulate ESCs differentiation and maturation into a specific neuronal lineage. Copyright © 2012 AlphaMed Press.

Breadth-Based Models of Women’s Underrepresentation in STEM Fields: An Integrative Commentary on Schmidt (2011) and Nye et al. (2012)

PubMed Central

Valla, Jeffrey M.; Ceci, Stephen J.

2014-01-01

Relative strength of math and verbal abilities and interests drive science, technology, engineering, and math (STEM) career choices more than absolute math ability alone. Having one dominant aptitude (e.g., for mathematics) increases the likelihood of a strong self-concept in that domain and decreases the likelihood of equivocation about career choices in comparison with individuals with equivalent mathematical aptitude who have comparable strength in non-math areas. Males are more likely than females to have an asymmetrical cognitive profile of higher aptitude in math relative to verbal domains. Together, these two points suggest that the academic and career pursuits of high math ability males may be attributable to their narrower options among STEM fields, whereas females’ more symmetrical cognitive profile means their math and verbal interests compete in the formation of their ability self-concept and, hence, in their broader career choices. Such equivocation about STEM careers is in fact already evident in girls with high math aptitude as early as junior high school. Thus, we argue that asymmetry in interests and aptitudes is an underappreciated factor in sex differences in career choice. To the extent this is true, focusing on strengthening young women’s STEM-related abilities and ability self-concepts to increase female STEM representation may be an unproductive approach; to increase representation, it may be more effective to focus on harvesting the potential of those girls and women whose breadth of interest and high ability spans social/verbal and spatial/numerical domains. The use of interventions that play to this greater breadth by socially contextualizing STEM is one potential solution. PMID:25076979

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

Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources: State NAEP 1990-2009 Reading and Math Achievement Gaps and Trends

ERIC Educational Resources Information Center

Lee, Jaekyung; Reeves, Todd

2012-01-01

This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990-2009 NAEP state assessment data. Through hierarchical linear modeling latent variable regression with inverse probability of treatment…

Examining Big-Fish-Little-Pond-Effects across 49 Countries: A Multilevel Latent Variable Modelling Approach

ERIC Educational Resources Information Center

Wang, Ze

2015-01-01

Using data from the Trends in International Mathematics and Science Study (TIMSS) 2007, this study examined the big-fish-little-pond-effects (BFLPEs) in 49 countries. In this study, the effect of math ability on math self-concept was decomposed into a within- and a between-level components using implicit mean centring and the complex data…

Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math

ERIC Educational Resources Information Center

Kotok, Stephen

2017-01-01

This study uses multilevel modeling to examine a subset of the highest performing 9th graders and explores the extent that achievement gaps in math widen for high performing African American and Latino students and their high performing White and Asian peers during high school. Using nationally representative data from the High School Longitudinal…

Fluid Intelligence as a Predictor of Learning: A Longitudinal Multilevel Approach Applied to Math

ERIC Educational Resources Information Center

Primi, Ricardo; Ferrao, Maria Eugenia; Almeida, Leandro S.

2010-01-01

The association between fluid intelligence and inter-individual differences was investigated using multilevel growth curve modeling applied to data measuring intra-individual improvement on math achievement tests. A sample of 166 students (88 boys and 78 girls), ranging in age from 11 to 14 (M = 12.3, SD = 0.64), was tested. These individuals took…

Educational and Career Interests in Math: A Longitudinal Examination of the Links between Classroom Environment, Motivational Beliefs, and Interests

ERIC Educational Resources Information Center

Wang, Ming-Te

2012-01-01

Drawing on the expectancy-value model, stage-environment fit theory, and self-determination theory, this study examined the longitudinal associations between classroom characteristics, expectancies-values, high school course enrollment, and career aspirations in the domain of math. Data were collected on 3,048 youth who reported on their classroom…

The Measurement Structure, Stability and Mediating Effects of Achievement Goals in Math with Middle-School Student Data

ERIC Educational Resources Information Center

Chiang, Yu-Tzu; Lin, Sunny S. J.

2014-01-01

This study examined the measurement structure, cross-year stability of achievement goals, and mediating effects of achievement goals between self-efficacy and math grades in a national sample of Taiwan middle school students. The measurement model with factorial structure showed good fit to the data. In the panel data (N?=?343), four achievement…

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

ERIC Educational Resources Information Center

Peterson, Robin L.; Boada, Richard; McGrath, Lauren M.; Willcutt, Erik G.; Olson, Richard K.; Pennington, Bruce F.

2017-01-01

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and…

The Alignment of easyCBM[R] Math Measures to Curriculum Standards. Technical Report #1002

ERIC Educational Resources Information Center

Nese, Joseph F. T.; Lai, Cheng-Fei; Anderson, Daniel; Park, Bitnara Jasmine; Tindal, Gerald; Alonzo, Julie

2010-01-01

The purpose of this study was to examine the alignment of the easyCBM[R] mathematics benchmark and progress monitoring measures to the National Council of Teachers of Mathematics "Curriculum Focal Points" (NCTM, 2006). Based on Webb's alignment model (1997, 2002), we collected expert judgments on individual math items across a sampling of forms…

Boys' and Girls' Weight Status and Math Performance from Kindergarten Entry through Fifth Grade: A Mediated Analysis

ERIC Educational Resources Information Center

Gable, Sara; Krull, Jennifer L.; Chang, Yiting

2012-01-01

This study tests a mediated model of boys' and girls' weight status and math performance with 6,250 children from the Early Childhood Longitudinal Study. Five data points spanning kindergarten entry (mean age = 68.46 months) through fifth grade (mean age = 134.60 months) were analyzed. Three weight status groups were identified: persistent…

Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE. Pilot Study

ERIC Educational Resources Information Center

Stone, James R., III; Alfeld, Corinne; Pearson, Donna; Lewis, Morgan V.; Jensen, Susan

2005-01-01

This report describes the conduct and outcomes of an experimental pilot study conducted in Spring 2004 to develop and test a model that aimed to enhance career and technical education (CTE) instruction with the mathematics already embedded in the curricula of six occupational areas. Although present in the CTE curriculum, math is largely implicit…

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.

Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities.

PubMed

Niileksela, Christopher R; Reynolds, Matthew R

2014-01-01

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales-Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

English Proficiency and Peer Interethnic Relations as Predictors of Math Achievement among Latino and Asian Immigrant Students

PubMed Central

Barrett, Alice N.; Barile, John P.; Malm, Esther K.; Weaver, Scott R.

2013-01-01

Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2,113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average. PMID:22959129

The existence of almost periodic solutions of certain perturbation systems

NASA Astrophysics Data System (ADS)

Xia, Yonghui; Lin, Muren; Cao, Jinde

2005-10-01

Certain almost periodic perturbation systems are considered in this paper. By using the roughness theory of exponential dichotomies and the contraction mapping principle, some sufficient conditions are obtained for the existence and uniqueness of almost periodic solution of the above systems. Our results generalize those in [J.K. Hale, Ordinary Differential Equations, Krieger, Huntington, 1980; C. He, Existence of almost periodic solutions of perturbation systems, Ann. Differential Equations 9 (1992) 173-181; M. Lin, The existence of almost periodic solution and bounded solution of perturbation systems, Acta Math. Sinica 22A (2002) 61-70 (in Chinese); W.A. Coppel, Almost periodic properties of ordinary differential equations, Ann. Math. Pura Appl. 76 (1967) 27-50; A.M. Fink, Almost Periodic Differential Equations, Lecture Notes in Math., vol. 377, Springer-Verlag, New York, 1974; Y. Xia, F. Chen, A. Chen, J. Cao, Existence and global attractivity of an almost periodic ecological model, Appl. Math. Comput. 157 (2004) 449-475].

Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years.

PubMed

Weidinger, Anne F; Steinmayr, Ricarda; Spinath, Birgit

2018-03-01

Math competence beliefs and achievement are important outcomes of school-based learning. Previous studies yielded inconsistent results on whether skill development, self-enhancement, or reciprocal effects account for the interplay among them. A development-related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

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.

