Mathematical subtleties and scientific knowledge: Francis Bacon and mathematics, at the crossing of two traditions.

PubMed

Mori, Giuliano

2017-03-01

This article engages the much-debated role of mathematics in Bacon's philosophy and inductive method at large. The many references to mathematics in Bacon's works are considered in the context of the humanist reform of the curriculum studiorum and, in particular, through a comparison with the kinds of natural and intellectual subtlety as they are defined by many sixteenth-century authors, including Cardano, Scaliger and Montaigne. Additionally, this article gives a nuanced background to the 'subtlety' commonly thought to have been eschewed by Bacon and by Bacon's self-proclaimed followers in the Royal Society of London. The aim of this article is ultimately to demonstrate that Bacon did not reject the use of mathematics in natural philosophy altogether. Instead, he hoped that following the Great Instauration a kind of non-abstract mathematics could be founded: a kind of mathematics which was to serve natural philosophy by enabling men to grasp the intrinsic subtlety of nature. Rather than mathematizing nature, it was mathematics that needed to be 'naturalized'.

Mathematical background and attitudes toward statistics in a sample of Spanish college students.

PubMed

Carmona, José; Martínez, Rafael J; Sánchez, Manuel

2005-08-01

To examine the relation of mathematical background and initial attitudes toward statistics of Spanish college students in social sciences the Survey of Attitudes Toward Statistics was given to 827 students. Multivariate analyses tested the effects of two indicators of mathematical background (amount of exposure and achievement in previous courses) on the four subscales. Analysis suggested grades in previous courses are more related to initial attitudes toward statistics than the number of mathematics courses taken. Mathematical background was related with students' affective responses to statistics but not with their valuing of statistics. Implications of possible research are discussed.

A case study of pedagogy of mathematics support tutors without a background in mathematics education

NASA Astrophysics Data System (ADS)

Walsh, Richard

2017-01-01

This study investigates the pedagogical skills and knowledge of three tertiary-level mathematics support tutors in a large group classroom setting. This is achieved through the use of video analysis and a theoretical framework comprising Rowland's Knowledge Quartet and general pedagogical knowledge. The study reports on the findings in relation to these tutors' provision of mathematics support to first and second year undergraduate engineering students and second year undergraduate science students. It was found that tutors are lacking in various pedagogical skills which are needed for high-quality learning amongst service mathematics students (e.g. engineering/science/technology students), a demographic which have low levels of mathematics upon entering university. Tutors teach their support classes in a very fast didactic way with minimal opportunities for students to ask questions or to attempt problems. It was also found that this teaching method is even more so exaggerated in mandatory departmental mathematics tutorials that students take as part of their mathematics studies at tertiary level. The implications of the findings on mathematics tutor training at tertiary level are also discussed.

Math and Science Education for the California Workforce: It Starts with K-12

ERIC Educational Resources Information Center

EdSource, 2008

2008-01-01

Workforce projections worldwide show a growing need for people with strong backgrounds in math and science. As the eighth largest economy in the world, California benefits particularly from enterprises in the "STEM" fields (science, technology, engineering, and mathematics). How well California's current public school students are…

Contribution of spoken language and socio-economic background to adolescents' educational achievement at age 16 years.

PubMed

Spencer, Sarah; Clegg, Judy; Stackhouse, Joy; Rush, Robert

2017-03-01

Well-documented associations exist between socio-economic background and language ability in early childhood, and between educational attainment and language ability in children with clinically referred language impairment. However, very little research has looked at the associations between language ability, educational attainment and socio-economic background during adolescence, particularly in populations without language impairment. To investigate: (1) whether adolescents with higher educational outcomes overall had higher language abilities; and (2) associations between adolescent language ability, socio-economic background and educational outcomes, specifically in relation to Mathematics, English Language and English Literature GCSE grade. A total of 151 participants completed five standardized language assessments measuring vocabulary, comprehension of sentences and spoken paragraphs, and narrative skills and one nonverbal assessment when between 13 and 14 years old. These data were compared with the participants' educational achievement obtained upon leaving secondary education (16 years old). Univariate logistic regressions were employed to identify those language assessments and demographic factors that were associated with achieving a targeted A * -C grade in English Language, English Literature and Mathematics General Certificate of Secondary Education (GCSE) at 16 years. Further logistic regressions were then conducted to examine further the contribution of socio-economic background and spoken language skills in the multivariate models. Vocabulary, comprehension of sentences and spoken paragraphs, and mean length utterance in a narrative task along with socio-economic background contributed to whether participants achieved an A * -C grade in GCSE Mathematics and English Language and English Literature. Nonverbal ability contributed to English Language and Mathematics. The results of multivariate logistic regressions then found that vocabulary skills were particularly relevant to all three GCSE outcomes. Socio-economic background only remained important for English Language, once language assessment scores and demographic information were considered. Language ability, and in particular vocabulary, plays an important role for educational achievement. Results confirm a need for ongoing support for spoken language ability throughout secondary education and a potential role for speech and language therapy provision in the continuing drive to reduce the gap in educational attainment between groups from differing socio-economic backgrounds. © 2016 Royal College of Speech and Language Therapists.

A Generalization of "n Choose r"

ERIC Educational Resources Information Center

Skurnick, Ronald

2005-01-01

The subject matter presented in this article can be used in the classroom to enrich the learning experience of students taking a course that includes a unit on combinatorics, such as discrete mathematics, graph theory, or probability. In order to provide such students with the background needed to appreciate the significance of the generalization…

Promoting Undergraduate STEM Education at a Historically Black College and University through Research Experience

ERIC Educational Resources Information Center

Fakayode, Sayo O.; Yakubu, Mamudu; Adeyeye, Olasumbo M.; Pollard, David A.; Mohammed, Abdul K.

2014-01-01

Diversification of our country's science talent pool is critically needed and can only be achieved by stimulating interest in science, technology, engineering, and mathematics (STEM) among students from a wide variety of cultural backgrounds. However, motivating, increasing the number, improving retention rates, and graduation rates of…

Meteorology Meets Engineering: An Interdisciplinary STEM Module for Middle and Early Secondary School Students

ERIC Educational Resources Information Center

Barrett, Bradford S.; Moran, Angela L.; Woods, John E.

2014-01-01

Background: Given the continued need to educate the public on both the meteorological and engineering hazards posed by the severe winds of a tornado, an interdisciplinary science, technology, engineering, and mathematics (STEM) module designed by the faculty from the Oceanography and Mechanical Engineering Departments at the United States Naval…

The Importance of Early Attitudes toward Mathematics and Science

ERIC Educational Resources Information Center

Ing, Marsh; Nylund-Gibson, Karen

2017-01-01

Background/Context: Given the importance of increasing student participation in science, technology, engineering, and math (STEM), there is a need to understand how factors such as student's attitudes toward math and science in middle and high school are linked to their later college and career choices. Purpose/Objective/Research Question/Focus of…

Reading Proficiency and Comparability of Mathematics and Science Scores for Students from English and Non-English Backgrounds: An International Perspective

ERIC Educational Resources Information Center

Ercikan, Kadriye; Chen, Michelle Y.; Lyons-Thomas, Juliette; Goodrich, Shawna; Sandilands, Debra; Roth, Wolff-Michael; Simon, Marielle

2015-01-01

The purpose of this research is to examine the comparability of mathematics and science scores for students from English language backgrounds (ELB) and non-English language backgrounds (NELB). We examine the relationship between English reading proficiency and performance on mathematics and science assessments in Australia, Canada, the United…

Middle Level Mathematics Teachers' Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background

ERIC Educational Resources Information Center

Stevens, Tara; Aguirre-Munoz, Zenaida; Harris, Gary; Higgins, Raegan; Liu, Xun

2013-01-01

growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics…

Analysing the relationships between students and mathematics: a tale of two paradigms

NASA Astrophysics Data System (ADS)

Jorgensen, Robyn; Larkin, Kevin

2017-03-01

In this article, we argue the need to use inter-disciplinary paradigms to make sense of a range of findings from a research project. We developed a methodology using iPad diaries to uncover young students' thinking—mathematical, social and affective—so as to better understand their experiences of mathematics. These students, predominantly from year 3 to year 6, were drawn from economically and socially distinct schools in Queensland and New South Wales, Australia. This article builds on previous research, where we outlined the unique methodology that we developed over three iterations to collect student attitudinal comments regarding mathematics. The comments we collected gave significant insights into the experiences of, and possibilities for, the mathematics education of young learners. Here, we use these findings to explore the value of two paradigms to explain student experiences towards mathematics among primary school students from different social backgrounds. In so doing, we develop an explanatory model for the socially differentiated outcomes in students' responses and then use this explanatory model to analyse student responses from the two most socially disparate schools in our research.

Personal and Formal Backgrounds as Factors Which Influence Linguistic and Cultural Competency in the Teaching of Mathematics

ERIC Educational Resources Information Center

Nguyen-Le, Khanh

2010-01-01

This dissertation addresses the need for effective teaching approaches in a society with increasing numbers of culturally and linguistically diverse (CLD) students. The focus of this study is on teachers' linguistic and cultural competency (LCC), which I define as teachers' critical thinking and sensitivity concerning issues of language and…

Literacy Strategies for Improving Mathematics Instruction

ERIC Educational Resources Information Center

Kenney, Joan M.; Hancewicz, Euthecia; Heuer, Loretta; Metsisto, Diana; Tuttle, Cynthia L.

2005-01-01

One of the best ways to give students the background knowledge they need to understand math concepts is to teach them the vocabulary and comprehension skills that are essential to understanding math. So here's a book that explains how to do that and provides teachers with lots of classroom-proven ways to prepare students to be successful math…

German undergraduate mathematics enrolment numbers: background and change

NASA Astrophysics Data System (ADS)

Ammann, Claudia; Frauendiener, Jörg; Holton, Derek

2010-06-01

Before we consider the German tertiary system, we review the education system and consider other relevant background details. We then concentrate on the tertiary system and observe that the mathematical enrolments are keeping up with the overall student enrolments. At the same time, the first year mathematics enrolments for women are greater than that for men, although more men are still studying mathematics at university. Finally, we note that the German economy seems to play a role in mathematics enrolments though not necessarily to its comparative detriment.

Effects of Background and School Factors on the Mathematics Achievement.

ERIC Educational Resources Information Center

Papanastasiou, Constantinos

2002-01-01

Using a structural equation model, this study investigated the mathematics achievement of eighth graders in Cyprus enrolled in the year 1994-1995. The model considered two exogenous constructs related to student background and five endogenous constructs. Although attitudes, teaching, and beliefs had direct effect on mathematics outcomes, these…

Profiling Student Use of Calculators in the Learning of High School Mathematics

ERIC Educational Resources Information Center

Crowe, Cheryll E.; Ma, Xin

2010-01-01

Using data from the 2005 National Assessment of Educational Progress, students' use of calculators in the learning of high school mathematics was profiled based on their family background, curriculum background, and advanced mathematics coursework. A statistical method new to educational research--classification and regression trees--was applied…

The Relationship among Mathematics Achievement, Affective Variables and Home Background.

ERIC Educational Resources Information Center

Wong, Ngai-ying

1992-01-01

Investigated the relationships among mathematics achievement, affect, and home background for Hong Kong students (n=1766) in grades 7-13. Achievement was most closely related to academic and nonacademic self-concepts and attitudes toward mathematics, and the latter was most influenced by self- and parental expectations. (LDR)

High-Ability Women and Men in Undergraduate Mathematics and Chemistry Courses.

ERIC Educational Resources Information Center

Bali, John; And Others

1985-01-01

Using samples of college students of very high ability and strong academic background, sex differences in performance and perceptions of performance in introductory chemistry and mathematics courses were studied. Considerable differences favoring men were found, and these appeared to be due primarily to differences in mathematics background.…

The language of mathematics: investigating the ways language counts for children's mathematical development.

PubMed

Vukovic, Rose K; Lesaux, Nonie K

2013-06-01

This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling (SEM) framework was used to evaluate the relation between children's language ability and gains in different domains of mathematical cognition (i.e., arithmetic, data analysis/probability, algebra, and geometry). The results showed that language ability predicts gains in data analysis/probability and geometry, but not in arithmetic or algebra, after controlling for visual-spatial working memory, reading ability, and sex. The effect of language on gains in mathematical cognition did not differ between language minority learners and native English speakers. These findings suggest that language influences how children make meaning of mathematics but is not involved in complex arithmetical procedures whether presented with Arabic symbols as in arithmetic or with abstract symbols as in algebraic reasoning. The findings further indicate that early language experiences are important for later mathematical development regardless of language background, denoting the need for intensive and targeted language opportunities for language minority and native English learners to develop mathematical concepts and representations. Copyright © 2013. Published by Elsevier Inc.

Two Worlds of Private Tutoring: The Prevalence and Causes of After-School Mathematics Tutoring in Korea and the United States

ERIC Educational Resources Information Center

Lee, Jaekyung

2007-01-01

Background/Context: Although prior research shows that the nature and extent of private tutoring practices vary significantly from country to country, differences between Eastern and Western countries in terms of their cultural and institutional aspects of private tutoring choice have not been closely examined. We need to bridge the gap by…

What Have We Achieved in 50 Years of Equity in School Mathematics?

ERIC Educational Resources Information Center

Jorgensen, Robyn; Lowrie, Tom

2015-01-01

This paper explores the relationship between social backgrounds and geographical locations with mathematical achievement. Using the national testing system in Australia, correlations between the variables were explored and it was found that students from rural and low SES backgrounds are still being marginalised in school mathematics--in terms of…

Mathematics Performance and the Role Played by Affective and Background Factors

ERIC Educational Resources Information Center

Grootenboer, Peter; Hemmings, Brian

2007-01-01

In this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characteristics (viz., gender, ethnicity, and…

Women and Men Go to University: Mathematical Background and Gender Differences in Choice of Field in Higher Education.

ERIC Educational Resources Information Center

Ayalon, Hanna

2003-01-01

Using data on applicants to an Israeli university, researchers examined whether high school course-taking patterns affected gender segregation in higher education. Women were underrepresented among applicants to mathematics-related studies. Mathematical background in high school effectively narrowed the gender gap in applying to selective and…

Students’ difficulties in solving linear equation problems

NASA Astrophysics Data System (ADS)

Wati, S.; Fitriana, L.; Mardiyana

2018-03-01

A linear equation is an algebra material that exists in junior high school to university. It is a very important material for students in order to learn more advanced mathematics topics. Therefore, linear equation material is essential to be mastered. However, the result of 2016 national examination in Indonesia showed that students’ achievement in solving linear equation problem was low. This fact became a background to investigate students’ difficulties in solving linear equation problems. This study used qualitative descriptive method. An individual written test on linear equation tasks was administered, followed by interviews. Twenty-one sample students of grade VIII of SMPIT Insan Kamil Karanganyar did the written test, and 6 of them were interviewed afterward. The result showed that students with high mathematics achievement donot have difficulties, students with medium mathematics achievement have factual difficulties, and students with low mathematics achievement have factual, conceptual, operational, and principle difficulties. Based on the result there is a need of meaningfulness teaching strategy to help students to overcome difficulties in solving linear equation problems.

Is Mathematics Education in England Working for Everyone? NFER Analysis of the PISA Performance of Disadvantaged Pupils

ERIC Educational Resources Information Center

Wheater, Rebecca; Durbin, Ben; McNamara, Stephen; Classick, Rachel

2016-01-01

The impact of socio-economic background on mathematics performance in England can be seen from the most to least disadvantaged. As socio-economic background of pupils increases, so does average mathematics performance; the gap between the most and least disadvantaged is equivalent to over three years' of schooling. However, many factors other than…

Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

NASA Astrophysics Data System (ADS)

LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

2012-04-01

Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

Teaching with Speeches: A Black Teacher Who Uses the Mathematics Classroom to Prepare Students for Life

ERIC Educational Resources Information Center

Johnson, Whitney; Nyamekye, Farhaana; Chazan, Daniel; Rosenthal, Bill

2013-01-01

Background/Context: Teachers in urban schools are sometimes seen as a large part of the problem with such schools. They are often spoken of as not knowing the content they need to know to teach, and they are not seen as committed to excellence or to reform-minded teaching; therefore, they are not seen as a resource for school improvement.…

African American Mathematics Teachers as Agents in Their African American Students' Mathematics Identity Formation

ERIC Educational Resources Information Center

Clark, Lawrence M.; Badertscher, Eden M.; Napp, Carolina

2013-01-01

Background/Context: Recent research in mathematics education has employed sociocultural and historical lenses to better understand how students experience school mathematics and come to see themselves as capable mathematics learners. This work has identified mathematics classrooms as places where power struggles related to students'…

Cognitive Correlates of Performance in Advanced Mathematics

ERIC Educational Resources Information Center

Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin

2012-01-01

Background: Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic).Aims: To promote mathematical knowledge among college students, it is necessary to understand what factors…

Mathematics Intervention for Prevention of Neurocognitive Deficits in Childhood Leukemia

PubMed Central

Moore (Ki), Ida M.; Hockenberry, Marilyn J.; Anhalt, Cynthia; McCarthy, Kathy; Krull, Kevin R.

2011-01-01

Background Despite evidence that CNS treatment is associated with cognitive and academic impairment, interventions to prevent or mitigate these problems are limited. The purpose was to determine if early intervention can prevent declines in mathematics abilities. Procedures Fifty-seven children with ALL were enrolled and randomized to a Mathematics Intervention or Standard Care. Subjects completed neurocognitive assessments prior to the intervention, post intervention, and one year later. Parents received written results and recommendations for use with their school. The Mathematics Intervention was based on Multiple Representation Theory and delivered individually over one year. Results Thirty-two of 57 subjects completed the study and were included in data analyses. These 32 subjects completed all neurocognitive assessments and, for those in the intervention group, 40–50 hours of the mathematics intervention. There were no group differences on relevant demographic variables; risk stratification; number of intrathecal methotrexate injections or high dose systemic methotrexate. Significant improvements in calculation and applied mathematics from baseline to post-intervention (p = 0.003 and 0.002, respectively) and in visual working memory from baseline to one year follow-up (p = 0.02) were observed in the Intervention but not the Standard Care group. Results from repeated measures ANOVA demonstrated significant between group differences for applied mathematics (F[2, 29] 12.47, p<0.001) and visual working memory (F[2 29]= 5.53, p=0.009). Conclusions The Mathematics Intervention improved mathematics abilities and visual working memory compared to standard care. Future studies are needed to translate the Mathematics Intervention into a “virtual” delivery method more readily available to parents and children. PMID:21938763

Mathematics Teachers' Ideas about Mathematical Models: A Diverse Landscape

ERIC Educational Resources Information Center

Bautista, Alfredo; Wilkerson-Jerde, Michelle H.; Tobin, Roger G.; Brizuela, Bárbara M.

2014-01-01

This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers' ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers' written responses to three open-ended…

Mathematics Achievement Levels of Black and White Youth. Report No. 165.

ERIC Educational Resources Information Center

Jones, Lyle V.; And Others

Based on data provided by the National Assessment of Educational Progress, this study examines mathematics achievement in relation to various background variables, contrasts achievement levels of black and white (females and males) youth, and evaluates group achievement differences in the light of group differences in background variables.…

Mathematical Idea Analysis: What Embodied Cognitive Science Can Say about the Human Nature of Mathematics.

ERIC Educational Resources Information Center

Nunez, Rafael E.

This paper gives a brief introduction to a discipline called the cognitive science of mathematics. The theoretical background of the arguments is based on embodied cognition and findings in cognitive linguistics. It discusses Mathematical Idea Analysis, a set of techniques for studying implicit structures in mathematics. Particular attention is…

Student Math Skills Reference Manual.

ERIC Educational Resources Information Center

Wilson, Odell; And Others

This mathematics support guide is intended for use by vocational students and instructors as a review of essential mathematics concepts and for problem-solving exercises in the vocations. It is designed to accompany the "Mathematical Skills Inventory," which tests mathematics skills, attitudes, and background. A section entitled Arithmetic Skills…

Modern Versus Traditional Mathematics

ERIC Educational Resources Information Center

Roberts, A. M.

1974-01-01

The effect of different secondary school mathematics syllabi on first-year performance in college-level mathematics was studied in an attempt to evaluate the syllabus change. Students with a modern mathematics background performed sigficantly better on most first-year units. A topic-by-topic analysis of results is included. (DT)

An Experimental Approach to Mathematical Modeling in Biology

ERIC Educational Resources Information Center

Ledder, Glenn

2008-01-01

The simplest age-structured population models update a population vector via multiplication by a matrix. These linear models offer an opportunity to introduce mathematical modeling to students of limited mathematical sophistication and background. We begin with a detailed discussion of mathematical modeling, particularly in a biological context.…

Student Perceptions about Applied Mathematics.