Teaching Pre-Service Teachers to Make Digital Stories That Explain Complex Mathematical Concepts in a Real-World Context: The "Math-eo" Project, Creating "Cool New Tools"

ERIC Educational Resources Information Center

Walters, Lynne Masel; Green, Martha R.; Goldsby, Dianne; Walters, Timothy N.; Wang, Liangyan

2016-01-01

This mixed methods study examines whether engaging in a problem-solving project to create Math-eos (digital videos) increases pre-service teachers' understanding of the relationship between visual, auditory, and verbal representation and critical thinking in mathematics. Additionally, the study looks at what aspects of a digital problem solving…

Preface

DTIC Science & Technology

2016-09-13

lems arising, for example, after discretization of optimal control problems. Lucien developed a general framework for quantifying near-optimality...Polak, E., Da Cunha, N.O.: Constrainedminimization under vector valued-criteria in finite dimensional spaces. J. Math . Anal. Appl. 19(1), 103–124...1969) 12. Pironneau, O., Polak, E.: On the rate of convergence of certain methods of centers. Math . Program. 2(2), 230–258 (1972) 13. Polak, E., Sargent

An Analysis of the Cost Efficiency of the Math-Science Division Instructional Personnel at Gulf Coast Community College.

ERIC Educational Resources Information Center

Etheridge, Sandra Y.

Prepared to provide a comprehensible and useable statement of the productivity of the members of the Math-Science Division at Gulf Coast Community College (GCCC), this report presents the methods and findings of a study of the income and expenditures related to each full- and part-time faculty member in the division. Following introductory…

Comparing the Math Anxiety of Secondary School Female Students in Groups (Science and Mathematical Physics) Public Schools

ERIC Educational Resources Information Center

Vakili, Khatoon; Pourrazavy, Zinat alsadat

2017-01-01

The aim of this study is comparing math anxiety of secondary school female students in groups (Science and Mathematical Physics) Public Schools, district 2, city of Sari. The purpose of the research is applied research, it is a development branch, and in terms of the nature and method, it is a causal-comparative research. The statistical…

Underrepresented Entrepreneurship: A Mixed Method Study Evaluating Postsecondary Persistence Approaches for Minorities in Science Technology Engineering Math (STEM) to Graduate Studies and STEM Entrepreneurship Education

ERIC Educational Resources Information Center

Goodwyn, Kamela Joy

2017-01-01

Small businesses with emphasis in science, technology, engineering and math (STEM) are catalytic in launching the United States' global presence and competitiveness into the twenty-first century through innovation and technology. The projected growth compared to non-STEM occupations, is almost twice as high for STEM occupations which further…

Gender and Racial/Ethnic Differences in Self-Reported Levels of Engagement in High School Math and Science Courses

ERIC Educational Resources Information Center

Martinez, Sylvia; Guzman, Stephanie

2013-01-01

While gender and racial/ethnic performance gaps in math and science have been well documented, we know little about how students feel while they are in these courses. Using a sample of 793 high school students who participated in the Experience Sampling Method of the Study of Youth and Social Development, this study examines the gender and…

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.

On some variational acceleration techniques and related methods for local refinement

NASA Astrophysics Data System (ADS)

Teigland, Rune

1998-10-01

This paper shows that the well-known variational acceleration method described by Wachspress (E. Wachspress, Iterative Solution of Elliptic Systems and Applications to the Neutron Diffusion Equations of Reactor Physics, Prentice-Hall, Englewood Cliffs, NJ, 1966) and later generalized to multilevels (known as the additive correction multigrid method (B.R Huthchinson and G.D. Raithby, Numer. Heat Transf., 9, 511-537 (1986))) is similar to the FAC method of McCormick and Thomas (S.F McCormick and J.W. Thomas, Math. Comput., 46, 439-456 (1986)) and related multilevel methods. The performance of the method is demonstrated for some simple model problems using local refinement and suggestions for improving the performance of the method are given.

Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children With Intellectual Disability and Language Difficulties.

PubMed

Rhodes, Katherine T; Branum-Martin, Lee; Morris, Robin D; Romski, MaryAnn; Sevcik, Rose A

2015-11-01

Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a sample of 264 children, in grades 2-5. Using confirmatory factor analysis, the hypothesis that the KM-R would demonstrate discriminant validity with measures of language abilities in a two-factor model was compared to two plausible alternative models. Results indicated that KM-R did not have discriminant validity with measures of children's language abilities and was a multidimensional test of both mathematics and language abilities for this population of test users. Implications are considered for test development, interpretation, and intervention.

Mathematical models for space shuttle ground systems

NASA Technical Reports Server (NTRS)

Tory, E. G.

1985-01-01

Math models are a series of algorithms, comprised of algebraic equations and Boolean Logic. At Kennedy Space Center, math models for the Space Shuttle Systems are performed utilizing the Honeywell 66/80 digital computers, Modcomp II/45 Minicomputers and special purpose hardware simulators (MicroComputers). The Shuttle Ground Operations Simulator operating system provides the language formats, subroutines, queueing schemes, execution modes and support software to write, maintain and execute the models. The ground systems presented consist primarily of the Liquid Oxygen and Liquid Hydrogen Cryogenic Propellant Systems, as well as liquid oxygen External Tank Gaseous Oxygen Vent Hood/Arm and the Vehicle Assembly Building (VAB) High Bay Cells. The purpose of math modeling is to simulate the ground hardware systems and to provide an environment for testing in a benign mode. This capability allows the engineers to check out application software for loading and launching the vehicle, and to verify the Checkout, Control, & Monitor Subsystem within the Launch Processing System. It is also used to train operators and to predict system response and status in various configurations (normal operations, emergency and contingent operations), including untried configurations or those too dangerous to try under real conditions, i.e., failure modes.

Special data base of Informational - Computational System 'INM RAS - Black Sea' for solving inverse and data assimilation problems

NASA Astrophysics Data System (ADS)

Zakharova, Natalia; Piskovatsky, Nicolay; Gusev, Anatoly

2014-05-01

Development of Informational-Computational Systems (ICS) for data assimilation procedures is one of multidisciplinary problems. To study and solve these problems one needs to apply modern results from different disciplines and recent developments in: mathematical modeling; theory of adjoint equations and optimal control; inverse problems; numerical methods theory; numerical algebra and scientific computing. The above problems are studied in the Institute of Numerical Mathematics of the Russian Academy of Science (INM RAS) in ICS for personal computers. In this work the results on the Special data base development for ICS "INM RAS - Black Sea" are presented. In the presentation the input information for ICS is discussed, some special data processing procedures are described. In this work the results of forecast using ICS "INM RAS - Black Sea" with operational observation data assimilation are presented. This study was supported by the Russian Foundation for Basic Research (project No 13-01-00753) and by Presidium Program of Russian Academy of Sciences (project P-23 "Black sea as an imitational ocean model"). References 1. V.I. Agoshkov, M.V. Assovskii, S.A. Lebedev, Numerical simulation of Black Sea hydrothermodynamics taking into account tide-forming forces. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, pp. 5-31. 2. E.I. Parmuzin, V.I. Agoshkov, Numerical solution of the variational assimilation problem for sea surface temperature in the model of the Black Sea dynamics. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, pp. 69-94. 3. V.B. Zalesny, N.A. Diansky, V.V. Fomin, S.N. Moshonkin, S.G. Demyshev, Numerical model of the circulation of Black Sea and Sea of Azov. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, pp. 95-111. 4. Agoshkov V.I.,Assovsky M.B., Giniatulin S. V., Zakharova N.B., Kuimov G.V., Parmuzin E.I., Fomin V.V. Informational Computational system of variational assimilation of observation data "INM RAS - Black sea"// Ecological safety of coastal and shelf zones and complex use of shelf resources: Collection of scientific works. Issue 26, Volume 2. - National Academy of Sciences of Ukraine, Marine Hydrophysical Institute, Sebastopol, 2012. Pages 352-360. (In russian)

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…

Early Math Achievement and Functional Connectivity in the Fronto-Parietal Network

PubMed Central

Emerson, Robert W.; Cantlon, Jessica F.

2011-01-01

In this study we test the hypothesis that the functional connectivity of the frontal and parietal regions that children recruit during a basic numerical task (matching Arabic numerals to arrays of dots) is predictive of their math test scores (TEMA-3; Ginsburg 2003). Specifically, we tested 4- to 11-year-old children on a matching task during fMRI to localize a fronto-parietal network that responds more strongly during numerical matching than matching faces, words, or shapes. We then tested the functional connectivity between those regions during an independent task: natural viewing of an educational video that included math topics. Using this novel natural viewing method, we found that the connectivity between frontal and parietal regions during task-independent free-viewing of educational material is correlated with children's basic number matching ability, as well as their scores on the standardized test of mathematical ability (the TEMA). The correlation between children's mathematics scores and fronto-parietal connectivity is math-specific in the sense that it is independent of children's verbal IQ scores. Moreover, a control network, selective for faces, showed no correlation with mathematics performance. Finally, brain regions that correlate with subjects’ overall response times in the matching task do not account for our number- and math-related effects. We suggest that the functional intersection of number-related frontal and parietal regions is math-specific. PMID:22682903

Fluid-line math model

NASA Technical Reports Server (NTRS)

Kandelman, A.; Nelson, D. J.

1977-01-01

Simplified mathematical model simulates large hydraulic systems on either analog or digital computers. Models of pumps, servoactuators, reservoirs, accumulators, and valves are connected generating systems containing six hundred elements.

Modified homotopy perturbation method for solving hypersingular integral equations of the first kind.

PubMed

Eshkuvatov, Z K; Zulkarnain, F S; Nik Long, N M A; Muminov, Z

2016-01-01

Modified homotopy perturbation method (HPM) was used to solve the hypersingular integral equations (HSIEs) of the first kind on the interval [-1,1] with the assumption that the kernel of the hypersingular integral is constant on the diagonal of the domain. Existence of inverse of hypersingular integral operator leads to the convergence of HPM in certain cases. Modified HPM and its norm convergence are obtained in Hilbert space. Comparisons between modified HPM, standard HPM, Bernstein polynomials approach Mandal and Bhattacharya (Appl Math Comput 190:1707-1716, 2007), Chebyshev expansion method Mahiub et al. (Int J Pure Appl Math 69(3):265-274, 2011) and reproducing kernel Chen and Zhou (Appl Math Lett 24:636-641, 2011) are made by solving five examples. Theoretical and practical examples revealed that the modified HPM dominates the standard HPM and others. Finally, it is found that the modified HPM is exact, if the solution of the problem is a product of weights and polynomial functions. For rational solution the absolute error decreases very fast by increasing the number of collocation points.

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.

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

ERIC Educational Resources Information Center

Ellwood, Cheryl Kathryn

2013-01-01

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

The Effect of Using Flipped Classroom in Teaching Calculus on Students' Achievements at University of Tabuk

ERIC Educational Resources Information Center

Albalawi, Abdullah S.

2018-01-01

This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year's students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and…

Trajectories of Career Aspirations through Adolescence and Young Adulthood: Early Math Achievement as a Critical Filter

ERIC Educational Resources Information Center

Shapka, Jennifer D.; Domene, Jose F.; Keating, Daniel P.

2006-01-01

Growth curve modelling was used to trace the trajectory of the prestige dimension of career aspirations from Grade 9 through to 3 years after high school, as a function of gender and early high school math achievement. The sample consisted of 218 university-bound adolescents (129 female, 89 male). Initial aspiration levels, the slope, and the…

Broadway High School: Moving Ahead in Math. Onward to Excellence II: Committing to CHANGE with OTE II.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR. School Improvement Program.

This document describes the school reform movement at Broadway High School in rural Virginia which has led to great success in mathematics achievement as proven by the Virginia Standards of Learning (SOL) tests. The Onward to Excellence II model provided a way for the faculty to focus on math, especially Algebra I, and to involve the entire school…

Teaching-as-Research Internships: A Model for the Development of Future Chemistry Faculty and the Improvement of Teaching in Science, Technology, Engineering, and Math

ERIC Educational Resources Information Center

Gillian-Daniel, Donald L.; Walz, Kenneth A.

2016-01-01

Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed…

A Kit to Develop and Present a Math/Science Conference for Females in Middle School.

ERIC Educational Resources Information Center

Ongley, Betty Lee

A workshop on mathematics and science careers for girls was part of an effort to remediate the effects of past sex bias on females' career and vocational choices. A model for organizing and conducting a conference with emphasis on careers for women in math and science is offered for educators in this publication. The guide includes: (1) planning…

The Returns to Educational Training in Math and Science for American Women.

ERIC Educational Resources Information Center

Hills, Stephen M.; De Souza, Gita

The economic returns of taking math and science courses in high school are estimated for women who do not go on to college and for women entrepreneurs. A human capital model is used to estimate returns for respondents drawn from the National Longitudinal Survey's New Youth Cohort. Wage rates in 1990 of women who were ages 14-21 in 1979 were…

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

PubMed

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

2015-12-01

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

Principals in Partnership with Math Coaches

ERIC Educational Resources Information Center

Grant, Catherine Miles; Davenport, Linda Ruiz

2009-01-01

One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

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

PubMed

Lyons, Ian M; Beilock, Sian L

2012-01-01

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

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

PubMed Central

Flanagan, K. M.; Einarson, J.

2017-01-01

In a world filled with big data, mathematical models, and statistics, the development of strong quantitative skills is becoming increasingly critical for modern biologists. Teachers in this field must understand how students acquire quantitative skills and explore barriers experienced by students when developing these skills. In this study, we examine the interrelationships among gender, grit, and math confidence for student performance on a pre–post quantitative skills assessment and overall performance in an undergraduate biology course. Here, we show that females significantly underperformed relative to males on a quantitative skills assessment at the start of term. However, females showed significantly higher gains over the semester, such that the gender gap in performance was nearly eliminated by the end of the semester. Math confidence plays an important role in the performance on both the pre and post quantitative skills assessments and overall performance in the course. The effect of grit on student performance, however, is mediated by a student’s math confidence; as math confidence increases, the positive effect of grit decreases. Consequently, the positive impact of a student’s grittiness is observed most strongly for those students with low math confidence. We also found grit to be positively associated with the midterm score and the final grade in the course. Given the relationships established in this study among gender, grit, and math confidence, we provide “instructor actions” from the literature that can be applied in the classroom to promote the development of quantitative skills in light of our findings. PMID:28798209

Does school mobility place elementary school children at risk for lower math achievement? The mediating role of cognitive dysregulation.

PubMed

Friedman-Krauss, Allison H; Raver, C Cybele

2015-12-01

Children growing up in poverty have a higher likelihood of exposure to multiple forms of adversity that jeopardize their chances of academic success. The current paper identifies school mobility, or changing schools, as 1 such poverty-related risk. Using a sample of low-income, predominantly ethnic-minority children (n = 381) in Chicago, this study tests the hypothesis that repeatedly changing schools during the 5-year period between Head Start (preschool) and third grade is a potent predictor of children's math achievement in fourth grade and that children's cognitive dysregulation serves as a mechanism through which school mobility may negatively affect children's math achievement. Hierarchical linear models controlling for baseline child and family characteristics (including children's early math and dysregulation measured during Head Start) revealed an inverse relation between the number of times low-income children changed schools between preschool and third grade and children's math achievement on state standardized tests in fourth grade. Furthermore, frequently changing schools (3 or 4 school changes over the same time period) was positively associated with teacher-reported cognitive dysregulation in third grade and negatively associated with children's math achievement in fourth grade. Evidence for the role of children's cognitive dysregulation as a partial statistical mediator was found for the relation between frequently changing schools and math achievement, even after accounting for baseline risk. Results are discussed in terms of school policies, practices, and intervention strategies to prevent the disruptive and potentially stressful experiences of school mobility for young, low-income children. (c) 2015 APA, all rights reserved).