ERIC Educational Resources Information Center

Keif, Malcolm G.; Stewart, Bob R.

Background information on the history and rationale for Tech Prep introduces the description of a study that examines the perceptions of students enrolled in Applied Mathematics 1 and Applied Mathematics 2 courses which are based on the Center for Occupational Research and Development's (CORD) applied mathematics curriculum. The primary goal is to…

Problem Posing with the Multiplication Table

ERIC Educational Resources Information Center

Dickman, Benjamin

2014-01-01

Mathematical problem posing is an important skill for teachers of mathematics, and relates readily to mathematical creativity. This article gives a bit of background information on mathematical problem posing, lists further references to connect problem posing and creativity, and then provides 20 problems based on the multiplication table to be…

Confidence in Teaching Mathematics among Malaysian Pre-Service Teachers

ERIC Educational Resources Information Center

Yunus, Aida Suraya Md.; Hamzah, Ramlah; Ismail, Habsah; Husain, Sharifah Kartini Said; Ismail, Mat Rofa

2006-01-01

This study focuses on the confidence level of mathematics education students in teaching school mathematics. Respondents were 165 final year students from four Malaysian universities. It was found that the respondents showed a strong foundation in mathematics upon entrance to the university. In spite of their strong background in school…

Exploring Relationships between Presage Variables of Florida Preservice Agricultural Education Teachers Related to Teaching Contextualized Mathematics

ERIC Educational Resources Information Center

Stripling, Christopher T.; Roberts, T. Grady

2013-01-01

The purpose of this exploratory study was to investigate the relationships between mathematics ability, personal mathematics efficacy, mathematics teaching efficacy, personal teaching efficacy, and background characteristics of preservice agricultural education teachers. Data were collected for two years at the University of Florida. Fourteen…

Identifying and Encouraging Math in Children's Out-of-School Activities in the Rural Lowcountry of South Carolina

ERIC Educational Resources Information Center

Hyatt, Sherry

2013-01-01

Research shows that children of different backgrounds and cultures learn and perform differently in mathematics despite similar intelligence levels and mathematics instruction (Alvarez & Bali, 2004). Ethnomathematics strives to explore and explain such phenomena in terms of the complex role culture plays in one's background experiences and…

Teacher and Classroom Characteristics and Their Relations to Mathematics Achievement of the Students in the TIMSS

ERIC Educational Resources Information Center

Akyuz, Gozde; Berberoglu, Giray

2010-01-01

Background: Teacher-related factors such as gender, experience, conceptions related to mathematics, instructional practices have effects with various magnitudes on students' mathematics achievement. Classroom related factors such as class size, class climate and limitations to teaching and their relation to mathematics achievement have also been…

Mathematics Learning Styles of Chinese Immigrant Students. Final Research Report.

ERIC Educational Resources Information Center

Tsang, Sau-Lim

Major revision in the U.S. mathematics curriculum since the 1960s have led to significant differences between the mathematics curriculum of the United States and those of many other countries. This study explored how eight Chinese immigrant students, with different cultural backgrounds, mathematics knowledge, and learning styles, learned in an…

Student Background and Teacher Effects on Achievement and Attainment in Mathematics: A Longitudinal Study

ERIC Educational Resources Information Center

Muijs, Daniel; Reynolds, David

2003-01-01

In this article, we have studied the effect of student social background, classroom social context, classroom organisation, and teacher behaviours on mathematics achievement and attainment in English and Welsh primary schools. Data were collected over 2 years as part of a programme evaluation, for which we observed 138 teachers and tested and…

The Role of Family Background and School Resources on Elementary School Students' Mathematics Achievement

ERIC Educational Resources Information Center

Nonoyama-Tarumi, Yuko; Hughes, Kathleen; Willms, J. Douglas

2015-01-01

This article compares the effects of family background and school resources on fourth-grade students' math achievement, using data from the 2011 Trends in International Mathematics and Science Study (TIMSS). In order to ameliorate potential floor effects, it uses relative risk and population attributable risk to examine the effects of family…

Reorganizing Freshman Business Mathematics I: Background and Philosophy

ERIC Educational Resources Information Center

Green, Kris; Emerson, Allen

2008-01-01

This article is the first of the two-part discussion of the development of a new Freshman Business Mathematics (FBM) course at our college. Part I of the article describes the background and history behind the course, and provides a theoretical framework for the design of the course. This design involves students in learning and applying…

An Analysis of Final Course Grades in Two Different Entry Level Mathematics Courses between and among First Year College Students with Different Levels of High School Mathematics Preparation

ERIC Educational Resources Information Center

Muir, Carrie

2012-01-01

The purpose of this study was to compare the performance of first year college students with similar high school mathematics backgrounds in two introductory level college mathematics courses, "Fundamentals and Techniques of College Algebra and Quantitative Reasoning and Mathematical Skills," and to compare the performance of students…

Researching Race in Mathematics Education

ERIC Educational Resources Information Center

Martin, Danny Bernard

2009-01-01

Background: Within mathematics education research, policy, and practice, race remains undertheorized in relation to mathematics learning and participation. Although race is characterized in the sociological and critical theory literatures as socially and politically constructed with structural expressions, most studies of differential outcomes in…

Language and Thought in Mathematics Staff Development: A Problem Probing Protocol

ERIC Educational Resources Information Center

Kabasakalian, Rita

2007-01-01

Background/Context: The theoretical framework of the paper comes from research on problem solving, considered by many to be the essence of mathematics; research on the importance of oral language in learning mathematics; and on the importance of the teacher as the primary instrument of learning mathematics for most students. As a nation, we are…

Recommendations on the Mathematical Preparation of Teachers. CUPM Panel on Teacher Training. MAA Notes, Number 2.

ERIC Educational Resources Information Center

Mathematical Association of America, Berkeley, CA. Committee on the Undergraduate Program in Mathematics.

This document presents the latest set of recommendations on the mathematical preparation of elementary and secondary school teachers developed by the Committee on the Undergraduate Program in Mathematics (CUPM) of the Mathematical Association of America (MAA). The introduction notes the background for the recommendations, and states that they are…

2012 National Survey of Science and Mathematics Education: Status of Middle School Mathematics

ERIC Educational Resources Information Center

Fulkerson, William O.

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

2012 National Survey of Science and Mathematics Education: Status of Elementary School Mathematics

ERIC Educational Resources Information Center

Malzahn, Kristen A.

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

2012 National Survey of Science and Mathematics Education: Status of High School Mathematics

ERIC Educational Resources Information Center

Smith, Adrienne A.

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

"Come in with an Open Mind": Changing Attitudes towards Mathematics in Primary Teacher Education

ERIC Educational Resources Information Center

Hourigan, Mairéad; Leavy, Aisling M.; Carroll, Claire

2016-01-01

Background: The relationship between attitudes and behaviour has led to a focus on the role played by attitudes in the teaching and learning of mathematics. Purpose: This paper reports on an investigation into studentteachers' self-reported attitudes towards mathematics in the context of a mathematics education programme. The programme had been…

Low Performance on Mathematical Tasks in Preschoolers: The Importance of Domain-General and Domain-Specific Abilities

ERIC Educational Resources Information Center

Costa, H. M.; Nicholson, B.; Donlan, C.; Van Herwegen, J.

2018-01-01

Background: Different domain-specific and domain-general cognitive precursors play a key role in the development of mathematical abilities. The contribution of these domains to mathematical ability changes during development. Primary school-aged children who show mathematical difficulties form a heterogeneous group, but it is not clear whether…

A Multilevel Analysis of the Role of School Quality and Family Background on Students' Mathematics Achievement in the Middle East

ERIC Educational Resources Information Center

Kareshki, Hossein; Hajinezhad, Zahra

2014-01-01

The purpose of the present study is investigating the correlation between school quality and family socioeconomic background and students' mathematics achievement in the Middle East. The countries in comparison are UAE, Syria, Qatar, Iran, Saudi Arabia, Oman, Lebanon, Jordan, and Bahrain. The study utilized data from IEA's Trends in International…

Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation

ERIC Educational Resources Information Center

Svoboda, Ryan C.; Rozek, Christopher S.; Hyde, Janet S.; Harackiewicz, Judith M.; Destin, Mesmin

2016-01-01

High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science…

Secondary School Mathematics Curriculum Improvement Study Information Bulletin 7.

ERIC Educational Resources Information Center

Secondary School Mathematics Curriculum Improvement Study, New York, NY.

The background, objectives, and design of Secondary School Mathematics Curriculum Improvement Study (SSMCIS) are summarized. Details are given of the content of the text series, "Unified Modern Mathematics," in the areas of algebra, geometry, linear algebra, probability and statistics, analysis (calculus), logic, and computer…

Mathematics at Work in Alberta.

ERIC Educational Resources Information Center

Glanfield, Florence, Ed.; Tilroe, Daryle, Ed.

This document is designed to assist teachers by providing practical examples of real world applications of high school mathematics. Fifteen problems are presented that individuals in industry and business solve using mathematics. Each problem provides the contributor's name, suggested skills required to solve the problem, background information…

Mathematics Equity. A Resource Book.

ERIC Educational Resources Information Center

Tyree, Eddy; And Others

Provided in this document is a brief summary of current research on equity in mathematics, readings on the topic, and lists of selected programs and resource materials. Readings presented include: "Teaching Mathematics in a Multicultural Setting: Some Considerations when Teachers and Students are of Differing Cultural Backgrounds"…

A Multifaceted Mathematical Approach for Complex Systems

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

Alexander, F.; Anitescu, M.; Bell, J.

2012-03-07

Applied mathematics has an important role to play in developing the tools needed for the analysis, simulation, and optimization of complex problems. These efforts require the development of the mathematical foundations for scientific discovery, engineering design, and risk analysis based on a sound integrated approach for the understanding of complex systems. However, maximizing the impact of applied mathematics on these challenges requires a novel perspective on approaching the mathematical enterprise. Previous reports that have surveyed the DOE's research needs in applied mathematics have played a key role in defining research directions with the community. Although these reports have had significantmore » impact, accurately assessing current research needs requires an evaluation of today's challenges against the backdrop of recent advances in applied mathematics and computing. To address these needs, the DOE Applied Mathematics Program sponsored a Workshop for Mathematics for the Analysis, Simulation and Optimization of Complex Systems on September 13-14, 2011. The workshop had approximately 50 participants from both the national labs and academia. The goal of the workshop was to identify new research areas in applied mathematics that will complement and enhance the existing DOE ASCR Applied Mathematics Program efforts that are needed to address problems associated with complex systems. This report describes recommendations from the workshop and subsequent analysis of the workshop findings by the organizing committee.« less

How Readability Factors Are Differentially Associated with Performance for Students of Different Backgrounds When Solving Mathematics Word Problems

ERIC Educational Resources Information Center

Walkington, Candace; Clinton, Virginia; Shivraj, Pooja

2018-01-01

The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how…

System-Level Evaluation: Language and Other Background Factors Affecting Mathematics Achievement

ERIC Educational Resources Information Center

Howie, Sarah

2005-01-01

The aim of this study is to describe and to explore the main factors affecting the performance of South African pupils in the mathematics test of the Third International Mathematics and Science Study-Repeat (TIMSS-R). The first objective was to describe the performance of the pupils in the mathematics test, the pupils' proficiency in English, as…

Visuospatial Training Improves Elementary Students' Mathematics Performance

ERIC Educational Resources Information Center

Lowrie, Tom; Logan, Tracy; Ramful, Ajay

2017-01-01

Background: Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. Aims: This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial…

Incentive Pay for Remotely Piloted Aircraft Career Fields

DTIC Science & Technology

2012-01-01

Fields C.1. Mathematical Symbols for Non-Stochastic Values and Shock Terms...78 C.2. Mathematical Symbols for Taste and Compensation . . . . . . . . . . . 79 xiii Summary Background and...manning requirement, even with the current incentive pays and reenlistment bonuses. 2 The mathematical foundations, data, and estimation methods for the

The Relationship between Elementary Teachers' Background in Mathematics, Teaching Self-Efficacy, and Teaching Outcome Expectancy When Implementing the Common Core State Standards

ERIC Educational Resources Information Center

Stuart, Jennifer Lynn

2017-01-01

The purpose of this correlation study was to identify a possible relationship between elementary teacher background in mathematics as measured by completed college math credit hours, district-provided professional development hours of training in Common Core math standards, and years of teaching experience, and teacher efficacy in math as measured…

The Interface between ChE and Mathematics: What Do Students Really Need?

ERIC Educational Resources Information Center

Graham, Michael D.; Ganter, Susan L.

2001-01-01

Summarizes the report given to the Committee on the Undergraduate Program in Mathematics of the Mathematical Association of America (MAA) who is developing new guidelines for instruction in mathematics with a chemical engineering group at Clemson University in order to list specific knowledge and skills in mathematics needed by engineering…

The Preparation Experiences of Elementary Mathematics Specialists: Examining Influences on Beliefs, Content Knowledge, and Teaching Practices

ERIC Educational Resources Information Center

Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Carothers, Jody; Myers, Kayla

2018-01-01

Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for…

Fielding an After-School Mathematics Lab

ERIC Educational Resources Information Center

Punches-Guntsch, Christina M.; Kenney, Erin N.

2012-01-01

Many students will need remedial work in mathematics during their high school years. Some sort of help will be needed to fulfill the National Council of Teachers of Mathematics' (NCTM's) (2000) vision of a mathematics classroom that involves students having access to mathematically rich problems and being engaged in solving them. The high school…

Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

PubMed Central

2012-01-01

Background Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Methods Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. Results No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Conclusions Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on ‘online’ mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance. PMID:22769743

Pupils' View of Mathematics: Initial Report for an International Comparison Project. Research Report 152.

ERIC Educational Resources Information Center

Pehkonen, Erkki

This report describes the theoretical background of an international comparison project on pupils' mathematical beliefs and outlines its realization. The first chapter briefly discusses problems with the underlying concepts of "belief" and "conception." The central concept, view of mathematics, is introduced in the second…

Creating a Critical Mass Eliminates the Effects of Stereotype Threat on Women's Mathematical Performance

ERIC Educational Resources Information Center

Pennington, Charlotte R.; Heim, Derek

2016-01-01

Background: Women in mathematical domains may become attuned to situational cues that signal a discredited social identity, contributing to their lower achievement and underrepresentation. Aim: This study examined whether heightened in-group representation alleviates the effects of stereotype threat on women's mathematical performance. It further…

Educational Neuroscience: New Horizons for Research in Mathematics Education

ERIC Educational Resources Information Center

Campbell, Stephen R.

2006-01-01

This paper outlines an initiative in mathematics education research that aims to augment qualitative methods of research into mathematical cognition and learning with quantitative methods of psychometrics and psychophysiology. Background and motivation are provided for this initiative, which is coming to be referred to as educational neuroscience.…

"Standards"-Based Mathematics Curricula and the Promotion of Quantitative Literacy in Elementary School

ERIC Educational Resources Information Center

Wilkins, Jesse L. M.

2015-01-01

Background: Prior research has shown that students taught using "Standards"-based mathematics curricula tend to outperform students on measures of mathematics achievement. However, little research has focused particularly on the promotion of student quantitative literacy (QLT). In this study, the potential influence of the…

A Reflection Framework for Teaching Mathematics

ERIC Educational Resources Information Center

Merritt, Eileen G.; Rimm-Kaufman, Sara E.; Berry, Robert Q., III; Walkowiak, Temple A.; McCracken, Erin R.

2010-01-01

Mathematics teachers confront dozens of daily decisions about how to instruct students. It is well established that high-quality instruction provides benefits for students with diverse learning and family backgrounds. However, it is often difficult for teachers to identify the critical aspects of a successful mathematics lesson as they strive to…

Mathematics Interventions for Children and Adolescents with Down Syndrome: A Research Synthesis

ERIC Educational Resources Information Center

Lemons, C. J.; Powell, S. R.; King, S. A.; Davidson, K. A.

2015-01-01

Background: Many children and adolescents with Down syndrome fail to achieve proficiency in mathematics. Researchers have suggested that tailoring interventions based on the behavioural phenotype may enhance efficacy. Method: The research questions that guided this review were (1) what types of mathematics interventions have been empirically…

An Excel-Aided Method for Teaching Calculus-Based Business Mathematics

ERIC Educational Resources Information Center

Liang, Jiajuan; Martin, Linda

2008-01-01

Calculus-based business mathematics is a required quantitative course for undergraduate business students in most AACSB accredited schools or colleges of business. Many business students, however, have relatively weak mathematical background or even display math-phobia when presented with calculus problems. Because of the popularity of Excel, its…

Secondary Mathematics Course Trajectories: Understanding Accumulated Disadvantages in Mathematics in Grades 9-12

ERIC Educational Resources Information Center

Schiller, Kathryn S.; Hunt, Donald J.

2011-01-01

Schools are institutions in which students' course taking creates series of linked learning opportunities continually shaped by not only curricular structures but demographic and academic backgrounds. In contrast to a seven-step normative course sequence reflecting the conventional hierarchical structure of mathematics, analysis of more than…

Student Achievement in College Calculus, Louisiana State University 1967-1968.

ERIC Educational Resources Information Center

Scannicchio, Thomas Henry

An investigation of freshmen achievement in an introductory calculus course was performed on the basis of high school mathematics background to find predictors of college calculus grades. Overall high school academic achievement, overall high school mathematics achievement, number of high school mathematics units, pattern of college preparatory…

Handbook for Spoken Mathematics: (Larry's Speakeasy).

ERIC Educational Resources Information Center

Chang, Lawrence A.; And Others

This handbook is directed toward those who have to deal with spoken mathematics, yet have insufficient background to know the correct verbal expression for the written symbolic one. It compiles consistent and well-defined ways of uttering mathematical expressions so listeners will receive clear, unambiguous, and well-pronounced representations.…

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

ERIC Educational Resources Information Center

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.

2014-01-01

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…

Preparing Teachers to Lead Mathematics Discussions

ERIC Educational Resources Information Center

Boerst, Timothy A.; Sleep, Laurie; Ball, Deborah Loewenberg; Bass, Hyman

2011-01-01

Background/Context: Discussion is central to mathematics teaching and learning, as well as to mathematics as an academic discipline. Studies have shown that facilitating discussions is complex work that is not easily done or learned. To make such complex aspects of the work of teaching learnable by beginners, recent research has focused on…

Humanities-Oriented Accents in Teaching Mathematics to Prospective Primary School Teachers

ERIC Educational Resources Information Center

Tabov, Jordan; Gortcheva, Iordanka

2016-01-01

Our research includes undergraduate students who major in primary school education. Their academic background is prevailingly in the humanities. This poses specific demands on their mathematics instruction at university. To attract them to their mathematics course and raise its effectiveness, we use a series of activities. Writing assignments…

Exploring Iconic Interpretation and Mathematics Teacher Development through Clinical Simulations

ERIC Educational Resources Information Center

Dotger, Benjamin; Masingila, Joanna; Bearkland, Mary; Dotger, Sharon

2015-01-01

Field placements serve as the traditional "clinical" experience for prospective mathematics teachers to immerse themselves in the mathematical challenges of students. This article reports data from a different type of learning experience, that of a clinical simulation with a standardized individual. We begin with a brief background on…

PISA Mathematics and Reading Performance Differences of Mainstream European and Turkish Immigrant Students

ERIC Educational Resources Information Center

Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay

2017-01-01

Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we…

Are Mathematics Problems a Problem for Women and Girls?

ERIC Educational Resources Information Center

Schonberger, Ann K.

The primary questions investigated are: Is it true that males excel in mathematical problem solving and, if so, when does this superiority develop? An examination of recent research showed that sex-related differences did exist, although small, even after controlling for mathematics background. Differences appeared in early adolescence and were…

A Delphi Study: Identifying Strategies That Promote Student Self-Efficacy in the Middle Level Mathematics Classroom

ERIC Educational Resources Information Center

Kieschnick, Lauren E.