Does School Mobility Place Elementary School Children at Risk for Lower Math Achievement? The Mediating Role of Cognitive Dysregulation

PubMed Central

Friedman-Krauss, Allison H.; Raver, C. Cybele

2015-01-01

Children growing up in poverty have a higher likelihood of exposure to multiple forms of adversity that jeopardize their chances of academic success. The current paper identifies school mobility, or changing schools, as 1 such poverty-related risk. Using a sample of low-income, predominantly ethnic-minority children (n = 381) in Chicago, this study tests the hypothesis that repeatedly changing schools during the 5-year period between Head Start (preschool) and third grade is a potent predictor of children’s math achievement in fourth grade and that children’s cognitive dysregulation serves as a mechanism through which school mobility may negatively affect children’s math achievement. Hierarchical linear models controlling for baseline child and family characteristics (including children’s early math and dysregulation measured during Head Start) revealed an inverse relation between the number of times low-income children changed schools between preschool and third grade and children’s math achievement on state standardized tests in fourth grade. Furthermore, frequently changing schools (3 or 4 school changes over the same time period) was positively associated with teacher-reported cognitive dysregulation in third grade and negatively associated with children’s math achievement in fourth grade. Evidence for the role of children’s cognitive dysregulation as a partial statistical mediator was found for the relation between frequently changing schools and math achievement, even after accounting for baseline risk. Results are discussed in terms of school policies, practices, and intervention strategies to prevent the disruptive and potentially stressful experiences of school mobility for young, low-income children. PMID:26436870

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

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.

Wind energy system time-domain (WEST) analyzers

NASA Technical Reports Server (NTRS)

Dreier, M. E.; Hoffman, J. A.

1981-01-01

A portable analyzer which simulates in real time the complex nonlinear dynamics of horizontal axis wind energy systems was constructed. Math models for an aeroelastic rotor featuring nonlinear aerodynamic and inertial terms were implemented with high speed digital controllers and analog calculation. This model was combined with other math models of elastic supports, control systems, a power train and gimballed rotor kinematics. A stroboscopic display system graphically depicting distributed blade loads, motion, and other aerodynamic functions on a cathode ray tube is included. Limited correlation efforts showed good comparison between the results of this analyzer and other sophisticated digital simulations. The digital simulation results were successfully correlated with test data.

A micro-computer-based system to compute magnetic variation

NASA Technical Reports Server (NTRS)

Kaul, Rajan

1987-01-01

A mathematical model of magnetic variation in the continental United States was implemented in the Ohio University Loran-C receiver. The model is based on a least squares fit of a polynomial function. The implementation on the microprocessor based Loran-C receiver is possible with the help of a math chip which performs 32 bit floating point mathematical operations. A Peripheral Interface Adapter is used to communicate between the 6502 based microcomputer and the 9511 math chip. The implementation provides magnetic variation data to the pilot as a function of latitude and longitude. The model and the real time implementation in the receiver are described.

Who Chooses STEM Careers? Using A Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics.

PubMed

Wang, Ming-Te; Ye, Feifei; Degol, Jessica Lauren

2017-08-01

Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical cognitive ability profiles are more likely to select careers that utilize their cognitive strengths rather than their weaknesses, while symmetrical cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.

Sentence Frames Used as the Method of Instruction and the Achievement of English Learners and Non-English Learners in Fourth-Grade Math

ERIC Educational Resources Information Center

Hutchison, Colleen Scott Larson

2017-01-01

Many math students, both EL and non-EL, struggle to reach the level of proficiency on California state tests which is required since the passage of NCLB in 2002 (California Department of Education, 2012). In California only 34% of students scored at the level of proficiency or above in 2011 (National Assessment for Educational Progress, 2012). The…

Exploring the Impact of Learning Communities at a Community College: An Effort to Support Students Enrolled in a Developmental Math Course

ERIC Educational Resources Information Center

VonHandorf, Teri A.

2012-01-01

The purpose of this mixed-methods participatory action research study was to explore the impact of learning communities on students enrolled in the lowest level of developmental math at a two-year college. The learning community consisted of twenty-three students who were enrolled in both a student success course (GEN102) and a developmental math…

An overview of the mathematical and statistical analysis component of RICIS

NASA Technical Reports Server (NTRS)

Hallum, Cecil R.

1987-01-01

Mathematical and statistical analysis components of RICIS (Research Institute for Computing and Information Systems) can be used in the following problem areas: (1) quantification and measurement of software reliability; (2) assessment of changes in software reliability over time (reliability growth); (3) analysis of software-failure data; and (4) decision logic for whether to continue or stop testing software. Other areas of interest to NASA/JSC where mathematical and statistical analysis can be successfully employed include: math modeling of physical systems, simulation, statistical data reduction, evaluation methods, optimization, algorithm development, and mathematical methods in signal processing.

Beauty and the beast: Aligning national curriculum standards with state (high school) graduation requirements

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

Linder-Scholer, B.

1994-12-31

An overview of SCI/MATH/MN - Minnesota`s standards-based, systemic approach to the reform and improvement of the K-12 science and mathematics education delivery system - is offered as an illustration of the challenges of aligning state educational practices with the national curriculum standards, and as a model for business involvement in state educational policy issues that will enable fundamental, across-the-system reform. SCI/MATH/MN illustrates the major challenges involved in developing a statewide vision for math and science education reform, articulating frameworks aligned with the national standards, building capacity for system-oriented change at the local level, and involving business in systemic reform.

Intelligent control system for continuous technological process of alkylation

NASA Astrophysics Data System (ADS)

Gebel, E. S.; Hakimov, R. A.

2018-01-01

Relevance of intelligent control for complex dynamic objects and processes are shown in this paper. The model of a virtual analyzer based on a neural network is proposed. Comparative analysis of mathematical models implemented in MathLab software showed that the most effective from the point of view of the reproducibility of the result is the model with seven neurons in the hidden layer, the training of which was performed using the method of scaled coupled gradients. Comparison of the data from the laboratory analysis and the theoretical model are showed that the root-mean-square error does not exceed 3.5, and the calculated value of the correlation coefficient corresponds to a "strong" connection between the values.

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

A Confirmatory Factor Analysis of the Structure of Abbreviated Math Anxiety Scale

PubMed Central

Farrokhi, Farahman

2011-01-01

Objective The aim of this study is to explore the confirmatory factor analysis results of the Persian adaptation of Abbreviated Math Anxiety Scale (AMAS), proposed by Hopko, Mahadevan, Bare & Hunt. Method The validity and reliability assessments of the scale were performed on 298 college students chosen randomly from Tabriz University in Iran. The confirmatory factor analysis (CFA) was carried out to determine the factor structures of the Persian version of AMAS. Results As expected, the two-factor solution provided a better fit to the data than a single factor. Moreover, multi-group analyses showed that this two-factor structure was invariant across sex. Hence, AMAS provides an equally valid measure for use among college students. Conclusions Brief AMAS demonstrates adequate reliability and validity. The AMAS scores can be used to compare symptoms of math anxiety between male and female students. The study both expands and adds support to the existing body of math anxiety literature. PMID:22952521

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

PubMed Central

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

2015-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math. PMID:26957650

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

PubMed

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

2016-02-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.

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

NASA Technical Reports Server (NTRS)

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

2005-01-01

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

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…

The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

NASA Astrophysics Data System (ADS)

Mushlihuddin, R.; Nurafifah; Irvan

2018-01-01

The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

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…

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…

Use of a Survival Analysis Technique in Understanding Game Performance in Instructional Games. CRESST Report 812

ERIC Educational Resources Information Center

Kim, Jinok; Chung, Gregory K. W. K.

2012-01-01

In this study we compared the effects of two math game designs on math and game performance, using discrete-time survival analysis (DTSA) to model players' risk of not advancing to the next level in the game. 137 students were randomly assigned to two game conditions. The game covered the concept of a unit and the addition of like-sized fractional…

Modeling Student Choice of STEM Fields of Study: Testing a Conceptual Framework of Motivation, High School Learning, and Postsecondary Context of Support. WISCAPE Working Paper

ERIC Educational Resources Information Center

Wang, Xueli

2012-01-01

This study draws upon social cognitive career theory and higher education literature to propose and test a conceptual framework for understanding the selection of postsecondary STEM fields of study by recent high school graduates who attend four-year institutions. Results suggest that high school math achievement, exposure to math and science…

Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school.

PubMed

Van de Weijer-Bergsma, Eva; Kroesbergen, Evelyn H; Van Luit, Johannes E H

2015-04-01

The relative importance of visual-spatial and verbal working memory for mathematics performance and learning seems to vary with age, the novelty of the material, and the specific math domain that is investigated. In this study, the relations between verbal and visual-spatial working memory and performance in four math domains (i.e., addition, subtraction, multiplication, and division) at different ages during primary school are investigated. Children (N = 4337) from grades 2 through 6 participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed at the start, middle, and end of the school year using a speeded arithmetic test. Multilevel Multigroup Latent Growth Modeling was used to model individual differences in level and growth in math performance, and examine the predictive value of working memory per grade, while controlling for effects of classroom membership. The results showed that as grade level progressed, the predictive value of visual-spatial working memory for individual differences in level of mathematics performance waned, while the predictive value of verbal working memory increased. Working memory did not predict individual differences between children in their rate of performance growth throughout the school year. These findings are discussed in relation to three, not mutually exclusive, explanations for such age-related findings.

Automated 3D Damaged Cavity Model Builder for Lower Surface Acreage Tile on Orbiter

NASA Technical Reports Server (NTRS)

Belknap, Shannon; Zhang, Michael

2013-01-01

The 3D Automated Thermal Tool for Damaged Acreage Tile Math Model builder was developed to perform quickly and accurately 3D thermal analyses on damaged lower surface acreage tiles and structures beneath the damaged locations on a Space Shuttle Orbiter. The 3D model builder created both TRASYS geometric math models (GMMs) and SINDA thermal math models (TMMs) to simulate an idealized damaged cavity in the damaged tile(s). The GMMs are processed in TRASYS to generate radiation conductors between the surfaces in the cavity. The radiation conductors are inserted into the TMMs, which are processed in SINDA to generate temperature histories for all of the nodes on each layer of the TMM. The invention allows a thermal analyst to create quickly and accurately a 3D model of a damaged lower surface tile on the orbiter. The 3D model builder can generate a GMM and the correspond ing TMM in one or two minutes, with the damaged cavity included in the tile material. A separate program creates a configuration file, which would take a couple of minutes to edit. This configuration file is read by the model builder program to determine the location of the damage, the correct tile type, tile thickness, structure thickness, and SIP thickness of the damage, so that the model builder program can build an accurate model at the specified location. Once the models are built, they are processed by the TRASYS and SINDA.

Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

ERIC Educational Resources Information Center

Bull, Heather

2009-01-01

Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

A Solution Space for a System of Null-State Partial Differential Equations: Part 4

NASA Astrophysics Data System (ADS)

Flores, Steven M.; Kleban, Peter

2015-01-01

This article is the last of four that completely and rigorously characterize a solution space for a homogeneous system of 2 N + 3 linear partial differential equations in 2 N variables that arises in conformal field theory (CFT) and multiple Schramm-Löwner evolution (SLE). The system comprises 2 N null-state equations and three conformal Ward identities that govern CFT correlation functions of 2 N one-leg boundary operators. In the first two articles (Flores and Kleban in Commun Math Phys, 2012; Flores and Kleban, in Commun Math Phys, 2014), we use methods of analysis and linear algebra to prove that dim , with C N the Nth Catalan number. Using these results in the third article (Flores and Kleban, in Commun Math Phys, 2013), we prove that dim and is spanned by (real-valued) solutions constructed with the Coulomb gas (contour integral) formalism of CFT. In this article, we use these results to prove some facts concerning the solution space . First, we show that each of its elements equals a sum of at most two distinct Frobenius series in powers of the difference between two adjacent points (unless is odd, in which case a logarithmic term may appear). This establishes an important element in the operator product expansion for one-leg boundary operators, assumed in CFT. We also identify particular elements of , which we call connectivity weights, and exploit their special properties to conjecture a formula for the probability that the curves of a multiple-SLE process join in a particular connectivity. This leads to new formulas for crossing probabilities of critical lattice models inside polygons with a free/fixed side-alternating boundary condition, which we derive in Flores et al. (Partition functions and crossing probabilities for critical systems inside polygons, in preparation). Finally, we propose a reason for why the exceptional speeds [certain values that appeared in the analysis of the Coulomb gas solutions in Flores and Kleban (Commun Math Phys, 2013)] and the minimal models of CFT are connected.

Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.

PubMed

Guo, Jiesi; Parker, Philip D; Marsh, Herbert W; Morin, Alexandre J S

2015-08-01

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females. (c) 2015 APA, all rights reserved).

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.

Mathematical Ability of 10-Year-Old Boys and Girls: Genetic and Environmental Etiology of Typical and Low Performance

PubMed Central

Kovas, Yulia; Haworth, Claire M. A.; Petrill, Stephen A.; Plomin, Robert

2009-01-01

The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we developed for Web-based testing, included problems from 3 domains of mathematics taught as part of the UK National Curriculum. Using quantitative genetic model-fitting analyses, similar results were found for math disabilities and abilities for all 3 measures: Moderate genetic influence and environmental influence were mainly due to nonshared environmental factors that were unique to the individual, with little influence from shared environment. No sex differences were found in the etiologies of math abilities and disabilities. We conclude that low mathematical performance is the quantitative extreme of the same genetic and environmental factors responsible for variation throughout the distribution. PMID:18064980

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

PubMed Central

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

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children. PMID:22701105

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

PubMed

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

2012-01-01

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

Redesign of the Stabilized Pitch Control System of a Semi-Active Terminal Homing Missile System.

DTIC Science & Technology

1979-04-20

34 AIEE Trans. Application and Industry , pp. 65-77, May 1961. [3] L. S. Shieh, "An Algebraic Approach to System Identification and Compensator Design...34A Quick Method for Estimating Closed-Loop Poles of Control Systems," Trans. AIEE, Applications and Industry , Vol. 76, pp. 80-87, May 1957. [101 C...Mathe- matical and Statistical Library). [16] C. J. Huang and L. S. Shieh, "Modeling Large Dynamical Systems with industrial Specifications," Int. J

Multi-scale and multi-physics simulations using the multi-fluid plasma model

DTIC Science & Technology

2017-04-25

small The simulation uses 512 second-order elements Bz = 1.0, Te = Ti = 0.01, ui = ue = 0 ne = ni = 1.0 + e−10(x−6) 2 Baboolal, Math . and Comp. Sim. 55...DISTRIBUTION Clearance No. 17211 23 / 31 SUMMARY The blended finite element method (BFEM) is presented DG spatial discretization with explicit Runge...Kutta (i+, n) CG spatial discretization with implicit Crank-Nicolson (e−, fileds) DG captures shocks and discontinuities CG is efficient and robust for

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.

RFI Math Model programs for predicting intermodulation interference

NASA Technical Reports Server (NTRS)

Stafford, J. M.

1974-01-01

Receivers operating on a space vehicle or an aircraft having many on-board transmitters are subject to intermodulation interference from mixing in the transmitting antenna systems, the external environment, or the receiver front-ends. This paper presents the techniques utilized in RFI Math Model computer programs that were developed to aid in the prevention of interference by predicting problem areas prior to occurrence. Frequencies and amplitudes of possible intermodulation products generated in the external environment are calculated and compared to receiver sensitivities. Intermodulation products generated in receivers are evaluated to determine the adequacy of preselector ejection.

Boundary Layer Measurements on Slender Blunt Cones at Free-Stream Mach Number 8

DTIC Science & Technology

1979-12-01

34 Angle of a t t a c k , deg Model c o n f i g u r a t i o n d e s i g n a t i o n Center of rotation~ tunnel centerline axial station about...ft/sec X Axial location located from virtual apex of 7-deg cone model, in. ZA ZP ZT ~ . . = ° Anemometer-probe height, distance to probe...300 psla at Math number 6, and 50 to 900 psia at Math number 8, with air supplied by the VKF main compressor plant. Stagnation temperatures sufficient

Short-term retention of a single word relies on retrieval from long-term memory when both rehearsal and refreshing are disrupted.