2013-01-01

This dissertation examines the strategies that promote mathematical self-efficacy in the middle level mathematics classroom. The need for more self-efficacious students to pursue mathematics is prevalent in the United States due to the need of workers in the STEM fields. Finding strategies to promote mathematical self-efficacy will provide…

Applying an Alternative Mathematics Pedagogy for Students with Weak Mathematics: Meta-Analysis of Alternative Pedagogies

ERIC Educational Resources Information Center

Lake, Warren; Wallin, Margie; Woolcott, Geoff; Boyd, Wendy; Foster, Alan; Markopoulos, Christos; Boyd, William

2017-01-01

Student mathematics performance and the need for work-ready graduates to be mathematics-competent is a core issue for many universities. While both student and teacher are responsible for learning outcomes, there is a need to explicitly acknowledge the weak mathematics foundation of many university students. A systematic literature review was…

Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (March 19-21, 1999).

ERIC Educational Resources Information Center

National Academy of Sciences - National Research Council, Washington, DC. Mathematical Sciences Education Board.

The Mathematics Teacher Preparation Content Workshop, held March 19-21, 1999, focused on two questions: (1) What is the mathematical knowledge teachers need to know in order to teach well? and (2) How can teachers develop the mathematical knowledge they need to teach well? Chapters include: (1) "Knowledge of Fundamental Mathematics for Teaching"…

The use of mathematical models in teaching wastewater treatment engineering.

PubMed

Morgenroth, E; Arvin, E; Vanrolleghem, P

2002-01-01

Mathematical modeling of wastewater treatment processes has become increasingly popular in recent years. To prepare students for their future careers, environmental engineering education should provide students with sufficient background and experiences to understand and apply mathematical models efficiently and responsibly. Approaches for introducing mathematical modeling into courses on wastewater treatment engineering are discussed depending on the learning objectives, level of the course and the time available.

A Study of the Correlation between STEM Career Knowledge, Mathematics Self-Efficacy, Career Interests, and Career Activities on the Likelihood of Pursuing a STEM Career among Middle School Students

ERIC Educational Resources Information Center

Blotnicky, Karen A.; Franz-Odendaal, Tamara; French, Frederick; Joy, Phillip

2018-01-01

Background: A sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students' knowledge of science and mathematics requirements for science, technology, engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their…

The Dependence on Mathematical Theory in TIMSS, PISA and TIMSS Advanced Test Items and Its Relation to Student Achievement

ERIC Educational Resources Information Center

Hole, Arne; Grønmo, Liv Sissel; Onstad, Torgeir

2018-01-01

Background: This paper discusses a framework for analyzing the dependence on mathematical theory in test items, that is, a framework for discussing to what extent knowledge of mathematical theory is helpful for the student in solving the item. The framework can be applied to any test in which some knowledge of mathematical theory may be useful,…

Elements of Mathematics, Book O: Intuitive Background. Chapter 1, Operational Systems.

ERIC Educational Resources Information Center

Exner, Robert; And Others

The sixteen chapters of this book provide the core material for the Elements of Mathematics Program, a secondary sequence developed for highly motivated students with strong verbal abilities. The sequence is based on a functional-relational approach to mathematics teaching, and emphasizes teaching by analysis of real-life situations. This text is…

How Young Children View Mathematical Representations: A Study Using Eye-Tracking Technology

ERIC Educational Resources Information Center

Bolden, David; Barmby, Patrick; Raine, Stephanie; Gardner, Matthew

2015-01-01

Background: It has been shown that mathematical representations can aid children's understanding of mathematical concepts but that children can sometimes have difficulty in interpreting them correctly. New advances in eye-tracking technology can help in this respect because it allows data to be gathered concerning children's focus of attention and…

How Important Is Where You Start? Early Mathematics Knowledge and Later School Success

ERIC Educational Resources Information Center

Claessens, Amy; Engel, Mimi

2013-01-01

Background: Children's early skills are essential for their later success in school. Recent evidence highlights the importance of early mathematics, relative to reading and socioemotional skills, for elementary school achievement. Key advocacy groups for both early childhood and mathematics education have issued position statements on the…

The Effect of Integrating Lab Experiments in Electronic Circuits into Mathematic Studies--A Case Study

ERIC Educational Resources Information Center

Sabag, Nissim

2017-01-01

Background: The importance of knowledge and skills in mathematics for electrical engineering students is well known. Engineers and engineering educators agree that any engineering curriculum must include plenty of mathematics studies to enrich the engineer's toolbox. Nevertheless, little attention has been given to the possible contribution of…

Predictors of Success in Accelerated and Enrichment Summer Mathematics Courses for Academically Talented Adolescents

ERIC Educational Resources Information Center

Young, Adena E.; Worrell, Frank C.; Gabelko, Nina H.

2011-01-01

In this study, we used logistic regression to examine how well student background and prior achievement variables predicted success among students attending accelerated and enrichment mathematics courses at a summer program (N = 459). Socioeconomic status, grade point average (GPA), and mathematics diagnostic test scores significantly predicted…

A Simple Model for a SARS Epidemic

ERIC Educational Resources Information Center

Ang, Keng Cheng

2004-01-01

In this paper, we examine the use of an ordinary differential equation in modelling the SARS outbreak in Singapore. The model provides an excellent example of using mathematics in a real life situation. The mathematical concepts involved are accessible to students with A level Mathematics backgrounds. Data for the SARS epidemic in Singapore are…

The Contribution of Parent-Child Numeracy Activities to Young Chinese Children's Mathematical Ability

ERIC Educational Resources Information Center

Huang, Qi; Zhang, Xiao; Liu, Yingyi; Yang, Wen; Song, Zhanmei

2017-01-01

Background: A growing body of recent research has shown that parent-child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted predominantly in Western societies and focused mainly on mothers' involvement in such activities. Aims: This study aimed to examine both mother-child and…

Elements of Mathematics, Book O: Intuitive Background. Chapter 5, Mappings.

ERIC Educational Resources Information Center

Exner, Robert; And Others

The sixteen chapters of this book provide the core material for the Elements of Mathematics Program, a secondary sequence developed for highly motivated students with strong verbal abilities. The sequence is based on a functional-relational approach to mathematics teaching, and emphasizes teaching by analysis of real-life situations. This text is…

Using Sport to Engage and Motivate Students to Learn Mathematics

ERIC Educational Resources Information Center

Robinson, Carol L.

2012-01-01

This article describes how technology has been used to motivate the learning of mathematics for students of Sports Technology at Loughborough University. Sports applications are introduced whenever appropriate and Matlab is taught to enable the students to solve realistic problems. The mathematical background of the students is varied and the…

Role of Mathematics Learning Development Centres in HEIs

ERIC Educational Resources Information Center

Nzekwe-Excel, C.

2010-01-01

Background and Rationale: Student withdrawal and non-completion in institutions have been an issue of considerable concern. The lack of mathematical ability has been identified as a factor resulting to non-completion in higher institutions. Several students in higher education approach mathematics with a lot of anxiety. This has created the need…

Broadening Participation in Mathematics: A Study of Secondary Mathematics Teachers and Noticing for Equity

ERIC Educational Resources Information Center

Mercado, Janet

2017-01-01

Equity in mathematics teaching has gained increased attention in the last few decades. A growing field of research has provided various definitions of equity, outlined standards, and identified practices that lead to equitable learning opportunities for all students, particularly for students from non-dominant backgrounds. However, few studies…

Elements of Mathematics, Book O: Intuitive Background. Chapter 2, The Integers.

ERIC Educational Resources Information Center

Exner, Robert; And Others

The sixteen chapters of this book provide the core materials for the Elements of Mathematics Program, a secondary sequence developed for highly motivated students with strong verbal abilities. The sequence is based on a functional-relational approach to mathematics teaching, and emphasizes teaching by analysis of real-life situations. This text is…

Self-Concept Mediates the Relation between Achievement and Emotions in Mathematics

ERIC Educational Resources Information Center

Van der Beek, Jojanneke P. J.; Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Leseman, Paul P. M.

2017-01-01

Background: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. Aims: The aims were (1) to investigate the…

Mathematics Instruction in Tokyo's and Hawaii's Junior High Schools. Final Report.

ERIC Educational Resources Information Center

Hawaii Univ., Honolulu. Coll. of Education.

Mathematics instruction in junior high schools in Tokyo and Hawaii was compared in order to gain knowledge of how mathematics teachers' effectiveness in the classroom may be improved. Because they were likely to influence teachers' behavior, these factors were considered: teachers' background and teaching load, allocation of time, views on…

Leadership training in science, technology, engineering and mathematics education in Bulgaria

NASA Astrophysics Data System (ADS)

Bairaktarova, Diana; Cox, Monica F.; Evangelou, Demetra

2011-12-01

This synthesis paper explores current leadership training in science, technology, engineering and mathematics (STEM) education in Bulgaria. The analysis begins with discussion of global factors influencing the implementation of leadership training in STEM education in general and then presents information about the current status of leadership training in Bulgaria with emphases on the country's economics, politics and geographical location as specific factors influencing leadership education. A short background of Bulgaria is presented with regard to population, gross domestic product, educational system, engineering force and possible need for leaders in industry in Bulgaria and the European Union. The paper provides an overall view about the current status of leadership training in all Bulgarian universities offering STEM education and concentrates specifically on two major universities by examining their currently offered programmes. As part of the discussion, similar training elements in other European countries and the USA are presented.

Evidence of the Need to Prepare Prospective Teachers to Engage in Mathematics Consultations

ERIC Educational Resources Information Center

van Ingen, Sarah; Eskelson, Samuel L.; Allsopp, David

2016-01-01

The mathematics consultation represents a powerful opportunity for mathematics teachers to leverage the knowledge base of special education professionals to advance equity for students with special education needs. Yet, most teacher preparation programs do not specifically prepare prospective teachers to engage in mathematics-specific…

Complementary roles for toxicologic pathology and mathematics in toxicogenomics, with special reference to data interpretation and oscillatory dynamics.

PubMed

Morgan, Kevin T; Pino, Michael; Crosby, Lynn M; Wang, Min; Elston, Timothy C; Jayyosi, Zaid; Bonnefoi, Marc; Boorman, Gary

2004-01-01

Toxicogenomics is an emerging multidisciplinary science that will profoundly impact the practice of toxicology. New generations of biologists, using evolving toxicogenomics tools, will generate massive data sets in need of interpretation. Mathematical tools are necessary to cluster and otherwise find meaningful structure in such data. The linking of this structure to gene functions and disease processes, and finally the generation of useful data interpretation remains a significant challenge. The training and background of pathologists make them ideally suited to contribute to the field of toxicogenomics, from experimental design to data interpretation. Toxicologic pathology, a discipline based on pattern recognition, requires familiarity with the dynamics of disease processes and interactions between organs, tissues, and cell populations. Optimal involvement of toxicologic pathologists in toxicogenomics requires that they communicate effectively with the many other scientists critical for the effective application of this complex discipline to societal problems. As noted by Petricoin III et al (Nature Genetics 32, 474-479, 2002), cooperation among regulators, sponsors and experts will be essential for realizing the potential of microarrays for public health. Following a brief introduction to the role of mathematics in toxicogenomics, "data interpretation" from the perspective of a pathologist is briefly discussed. Based on oscillatory behavior in the liver, the importance of an understanding of mathematics is addressed, and an approach to learning mathematics "later in life" is provided. An understanding of pathology by mathematicians involved in toxicogenomics is equally critical, as both mathematics and pathology are essential for transforming toxicogenomics data sets into useful knowledge.

Model Eliciting Activities: Fostering 21st Century Learners

ERIC Educational Resources Information Center

Stohlmann, Micah

2013-01-01

Real world mathematical modeling activities can develop needed and valuable 21st century skills. The knowledge and skills to become adept at mathematical modeling need to develop over time and students in the elementary grades should have experiences with mathematical modeling. For this to occur elementary teachers need to have positive…

Electrical Circuits in the Mathematics/Computer Science Classroom.

ERIC Educational Resources Information Center

McMillan, Robert D.

1988-01-01

Shows how, with little or no electrical background, students can apply Boolean algebra concepts to design and build integrated electrical circuits in the classroom that will reinforce important ideas in mathematics. (PK)

An Assessment of Different Educational Background of Students Performance in Engineering Mathematics and on the Class of Award Obtained at the Higher National Diploma (HND) Level at Cape Coast Polytechnic, Ghana

ERIC Educational Resources Information Center

Asirifi, Michael Kwabena; Mensah, Kweku Abeeku; Amoako, Joseph

2015-01-01

The purpose of this research article is to find out an assessment of different educational background of students performance in engineering mathematics and on the class of award obtained at the Higher National Diploma (HND) level at Cape Coast Polytechnic. A descriptive survey was conducted on students of the Electricals/Electronics Department…

Assessment of numeracy in sports and exercise science students at an Australian university

NASA Astrophysics Data System (ADS)

Green, Simon; McGlynn, Susan; Stuart, Deidre; Fahey, Paul; Pettigrew, Jim; Clothier, Peter

2018-05-01

The effect of high school study of mathematics on numeracy performance of sports and exercise science (SES) students is not clear. To investigate this further, we tested the numeracy skills of 401 students enrolled in a Bachelor of Health Sciences degree in SES using a multiple-choice survey consisting of four background questions and 39 numeracy test questions. Background questions (5-point scale) focused on highest level of mathematics studied at high school, self-perception of mathematics proficiency, perceived importance of mathematics to SES and likelihood of seeking help with mathematics. Numeracy questions focused on rational number, ratios and rates, basic algebra and graph interpretation. Numeracy performance was based on answers to these questions (1 mark each) and represented by the total score (maximum = 39). Students from first (n = 212), second (n = 78) and third (n = 111) years of the SES degree completed the test. The distribution of numeracy test scores for the entire cohort was negatively skewed with a median (IQR) score of 27(11). We observed statistically significant associations between test scores and the highest level of mathematics studied (P < 0.05), being lowest in students who studied Year 10 Mathematics (20 (9)), intermediate in students who studied Year 12 General Mathematics (26 (8)) and highest in two groups of students who studied higher-level Year 12 Mathematics (31 (9), 31 (6)). There were statistically significant associations between test scores and level of self-perception of mathematics proficiency and also likelihood of seeking help with mathematics (P < 0.05) but not with perceived importance of mathematics to SES. These findings reveal that the level of mathematics studied in high school is a critical factor determining the level of numeracy performance in SES students.

Addressing the Mathematics-Specific Needs of Beginning Mathematics Teachers

ERIC Educational Resources Information Center

Britton, Edward

2012-01-01

Beginning mathematics teachers at the secondary level (middle and high school grades) have mathematics-specific needs that induction programs should address more substantially. However, a number of issues in how programs can accomplish this are more complex than often framed in discussions occurring in the induction programs and the field of…

Designing Differentiated Mathematics Games: "Discarding" the One-Size-Fits-All Approach to Educational Game Play

ERIC Educational Resources Information Center

Trinter, Christine P.; Brighton, Catherine M.; Moon, Tonya R.

2015-01-01

Primary grade students enter the mathematics classroom with a range of differences including students' mathematical readiness, mathematical conceptions, interests, and learning profiles. Addressing the learning needs of students is not a trivial task, but accounting for these needs is essential for supporting students as they continually work…

Exploring ESL Students' Understanding of Mathematics in the Early Years: Factors That Make a Difference

ERIC Educational Resources Information Center

Miller, Jodie; Warren, Elizabeth

2014-01-01

Students living in disadvantaged contexts and whose second language is English (ESL) are at risk of not succeeding in school mathematics. It has been internationally recognised that students' socioeconomic background and their achievements in mathematics is more pronounced for Australian students (Thomson et al. 2011). This gap is even more…

A Mathematical Experience Involving Defining Processes: In-Action Definitions and Zero-Definitions

ERIC Educational Resources Information Center

Ouvrier-Buffet, Cecile

2011-01-01

In this paper, a focus is made on defining processes at stake in an unfamiliar situation coming from discrete mathematics which brings surprising mathematical results. The epistemological framework of Lakatos is questioned and used for the design and the analysis of the situation. The cognitive background of Vergnaud's approach enriches the study…

2012 National Survey of Science and Mathematics Education: Status of High School Biology

ERIC Educational Resources Information Center

Lyons, Kiira M.

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

2012 National Survey of Science and Mathematics Education: Status of High School Chemistry

ERIC Educational Resources Information Center

Smith, P. Sean

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

2012 National Survey of Science and Mathematics Education: Status of Elementary School Science

ERIC Educational Resources Information Center

Trygstad, Peggy J.

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

Report of the 2012 National Survey of Science and Mathematics Education

ERIC Educational Resources Information Center

Banilower, Eric R.; Smith, P. Sean; Weiss, Iris R.; Malzahn, Kristen A.; Campbell, Kiira M.; Weis, Aaron M.

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

2012 National Survey of Science and Mathematics Education: Status of Middle School Science

ERIC Educational Resources Information Center

Weis, Aaron M.

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

A Case Study of Pedagogy of Mathematics Support Tutors without a Background in Mathematics Education

ERIC Educational Resources Information Center

Walsh, Richard

2017-01-01

This study investigates the pedagogical skills and knowledge of three tertiary-level mathematics support tutors in a large group classroom setting. This is achieved through the use of video analysis and a theoretical framework comprising Rowland's Knowledge Quartet and general pedagogical knowledge. The study reports on the findings in relation to…

Studies in Mathematics, Volume IV. Geometry.

ERIC Educational Resources Information Center

Kutuzov, B. V.

This book is a translation of a Russian text. The translation is exact, and the language used by the author has not been brought up to date. The volume is probably most useful as a source of supplementary materials for high school mathematics. It is also useful for teachers to broaden their mathematical background. Chapters included in the text…

Meaningful Statistics in Professional Practices as a Bridge between Mathematics and Science: An Evaluation of a Design Research Project

ERIC Educational Resources Information Center

Dierdorp, Adri; Bakker, Arthur; van Maanen, Jan A.; Eijkelhof, Harrie M. C.

2014-01-01

Background: Creating coherence between school subjects mathematics and science and making these school subjects meaningful are still topical challenges. This study investigates how students make meaningful connections between mathematics, statistics, science and applications when they engage in a specially developed unit that is based on…

Elements of Mathematics, Book O: Intuitive Background. Chapter 14, Geometry: Similitudes, Coordinates, and Trigonometry.

ERIC Educational Resources Information Center

Exner, Robert; And Others

The sixteen chapters of this book provide the core material for the Elements of Mathematics Program, a secondary sequence developed for highly motivated students with strong verbal abilities. The sequence is based on a functional-relational approach to mathematics teaching, and emphasizes teaching by analysis of real-life situations. This text is…

Polytechnic Engineering Mathematics: Assessing Its Relevance to the Productivity of Industries in Uganda

ERIC Educational Resources Information Center

Jehopio, Peter J.; Wesonga, Ronald

2017-01-01

Background: The main objective of the study was to examine the relevance of engineering mathematics to the emerging industries. The level of abstraction, the standard of rigor, and the depth of theoretical treatment are necessary skills expected of a graduate engineering technician to be derived from mathematical knowledge. The question of whether…

2012 National Survey of Science and Mathematics Education: Status of High School Physics

ERIC Educational Resources Information Center

Banilower, Eric R.

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

Judged Similarity of Aptitude and Achievement Tests in Mathematics.

ERIC Educational Resources Information Center

Donlon, Thomas F.

This study attempts to establish the ability of a panel of five judges with varied mathematics background to distinguish between two types of mathematical tests by separating their component items when they are presented in a mixed pool of aptitude and achievement tests. Typically, the two tests show high correlation. The judges showed about 70%…

Integrating STEM in Elementary Classrooms Using Model-Eliciting Activities: Responsive Professional Development for Mathematics Coaches and Teachers

ERIC Educational Resources Information Center

Baker, Courtney K.; Galanti, Terrie M.

2017-01-01

Background: This research highlights a school-university collaboration to pilot a professional development framework for integrating STEM in K-6 mathematics classrooms in a mid-Atlantic suburban school division. Because mathematics within STEM integration is often characterized as the calculations or the data representations in science classrooms,…

The Math Wars: Tensions in the Development of School Mathematics Curricula

ERIC Educational Resources Information Center

Wright, Pete

2012-01-01

The Math Wars have been raging since the 1990's in the United States, where the world of mathematics education has become polarised into two camps: the reformers and the traditionalists. In this article I explore the background to the Math Wars, with specific reference to conflicting ideologies of mathematics education. I draw parallels with…

Understanding and Supporting Teacher Horizon Knowledge around Limits: A Framework for Evaluating Textbooks for Teachers

ERIC Educational Resources Information Center

Kajander, Ann; Lovric, Miroslav

2017-01-01

As part of recent scrutiny of teacher capacity, the question of teachers' content knowledge of higher level mathematics emerges as important to the field of mathematics education. Elementary teachers in North America and some other countries tend to be subject generalists, yet it appears that some higher level mathematics background may be…

Factors Related to White, Black, and Hispanic Women's Mathematics Attainments: A Descriptive Study.