PubMed

Rose, Nathan S; Buchsbaum, Bradley R; Craik, Fergus I M

2014-07-01

Many working memory (WM) models propose that the focus of attention (or primary memory) has a capacity limit of one to four items, and therefore, that performance on WM tasks involves retrieving some items from long-term (or secondary) memory (LTM). In the present study, we present evidence suggesting that recall of even one item on a WM task can involve retrieving it from LTM. The WM task required participants to make a deep (living/nonliving) or shallow ("e"/no "e") level-of-processing (LOP) judgment on one word and to recall the word after a 10-s delay on each trial. During the delay, participants either rehearsed the word or performed an easy or a hard math task. When the to-be-remembered item could be rehearsed, recall was fast and accurate. When it was followed by a math task, recall was slower, error-prone, and benefited from a deeper LOP at encoding, especially for the hard math condition. The authors suggest that a covert-retrieval mechanism may have refreshed the item during easy math, and that the hard math condition shows that even a single item cannot be reliably held in WM during a sufficiently distracting task--therefore, recalling the item involved retrieving it from LTM. Additionally, performance on a final free recall (LTM) test was better for items recalled following math than following rehearsal, suggesting that initial recall following math involved elaborative retrieval from LTM, whereas rehearsal did not. The authors suggest that the extent to which performance on WM tasks involves retrieval from LTM depends on the amounts of disruption to both rehearsal and covert-retrieval/refreshing maintenance mechanisms.

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

ERIC Educational Resources Information Center

Otts, Cynthia D.

2010-01-01

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

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

ERIC Educational Resources Information Center

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

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

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.

A micro-computer based system to compute magnetic variation

NASA Technical Reports Server (NTRS)

Kaul, R.

1984-01-01

A mathematical model of magnetic variation in the continental United States (COT48) was implemented in the Ohio University LORAN C receiver. The model is based on a least squares fit of a polynomial function. The implementation on the microprocessor based LORAN C receiver is possible with the help of a math chip, Am9511 which performs 32 bit floating point mathematical operations. A Peripheral Interface Adapter (M6520) is used to communicate between the 6502 based micro-computer and the 9511 math chip. The implementation provides magnetic variation data to the pilot as a function of latitude and longitude. The model and the real time implementation in the receiver are described.

A Study of Airline Passenger Susceptibility to Atmospheric Turbulence Hazard

NASA Technical Reports Server (NTRS)

Stewart, Eric C.

2000-01-01

A simple, generic, simulation math model of a commercial airliner has been developed to study the susceptibility of unrestrained passengers to large, discrete gust encounters. The math model simulates the longitudinal motion to vertical gusts and includes (1) motion of an unrestrained passenger in the rear cabin, (2) fuselage flexibility, (3) the lag in the downwash from the wing to the tail, and (4) unsteady lift effects. Airplane and passenger response contours are calculated for a matrix of gust amplitudes and gust lengths of a simulated mountain rotor. A comparison of the model-predicted responses to data from three accidents indicates that the accelerations in actual accidents are sometimes much larger than the simulated gust encounters.

From least squares to multilevel modeling: A graphical introduction to Bayesian inference

NASA Astrophysics Data System (ADS)

Loredo, Thomas J.

2016-01-01

This tutorial presentation will introduce some of the key ideas and techniques involved in applying Bayesian methods to problems in astrostatistics. The focus will be on the big picture: understanding the foundations (interpreting probability, Bayes's theorem, the law of total probability and marginalization), making connections to traditional methods (propagation of errors, least squares, chi-squared, maximum likelihood, Monte Carlo simulation), and highlighting problems where a Bayesian approach can be particularly powerful (Poisson processes, density estimation and curve fitting with measurement error). The "graphical" component of the title reflects an emphasis on pictorial representations of some of the math, but also on the use of graphical models (multilevel or hierarchical models) for analyzing complex data. Code for some examples from the talk will be available to participants, in Python and in the Stan probabilistic programming language.

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.

New algorithms to compute the nearness symmetric solution of the matrix equation.

PubMed

Peng, Zhen-Yun; Fang, Yang-Zhi; Xiao, Xian-Wei; Du, Dan-Dan

2016-01-01

In this paper we consider the nearness symmetric solution of the matrix equation AXB = C to a given matrix [Formula: see text] in the sense of the Frobenius norm. By discussing equivalent form of the considered problem, we derive some necessary and sufficient conditions for the matrix [Formula: see text] is a solution of the considered problem. Based on the idea of the alternating variable minimization with multiplier method, we propose two iterative methods to compute the solution of the considered problem, and analyze the global convergence results of the proposed algorithms. Numerical results illustrate the proposed methods are more effective than the existing two methods proposed in Peng et al. (Appl Math Comput 160:763-777, 2005) and Peng (Int J Comput Math 87: 1820-1830, 2010).

The Impact of Competition on Raising Mathematics Competency at Camelot Elementary School in Chesapeake, Virginia

NASA Astrophysics Data System (ADS)

Hayden, L. B.; Johnson, D.

2012-12-01

In 1995, the Virginia Department of Education approved a federal mandate for No Child Left Behind 2001 Education Act implementing the Standards of Learning (SOL) in four content areas: Mathematics, Science, English, and History and Social Sciences. These new guidelines set forth learning and achievement expectations for content areas for grades K-12 in Virginia's Public Schools. Given the SOL mandates, Virginia's elementary teachers and school leaders utilized research for specific teaching methods intended to encourage score improvements on end of year mathematics tests. In 2001, the concept of the Math Sprint Competition was introduced to Camelot Elementary School in Chesapeake Virginia, by researchers at Elizabeth City State University of Elizabeth City, North Carolina. Camelot Elementary, a K-5 school, is a Title I school nestled in a lower middle class neighborhood and houses a high number of minority students. On average, these students achieve lower test score gains than students in higher socioeconomic status district schools. Defined as a test-review based in relay format that utilizes released SOL test items, Math Sprint promotes mathematical skills outlined in Virginia SOL's and encourages competition among students that motivated them to quickly pick up on new material and retain the old material in order to out-do the others. Research identified was based on specific relationships between student competition and statewide testing results in mathematics for grades three, four, and five at Camelot Elementary. Data was compiled from results of the Math Sprint Competition and research focused on methods for motivating students encouraged by the use of a math sprint competition. Individual Pearson Product Moment Correlations were conducted to determine which variables possess strong and statistically significant relationships. Significantly, positive results came from 2005 to 2010 math sprints data from which students participated.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

The role of expressive writing in math anxiety.

PubMed

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

2014-06-01

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

A Descriptive Analysis of the Impact of Co-Teaching on the Reading/Language Arts and Math Achievement of Selected Middle School Students in a Middle Tennessee School District

ERIC Educational Resources Information Center

Maultsby-Springer, Barbara Michelle

2009-01-01

This research examined the impact of collaborative teaching (co-teaching) on the Reading/Language Arts and Math achievement of Middle Tennessee students in grades 5-8, as measured by the Tennessee Comprehensive Assessment Program (TCAP) Achievement test. Within the context of this study, the co-teaching model of instruction is defined as the…

Methods to Improve Performance of Students with Weaker Math Skills in an Algebra-based Physics Course

NASA Astrophysics Data System (ADS)

Smith, Leigh

2015-03-01

I will describe methods used at the University of Cincinnati to enhance student success in an algebra-based physics course. The first method is to use ALEKS, an adaptive online mathematics tutorial engine, before the term begins. Approximately three to four weeks before the beginning of the term, the professor in the course emails all of the students in the course informing them of the possibility of improving their math proficiency by using ALEKS. Using only a minimal reward on homework, we have achieved a 70% response rate with students spending an average of 8 hours working on their math skills before classes start. The second method is to use a flipped classroom approach. The class of 135 meets in a tiered classroom twice per week for two hours. Over the previous weekend students spend approximately 2 hours reading the book, taking short multiple choice conceptual quizzes, and viewing videos covering the material. In class, students use Learning Catalytics to work through homework problems in groups, guided by the instructor and one learning assistant. Using these interventions, we have reduced the student DWF rate (the fraction of students receiving a D or lower in the class) from an historical average of 35 to 40% to less than 20%.

Neural correlates of math anxiety - an overview and implications.

PubMed

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

2015-01-01

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

Neural correlates of math anxiety – an overview and implications

PubMed Central

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

2015-01-01

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

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

ERIC Educational Resources Information Center

Ruff, Sarah E.; Boes, Susan R.

2014-01-01

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

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

ERIC Educational Resources Information Center

Hocker, Tami

2017-01-01

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

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

PubMed Central

Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn

2009-01-01

Errors in written multi-digit computation were investigated in children with math difficulties. Third-and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities. PMID:19380494

A Hele-Shaw-Cahn-Hilliard Model for Incompressible Two-Phase Flows with Different Densities

NASA Astrophysics Data System (ADS)

Dedè, Luca; Garcke, Harald; Lam, Kei Fong

2017-07-01

Topology changes in multi-phase fluid flows are difficult to model within a traditional sharp interface theory. Diffuse interface models turn out to be an attractive alternative to model two-phase flows. Based on a Cahn-Hilliard-Navier-Stokes model introduced by Abels et al. (Math Models Methods Appl Sci 22(3):1150013, 2012), which uses a volume-averaged velocity, we derive a diffuse interface model in a Hele-Shaw geometry, which in the case of non-matched densities, simplifies an earlier model of Lee et al. (Phys Fluids 14(2):514-545, 2002). We recover the classical Hele-Shaw model as a sharp interface limit of the diffuse interface model. Furthermore, we show the existence of weak solutions and present several numerical computations including situations with rising bubbles and fingering instabilities.

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.

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

NASA Astrophysics Data System (ADS)

Weisel, Derek

2007-03-01

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

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.

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.

Lie integrable cases of the simplified multistrain/two-stream model for tuberculosis and dengue fever

NASA Astrophysics Data System (ADS)

Nucci, M. C.; Leach, P. G. L.

2007-09-01

We apply the techniques of Lie's symmetry analysis to a caricature of the simplified multistrain model of Castillo-Chavez and Feng [C. Castillo-Chavez, Z. Feng, To treat or not to treat: The case of tuberculosis, J. Math. Biol. 35 (1997) 629-656] for the transmission of tuberculosis and the coupled two-stream vector-based model of Feng and Velasco-Hernandez [Z. Feng, J.X. Velasco-Hernandez, Competitive exclusion in a vector-host model for the dengue fever, J. Math. Biol. 35 (1997) 523-544] to identify the combinations of parameters which lead to the existence of nontrivial symmetries. In particular we identify those combinations which lead to the possibility of the linearization of the system and provide the corresponding solutions. Many instances of additional symmetry are analyzed.

Motivation and Math Anxiety for Ability Grouped College Math Students

ERIC Educational Resources Information Center

Helming, Luralyn

2013-01-01

The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

All Students Need Advanced Mathematics. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

ERIC Educational Resources Information Center

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

2013-01-01

Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…

A Real Fear

ERIC Educational Resources Information Center

Ruffins, Paul

2007-01-01

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

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

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.

Abort Region Determinator (ARD) module feasibility report. Mission planning, mission analysis and software formulation

NASA Technical Reports Server (NTRS)

Draeger, B. G.; Joyner, J. A.

1976-01-01

A detailed performance evaluation of the Abort Region Determinator (ARD) module design was provided in support of OFT-1 ascent and OFT-1 intact launch aborts. The evaluation method used compared ARD results against results obtained using the full-up Space Vehicle Dynamic Simulations program under the same conditions. Results were presented for each of the three major ARD math models: (1) the ascent numerical integrator; (2) the mass model, and (3) the second stage predictor as well as the total ARD module. These results demonstrate that the baselined ARD module meets all design objectives for mission control center orbital flight test launch/abort support.

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

PubMed

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

2016-02-01

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

Math-gender stereotypes in elementary school children.

PubMed

Cvencek, Dario; Meltzoff, Andrew N; Greenwald, Anthony G

2011-01-01

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math-gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math-gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Riemann-Hypothesis Millennium-Problem(MP) Physics Proof via CATEGORY-SEMANTICS(C-S)/F=C Aristotle SQUARE-of-OPPOSITION(SoO) DEduction-LOGIC DichotomY

NASA Astrophysics Data System (ADS)

Baez, J.; Lapidaryus, M.; Siegel, Edward Carl-Ludwig

2011-03-01

Riemann-hypothesis physics-proof combines: Siegel-Antonoff-Smith[AMS Joint Mtg.(2002)-Abs.973-03-126] digits on-average statistics HIll[Am. J. Math 123, 3, 887(1996)] logarithm-function's (1,0)-fixed-point base=units=scale-invariance proven Newcomb[Am. J. Math. 4, 39(1881)]-Weyl[Goett. Nachr.(1914); Math. Ann. 7, 313(1916)]-Benford[Proc. Am. Phil. Soc. 78, 4, 51(1938)]-law [Kac, Math. of Stat.-Reasoning(1955); Raimi, Sci. Am. 221, 109(1969)] algebraic-inversion to ONLY Bose-Einstein quantum-statistics(BEQS) with digit d = 0 gapFUL Bose-Einstein Condensation(BEC) insight that digits are quanta are bosons were always digits, via Siegel-Baez category-semantics tabular list-format matrix truth-table analytics in Plato-Aristotle classic "square-of-opposition" : FUZZYICS=CATEGORYICS/Category-Semantics, with Goodkind Bose-Einstein condensation(BEC) ABOVE ground-state with/and Rayleigh(cut-limit of "short-cut method";1870)-Polya(1922)-"Anderson"(1958) localization [Doyle and Snell, Random-Walks and Electrical-Networks, MAA(1981)-p.99-100!!!].

Thermodynamics of feldspathoid solutions

NASA Astrophysics Data System (ADS)

Sack, Richard O.; Ghiorso, Mark S.

We have developed models for the thermody-namic properties of nephelines, kalsilites, and leucites in the simple system NaAlSiO4-KAlSiO4-Ca0.5AlSiO4-SiO2-H2O that are consistent with all known constraints on subsolidus equilibria and thermodynamic properties, and have integrated them into the existing MELTS software package. The model for nepheline is formulated for the simplifying assumptions that (1) a molecular mixing-type approximation describes changes in the configurational entropy associated with the coupled exchange substitutions □Si?NaAl and □Ca? Na2 and that (2) Na+ and K+ display long-range non-convergent ordering between a large cation and the three small cation sites in the Na4Al4Si4O16 formula unit. Notable features of the model include the prediction that the mineral tetrakalsilite (``panunzite'', sensu stricto) results from anti-ordering of Na and K between the large cation and the three small cation sites in the nepheline structure at high temperatures, an average dT/dP slope of about 55°/kbar for the reaction over the temperature and pressure ranges 800-1050 °C and 500-5000 bars, roughly symmetric (i.e. quadratic) solution behavior of the K-Na substitution along joins between fully ordered components in nepheline, and large positive Gibbs energies for the nepheline reciprocal reactions and and for the leucite reciprocal reaction

FASTSAT-HSV01 Thermal Math Model Correlation

NASA Technical Reports Server (NTRS)

McKelvey, Callie

2011-01-01

This paper summarizes the thermal math model correlation effort for the Fast Affordable Science and Technology SATellite (FASTSAT-HSV01), which was designed, built and tested by NASA's Marshall Space Flight Center (MSFC) and multiple partners. The satellite launched in November 2010 on a Minotaur IV rocket from the Kodiak Launch Complex in Kodiak, Alaska. It carried three Earth science experiments and two technology demonstrations into a low Earth circular orbit with an inclination of 72deg and an altitude of 650 kilometers. The mission has been successful to date with science experiment activities still taking place daily. The thermal control system on this spacecraft was a passive design relying on thermo-optical properties and six heaters placed on specific components. Flight temperature data is being recorded every minute from the 48 Resistance Temperature Devices (RTDs) onboard the satellite structure and many of its avionics boxes. An effort has been made to correlate the thermal math model to the flight temperature data using Cullimore and Ring's Thermal Desktop and by obtaining Earth and Sun vector data from the Attitude Control System (ACS) team to create an "as-flown" orbit. Several model parameters were studied during this task to understand the spacecraft's sensitivity to these changes. Many "lessons learned" have been noted from this activity that will be directly applicable to future small satellite programs.

Critical thinking in higher education: The influence of teaching styles and peer collaboration on science and math learning

NASA Astrophysics Data System (ADS)

Quitadamo, Ian Joseph

Many higher education faculty perceive a deficiency in students' ability to reason, evaluate, and make informed judgments, skills that are deemed necessary for academic and job success in science and math. These skills, often collected within a domain called critical thinking (CT), have been studied and are thought to be influenced by teaching styles (the combination of beliefs, behavior, and attitudes used when teaching) and small group collaborative learning (SGCL). However, no existing studies show teaching styles and SGCL cause changes in student CT performance. This study determined how combinations of teaching styles called clusters and peer-facilitated SGCL (a specific form of SGCL) affect changes in undergraduate student CT performance using a quasi-experimental pre-test/post-test research design and valid and reliable CT performance indicators. Quantitative analyses of three teaching style cluster models (Grasha's cluster model, a weighted cluster model, and a student-centered/teacher-centered cluster model) and peer-facilitated SGCL were performed to evaluate their ability to cause measurable changes in student CT skills. Based on results that indicated weighted teaching style clusters and peer-facilitated SGCL are associated with significant changes in student CT, we conclude that teaching styles and peer-facilitated SGCL influence the development of undergraduate CT in higher education science and math.