ERIC Educational Resources Information Center

Rothschild, Susan J. S.; Lichtman, Marilyn

Virtually no research conducted on women and mathematics is longitudinal in scope, generalizable in extent, and ethnic-race specific in nature. This descriptive study begins to fill the gap by examining the effects of background, school, and social-psychological factors on Hispanic, black, and white women's mathematics attainments. Data for the…

Quality Teaching in Mathematics

ERIC Educational Resources Information Center

Ediger, Marlow

2012-01-01

The best teaching possible needs to accrue in the mathematics curriculum. Pupils also need to become proficient in using mathematics in every day situations in life. Individuals buy goods and services. They pay for these in different ways, including cash. Here, persons need to be able to compute the total cost of items purchased and then pay for…

Cooking Potatoes: Experimentation and Mathematical Modeling.

ERIC Educational Resources Information Center

Chen, Xiao Dong

2002-01-01

Describes a laboratory activity involving a mathematical model of cooking potatoes that can be solved analytically. Highlights the microstructure aspects of the experiment. Provides the key aspects of the results, detailed background readings, laboratory procedures and data analyses. (MM)

Considering the Role of K-2 Teachers' Mathematical Knowledge for Teaching Place Value in Mathematics Intervention

ERIC Educational Resources Information Center

Juenke, Carl W.

2017-01-01

A significant number of students receive special education services for mathematics learning disabilities, however, many additional students need mathematics intervention to support their learning in the regular education classroom. A Response to Intervention (RtI) model has been identified as effective in addressing these students' needs;…

Much More than It's Cooked-up to Be: Reflections on Doing Math and Teachers' Professional Learning

ERIC Educational Resources Information Center

Taton, Joshua A.

2015-01-01

The author argues that students' persistent struggles with mathematics suggest a new form of professional development for teachers is needed. The author draws on a model of professional learning in literacy education to propose an analogous model for mathematics education: teachers of mathematics need to produce mathematical ideas, themselves, in…

Mathematics at A-Level. A Discussion Paper on the Applied Content. No. 93.

ERIC Educational Resources Information Center

Mathematical Association, Leicester (England).

In September 1979, the Mathematical Association in England held a weekend seminar on the scope of Applied Mathematics at A-level, and a subcommittee was established to consider the topic at more length. This paper is the first product of the subcommittee's deliberations. Sections 1 and 2 describe the background to current A-level courses: (1) who…

Defining Mathematics Competency in the Service of Cognitively Based Assessment for Grades 6 through 8. Research Report. ETS RR-09-42

ERIC Educational Resources Information Center

Graf, Edith Aurora

2009-01-01

This report makes recommendations for the development of middle-school assessment in mathematics, based on a synthesis of scientific findings in cognitive psychology and mathematics education. The focus is on background research, rather than test specifications or example tasks. Readers interested in early development and pilot efforts associated…

Investigating Relationships between the Usage of Mathematics Learning Support and Performance of At-Risk Students

ERIC Educational Resources Information Center

Berry, Emma; Mac An Bhaird, Ciarán; O'Shea, Ann

2015-01-01

The provision of some level of Mathematics Learning Support is now commonplace in the majority of Higher Education Institutions in the UK and Ireland. Most of these supports were initially established with the aim of trying to address the problem of large numbers of first-year students with weak mathematical backgrounds. The centres provide…

How Should Fifth-Grade Mathematics Teachers Start the School Year?: Relations between Teacher-Student Interactions and Mathematics Instruction over One Year

ERIC Educational Resources Information Center

Banse, Holland W.; Curby, Timothy W.; Palacios, Natalia A.; Rimm-Kaufman, Sara E.

2018-01-01

Background: Teaching is comprised of interconnected practices. Some practices are domain neutral (DN), or independent of a content area. Examples of DN practices include emotional and instructional support and classroom organization. Others are domain specific (DS), or content dependent. Within a mathematics context, examples of DS practices…

Online Interactive Teaching Modules Enhance Quantitative Proficiency of Introductory Biology Students

PubMed Central

Nelson, Kären C.; Marbach-Ad, Gili; Keller, Michael; Fagan, William F.

2010-01-01

There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increases in quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer. A survey of spring 2009 graduates indicated that those who had experienced MathBench in their course work had a greater appreciation for the role of mathematics in modern biology than those who had not used MathBench. MathBench modules allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses. PMID:20810959

Online interactive teaching modules enhance quantitative proficiency of introductory biology students.

PubMed

Thompson, Katerina V; Nelson, Kären C; Marbach-Ad, Gili; Keller, Michael; Fagan, William F

2010-01-01

There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existing course content across the biological sciences curriculum. The effect of the modules was assessed in an introductory biology course at the University of Maryland. Over the course of the semester, students showed significant increases in quantitative skills that were independent of previous math course work. Students also showed increased comfort with solving quantitative problems, whether or not they ultimately arrived at the correct answer. A survey of spring 2009 graduates indicated that those who had experienced MathBench in their course work had a greater appreciation for the role of mathematics in modern biology than those who had not used MathBench. MathBench modules allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses.

Quantum dots as contrast agents for endoscopy: mathematical modeling and experimental validation of the optimal excitation wavelength

NASA Astrophysics Data System (ADS)

Roy, Mathieu; DaCosta, Ralph S.; Weersink, Robert; Netchev, George; Davidson, Sean R. H.; Chan, Warren; Wilson, Brian C.

2007-02-01

Our group is investigating the use of ZnS-capped CdSe quantum dot (QD) bioconjugates combined with fluorescence endoscopy for improved early cancer detection in the esophagus, colon and lung. A major challenge in using fluorescent contrast agents in vivo is to extract the relevant signal from the tissue autofluorescence (AF). Our studies are aimed at maximizing the QD signal to AF background ratio (SBR) to facilitate detection. This work quantitatively evaluates the effect of the excitation wavelength on the SBR, using both experimental measurements and mathematical modeling. Experimental SBR measurements were done by imaging QD solutions placed onto (surface) or embedded in (sub-surface) ex vivo murine tissue samples (brain, kidney, liver, lung), using a polymethylmethacrylate (PMMA) microchannel phantom. The results suggest that the maximum contrast is reached when the excitation wavelength is set at 400+/-20 μm for the surface configuration. For the sub-surface configuration, the optimal excitation wavelength varies with the tissue type and QD emission wavelengths. Our mathematical model, based on an approximation to the diffusion equation, successfully predicts the optimal excitation wavelength for the surface configuration, but needs further modifications to be accurate in the sub-surface configuration.

The Employment Equation: Why Our Young People Need More Maths for Today's Jobs

ERIC Educational Resources Information Center

Hodgen, Jeremy; Marks, Rachel

2013-01-01

This report reviews over 50 research studies to consider the level and type of mathematical skills needed by employers in today's economy. It considers five key questions: (1) What mathematics (level and content) is required in the workplace today?; (2) How and why have the mathematical needs of the workplace changed over time?; (3) In what ways…

FAST Modularization Framework for Wind Turbine Simulation: Full-System Linearization

DOE PAGES

Jonkman, Jason M.; Jonkman, Bonnie J.

2016-10-03

The wind engineering community relies on multiphysics engineering software to run nonlinear time-domain simulations e.g. for design-standards-based loads analysis. Although most physics involved in wind energy are nonlinear, linearization of the underlying nonlinear system equations is often advantageous to understand the system response and exploit well-established methods and tools for analyzing linear systems. Here, this paper presents the development and verification of the new linearization functionality of the open-source engineering tool FAST v8 for land-based wind turbines, as well as the concepts and mathematical background needed to understand and apply it correctly.

FAST modularization framework for wind turbine simulation: full-system linearization

NASA Astrophysics Data System (ADS)

Jonkman, J. M.; Jonkman, B. J.

2016-09-01

The wind engineering community relies on multiphysics engineering software to run nonlinear time-domain simulations e.g. for design-standards-based loads analysis. Although most physics involved in wind energy are nonlinear, linearization of the underlying nonlinear system equations is often advantageous to understand the system response and exploit well- established methods and tools for analyzing linear systems. This paper presents the development and verification of the new linearization functionality of the open-source engineering tool FAST v8 for land-based wind turbines, as well as the concepts and mathematical background needed to understand and apply it correctly.

Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations

ERIC Educational Resources Information Center

Hebert, Michael A.; Powell, Sarah R.

2016-01-01

Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and…

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

ERIC Educational Resources Information Center

Chiel, Hillel J.; McManus, Jeffrey M.; Shaw, Kendrick M.

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge…

Mathematics Efficacy and Professional Development Needs of Wyoming Agricultural Education Teachers

ERIC Educational Resources Information Center

Haynes, J. Chris; Stripling, Christopher T.

2014-01-01

School-based agricultural education programs provide contextualized learning environments for the teaching of core academic subject matter. This study sought to examine the mathematics efficacy and professional development needs of Wyoming agricultural education teachers related to teaching contextualized mathematics. Wyoming agricultural…

Chances of success in and engagement with mathematics for students who enter university with a weak mathematics background

NASA Astrophysics Data System (ADS)

Varsavsky, Cristina

2010-12-01

An increasing number of Australian students elect not to undertake studies in mathematical methods in the final years of their secondary schooling. Some higher education providers now offer pathways for these students to pursue mathematics studies up to a major specialization within the bachelor of science programme. This article analyses the performance in and engagement with mathematics of the students who elect to take up this option. Findings indicate that these are not very different when compared to students who enter university with an intermediate mathematics preparation. The biggest contrast in performance and engagement is with those students who have studied mathematics in senior secondary school to an advanced level.

Training of Trainers (ToT) Program in Team Teaching

NASA Astrophysics Data System (ADS)

Febrianti, Werry; Wiryanto, Leo Hari

2018-01-01

The first year students in Sumatera Institute of Technology (ITERA) follow the first year program (TPB). They will learn about mathematics, physics, chemistry, and all of the basic subjects that they need for learning in ITERA. They will study in the big classrooms with different background department of their friends. This situation makes the lectures become more challenging in teaching their lessons. Besides the classrooms, the experience of the lecturers is still need to be improved because the lecturers are young and less of experience in teaching so that they need guidance from their senior lecturer. Because of that situation, Training of Trainers (ToT) program in team teaching is one of the solution that can increase the young lecturers’s ability so that they can teach well in the massal conditions of the classrooms. ToT program in team teaching indicated the better result than regular teaching.

Intersections of Gender and Power: Improving the Status of Women in Physics

NASA Astrophysics Data System (ADS)

Vrtilek, Saeqa

2012-02-01

Numerous problems bedevil the twin goals of increasing the numerical participation in science, technology, engineering, and mathematics (STEM) fields by women and increasing the quality of that participation. The nature of the difficulties is everywhere slightly different, but there are underlying commonalities. A wide portfolio of lessons learned that can be applied to the confluence of cultures, backgrounds, and experiences that shape any given institution have been developed and will be presented. Among these, common and dominant themes are the need for mentoring, management training, and the increased visibility of successful women scientists. These have been identified (Nelson and Rogers 2004; Sonnert and Holton 1995a; Vetter 1996) as some of the key factors in securing the encouragement and increased stability needed for more senior women scientists to thrive to their full potential and provide the example and mentoring needed for a larger and more productive new generation.

Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School

NASA Astrophysics Data System (ADS)

Robiansyah, S. T. U.; Nanang, F.; Hidayat

2018-01-01

The purpose of this study was to introduce about mathematic assessment is a process of obtaining data or information about the mastery of a student's mathematical skills as an ingredient in preparing a learning program. With this mathematics assessment can be known obstacles, difficulties and needs of students especially in the field of mathematic, so that the learning program will be in accordance with the potential students because it is tailored to what is required of students. This research study was conducted at elementary school of inclusive precisely at SDN Sukagalih I Bandung City based learning in setting of inclusive education. This research study is motivated by the existence of a first-grade student who has disabilities learning in mathematics, the ability of the mathematical prerequisite mastery of the classification of objects by color. The results of the research can provide a profile picture of student data information, the data obtained from the results of the development of systematic and formal mathematical assessment. After doing the development of mathematics assessment then the teacher gets important related information: 1. process the analysis of students’ learning needs, especially in the field of mathematics, 2. preparing the learning program planning according to student learning needs, 3. Designing procedural of method remedial program.

Mathematics for the New Millennium

ERIC Educational Resources Information Center

Gordon, Sheldon P.

2004-01-01

Courses below calculus need to be refocused to emphasise conceptual understanding and realistic applications via mathematical modelling rather than an overarching focus on developing algebraic skills that may be needed for calculus. Without understanding the concepts, students will not be able to transfer the mathematics to new situations or to…

Mathematics Readiness of First-Year University Students

ERIC Educational Resources Information Center

Atuahene, Francis; Russell, Tammy A.

2016-01-01

The majority of high school students, particularly underrepresented minorities (URMs) from low socioeconomic backgrounds are graduating from high school less prepared academically for advanced-level college mathematics. Using 2009 and 2010 course enrollment data, several statistical analyses (multiple linear regression, Cochran Mantel Haenszel…

Why physics needs mathematics

NASA Astrophysics Data System (ADS)

Rohrlich, Fritz

2011-12-01

Classical and the quantum mechanical sciences are in essential need of mathematics. Only thus can the laws of nature be formulated quantitatively permitting quantitative predictions. Mathematics also facilitates extrapolations. But classical and quantum sciences differ in essential ways: they follow different laws of logic, Aristotelian and non-Aristotelian logics, respectively. These are explicated.

A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-Efficacy, Student Background, and Mathematics Achievement in South Korea and the United States

ERIC Educational Resources Information Center

Son, Ji-Won; Han, Seong Won; Kang, Chungseo; Kwon, Oh Nam

2016-01-01

The purpose of this study is to compare and contrast student, teacher, and school factors that are associated with student mathematics achievement in South Korea and the United States. Using the data from the Trends in International Mathematics and Science Study (TIMSS) 2011, this study examines factors that are linked to teachers who deliver…

The Use of Graphing Technology to Promote Transfer of Learning: the Interpretation of Graphs in Physics.

NASA Astrophysics Data System (ADS)

Nichols, Jeri Ann

This study examined the relationship between mathematics background and performance on graph-related problems in physics before and after instruction on the graphical analysis of motion and several microcomputer-based laboratory experiences. Students identified as either having or not having a graphing technology enhanced precalculus mathematics background were further categorized into one of four groups according to mathematics placement at the university. The performances of these groups were compared to identity differences. Pre- and Post-test data were collected from 589 students and 312 students during Autumn Quarter 1990 and Winter Quarter 1991 respectively. Background information was collected from each student. Significant differences were found between students with the technology enhanced mathematics background and those without when considering the entire populations both quarters. The students with the technology background were favored Autumn quarter and students without the technology background were favored Winter quarter. However, the entire population included an underrepresentation of students at the highest and lowest placements; hence, these were eliminated from the analyses. No significant differences were found between the technology/no technology groups after the elimination of the underrepresented groups. All categories of students increased their mean scores from pretest to post-test; the average increase was 8.23 points Autumn Quarter and 11.41 points Winter Quarter. Males consistently outperformed females on both the pretest and the post-test Autumn 1990. All students found questions involving the concept of acceleration more difficult than questions involving velocity or distance. Questions requiring students to create graphs were more difficult than questions requiring students to interpret graphs. Further research involving a qualitative component is recommended to identify the specific skills students use when solving graph-related physics problems. In addition, it is recommended that a similar study be conducted to include a control group not participating in the microcomputer -based laboratory experiments.

A life skills approach to mathematics instruction: preparing students with learning disabilities for the real-life math demands of adulthood.

PubMed

Patton, J R; Cronin, M E; Bassett, D S; Koppel, A E

1997-01-01

Current mathematics instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of mathematics instruction provides college preparation. Too often, classes in mathematics ignore the skills needed in home and community and on the job. The present article examines the ways in which general mathematics instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.

Mathematical Problem Solving Ability of Junior High School Students through Ang’s Framework for Mathematical Modelling Instruction

NASA Astrophysics Data System (ADS)

Fasni, N.; Turmudi, T.; Kusnandi, K.

2017-09-01

This research background of this research is the importance of student problem solving abilities. The purpose of this study is to find out whether there are differences in the ability to solve mathematical problems between students who have learned mathematics using Ang’s Framework for Mathematical Modelling Instruction (AFFMMI) and students who have learned using scientific approach (SA). The method used in this research is a quasi-experimental method with pretest-postest control group design. Data analysis of mathematical problem solving ability using Indepent Sample Test. The results showed that there was a difference in the ability to solve mathematical problems between students who received learning with Ang’s Framework for Mathematical Modelling Instruction and students who received learning with a scientific approach. AFFMMI focuses on mathematical modeling. This modeling allows students to solve problems. The use of AFFMMI is able to improve the solving ability.

Collaborative and Cooperative Learning in Malaysian Mathematics Education

ERIC Educational Resources Information Center

Hossain, Md. Anowar; Tarmizi, Rohani Ahmad; Ayud, Ahmad Fauzi Mohd

2012-01-01

Collaborative and cooperative learning studies are well recognized in Malaysian mathematics education research. Cooperative learning is used to serve various ability students taking into consideration of their level of understanding, learning styles, sociological backgrounds that develop students' academic achievement and skills, and breeze the…

On Automatic Assessment and Conceptual Understanding

ERIC Educational Resources Information Center

Rasila, Antti; Malinen, Jarmo; Tiitu, Hannu

2015-01-01

We consider two complementary aspects of mathematical skills, i.e. "procedural fluency" and "conceptual understanding," from a point of view that is related to modern e-learning environments and computer-based assessment. Pedagogical background of teaching mathematics is discussed, and it is proposed that the traditional book…

Ideas: NCTM Standards-Based Instruction, Grades K-4.

ERIC Educational Resources Information Center

Hynes, Michael C., Ed.

This document is a collection of activity-based mathematics lessons for grades K-4 from the "Ideas" department in "Arithmetic Teacher: Mathematics Education through the Middle Grades." Each lesson includes background information, objectives, directions, extensions, and student worksheets. A matrix is included which correlates…

Ideas: NCTM Standards-Based Instruction, Grades 5-8.

ERIC Educational Resources Information Center

Hynes, Michael C., Ed.

This document is a collection of activity-based mathematics lessons for grades 5-8 from the "Ideas" department in "Arithmetic Teacher: Mathematics Education through the Middle Grades." Each lesson includes background information, objectives, directions, extensions, and student worksheets. A matrix is included which correlates…

An appraisal of an online tutorial system for the teaching and learning of engineering physics in conjunction with contextual physics and mathematics, and relevant mathematics

NASA Astrophysics Data System (ADS)

Bhathal, Ragbir

2016-09-01

The number of students entering engineering schools in Australian universities has increased tremendously over the last few years because of the Australian Federal Government's policy of increasing the participation rates of Higher School Certificate students and students from low social economic status backgrounds in the tertiary sector. They now come with a diverse background of skills, motivations and prior knowledge. It is imperative that new methods of teaching and learning be developed. This paper describes an online tutorial system used in conjunction with contextual physics and mathematics, and the revision of the relevant mathematical knowledge at the appropriate time before a new topic is introduced in the teaching and learning of engineering physics. Taken as a whole, this study shows that students not only improved their final examination results but there was also an increase in the retention rate of first-year engineering students which has financial implications for the university.

The Six Core Theories of Modern Physics

NASA Astrophysics Data System (ADS)

Stevens, Charles F.

1996-09-01

Charles Stevens, a prominent neurobiologist who originally trained as a biophysicist (with George Uhlenbeck and Mark Kac), wrote this book almost by accident. Each summer he found himself reviewing key areas of physics that he had once known and understood well, for use in his present biological research. Since there was no book, he created his own set of notes, which formed the basis for this brief, clear, and self-contained summary of the basic theoretical structures of classical mechanics, electricity and magnetism, quantum mechanics, statistical physics, special relativity, and quantum field theory. The Six Core Theories of Modern Physics can be used by advanced undergraduates or beginning graduate students as a supplement to the standard texts or for an uncluttered, succinct review of the key areas. Professionals in such quantitative sciences as chemistry, engineering, computer science, applied mathematics, and biophysics who need to brush up on the essentials of a particular area will find most of the required background material, including the mathematics.

Choosing High-Yield Tasks for the Mathematical Development of Practicing Secondary Teachers

ERIC Educational Resources Information Center

Epperson, James A. Mendoza; Rhoads, Kathryn

2015-01-01

Many mathematics teacher educators encounter the challenge of creating or choosing mathematical tasks that evoke important mathematical insights and connections yet remain firmly grounded in school mathematics. This challenge increases substantially when trying to meet the needs of practicing secondary mathematics teachers pursuing graduate work…

Mild Disability Students and Everyday Mathematics: Serving the Needs of This Population

ERIC Educational Resources Information Center

Brehe Pixler, Priscilla

2009-01-01

No Child Left Behind requires school districts to demonstrate adequate yearly progress in mathematics for all students, including the sub-population of disabled students. Given that more than 200 Ohio school districts have implemented Everyday Mathematics (EM) to achieve this mandate, districts need to know if this standards-based program meets…

Teachers of Mathematics or Numeracy?

ERIC Educational Resources Information Center

Perso, Thelma

2006-01-01

According to this author, the solution to the "phonics versus whole language" debate over the teaching of reading is balance and a focus on the needs of all students. There is similarly a need, in developing numerate young people, to focus on the teaching and learning of mathematics and mathematics skills some of the time, and on…

The Academic Training of Two-Year College Mathematics Faculty.

ERIC Educational Resources Information Center

Long, Calvin T.

The academic training needs of two-year college mathematics faculty are discussed in this paper and appropriate courses of study are proposed. After introductory comments on the diversity of two-year college students' needs for mathematics education, an undergraduate course of study appropriate for two-year college math faculty is proposed. This…

Middle Grades Mathematics Engagement: How Action Research Informs What Counts

ERIC Educational Resources Information Center

Ivory, Pateakia Lachelle

2017-01-01

The purpose of the study was to examine how action research informs instructional changes that need to take place in the middle grades mathematics classroom. There is a need for an increase in engagement in middle grades mathematics by educators being critically reflective of their instructional practices. The research question addressed in this…

Factors Affecting Turkish Students' Achievement in Mathematics

ERIC Educational Resources Information Center

Demir, Ibrahim; Kilic, Serpil; Depren, Ozer

2009-01-01

Following past researches, student background, learning strategies, self-related cognitions in mathematics and school climate variables were important for achievement. The purpose of this study was to identify a number of factors that represent the relationship among sets of interrelated variables using principal component factor analysis and…

Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement

ERIC Educational Resources Information Center

Cleary, Timothy J.; Kitsantas, Anastasia

2017-01-01

The primary purpose of the current study was to use structural equation modeling to examine the relations among background variables (socioeconomic status, prior mathematics achievement), motivation variables (self-efficacy, task interest, school connectedness), self-regulated learning (SRL) behaviors, and performance in middle school mathematics…

The Power of the Raised Eyebrow.

ERIC Educational Resources Information Center

Burton, Grace M.

This paper begins by emphasizing the school counselor's role in insuring equal educational opportunities for all students. The problem of girls' low enrollment in secondary school mathematics classes and the implications of an inadequate mathematics background are discussed. Specific steps to encourage young women to continue their study of…

Instructional Gaming: Using Technology to Support Early Mathematical Proficiency

ERIC Educational Resources Information Center

Nelson-Walker, Nancy J.; Doabler, Christian T.; Fien, Hank; Gause, Marshall; Baker, Scott K.; Clarke, Ben

2013-01-01

Widespread concern has been expressed about the persistent low mathematics achievement of students in the US, particularly for students from low-income and minority backgrounds and students with disabilities. Instructional gaming technology, when designed and fictionalized well, has the potential to improve the motivation and mathematics…

Creating Constructivist Environments and Constructing Creative Mathematics.

ERIC Educational Resources Information Center

Pirie, Susan; Kieren, Thomas

1992-01-01

Proposes and describes four teachers' beliefs necessary in creating constructivist classroom environments. Presents the background, description, and analysis of seven teaching episodes that examine the mathematical understanding actions of pupils in classrooms in which teachers exhibit these beliefs in an effort to verify the necessity of the…

The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations

PubMed Central

Watts, Tyler W.; Duncan, Greg J.; Chen, Meichu; Claessens, Amy; Davis-Kean, Pamela E.; Duckworth, Kathryn; Engel, Mimi; Siegler, Robert; Susperreguy, Maria Ines

2016-01-01

Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n=1362), we tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first grade and adolescent mathematics achievement was present (β= .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self-concept, gifted and talented placement, and knowledge of fractions and division, serving as significant mediators. PMID:26332124

Generalist Genes and Learning Disabilities: A Multivariate Genetic Analysis of Low Performance in Reading, Mathematics, Language and General Cognitive Ability in a Sample of 8000 12-Year-Old Twins

ERIC Educational Resources Information Center

Haworth, Claire M. A.; Kovas, Yulia; Harlaar, Nicole; Hayiou-Thomas, Marianna E.; Petrill, Stephen A.; Dale, Philip S.; Plomin, Robert

2009-01-01

Background: Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Methods: Using a…

A Multiple Intelligence Pedagogical Approach in Fifth Grade Mathematics: A Mixed Method Study

ERIC Educational Resources Information Center

Davis, Claudine Davillier

2012-01-01

The need for mathematics intervention has increased tremendously over the years, particularly after the No Child Left Behind Act of 2001.Students who lack basic mathematics skills and students who experience mathematics difficulties greatly benefit from mathematics interventions. This study examined mathematics intervention through the use of the…

Evaluation Theory for Developmental Mathematics Practitioners

ERIC Educational Resources Information Center

Duranczyk, Irene Mary

2007-01-01

This article is designed to present an overview of critical theory, research, and evaluation for the developmental mathematics educator. Students caught in the gap between high school mathematics preparation and entry-level college mathematics expectations--developmental mathematics education students--need to have their personal narratives told…

Internationalizing the Mathematical Finance Course

ERIC Educational Resources Information Center

Okonkwo, Zephyrinus C.

2017-01-01

About the year 2000, the Department of Mathematics and Computer Science, Albany State University (ASU), Albany, Georgia, USA envisioned the need to have a comprehensive curriculum revision based on recommendations of the Conference Boards of The Mathematical Sciences, the American Mathematical Society, the Mathematical Association of American, and…

A Chinese young adult non-scientist's epistemologies and her understandings of the concept of speed

NASA Astrophysics Data System (ADS)

Cao, Ying; Brizuela, Barbara M.

2015-08-01

Past research has investigated students' epistemologies while they were taking courses that required an integrated understanding of mathematical and scientific concepts. However, past studies have not investigated students who are not currently enrolled in such classes. Additionally, past studies have primarily focused on individuals who are native English speakers from Western cultures. In this paper, we aim to investigate whether Hammer and his colleagues' claims concerning learners' epistemologies could be extended to individuals who lack advanced mathematics and science training, have had different cultural and learning experiences, and have grown up speaking and learning in another language. To this end, we interviewed a participant with these characteristics about her understandings of the concept of speed. Our findings show that previous theoretical frameworks can be used to explain the epistemologies of the individual examined in this study. The case suggests that these theories may be relevant regardless of the learner's mathematics and science background, language, educational experience, and cultural background. In the future, more cases should be examined with learners from different academic backgrounds and cultures to further support this finding.

Differentiated Success: Combining Theories to Explain Learning

ERIC Educational Resources Information Center

Jorgensen, Robyn; Larkin, Kevin

2015-01-01

This paper explores the value of different paradigms to explain dispositions towards mathematics among primary school students from different social backgrounds. As part of a larger project designed to elicit students' thinking and attitudes towards mathematics, we seek to develop an explanatory model for the socially-differentiated outcomes in…

Research in Mathematics Education

ERIC Educational Resources Information Center

Schoenfeld, Alan H.

2016-01-01

As one of the three Rs, "'rithmetic" has always been central to education and education research. By virtue of that centrality, research in mathematics education has often reflected and at times led trends in education research. This chapter provides some deep background on epistemological and other issues that shape current research,…

Family Child Care Learning Environments: Caregiver Knowledge and Practices Related to Early Literacy and Mathematics

ERIC Educational Resources Information Center

Phillips, Beth M.; Morse, Erika E.

2011-01-01

This paper presents findings from a stratified-random survey of family child care providers' backgrounds, caregiving environments, practices, attitudes, and knowledge related to language, literacy, and mathematics development for preschool children. Descriptive results are consistent with prior studies suggesting that home-based providers are…

Speaking Up and Speaking Out about Gender in Mathematics

ERIC Educational Resources Information Center

Rubel, Laurie H.

2016-01-01

Diversity and equity are stated priority areas across the field of mathematics education, from the ivory towers of the academy, across teacher education programs, to school districts, schools, and individual classrooms. The talk surrounding diversity and equity is usually framed around categories of race, cultural background, language, disability…

Geometry and Education in the Internet Age.

ERIC Educational Resources Information Center

Kortenkamp, Ulrich H.; Richter-Gebert, Jurgen

This paper discusses the requirements of Interactive Geometry Systems (IGSs) and how they can be fulfilled, explains how a geometry tool can benefit from the Internet, and presents Cinderella's Cafe. Cinderella's Cafe is a new IGS with a high mathematical background that uses the most general mathematical models whenever possible, is highly…

Pathways to Arithmetic Fact Retrieval and Percentage Calculation in Adolescents

ERIC Educational Resources Information Center

Träff, Ulf; Skagerlund, Kenny; Olsson, Linda; Östergren, Rickard

2017-01-01

Background: Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge. Aims: The purpose was to examine whether…

Mathematical Modeling Projects: Success for All Students

ERIC Educational Resources Information Center

Shelton, Therese

2018-01-01

Mathematical modeling allows flexibility for a project-based experience. We share details of our regular capstone course, successful for virtually 100% of our math majors for almost two decades. Our research-like approach in this course accommodates a variety of student backgrounds and interests, and has produced some award-winning student…

Service-Learning in a Capstone Modeling Course

ERIC Educational Resources Information Center

Berkove, Ethan

2013-01-01

A capstone course is often synthetic, bringing together many components of a student's educational background. For this reason, a project-based course in mathematical modeling makes a great capstone, as modeling problems often require a broad collection of mathematical tools for their solution. The addition of a service-learning component can…

The Development of Executive Functions and Early Mathematics: A Dynamic Relationship

ERIC Educational Resources Information Center

Van der Ven, Sanne H. G.; Kroesbergen, Evelyn H.; Boom, Jan; Leseman, Paul P. M.

2012-01-01

Background: The relationship between executive functions and mathematical skills has been studied extensively, but results are inconclusive, and how this relationship evolves longitudinally is largely unknown. Aim: The aim was to investigate the factor structure of executive functions in inhibition, shifting, and updating; the longitudinal…

Students' Abstraction in Recognizing, Building with and Constructing a Quadrilateral

ERIC Educational Resources Information Center

Budiarto, Mega Teguh; Rahaju, Endah Budi; Hartono, Sugi

2017-01-01

This study aims to implement empirically students' abstraction with socio-cultural background of Indonesia. Abstraction is an activity that involves a vertical reorganization of previously constructed mathematics into a new mathematical structure. The principal components of the model are three dynamic nested epistemic actions: recognizing,…

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…

Trajectories of Mathematics and Technology Education Pointing to Engineering Design

ERIC Educational Resources Information Center

Daugherty, Jenny L.; Reese, George C.; Merrill, Chris

2010-01-01

A brief examination and comparison of mathematics and technology education provides the background for a discussion of integration. In particular, members of each field have responded to the increasing pressures to better prepare students for the technologically rich, globally competitive future. Approaches based within each discipline are varied…

Rockets: An Educator's Guide with Activities in Science, Mathematics, and Technology.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This educational guide discusses rockets and includes activities in science, mathematics, and technology. It begins with background information on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry focus on Sir Isaac Newton's Three Laws of Motion. These laws explain…

Estimating tuberculosis incidence from primary survey data: a mathematical modeling approach

PubMed Central

Chadha, V. K.; Laxminarayan, R.; Arinaminpathy, N.

2017-01-01

SUMMARY BACKGROUND: There is an urgent need for improved estimations of the burden of tuberculosis (TB). OBJECTIVE: To develop a new quantitative method based on mathematical modelling, and to demonstrate its application to TB in India. DESIGN: We developed a simple model of TB transmission dynamics to estimate the annual incidence of TB disease from the annual risk of tuberculous infection and prevalence of smear-positive TB. We first compared model estimates for annual infections per smear-positive TB case using previous empirical estimates from China, Korea and the Philippines. We then applied the model to estimate TB incidence in India, stratified by urban and rural settings. RESULTS: Study model estimates show agreement with previous empirical estimates. Applied to India, the model suggests an annual incidence of smear-positive TB of 89.8 per 100 000 population (95%CI 56.8–156.3). Results show differences in urban and rural TB: while an urban TB case infects more individuals per year, a rural TB case remains infectious for appreciably longer, suggesting the need for interventions tailored to these different settings. CONCLUSIONS: Simple models of TB transmission, in conjunction with necessary data, can offer approaches to burden estimation that complement those currently being used. PMID:28284250

Using Science to Promote Preservice Teacher Understanding of Problem Solving in Mathematics

ERIC Educational Resources Information Center

Tobias, Jennifer M.; Ortiz, Enrique

2007-01-01

Preservice elementary teachers need to be given the experiences of integrating mathematics with other subjects. They need to go into the classroom with the understanding that mathematics is not an isolated topic. This article describes a paper airplane activity that was presented in a class of preservice elementary education teachers to show how…

Academic Procrastination in Mathematics: Causes, Dangers and Implications of Counselling for Effective Learning

ERIC Educational Resources Information Center

Asikhia, Olubusayo A.

2010-01-01

This paper focused on causes and dangers of academic procrastination (a behavioural problem that involves delaying a task which needs to be accomplished) in mathematics and the need for counseling students who are procrastinators especially of mathematics. Thus, in order to have a comprehensive understanding of the topic, the meaning, causes and…

Sex-related Differences in the Determinants and Process of Science and Mathematics Choice in Pre-university Education

NASA Astrophysics Data System (ADS)

van Langen, Annemarie; Rekers-Mombarg, Lyset; Dekkers, Hetty

2006-01-01

The more science and mathematics subjects that pupils in pre-university education include in their final examination package, the more future academic routes are available to them. Equality of educational opportunity is thus threatened when groups of pupils, distinguished by sex and family background but otherwise of equal capacities and achievement, are found to differ in their choices. This proposition is examined using data from a large Dutch cohort. Multilevel analyses show that the choice of science and mathematics subjects by girls is influenced by their family background while the choice by boys is not. The influence of various pupil and family variables on the subject selection process is explored via path analyses. The results confirm the importance of viewing subject choice as a chronological process that progresses differently for boys and girls.

The Role of Introductory Geosciences in Students' Quantitative Literacy

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Manduca, C.; Baer, E. M.

2006-12-01

Quantitative literacy is more than mathematics; it is about reasoning with data. Colleges and universities have begun to recognize the distinction between mathematics and quantitative literacy, modifying curricula to reflect the need for numerate citizens. Although students may view geology as 'rocks for jocks', the geosciences are truthfully rife with data, making introductory geoscience topics excellent context for developing the quantitative literacy of students with diverse backgrounds. In addition, many news items that deal with quantitative skills, such as the global warming phenomenon, have their basis in the Earth sciences and can serve as timely examples of the importance of quantitative literacy for all students in introductory geology classrooms. Participants at a workshop held in 2006, 'Infusing Quantitative Literacy into Introductory Geoscience Courses,' discussed and explored the challenges and opportunities associated with the inclusion of quantitative material and brainstormed about effective practices for imparting quantitative literacy to students with diverse backgrounds. The tangible results of this workshop add to the growing collection of quantitative materials available through the DLESE- and NSF-supported Teaching Quantitative Skills in the Geosciences website, housed at SERC. There, faculty can find a collection of pages devoted to the successful incorporation of quantitative literacy in introductory geoscience. The resources on the website are designed to help faculty to increase their comfort with presenting quantitative ideas to students with diverse mathematical abilities. A methods section on "Teaching Quantitative Literacy" (http://serc.carleton.edu/quantskills/methods/quantlit/index.html) focuses on connecting quantitative concepts with geoscience context and provides tips, trouble-shooting advice and examples of quantitative activities. The goal in this section is to provide faculty with material that can be readily incorporated into existing introductory geoscience courses. In addition, participants at the workshop (http://serc.carleton.edu/quantskills/workshop06/index.html) submitted and modified more than 20 activities and model courses (with syllabi) designed to use best practices for helping introductory geoscience students to become quantitatively literate. We present insights from the workshop and other sources for a framework that can aid in increasing quantitative literacy of students from a variety of backgrounds in the introductory geoscience classroom.

Neurocognitive mechanisms of mathematical giftedness: A literature review.

PubMed

Zhang, Li; Gan, John Q; Wang, Haixian

2017-01-01

Mathematically gifted children/adolescents have demonstrated exceptional abilities and traits in logical reasoning, mental imagery, and creative thinking. In the field of cognitive neuroscience, the past studies on mathematically gifted brains have concentrated on investigating event-related brain activation regions, cerebral laterality of cognitive functions, functional specialization that is uniquely dedicated for specific cognitive purposes, and functional interactions among discrete brain regions. From structural and functional perspectives, these studies have witnessed both "general" and "unique" neural characteristics of mathematically gifted brains. In this article, the theoretical background, empirical studies, and neurocognitive mechanisms of mathematically gifted children/adolescents are reviewed. Based on the integration of the findings, some potential directions for the future research are identified and discussed.

Demand modelling of passenger air travel: An analysis and extension. Volume 1: Background and summary

NASA Technical Reports Server (NTRS)

Jacobson, I. D.

1978-01-01

The framework for a model of travel demand which will be useful in predicting the total market for air travel between two cities is discussed. Variables to be used in determining the need for air transportation where none currently exists and the effect of changes in system characteristics on attracting latent demand are identified. Existing models are examined in order to provide insight into their strong points and shortcomings. Much of the existing behavioral research in travel demand is incorporated to allow the inclusion of non-economic factors, such as convenience. The model developed is characterized as a market segmentation model. This is a consequence of the strengths of disaggregation and its natural evolution to a usable aggregate formulation. The need for this approach both pedagogically and mathematically is discussed.

Mathematics education for social justice

NASA Astrophysics Data System (ADS)

Suhendra

2016-02-01

Mathematics often perceived as a difficult subject with many students failing to understand why they learn mathematics. This situation has been further aggravated by the teaching and learning processes used, which is mechanistic without considering students' needs. The learning of mathematics tends to be just a compulsory subject, in which all students have to attend its classes. Social justice framework facilitates individuals or groups as a whole and provides equitable approaches to achieving equitable outcomes by recognising disadvantage. Applying social justice principles in educational context is related to how the teachers treat their students, dictates that all students the right to equal treatment regardless of their background and completed with applying social justice issues integrated with the content of the subject in order to internalise the principles of social justice simultaneously the concepts of the subject. The study examined the usefulness of implementing the social justice framework as a means of improving the quality of mathematics teaching in Indonesia involved four teacher-participants and their mathematics classes. The study used action research as the research methodology in which the teachers implemented and evaluated their use of social justice framework in their teaching. The data were collected using multiple research methods while analysis and interpretation of the data were carried out throughout the study. The findings of the study indicated that there were a number of challengesrelated to the implementation of the social justice framework. The findings also indicated that, the teachers were provided with a comprehensive guide that they could draw on to make decisions about how they could improve their lessons. The interactions among students and between the teachers and the students improved, they became more involved in teaching and learning process. Using social justice framework helped the teachers to make mathematics more relevant to students. This increased relevance led to increasing students' engagement in the teaching and learning process and becoming more accessible to all students. Additionally, the findings have the potential to make a contribution to those seeking to reform mathematics teaching in Indonesia. The results could inform policy makers and professional development providers about how social justice framework might contribute to the educational reform in Indonesia.

"Effective" Mathematics Teaching of African American Adolescents and the Development of a Mathematics Identity

ERIC Educational Resources Information Center

Green, Marcus Allen

2016-01-01

In order to increase mathematics achievement, persistence, and participation in mathematics-related careers and majors for African American adolescents, researchers have discussed the need for students to develop positive mathematical identities (English-Clarke, Slaughter-Defoe, & Martin, 2012; Gutstein, 2003; Larnell, 2013; Martin, 2000,…

Communication and Representation as Elements in Mathematical Literacy

ERIC Educational Resources Information Center

Thompson, Denisse R.; Chappell, Michaele F.