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

PubMed Central

Shi, Zhan; Liu, Peiru

2016-01-01

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

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

PubMed

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

2017-01-01

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

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

PubMed Central

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

2017-01-01

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

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

PubMed

Shi, Zhan; Liu, Peiru

2016-01-01

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

Nurses' maths: researching a practical approach.

PubMed

Wilson, Ann

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

Comparison of Orbiter STS-2 development flight instrumentation data with thermal math model predictions

NASA Technical Reports Server (NTRS)

Norman, I.; Rochelle, W. C.; Kimbrough, B. S.; Ritrivi, C. A.; Ting, P. C.; Dotts, R. L.

1982-01-01

Thermal performance verification of Reusable Surface Insulation (RSI) has been accomplished by comparisons of STS-2 Orbiter Flight Test (OFT) data with Thermal Math Model (TMM) predictions. The OFT data was obtained from Development Flight Instrumentation RSI plug and gap thermocouples. Quartertile RSI TMMs were developed using measured flight data for surface temperature and pressure environments. Reference surface heating rates, derived from surface temperature data, were multiplied by gap heating ratios to obtain tile sidewall heating rates. This TMM analysis resulted in good agreement of predicted temperatures with flight data for thermocouples located in the RSI, Strain Isolation Pad, filler bar and structure.

Modified n-level, n - 1-mode Tavis-Cummings model and algebraic Bethe ansatz

NASA Astrophysics Data System (ADS)

Skrypnyk, T.

2018-01-01

Using the quantum group technique we construct a one-parametric family of integrable modifications of the n-level, n-1 mode Tavis-Cummings Hamiltonian possessing an additional Stark-type term. We show that in the ‘quasiclassical’ limit the constructed Hamiltonian transforms into the integrable Hamiltonian of the quantum n-level, n-1 mode Tavis-Cummings model with the equal interaction strengths considered in Skrypnyk (2008 J. Phys. A: Math. Theor. 41 475202, 2009 J. Math. Phys. 50 103523). We diagonalize the constructed ‘modified’ Tavis-Cummings Hamiltonian and its second order integrals of motion using the nested Bethe ansatz.

Large Modal Survey Testing Using the Ibrahim Time Domain Identification Technique

NASA Technical Reports Server (NTRS)

Ibrahim, S. R.; Pappa, R. S.

1985-01-01

The ability of the ITD identification algorithm in identifying a complete set of structural modal parameters using a large number of free-response time histories simultaneously in one analysis, assuming a math model with a high number of degrees-of-freedom, has been studied. Identification results using simulated free responses of a uniform rectangular plate, with 225 measurement stations, and experimental responses from a ground vibration test of the Long Duration Exposure Facility (LDEF) Space Shuttle payload, with 142 measurement stations, are presented. As many as 300 degrees-of-freedom were allowed in analyzing these data. In general, the use of a significantly oversized math model in the identification process was found to maintain or increase identification accuracy and to identify modes of low response level that are not identified with smaller math model sizes. The concept of a Mode Shape Correlation Constant is introduced for use when more than one identification analysis of the same structure are conducted. This constant quantifies the degree of correlation between any two sets of complex mode shapes identified using different excitation conditions, different user-selectable algorithm constants, or overlapping sets of measurements.

Large modal survey testing using the Ibrahim time domain /ITD/ identification technique

NASA Technical Reports Server (NTRS)

Ibrahim, S. R.; Pappa, R. S.

1981-01-01

The ability of the ITD identification algorithm in identifying a complete set of structural modal parameters using a large number of free-response time histories simultaneously in one analysis, assuming a math model with a high number of degrees-of-freedom, has been studied. Identification results using simulated free responses of a uniform rectangular plate, with 225 measurement stations, and experimental responses from a ground vibration test of the Long Duration Exposure Facility (LDEF) Space Shuttle payload, with 142 measurement stations, are presented. As many as 300 degrees-of-freedom were allowed in analyzing these data. In general, the use of a significantly oversized math model in the identification process was found to maintain or increase identification accuracy and to identify modes of low response level that are not identified with smaller math model sizes. The concept of a Mode Shape Correlation Constant is introduced for use when more than one identification analysis of the same structure are conducted. This constant quantifies the degree of correlation between any two sets of complex mode shapes identified using different excitation conditions, different user-selectable algorithm constants, or overlapping sets of measurements.

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.

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

Reduction of quantum systems and the local Gauss law

NASA Astrophysics Data System (ADS)

Stienstra, Ruben; van Suijlekom, Walter D.

2018-05-01

We give an operator-algebraic interpretation of the notion of an ideal generated by the unbounded operators associated with the elements of the Lie algebra of a Lie group that implements the symmetries of a quantum system. We use this interpretation to establish a link between Rieffel induction and the implementation of a local Gauss law in lattice gauge theories similar to the method discussed by Kijowski and Rudolph (J Math Phys 43:1796-1808, 2002; J Math Phys 46:032303, 2004).

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

ERIC Educational Resources Information Center

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

2018-01-01

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

A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins

ERIC Educational Resources Information Center

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

2016-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…

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

ERIC Educational Resources Information Center

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

2006-01-01

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

Math at home adds up to achievement in school.

PubMed

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

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

Mechanism of Film Cooling with One Inlet and Double Outlet Hole Injection at Various Turbulence Intensities

NASA Astrophysics Data System (ADS)

Li, Guangchao; Chen, Yukai; Kou, Zhihai; Zhang, Wei; Zhang, Guochen

2018-03-01

The trunk-branch hole was designed as a novel film cooling concept, which aims for improving film cooling performance by producing anti-vortex. The trunk-branch hole is easily manufactured in comparison with the expanded hole since it consists of two cylindrical holes. The effect of turbulence on the film cooling effectiveness with a trunk-branch hole injection was investigated at the blowing ratios of 0.5, 1.0, 1.5 and 2.0 by numerical simulation. The turbulence intensities from 0.4 % to 20 % were considered. The realizable k-ɛ k - ɛ turbulence model and the enhanced wall function were used. The more effective anti-vortex occurs at the low blowing ratio of 0.5 %. The high turbulence intensity causes the effectiveness evenly distributed in the spanwise direction. The increase of turbulence intensity leads to a slight decrease of the spanwise averaged effectiveness at the low blowing ratio of 0.5, but a significant increase at the high blowing ratios of 1.5 and 2.0. The optimal blowing ratio of the averaged surface effectiveness is improved from 1.0 to 1.5 when the turbulence intensity increases from 0.4 % to 20 %.

Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour.

PubMed

Jõgi, Anna-Liisa; Kikas, Eve

2016-06-01

Primary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation. The study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and task-persistent behaviour in Grade 1 and Grade 3, and the effect of non-verbal intelligence, linguistic abilities, and executive functioning on math skills and task persistence. Participants were 864 students (52.3% boys) from 33 different schools in Estonia. Students were tested twice - at the end of Grade1 and at the end of Grade 3. Calculation and problem-solving skills, and teacher-rated task-persistent behaviour were measured at both time points. Non-verbal intelligence, linguistic abilities, and executive functioning were measured in Grade 1. Cross-lagged structural equation modelling indicated that calculation skills depend on previous math skills and linguistic abilities, while problem-solving skills require also non-verbal intelligence, executive functioning, and task persistence. Task-persistent behaviour in Grade 3 was predicted by previous problem-solving skills, linguistic abilities, and executive functioning. Gender and mother's educational level were added as covariates. The findings indicate that math skills and self-regulation are strongly related in primary grades and that solving complex tasks requires executive functioning and task persistence from children. Findings support the idea that instructional practices might benefit from supporting self-regulation in order to gain domain-specific, complex skill achievement. © 2015 The British Psychological Society.