2007-01-01

The process standards of communication and representation in the "Principles and Standards for School Mathematics" are critical tools to help students develop mathematical literacy. In the mathematics classroom, students need to be encouraged to use speaking, listening, reading, and writing to communicate their understanding of mathematics words,…

Comparing Differences in Math Achievement and Attitudes toward Math in a Sixth Grade Mathematics Enrichment Pilot Program

ERIC Educational Resources Information Center

Tow, Tamara

2011-01-01

High-stakes assessments have encouraged educators to ignore the needs of the top performers. Therefore, the Oakwood School District decided to implement a mathematics pilot enrichment program in order to meet the needs of the advanced mathematics students. As a result, this study used quantitative data to determine if there was a significant…

An interdisciplinary collaboration between computer engineering and mathematics/bilingual education to develop a curriculum for underrepresented middle school students

NASA Astrophysics Data System (ADS)

Celedón-Pattichis, Sylvia; LópezLeiva, Carlos Alfonso; Pattichis, Marios S.; Llamocca, Daniel

2013-12-01

There is a strong need in the United States to increase the number of students from underrepresented groups who pursue careers in Science, Technology, Engineering, and Mathematics. Drawing from sociocultural theory, we present approaches to establishing collaborations between computer engineering and mathematics/bilingual education faculty to address this need. We describe our work through the Advancing Out-of-School Learning in Mathematics and Engineering project by illustrating how an integrated curriculum that is based on mathematics with applications in image and video processing can be designed and how it can be implemented with middle school students from underrepresented groups.

Professional development for teaching in higher education

NASA Astrophysics Data System (ADS)

Wood, Leigh N.; Vu, Tori; Bower, Matt; Brown, Natalie; Skalicky, Jane; Donovan, Diane; Loch, Birgit; Joshi, Nalini; Bloom, Walter

2011-10-01

Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

The Mathematics Attitudes and Perceptions Survey: An Instrument to Assess Expert-Like Views and Dispositions among Undergraduate Mathematics Students

ERIC Educational Resources Information Center

Code, Warren; Merchant, Sandra; Maciejewski, Wes; Thomas, Matthew; Lo, Joseph

2016-01-01

One goal of an undergraduate education in mathematics is to help students develop a productive disposition towards mathematics. A way of conceiving of this is as helping mathematical novices transition to more expert-like perceptions of mathematics. This conceptualization creates a need for a way to characterize students' perceptions of…

Outcomes in a Randomised Controlled Trial of Mathematics Tutoring

ERIC Educational Resources Information Center

Topping, K. J.; Miller, D.; Murray, P.; Henderson, S.; Fortuna, C.; Conlin, N.

2011-01-01

Background: Large-scale randomised controlled trials (RCT) are relatively rare in education. The present study was an attempt to scale up previous small peer tutoring projects, while investing only modestly in continuing professional development for teachers. Purpose: A two-year RCT of peer tutoring in mathematics was undertaken in one local…

Examining Organizational Practices That Predict Persistence among High-Achieving Black Males in High School

ERIC Educational Resources Information Center

Anderson, Kenneth Alonzo

2016-01-01

Background/Context: This article summarizes an increasing trend of antideficit Black male research in mathematics and highlights opportunities to add to the research. A review of the literature shows that antideficit researchers often examine relationships between individual traits and persistence of high-achieving Black males in mathematics.…

Developmental Dynamics between Mathematical Performance, Task Motivation, and Teachers' Goals during the Transition to Primary School

ERIC Educational Resources Information Center

Aunola, Kaisa; Leskinen, Esko; Nurmi, Jari-Erik

2006-01-01

Background: It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task…

Is There Room in Math Reform for Preservice Teachers to Use Reading Strategies? National Implications

ERIC Educational Resources Information Center

Franz, Dana Pomykal; Hopper, Peggy F.

2007-01-01

Background: Research is proposed for preservice secondary mathematics teachers to develop and use reading strategies in math classrooms. Purpose: to determine if increased instruction on using specific reading strategies in secondary mathematics classrooms significantly impacts a) the type of reading-specific instructional strategies used, b)…

An Evaluation of Causal Modeling Applied to Educational Productivity in Mathematics.

ERIC Educational Resources Information Center

Harnisch, Delwyn L.; Dunbar, Stephen B.

To probe a psychological theory of educational productivity, background measures along with mathematics test scores and motivational measures of over 7,000 students (9-, 13- and 17-year olds from National Assessment of Educational Progress samples) were statistically related to each other and to indicators of constructs that prior research shows…

Exploring the Associations among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum

ERIC Educational Resources Information Center

Stage, Virginia C.; Kolasa, Kathryn M.; Díaz, Sebastián R.; Duffrin, Melani W.

2018-01-01

Background: Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Methods: Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across…

Track Placement and the Motivational Predictors of Math Course Enrollment

ERIC Educational Resources Information Center

Reyes, Marcela; Domina, Thurston

2017-01-01

Background: Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question: This study addresses three research questions: First, how do students' math course…

Looking within and beyond the Geometry Curriculum: Connecting Spatial Reasoning to Mathematics Learning

ERIC Educational Resources Information Center

Mulligan, Joanne

2015-01-01

This commentary adopts a broad perspective in considering the contributions of papers from cross- and interdisciplinary fields of mathematics education, psychology, child development and neuroscience. The discussion aims to complement the commentary by Dindyal, focused on background research on geometry and implications for pedagogy and curricula.…

Dragging in a Dynamic Geometry Environment through the Lens of Variation

ERIC Educational Resources Information Center

Leung, Allen

2008-01-01

What makes Dynamic Geometry Environment (DGE) a powerful mathematical knowledge acquisition microworld is its ability to visually make explicit the implicit dynamism of thinking about mathematical geometrical concepts. One of DGE's powers is to equip us with the ability to retain the background of a geometrical configuration while we can…

Secondary School Science and Mathematics Teachers, Characteristics and Service Loads.

ERIC Educational Resources Information Center

Mills, Thomas J.

Determined were the educational and professional backgrounds, and some aspects of the operational environment of teachers of secondary school science and mathematics (Grades 7-12) in the public and private schools of the United States during the school year 1960-61. A stratified random sampling method was used to ensure proportional representation…

Evidence for Shared Genetic Risk between ADHD Symptoms and Reduced Mathematics Ability: A Twin Study

ERIC Educational Resources Information Center

Greven, Corina U.; Kovas, Yulia; Willcutt, Erik G.; Petrill, Stephen A.; Plomin, Robert

2013-01-01

Background: Attention-deficit/hyperactivity disorder (ADHD) symptoms and mathematics ability are associated, but little is known about the genetic and environmental influences underlying this association. Methods: Data came from more than 6,000 twelve-year-old twin pairs from the UK population-representative Twins Early Development Study. Parents…

Students' Attention When Using Touchscreens and Pen Tablets in a Mathematics Classroom

ERIC Educational Resources Information Center

Chen, Cheng-Huan; Chiu, Chiung-Hui; Lin, Chia-Ping; Chou, Ying-Chun

2017-01-01

Aim/Purpose: The present study investigated and compared students' attention in terms of time-on-task and number of distractors between using a touchscreen and a pen tablet in mathematical problem solving activities with virtual manipulatives. Background: Although there is an increasing use of these input devices in educational practice, little…

Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers

ERIC Educational Resources Information Center

Howard, Peter; Perry, Bob

2005-01-01

Two key stakeholders in enhancing and building Aboriginal children's capacity to learn mathematics are teachers and the Aboriginal children themselves. In Australian schools it is often the case that the two groups come from different cultural backgrounds with very differing life experiences. This paper reports on an ethnographic study and focuses…

Navigation. Northern New England Marine Education Project.

ERIC Educational Resources Information Center

Maine Univ., Orono. Coll. of Education.

This guide provides student practice problems which use the procedures of ship navigators to reinforce the skills of mathematics learned in the secondary school and which seek to provide examples of the application of mathematical concepts. Along with the practice problems, teacher background material is provided briefly in the body of the unit.…

Longitudinal Study of Low and High Achievers in Early Mathematics

ERIC Educational Resources Information Center

Navarro, Jose I.; Aguilar, Manuel; Marchena, Esperanza; Ruiz, Gonzalo; Menacho, Inmaculada; Van Luit, Johannes E. H.

2012-01-01

Background: Longitudinal studies allow us to identify, which specific maths skills are weak in young children, and whether there is a continuing weakness in these areas throughout their school years. Aims: This 2-year study investigated whether certain socio-demographic variables affect early mathematical competency in children aged 5-7 years.…

Mathematics Technical Report: Exercise Volume. National Assessment of Educational Progress. Report No. 04-MA-20.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

Included in Chapter 1 of this report are background information on the 1972-73 mathematics assessment; details of the computational formulas used in reporting results; and explanations of the technical documentation, exercise presentation, documentation pages, scoring guides, and data tables for released and unreleased exercises. The remainder of…

Race, Ideology, and Academic Ability: A Relational Analysis of Racial Narratives in Mathematics

ERIC Educational Resources Information Center

Shah, Niral

2017-01-01

Background/Context: There is evidence that race affects students' learning experiences in mathematics, a subject typically thought of as "race-neutral" and "culture-free." Research in psychology and sociology has shown that racial narratives (e.g., "Asians are good at math") are pervasive in U.S. culture and play a…

The Effectiveness of Support for Students with Non-Traditional Mathematics Backgrounds

ERIC Educational Resources Information Center

Symonds, R. J.; Lawson, D. A.; Robinson, C. L.

2007-01-01

This article describes an initiative introduced at Loughborough University by SIGMA, a Centre for Excellence in Teaching and Learning (CETL), to support physics students who were mathematically less well-prepared than their counterparts. The article outlines how students were identified as being less well-prepared. These students were taught in a…

End-of-High-School Mathematics Attainment: How Did Students Get There?

ERIC Educational Resources Information Center

Newton, Xiaoxia A.

2010-01-01

Background: Many studies have looked at students' mathematics achievement in the middle and high school years and the kinds of factors that are associated with their achievement. Within this domain, however, most research utilized cross-sectional data. Cross-sectional designs have both statistical and conceptual limitations. Few studies used…

A Mathematics Entrance Exam for General (Non-Majors) Physics

ERIC Educational Resources Information Center

Chediak, Alex

2010-01-01

In a previous issue of "The Physics Teacher", John Hubisz explained how a mathematics background check has been used at three different colleges to determine the appropriate physics sequence for incoming students. Based on their performance, students are placed into either calculus-based physics (CBP), algebra-trig physics (ATP), or a year of…

Student Perception of the Effectiveness of Mathematics Support at Cardiff University

ERIC Educational Resources Information Center

Gillard, Jonathan; Robathan, Kirsty; Wilson, Robert

2012-01-01

Much work is currently being undertaken to investigate the effectiveness of informal, "drop-in" mathematics support services. This can be a difficult task; students are individuals with different expectations and backgrounds, and support that is effective for one student, may be less effective in relation to another. This article…

Test anxiety in mathematics among early undergraduate students in a British university in Malaysia

NASA Astrophysics Data System (ADS)

Karjanto, Natanael; Yong, Su Ting

2013-03-01

The level of test anxiety in mathematics subjects among early undergraduate students at the University of Nottingham Malaysia Campus is studied in this article. The sample consists of 206 students taking several mathematics modules who completed the questionnaires on test anxiety just before they entered the venue for midterm examinations. The sample data include the differences in the context of academic levels, gender groups and nationality backgrounds. The level of test anxiety in mathematics is measured using seven Likert questionnaire statements adapted from the Test Anxiety Inventory describing one's emotional feeling before the start of an examination. In general, the result shows that the students who had a lower score expectation were more anxious than those who had a higher score expectation, but that they obtained a better score than the expected score. In the context of academic levels, gender groups and nationality backgrounds, there were no significant correlations between the level of test anxiety and the students' academic performance. The effect size of the correlation values ranged from extremely small to moderate.

Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries

ERIC Educational Resources Information Center

Blomeke, Sigrid; Suhl, Ute; Kaiser, Gabriele; Dohrmann, Martina

2012-01-01

First findings of IEA's "Teacher Education and Development Study in Mathematics (TEDS-M)" had revealed differences in the demographic background, opportunities to learn (OTL), and outcomes of teacher education between student teachers from different countries. Two hypotheses are examined: OTL and teacher background are significant predictors of…

New Challenges in the Teaching of Mathematics.

ERIC Educational Resources Information Center

Bourguignon, Jean Pierre

The manifold but discrete presence of mathematics in many objects or services imposes new constraints to the teaching of mathematics. If citizens need to be comfortable in various situations with a variety of mathematical tools, the learning of mathematics requires that one starts with simple concepts. This paper proposes some solutions to solve…

Master's Students' Perceptions of Microsoft Word for Mathematical Typesetting

ERIC Educational Resources Information Center

Loch, Birgit; Lowe, Tim W.; Mestel, Ben D.

2015-01-01

It is widely recognized that mathematical typesetting is more difficult than typesetting in most other disciplines due to the need for specialized mathematical notation and symbols. While most mathematicians type mathematical documents using LaTeX, with varying levels of proficiency, students often use other options or handwrite mathematics. Here,…

Preparing Mathematics Teachers for Elementary High-Poverty Schools: Perceptions and Suggestions from Preservice Teachers

ERIC Educational Resources Information Center

McKinney, Sueanne E.; Berry, Robert Q., III; Jackson, Joan M.

2007-01-01

The National Council of Teachers of Mathematics articulates an ambitious vision of a high-quality mathematics program. Achieving this vision requires competent and knowledgeable teachers who can support all students in learning mathematics concepts with understanding. Effective mathematics teachers are especially needed for high-poverty schools…

Need for Equipping Student Teachers with Language of Mathematics

ERIC Educational Resources Information Center

Gafoor, K. Abdul; Sarabi, M. K.

2015-01-01

The significance of curriculum in building up language of mathematics which enables learners to construct and communicate knowledge of mathematics has not received due attention even as the pedagogical challenges faced by the students in learning mathematics have been discussed for years. Learning language of mathematics is not only valuable in…

The Use of Teachers' Baseline Normative Beliefs to Guide Professional Development in Teaching Mathematics

ERIC Educational Resources Information Center

Lloyd, Mary Elizabeth Riley; Veal, William; Howell, Malia

2016-01-01

This article describes the normative beliefs and the discursive claims related to mathematics and teaching mathematics made by approximately 50 middle-level and secondary mathematics teachers within four high-need local education associations participating in a Mathematics and Science Partnership with a southeastern college's Science and Math for…

Pre-Service Secondary Mathematics Teachers Making Sense of Definitions of Functions

ERIC Educational Resources Information Center

Chesler, Joshua

2012-01-01

Definitions play an essential role in mathematics. As such, mathematics teachers and students need to flexibly and productively interact with mathematical definitions in the classroom. However, there has been little research about mathematics teachers' understanding of definitions. At an even more basic level, there is little clarity about what…

Finnish Mentor Mathematics Teachers' Views of the Teacher Knowledge Required for Teaching Mathematics

ERIC Educational Resources Information Center

Asikainen, Mervi A.; Pehkonen, Erkki; Hirvonen, Pekka E.

2013-01-01

Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher…

An Application of Mathematical Groups to Structures of Human Groups. Applications of Finite Mathematics to Anthropology and Sociology. Modules and Monographs in Undergraduate Mathematics and Its Applications Project. UMAP Unit 476.

ERIC Educational Resources Information Center

Carlson, Roger

This module is designed for students with a high school algebra background. The goal is to present the elements of the group idea, primarily by way of a geometric model, and to see its application to the study of kinship relations within certain human groups. The material opens with a presentation of clans in a hypothetical society in an early…

College Preparatory Mathematics: Change from Within.

ERIC Educational Resources Information Center

Kysh, Judith M.

1995-01-01

The College Preparatory Mathematics: Change from Within Project (CPM) was created to develop a rich, integrated mathematics curriculum, based on the best current wisdom of how people learn and the mathematics needed in an era of computers, and involving teachers in materials development. (MKR)

Growth curve analyses of the relationship between early maternal age and children's mathematics and reading performance.

PubMed

Torres, D Diego

2015-03-01

Regarding the methods used to examine the early maternal age-child academic outcomes relationship, the extant literature has tended to examine change using statistical analyses that fail to appreciate that individuals vary in their rates of growth. Of the one study I have been able to find that employs a true growth model to estimate this relationship, the authors only controlled for characteristics of the maternal household after family formation; confounding background factors of mothers that might select them into early childbearing, a possible source of bias, were ignored. The authors' findings nonetheless suggested an inverse relationship between early maternal age, i.e., a first birth between the ages of 13 and 17, and Canadian adolescents' mean math performance at age 10. Early maternal age was not related to the linear slope of age. To elucidate whether the early maternal age-child academic outcomes association, treated in a growth context, is consistent with this finding, the present study built on it using US data and explored children's mathematics and reading trajectories from age 5 on. Its unique contribution is that it further explicitly controlled for maternal background factors and employed a three-level growth model with repeated measures of children nested within their mothers. Though the strength of the relationship varied between mean initial academic performance and mean academic growth, results confirmed that early maternal age was negatively related to children's mathematics and reading achievement, net of post-teen first birth child-specific and maternal household factors. Once maternal background factors were included, there was no statistically significant relationship between early maternal age and either children's mean initial mathematics and reading scores or their mean mathematics and reading growth. Copyright © 2014 Elsevier Inc. All rights reserved.

Aerodynamics and mathematics in National Socialist Germany and Fascist Italy: a comparison of research institutes.

PubMed

Epple, Moritz; Karachalios, Andreas; Remmert, Volker R

2005-01-01

The article is concerned with the mathematical sciences in National Socialist Germany and Fascist Italy, with special attention to research important to the war effort. It focuses on three institutional developments: the expansion of the Kaiser Wilhelm Institute for Fluid Dynamics in Göttingen, the foundation of the Reich Institute for Mathematics in Oberwolfach (Black Forest), and the work of the Istituto Nazionale per le Applicazioni del Calcolo in Rome. All three developments are embedded in the general political background, thus providing a basis for comparative conclusions about the conditions of the mathematical sciences and military-related research in Germany and Italy. It turns out that in both countries, the increasing demand for mathematical knowledge in modern warfare led to the establishment of "extra-university" national institutions specifically devoted to mathematical research.

The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.

PubMed

Watts, Tyler W; Duncan, Greg J; Chen, Meichu; Claessens, Amy; Davis-Kean, Pamela E; Duckworth, Kathryn; Engel, Mimi; Siegler, Robert; Susperreguy, Maria I

2015-01-01

Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self-concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first-grade and adolescent mathematics achievement was present (β = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self-concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Representing the Electromagnetic Field: How Maxwell's Mathematics Empowered Faraday's Field Theory

NASA Astrophysics Data System (ADS)

Tweney, Ryan D.

2011-07-01

James Clerk Maxwell `translated' Michael Faraday's experimentally-based field theory into the mathematical representation now known as `Maxwell's Equations.' Working with a variety of mathematical representations and physical models Maxwell extended the reach of Faraday's theory and brought it into consistency with other results in the physics of electricity and magnetism. Examination of Maxwell's procedures opens many issues about the role of mathematical representation in physics and the learning background required for its success. Specifically, Maxwell's training in `Cambridge University' mathematical physics emphasized the use of analogous equations across fields of physics and the repeated solving of extremely difficult problems in physics. Such training develops an array of overlearned mathematical representations supported by highly sophisticated cognitive mechanisms for the retrieval of relevant information from long term memory. For Maxwell, mathematics constituted a new form of representation in physics, enhancing the formal derivational and calculational role of mathematics and opening a cognitive means for the conduct of `experiments in the mind' and for sophisticated representations of theory.

Addressing the Needs of a Developing Nation: Electronic Maps of Mathematical Learning Resources Accessible via the Internet

ERIC Educational Resources Information Center

Fathurrohman, Maman; Porter, Anne

2012-01-01

Teaching and learning of mathematics are integral parts of societies throughout the world. The fundamental or core nature of mathematics, its compulsory acquisition, requires high quality mathematics learning experiences. Moreover it is highly desirable that the emergence of new technology positively influences learning experiences in mathematics.…

Pre-Service Teachers' Developing Conceptions about the Nature and Pedagogy of Mathematical Modeling in the Context of a Mathematical Modeling Course

ERIC Educational Resources Information Center

Cetinkaya, Bulent; Kertil, Mahmut; Erbas, Ayhan Kursat; Korkmaz, Himmet; Alacaci, Cengiz; Cakiroglu, Erdinc

2016-01-01

Adopting a multitiered design-based research perspective, this study examines pre-service secondary mathematics teachers' developing conceptions about (a) the nature of mathematical modeling in simulations of "real life" problem solving, and (b) pedagogical principles and strategies needed to teach mathematics through modeling. Unlike…

Evolution of Mathematics Teachers' Pedagogical Knowledge When They Are Teaching through Modeling

ERIC Educational Resources Information Center

Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Alacaci, Cengiz; Cakiroglu, Erdinc; Cetinkaya, Bulent

2017-01-01

Use of mathematical modeling in mathematics education has been receiving significant attention as a way to develop students' mathematical knowledge and skills. As effective use of modeling in classes depends on the competencies of teachers we need to know more about the nature of teachers' knowledge to use modeling in mathematics education and how…

Learning Mathematics in High School Courses beyond Mathematics: Combating the Need for Post-Secondary Remediation in Mathematics

ERIC Educational Resources Information Center

Young, R. Brent; Hodge, Angie; Edwards, M. Craig; Leising, James G.

2012-01-01

The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematics concepts than those students who…

Exploring Yellowstone National Park with Mathematical Modeling

ERIC Educational Resources Information Center

Wickstrom, Megan H.; Carr, Ruth; Lackey, Dacia

2017-01-01

Mathematical modeling, a practice standard in the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), is a process by which students develop and use mathematics as a tool to make sense of the world around them. Students investigate a real-world situation by asking mathematical questions; along the way, they need to decide how to use…

A Synthesis of Technology-Mediated Mathematics Interventions for Students with or at Risk for Mathematics Learning Disabilities

ERIC Educational Resources Information Center

Kiru, Elisheba W.; Doabler, Christian T.; Sorrells, Audrey M.; Cooc, North A.

2018-01-01

With the increasing availability of technology and the emphasis on science, technology, engineering, and mathematics education, there is an urgent need to understand the impact of technology-mediated mathematics (TMM) interventions on student mathematics outcomes. The purpose of this study was to review studies on TMM interventions that target the…

Middle School Mathematics Students' Perspectives on the Study of Mathematics

ERIC Educational Resources Information Center

Vaughn, Christy H.

2012-01-01

This qualitative study addressed the perceptions toward the study of mathematics by middle school students who had formerly been in a remedial mathematics program. The purpose of the study was to explore the past experiences of nine students in order to determine what is needed for them to feel successful in mathematics. The conceptual framework…

Relationships of Mathematics Anxiety, Mathematics Self-Efficacy and Mathematics Performance of Adult Basic Education Students

ERIC Educational Resources Information Center

Watts, Beverly Kinsey

2011-01-01

Competent mathematical skills are needed in the workplace as well as in the college setting. Adults in Adult Basic Education classes and programs generally perform below high school level competency, but very few studies have been performed investigating the predictors of mathematical success for adults. The current study contributes to the…

Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices

ERIC Educational Resources Information Center

Charalambous, Charalambos Y.

2016-01-01

Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice…

Special Education Teachers' Views on Using Technology in Teaching Mathematics

ERIC Educational Resources Information Center

Baglama, Basak; Yikmis, Ahmet; Demirok, Mukaddes Sakalli

2017-01-01

Individuals with special needs require support in acquiring various academic and social skills and mathematical skills are one of the most important skills in which individuals with special needs need to acquire in order to maintain their daily lives. Current approaches in education emphasize the importance of integrating technology into special…

Mathematics: PROJECT DESIGN. Educational Needs, Fresno, 1968, Number 12.

ERIC Educational Resources Information Center

Smart, James R.

This report examines and summarizes the needs in mathematics of the Fresno City school system. The study is one in a series of needs assessment reports for PROJECT DESIGN, an ESEA Title III project administered by the Fresno City Unified School District. Theoretical concepts, rather than computational drill, would be emphasized in the proposed…

Using Confirmatory Factor Analysis to Validate the Chamberlin Affective Instrument for Mathematical Problem Solving with Academically Advanced Students

ERIC Educational Resources Information Center

Chamberlin, Scott A.; Moore, Alan D.; Parks, Kelly

2017-01-01

Background: Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. Aims: The study was conducted to norm the CAIMPS (instrument) with gifted…

Mathematical description and program documentation for CLASSY, an adaptive maximum likelihood clustering method

NASA Technical Reports Server (NTRS)

Lennington, R. K.; Rassbach, M. E.

1979-01-01

Discussed in this report is the clustering algorithm CLASSY, including detailed descriptions of its general structure and mathematical background and of the various major subroutines. The report provides a development of the logic and equations used with specific reference to program variables. Some comments on timing and proposed optimization techniques are included.

SKOPE-IT (Shareable Knowledge Objects as Portable Intelligent Tutors): Overlaying Natural Language Tutoring on an Adaptive Learning System for Mathematics

ERIC Educational Resources Information Center

Nye, Benjamin D.; Pavlik, Philip I., Jr.; Windsor, Alistair; Olney, Andrew M.; Hajeer, Mustafa; Hu, Xiangen

2018-01-01

Background: This study investigated learning outcomes and user perceptions from interactions with a hybrid intelligent tutoring system created by combining the AutoTutor conversational tutoring system with the Assessment and Learning in Knowledge Spaces (ALEKS) adaptive learning system for mathematics. This hybrid intelligent tutoring system (ITS)…

Worldviews, Religions, and Beliefs about Teaching and Learning: Perception of Mathematics Teachers with Different Religious Backgrounds

ERIC Educational Resources Information Center

Chan, Yip-Cheung; Wong, Ngai-Ying

2014-01-01

Beliefs about mathematics education and their influences on teaching practices have been widely investigated in recent decades. There have been numerous empirical studies on the influences of religions on teachers' and students' beliefs about subjects such as sciences and language. However, the influences of worldviews in general and…

The Negative Numbers. A Source-Work Collection for In-Service and Pre-Service Teacher Courses.

ERIC Educational Resources Information Center

Arcavi, A.; Bruckheimer, M.

These materials on negative numbers are designed for use in workshops for pre- and in-service teacher training, especially for teachers in junior high schools. The general aims are: to improve teachers' mathematical knowledge of topics, to enrich teachers' mathematical background, to allow opportunity to discuss relevant didactics, and to create a…

Conceptualizing the African American Mathematics Teacher as a Key Figure in the African American Education Historical Narrative

ERIC Educational Resources Information Center

Clark, Lawrence M.; Jones Frank, Toya; Davis, Julius

2013-01-01

Background/Context: Historians and researchers have documented and explored the work and role of African American teachers in the U.S. educational system, yet there has been limited attention to the specific work, role, and experiences of African American mathematics teachers. To meaningfully and responsibly conceptualize the role of African…

The Irrational Numbers. A Source-Work Collection for In-Service and Pre-Service Teacher Courses.

ERIC Educational Resources Information Center

Arcavi, A.; Bruckheimer, M.

These materials on irrational numbers are designed for use in workshops for pre- and in-service teacher training, especially for teachers in junior high schools. The general aims are: to improve teachers' mathematical knowledge of topics, to enrich teachers' mathematical background, to allow opportunity to discuss relevant didactics, and to create…

Sound Off: The Myth of Differentiation in Mathematics--Providing Maximum Growth

ERIC Educational Resources Information Center

O'Roark, Jason Lee

2013-01-01

After serving as a high school math teacher in Maryland for three years, the author moved to teaching sixth-grade math. His high school background led him to differentiate differently than his colleagues. The article discusses his observations and his conclusions and offers a plan to implement changes in the way mathematics is taught through…

The Cognitive Underpinnings of Emerging Mathematical Skills: Executive Functioning, Patterns, Numeracy, and Arithmetic

ERIC Educational Resources Information Center

Lee, Kerry; Ng, Swee Fong; Pe, Madeline Lee; Ang, Su Yin; Hasshim, Muhammad Nabil Azhar Mohd; Bull, Rebecca

2012-01-01

Background: Exposure to mathematical pattern tasks is often deemed important for developing children's algebraic thinking skills. Yet, there is a dearth of evidence on the cognitive underpinnings of pattern tasks and how early competencies on these tasks are related to later development. Aims: We examined the domain-specific and domain-general…

Case Studies of a Robot-Based Game to Shape Interests and Hone Proportional Reasoning Skills

ERIC Educational Resources Information Center

Alfieri, Louis; Higashi, Ross; Shoop, Robin; Schunn, Christian D.

2015-01-01

Background: Robot-math is a term used to describe mathematics instruction centered on engineering, particularly robotics. This type of instruction seeks first to make the mathematics skills useful for robotics-centered challenges, and then to help students extend (transfer) those skills. A robot-math intervention was designed to target the…

CHARACTERISTICS OF THE TECHNICAL EDUCATION STUDENT.

ERIC Educational Resources Information Center

MILLER, AARON J.

THE POST-HIGH SCHOOL TRAINEE SHOULD BE A HIGH SCHOOL GRADUATE OR THE EQUIVALENT. A FAIR DEGREE OF PROFICIENCY IN MATHEMATICS AND SCIENCE IS REQUIRED. IT IS REASONABLE TO EXPECT THE COMPLETION OF 2 YEARS OF HIGH SCHOOL MATHEMATICS AND 1 YEAR OF HIGH SCHOOL SCIENCE. SOME BACKGROUND IN DRAFTING AND SHOP IS DESIRABLE. THE STUDENT SHOULD BE AVERAGE OR…

Pre-Service Teachers' Views of the Maths Talent Quest (MTQ): Connecting Mathematical Concepts to Everyday Tasks and Experiences

ERIC Educational Resources Information Center

Baum, Prudence; Perera, Radhika

2017-01-01

Mathematics needs to take on a real-world quality, and students need to be able to identify and connect the value of what they are learning within the classroom to life outside the classroom. Creating a connection between the mathematics learned within a classroom and its value to life in the outside world is critical to effectively engage…

Virtual Environments for Mathematics and Geometry Education

ERIC Educational Resources Information Center

Kaufmann, Hannes

2009-01-01

Since ancient times mathematicians and geometricians have used visualisations to describe, discuss, study and teach mathematics. In mathematics education, visualisations are still used whenever possible to support teaching, to inspire students and feed their need to actually see abstract mathematical facts. In our times, virtual reality presents a…

Restoring Scholarship to Collegiate Mathematics.

ERIC Educational Resources Information Center

Steen, Lynn Arthur

1986-01-01

Needs of collegiate mathematics across the nation are considered, and suggestions are offered to the National Science Foundation (NSF) by a professor of Mathematics at St. Olaf College (Minnesota). Changes in mathematics content, scope, and applications have implications for the college curriculum. Problems and challenges are posed by: increased…

Fostering Sex Equity in Math.

ERIC Educational Resources Information Center

Moody, Charles D.; Linn, Eleanor

1986-01-01

The role of mathematics as a critical determiner of employment is noted, and the "significant absence of women and minority students in mathematics classes" is given attention. The need to gain competence in mathematics skills and confidence in mathematical abilities calls for programs to increase student participation, motivation, and…

Standards for Reporting Mathematics Professional Development in Research Studies

ERIC Educational Resources Information Center

Sztajn, Paola

2011-01-01

This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. (Contains 2 tables.)

Pre-service science teachers' perceptions of mathematics courses in a science teacher education programme

NASA Astrophysics Data System (ADS)

Incikabi, Lutfi; Serin, Mehmet Koray

2017-08-01

Most science departments offer compulsory mathematics courses to their students with the expectation that students can apply their experience from the mathematics courses to other fields of study, including science. The current study first aims to investigate the views of pre-service science teachers of science-teaching preparation degrees and their expectations regarding the difficulty level of mathematics courses in science-teaching education programmes. Second, the study investigates changes and the reasons behind the changes in their interest regarding mathematics after completing these courses. Third, the current study seeks to reveal undergraduate science teachers' opinions regarding the contribution of undergraduate mathematics courses to their professional development. Being qualitative in nature, this study was a case study. According to the results, almost all of the students considered that undergraduate mathematics courses were 'difficult' because of the complex and intensive content of the courses and their poor background mathematical knowledge. Moreover, the majority of science undergraduates mentioned that mathematics would contribute to their professional development as a science teacher. On the other hand, they declared a negative change in their attitude towards mathematics after completing the mathematics courses due to continuous failure at mathematics and their teachers' lack of knowledge in terms of teaching mathematics.

The Mathematics Attitudes and Perceptions Survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students

NASA Astrophysics Data System (ADS)

Code, Warren; Merchant, Sandra; Maciejewski, Wes; Thomas, Matthew; Lo, Joseph

2016-08-01

One goal of an undergraduate education in mathematics is to help students develop a productive disposition towards mathematics. A way of conceiving of this is as helping mathematical novices transition to more expert-like perceptions of mathematics. This conceptualization creates a need for a way to characterize students' perceptions of mathematics in authentic educational settings. This article presents a survey, the Mathematics Attitudes and Perceptions Survey (MAPS), designed to address this need. We present the development of the MAPS instrument and its validation on a large (N = 3411) set of student data. Results from various MAPS implementations corroborate results from analogous instruments in other STEM disciplines. We present these results and highlight some in particular: MAPS scores correlate with course grades; students tend to move away from expert-like orientations over a semester or year of taking a mathematics course; and interactive-engagement type lectures have less of a negative impact, but no positive impact, on students' overall orientations than traditional lecturing. We include the MAPS instrument in this article and suggest ways in which it may deepen our understanding of undergraduate mathematics education.

Mathematics in the lower primary years: A research-based perspective on curricula and teaching practice

NASA Astrophysics Data System (ADS)

Wright, Bob

1994-07-01

Drawing on current research the author explicates twelve assertions relating to curricula, teaching, learners and learning environments in lower primary school mathematics. Topics discussed include: unchanging and under-challenging curricula; the need for greater emphasis on developing children's verbal number strategies and number sense, and on activities specifically suited to prenumerical children; curriculum constraints on teachers; the role of problem solving and differing interpretations of problem solving; the need for a better understanding of how children learn mathematics; differences in children's knowledge; "anti-interventionism," discovery learning, constructivism, children's autonomy and developmental learning; the need for compensatory programs; and learning in collaborative settings. The author concludes that learning and teaching lower primary mathematics continues to be an important area of focus and challenge for teachers and researchers.

Lessons from the Past Look to the Future.

ERIC Educational Resources Information Center

Howden, Hilde

2000-01-01

Technological advances and many other changes in society change how and what students learn. Indicates the need to learn lessons from the past in order to be more mathematically literate and broaden the mathematics curriculum to a mathematical sciences curriculum that incorporates 21st century mathematics. (Contains 14 references.) (ASK)

Mathematics Courses for the Prospective Teacher.

ERIC Educational Resources Information Center

Kistler, Barbara C.

This paper suggests that faculty at two-year institutions need to become partners with colleges of education and K-12 teachers of mathematics in preparing future mathematics teachers. The paper presents the following: a summary of recommendations on programs for prospective teachers; a summary of recommendations about mathematics courses for…

Gender Differences in Mathematics: Does the Story Need to Be Rewritten?

ERIC Educational Resources Information Center

Brunner, Martin; Krauss, Stefan; Kunter, Mareike

2008-01-01

Empirical studies of high school mathematics typically report small gender differences in favor of boys. The present article challenges this established finding by comparing two competing structural conceptions of mathematical ability. The standard model assumes mathematical ability alone to account for the interindividual differences observed on…

Teaching Gifted Children Mathematics in Grades Four Through Six.

ERIC Educational Resources Information Center

Gensley, Juliana T.

Intended for teachers of gifted students in grades 4-6, the guide emphasizes the need for specialized instruction in mathematics, suggests methods for teaching mathematical facts and concepts, describes approaches and materials to develop students' understanding of mathematical principles, and explores ways to build skills and creativity. Stressed…

Utah's New Mathematics Core

ERIC Educational Resources Information Center

Utah State Office of Education, 2011

2011-01-01

Utah has adopted more rigorous mathematics standards known as the Utah Mathematics Core Standards. They are the foundation of the mathematics curriculum for the State of Utah. The standards include the skills and understanding students need to succeed in college and careers. They include rigorous content and application of knowledge and reflect…

Pose and Solve Varignon Converse Problems

ERIC Educational Resources Information Center

Contreras, José N.

2014-01-01

The activity of posing and solving problems can enrich learners' mathematical experiences because it fosters a spirit of inquisitiveness, cultivates their mathematical curiosity, and deepens their views of what it means to do mathematics. To achieve these goals, a mathematical problem needs to be at the appropriate level of difficulty,…

Ethical Dimensions of Mathematics Education

ERIC Educational Resources Information Center

Boylan, Mark

2016-01-01

The relationships between mathematics, mathematics education and issues such as social justice and equity have been addressed by the sociopolitical tradition in mathematics education. Others have introduced explicit discussion of ethics, advocating for its centrality. However, this is an area that is still under developed. There is a need for an…

Mathematical Literacy--It's Become Fundamental

ERIC Educational Resources Information Center

McCrone, Sharon Soucy; Dossey, John A.

2007-01-01

The rising tide of numbers and statistics in daily life signals a need for a fundamental broadening of the concept of literacy: mathematical literacy assuming a coequal role in the curriculum alongside language-based literacy. Mathematical literacy is not about studying higher levels of formal mathematics, but about making math relevant and…

Learning over Time: Learning Trajectories in Mathematics Education

ERIC Educational Resources Information Center

Maloney, Alan P., Ed.; Confrey, Jere, Ed.; Nguyen, Kenny H., Ed.

2014-01-01

The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics--how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings--and how to use these insights to improve instruction and student learning. In this…

A New Start for Mathematics Curriculum.

ERIC Educational Resources Information Center

Tucker, Alan

Arguing that a major re-thinking of the mathematics curriculum is needed, this paper urges two-year colleges to take the lead in curriculum revision. Section I suggests that the pre-calculus orientation of high school mathematics may be inappropriate, viewing mathematics related to computers and dependent on computers for computation as more…

Investigating Task Design, Classroom Culture and Mathematics Learning: An Enactivist Approach

ERIC Educational Resources Information Center

Lozano, Maria-Dolores

2017-01-01

In this paper I introduce a methodological approach that can be useful for investigating relationships between mathematics tasks, mathematical classroom cultures and mathematics learning. This proposal responds to a need, identified in the literature, for "further research which uses alternative methods to understand student perspectives more…

Strategies for Teaching Developmental Mathematics Students at the College Level

ERIC Educational Resources Information Center

Swaincott Kautz, Natalie Lynn

2016-01-01

The purpose of this investigation was to identify strategies used by effective instructors of developmental mathematics, and to discover the perceptions developmental mathematics students have about these strategies. While there are research projects focusing solely on developmental mathematics achievement, this study fills a need by incorporating…

Topics in Mathematics.

ERIC Educational Resources Information Center

Posey, Johnsie Jo, Ed.; And Others

This manual is a collection of materials and teaching strategies to motivate the development of mathematical ideas in secondary school mathematics programs or in beginning college mathematics programs. The unit is written for the instructor with step-by-step procedures including lists of needed materials. The exercises in this unit also appear in…

Mathematical Problem Solving Ability of Eleventh Standard Students

ERIC Educational Resources Information Center

Priya, J. Johnsi

2017-01-01

There is a general assertion among mathematics instructors that learners need to acquire problem solving expertise, figure out how to communicate using mathematics knowledge and aptitude, create numerical reasoning and thinking, to see the interconnectedness amongst mathematics and other subjects. Based on this perspective, the present study aims…

Delivering Online Professional Development in Mathematics to Rural Educators

ERIC Educational Resources Information Center

Cady, Jo; Rearden, Kristin

2009-01-01

Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers'…

Tracking Developmental Students into Their First College Level Mathematics Course

ERIC Educational Resources Information Center

Waycaster, Pansy

2011-01-01

A recent SACS review at the author's institution prompted an assessment of the school's developmental mathematics program. The author needed to examine the effectiveness of the developmental mathematics courses in preparing students for their first college level mathematics course. Rather than just examine success rates in developmental…

Mathematical Difficulty: Does Early Intervention Enhance Mathematical Performance?

ERIC Educational Resources Information Center

Graham, Jennifer

2008-01-01

The need to ask educators about their opinions on the subject to what extent early intervention methods enhance mathematical performance is long overdue. The purpose of this quantitative research is to examine the extent to which teachers agree that early intervention methods enhance the mathematical performance of students with mathematical…

Mathematical Modeling with Middle School Students: The Robot Art Model-Eliciting Activity

ERIC Educational Resources Information Center

Stohlmann, Micah S.

2017-01-01

Internationally mathematical modeling is garnering more attention for the benefits associated with it. Mathematical modeling can develop students' communication skills and the ability to demonstrate understanding through different representations. With the increased attention on mathematical modeling, there is a need for more curricula to be…

Mathematics Teaching as Praxis

ERIC Educational Resources Information Center

Grootenboer, Peter; Edwards-Groves, Christine

2014-01-01

In this paper we argue that mathematics teaching can be conceptualised as a form of praxis. Viewing mathematics teaching as praxis foregrounds the moral nature of teaching and the educational practices that are developed in response to the educational needs in particular sites. The case for praxis in mathematics education is then made by drawing…

Effects of Gender-Based Instruction on Fifth Graders' Attitudes toward Mathematics

ERIC Educational Resources Information Center

Oswald, Deborah R.

2009-01-01

Differences in male and female brains may impact the way girls and boys process mathematics and underscores the need for research that examines modification of mathematics instruction according to gender differences. Based in constructivist theory, this mixed-methods study investigated the effect of mathematics instruction modified according to…

Calculus of Elementary Functions, Part I. Teacher's Commentary. Revised Edition.

ERIC Educational Resources Information Center

Herriot, Sarah T.; And Others

This course is intended for students who have a thorough knowledge of college preparatory mathematics including algebra, axiomatic geometry, trigonometry, and analytic geometry. It does not assume they have acquired a background of elementary functions. This teacher's guide contains background information, suggested instructional procedures, and…

Demographic Profile and Perceived Inset Needs of Secondary Mathematics Teachers in Limpopo Province

ERIC Educational Resources Information Center

Rakumako, Angeline; Laugksch, Rüdiger

2010-01-01

The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the "Science Teacher Inventory of Needs for Limpopo province" ("STIN-LP"). Most teachers who responded to this survey teach at a rural or township…

Equity and spatial reasoning: reducing the mathematical achievement gap in gender and social disadvantage

NASA Astrophysics Data System (ADS)

Lowrie, Tom; Jorgensen, Robyn

2018-03-01

Since the early 70s, there has been recognition that there are specific differences in achievement based on variables, such as gender and socio-economic background, in terms of mathematics performance. However, these differences are not unilateral but rather quite specific and relate strongly to spatial reasoning. This early work has paved the way for thinking critically about who achieves in mathematics and why. This project innovatively combines the strengths of the two Chief Investigators—Lowrie's work in spatial reasoning and Jorgensen's work in equity. The assumptions, the approach and theoretical framing used in the study unite quite disparate areas of mathematics education into a cogent research program that seeks to challenge some of the long-held views in the field of mathematics education.

One Point of View: Elementary School Mathematics Specialists: Where Are They?

ERIC Educational Resources Information Center

Dossey, John A.

1984-01-01

A plea is made for the mathematics education community to support the need for elementary school mathematics specialists. Roles of such specialists in primary as well as intermediate grades are listed. (MNS)

What Is the Difference between a Puzzle and a Maths Question?

ERIC Educational Resources Information Center

Eastaway, Robert

1997-01-01

Discusses the differences between puzzles and mathematics questions. Argues that mathematics teachers need to be thoroughly grounded in the well-documented recreational side of mathematics and be encouraged to use it. (JRH)

Developing an Instrument for Measuring Teachers' Mathematics Content Knowledge on Ratio and Proportion: A Case of Indonesian Primary Teachers

ERIC Educational Resources Information Center

Ekawati, Rooselyna; Lin, Fou-Lai; Yang, Kai-Lin

2015-01-01

In this study, we developed an instrument for assessing teachers' mathematics content knowledge (MCK) on ratio and proportion and examined the profile of Indonesian primary teacher's MCK on this topic. The MCK items were administered to 271 Indonesian in-service primary teachers with a variety of educational backgrounds and teaching experiences.…

Enhancing Interdisciplinary Mathematics and Biology Education: A Microarray Data Analysis Course Bridging These Disciplines

ERIC Educational Resources Information Center

Tra, Yolande V.; Evans, Irene M.

2010-01-01

"BIO2010" put forth the goal of improving the mathematical educational background of biology students. The analysis and interpretation of microarray high-dimensional data can be very challenging and is best done by a statistician and a biologist working and teaching in a collaborative manner. We set up such a collaboration and designed a course on…

Family Backgrounds of Young Asian Americans Who Reason Extremely Well Mathematically.

ERIC Educational Resources Information Center

Moore, Sara Delano; Stanley, Julian C.

From a group of 292 youth (269 male, 23 female) who scored 700-800 on the mathematical portion of the College Board's Scholastic Aptitude Test (SAT-M) before age 13, the subscale of 68 students who were of Asian descent (55 males, 13 females) were asked to complete a questionnaire concerning their parents' and grandparents' educational and…

The Effects of Using Exploratory Computerized Environments in Grades 1 to 8 Mathematics: A Meta-Analysis of Research

ERIC Educational Resources Information Center

Sokolowski, Andrzej; Li, Yeping; Willson, Victor

2015-01-01

Background: The process of problem solving is difficult for students; thus, mathematics educators have made multiple attempts to seek ways of making this process more accessible to learners. The purpose of this study was to examine the effect size statistic of utilizing exploratory computerized environments (ECEs) to support the process of word…

Visual Working Memory and Number Sense: Testing the Double Deficit Hypothesis in Mathematics

ERIC Educational Resources Information Center

Toll, Sylke W. M.; Kroesbergen, Evelyn H.; Van Luit, Johannes E. H.

2016-01-01

Background: Evidence exists that there are two main underlying cognitive factors in mathematical difficulties: working memory and number sense. It is suggested that real math difficulties appear when both working memory and number sense are weak, here referred to as the double deficit (DD) hypothesis. Aims: The aim of this study was to test the DD…

2012 National Survey of Science and Mathematics Education: Compendium of Tables for High School Biology

ERIC Educational Resources Information Center

Horizon Research, Inc., 2013

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. This compendium, one of a series, details the results of a survey of high school…

A New Model for the Integration of Science and Mathematics: The Balance Model

ERIC Educational Resources Information Center

Kiray, S. Ahmet

2012-01-01

The aim of this study is to develop an integrated scientific and mathematical model that is suited to the background of Turkish teachers. The dimensions of the model are given and compared to the models which have been previously developed and the findings of earlier studies on the topic. The model is called the balance, reflecting the…

2012 National Survey of Science and Mathematics Education: Compendium of Tables for High School Physics

ERIC Educational Resources Information Center

Horizon Research, Inc., 2013

2013-01-01

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. This compendium, one of a series, details the results of a survey of high school…

Concepts of Mathematics for Students of Physics and Engineering: A Dictionary

NASA Technical Reports Server (NTRS)

Kolecki, Joseph C.

2003-01-01

A physicist with an engineering background, the author presents a mathematical dictionary containing material encountered over many years of study and professional work at NASA. This work is a compilation of the author's experience and progress in the field of study represented and consists of personal notes and observations that can be used by students in physics and engineering.

Cognitive Backgrounds of Problem Solving: A Comparison of Open-Ended vs. Closed Mathematics Problems

ERIC Educational Resources Information Center

Bahar, Abdulkadir; Maker, C. June

2015-01-01

Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of elementary…

Equity in Mathematics and Science Outcomes: Characteristics Associated with High and Low Achievement on PISA 2006 in Ireland

ERIC Educational Resources Information Center

Gilleece, Lorraine; Cosgrove, Jude; Sofroniou, Nick

2010-01-01

Equity in education is a key concern internationally; however, it is rare that this issue is examined separately for low- and high-achieving students and concurrently across different subject domains. This study examines student and school background characteristics associated with low and high achievement in mathematics and science on the…

Revisiting Mathematical Problem Solving and Posing in the Digital Era: Toward Pedagogically Sound Uses of Modern Technology

ERIC Educational Resources Information Center

Abramovich, S.

2014-01-01

The availability of sophisticated computer programs such as "Wolfram Alpha" has made many problems found in the secondary mathematics curriculum somewhat obsolete for they can be easily solved by the software. Against this background, an interplay between the power of a modern tool of technology and educational constraints it presents is…

Mathematical modeling and validation of growth of Salmonella Enteritidis and background microorganisms in potato salad – one-step kinetic analysis and model development

USDA-ARS?s Scientific Manuscript database

This study was conducted to examine the growth of Salmonella Enteritidis (SE) in potato salad caused by cross-contamination and temperature abuse, and develop mathematical models to predict its growth. The growth of SE was investigated under constant temperature conditions (8, 10, 15, 20, 25, 30, a...

Leader Perceptions and Student Achievement: An Examination of Reading and Mathematics International Test Results in Korea and the USA

ERIC Educational Resources Information Center

Shin, Seon-Hi; Slater, Charles L.; Ortiz, Steve

2017-01-01

Purpose: The purpose of this paper is to examine what factors affect student achievement in reading and mathematics. The research questions addressed the perceptions of school principals and background characteristics related to student achievement in Korea and the USA with respect to differences among students in low, middle and high quantiles.…

Human movement analysis using stereophotogrammetry. Part 1: theoretical background.

PubMed

Cappozzo, Aurelio; Della Croce, Ugo; Leardini, Alberto; Chiari, Lorenzo

2005-02-01

This paper sets the stage for a series of reviews dealing with the problems associated with the reconstruction and analysis of in vivo skeletal system kinematics using optoelectronic stereophotogrammetric data. Instantaneous bone position and orientation and joint kinematic variable estimations are addressed in the framework of rigid body mechanics. The conceptual background to these exercises is discussed. Focus is placed on the experimental and analytical problem of merging the information relative to movement and that relative to the morphology of the anatomical body parts of interest. The various global and local frames that may be used in this context are defined. Common anatomical and mathematical conventions that can be used to describe joint kinematics are illustrated in a comparative fashion. The authors believe that an effort to systematize the different theoretical and experimental approaches to the problems involved and related nomenclatures, as currently reported in the literature, is needed to facilitate data and knowledge sharing, and to provide renewed momentum for the advancement of human movement analysis.

A theoretical and practical clarification on the calculation of reflection loss for microwave absorbing materials

NASA Astrophysics Data System (ADS)

Liu, Ying; Zhao, Kun; Drew, Michael G. B.; Liu, Yue

2018-01-01

Reflection loss is usually calculated and reported as a function of the thickness of microwave absorption material. However, misleading results are often obtained since the principles imbedded in the popular methods contradict the fundamental facts that electromagnetic waves cannot be reflected in a uniform material except when there is an interface and that there are important differences between the concepts of characteristic impedance and input impedance. In this paper, these inconsistencies have been analyzed theoretically and corrections provided. The problems with the calculations indicate a gap between the background knowledge of material scientists and microwave engineers and for that reason a concise review of transmission line theory is provided along with the mathematical background needed for a deeper understanding of the theory of reflection loss. The expressions of gradient, divergence, Laplacian, and curl operators in a general orthogonal coordinate system have been presented including the concept of reciprocal vectors. Gauss's and Stokes's theorems have been related to Green's theorem in a novel way.

The way adults with orientation to mathematics teaching cope with the solution of everyday real-world problems

NASA Astrophysics Data System (ADS)

Gazit, Avikam; Patkin, Dorit

2012-03-01

The article aims to check the way adults, some who are practicing mathematics teachers at elementary school, some who are academicians making a career change to mathematics teachers at junior high school and the rest who are pre-service mathematics teachers at elementary school, cope with the solution of everyday real-world problems of buying and selling. The findings show that even adults with mathematical background tend to make mistakes in solving everyday real-world problems. Only about 70% of the adults who have an orientation to mathematics solved the sample problem correctly. The lowest percentage of success was demonstrated by the academicians making a career change to junior high school mathematics teachers whereas the highest percentage of success was manifested by pre-service elementary school mathematics teachers. Moreover, the findings illustrate that life experience of the practicing mathematics teachers and, mainly, of the academicians making a career change, who were older than the pre-service teachers, did not facilitate the solution of such a real-world problem. Perhaps the reason resides in the process of mathematics teaching at school, which does not put an emphasis on the solution of everyday real-world problems.

Rigorous Mathematical Thinking Approach to Enhance Students’ Mathematical Creative and Critical Thinking Abilities

NASA Astrophysics Data System (ADS)

Hidayat, D.; Nurlaelah, E.; Dahlan, J. A.

2017-09-01

The ability of mathematical creative and critical thinking are two abilities that need to be developed in the learning of mathematics. Therefore, efforts need to be made in the design of learning that is capable of developing both capabilities. The purpose of this research is to examine the mathematical creative and critical thinking ability of students who get rigorous mathematical thinking (RMT) approach and students who get expository approach. This research was quasi experiment with control group pretest-posttest design. The population were all of students grade 11th in one of the senior high school in Bandung. The result showed that: the achievement of mathematical creative and critical thinking abilities of student who obtain RMT is better than students who obtain expository approach. The use of Psychological tools and mediation with criteria of intentionality, reciprocity, and mediated of meaning on RMT helps students in developing condition in critical and creative processes. This achievement contributes to the development of integrated learning design on students’ critical and creative thinking processes.

Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies

ERIC Educational Resources Information Center

Linder, Sandra M.; Powers-Costello, Beth; Stegelin, Dolores A.

2011-01-01

Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical skills that will be needed later in life. In this article, the authors make a case for…

An Ideology Critique of the Use-Value of Mathematics

ERIC Educational Resources Information Center

Pais, Alexandre

2013-01-01

The idea that mathematics is needed for our mundane everyday activities has raised the question of how people deal with mathematics outside the school walls. Much has been written in mathematics education research about the possibility of transferring knowledge from and into school. Whereas the majority of this literature commends the possibility…

eText, Mathematics, and Students with Visual Impairments: "What Teachers Need to Know"

ERIC Educational Resources Information Center

Bouck, Emily C.; Meyer, Nancy K.

2012-01-01

Mathematics is an important educational component for students with visual impairments, and technology to support the access to and success of students with visual impairments in mathematics is essential. However, little research exists. This particular paper explores one aspect of technology and mathematics education for students with visual…

National Mathematics Advisory Panel Reports of the Task Groups and Subcommittees

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

For students to compete in the 21st-century global economy, knowledge of and proficiency in mathematics are critical. Whether headed to college or to the workforce, today's high school graduates need solid mathematics skill. The National Mathematics Advisory Panel was created in 2006 and charged with reviewing the best available scientific…

Observing and Analyzing Children's Mathematical Development, Based on Action Theory

ERIC Educational Resources Information Center

Bunck, M. J. A.; Terlien, E.; van Groenestijn, M.; Toll, S. W. M.; Van Luit, J. E. H.

2017-01-01

Children who experience difficulties with learning mathematics should be taught by teachers who focus on the child's best way of learning. Analyses of the mathematical difficulties are necessary for fine-tuning mathematics education to the needs of these children. For this reason, an instrument for Observing and Analyzing children's Mathematical…

Motivating Prospective Elementary School Teachers to Learn Mathematics by Focusing upon Children's Mathematical Thinking

ERIC Educational Resources Information Center

Philipp, Randolph A.

2008-01-01

Elementary school children in the United States are not developing acceptable levels of mathematical proficiency (National Center for Education Statistics, 1999), and a major concern of teacher educators is that teachers lack the depth and flexibility of mathematical understanding and the corresponding beliefs they need to teach for proficiency…

SEVENTH GRADE MATHEMATICS FOR THE ACADEMICALLY TALENTED, TEACHERS' GUIDE.

ERIC Educational Resources Information Center

HORN, R.A.

MATERIALS FOR BOTH ENRICHED AND ACCELERATED MATHEMATICS COURSES ARE GIVEN. THE PRESENTATION OF THE MATERIALS IS INTENDED FOR EASY ADAPTATION OF MODIFICATION TO MEET THE NEEDS OF MOST MATHEMATICS CLASSES. SUGGESTIONS AND SUPPLEMENTARY REFERENCES IN EACH UNIT ARE OFFERED AS AIDS TO THE MATHEMATICS TEACHER IN REGULAR OR ACCELERATED CLASS. UNITS…

Parent-Child Mathematical Interactions: Examining Self-Report and Direct Observation

ERIC Educational Resources Information Center

Missall, Kristen N.; Hojnoski, Robin L.; Moreano, Ginna

2017-01-01

Variability in children's early-learning home environments points to the need to better understand specific mechanisms of early mathematical development. We used a sample of 66 parent-preschool child dyads to describe parent-reported mathematical activities in the home and observed parent-child mathematical activities in a semi-structured play…

The Effects of Teacher Collaboration in Grade 9 Applied Mathematics

ERIC Educational Resources Information Center

Egodawatte, Gunawardena; McDougall, Douglas; Stoilescu, Dorian

2011-01-01

The current emphasis of many mathematics education reform documents is on the need to change the environment of mathematics classrooms from the transmission of knowledge by the teacher to the transaction of knowledge between the teacher and the students which promotes mathematical investigation and exploration. In this article, we discuss the…

Using Five-Frames in Preschool Mathematics Instruction

ERIC Educational Resources Information Center

Rizer, Jennifer

2017-01-01

Mathematics education is a critical part of instruction for students around the globe. The foundation for understanding basic mathematical concepts begins early in life. Preschool classrooms can provide the early skills in mathematical reasoning that will be needed later in life. In this study, the author sought to determine if the use of…

An Introduction to Equilibrium Thermodynamics: A Rational Approach to Its Teaching. Part 1: Notation and Mathematics.

ERIC Educational Resources Information Center

Williams, Donald F.; Glasser, David

1991-01-01

Introduces and develops mathematical notation to assist undergraduate students in overcoming conceptual difficulties involving the underlying mathematics of state functions, which tend to be different from functions encountered by students in previous mathematical courses, because of the need to manipulate special types of partial derivatives and…

Primary Teachers Notice the Impact of Language on Children's Mathematical Reasoning

ERIC Educational Resources Information Center

Bragg, Leicha A.; Herbert, Sandra; Loong, Esther Yoon-Kin; Vale, Colleen; Widjaja, Wanty

2016-01-01

Mathematical reasoning is now featured in the mathematics curriculum documents of many nations, but this necessitates changes to teaching practice and hence a need for professional learning. The development of children's mathematical reasoning requires appropriate encouragement and feedback from their teacher who can only do this if they recognise…

The Construction of Deductive Warrant Derived from Inductive Warrant in Preservice-Teacher Mathematical Argumentations

ERIC Educational Resources Information Center

Tristanti, Lia Budi; Sutawidjaja, Akbar; As'ari, Abdur Rahman; Muskar, Makbul

2016-01-01

This study discusses the construction of deductive warrant derived from inductive warrant in mathematical argumentations expressed by pre-service teacher. In completing a mathematics task, a problem solver needs argumentation to determine, reveal, and support a reasonable solution. A mathematical argumentation can be analyzed by Toulmin scheme…

Fracking: Drilling into Math and Social Justice

ERIC Educational Resources Information Center

Hendrickson, Katie A.

2015-01-01

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

The Effects of STEM PBL on Students' Mathematical and Scientific Vocabulary Knowledge

ERIC Educational Resources Information Center

Bilgin, Ali; Boedeker, Peter; Capraro, Robert M.; Capraro, Mary M.

2015-01-01

Vocabulary is at the surface level of language usage; thus, students need to develop mathematical and scientific vocabulary to be able to explicitly communicate their mathematical and scientific reasoning with others. The National Council of Teachers of Mathematics (NCTM) and the National Science Teachers Association (NSTA) have both created…

Mathematics education and students with learning disabilities: introduction to the special series.

PubMed

Rivera, D P

1997-01-01

The prevalence of students with mathematics learning disabilities has triggered an interest among special education researchers and practitioners in developing an understanding of the needs of this group of students, and in identifying effective instructional programming to foster their mathematical performance during the school years and into adulthood. Research into the characteristics of students with mathematics learning disabilities is being approached from different perspectives, including developmental, neurological and neuropsychological, and educational. This diversity helps us develop a broader understanding of students' learning needs and difficulties. Special education assessment practices encompass a variety of approaches, including norm-referenced, criterion-referenced, and nonstandardized procedures, depending on the specific assessment questions professionals seek to answer. Students' mathematical knowledge and conceptual understanding must be examined to determine their strengths and weaknesses, curriculum-based progress, and use of cognitive strategies to arrive at mathematical solutions. Research findings have identified empirically validated interventions for teaching mathematics curricula to students with mathematics learning disabilities. Research studies have been grounded in behavioral theory and cognitive psychology, with an emergent interest in the constructivist approach. Although research studies have focused primarily on computational performance, more work is being conducted in the areas of story-problem solving and technology. These areas as well as other math curricular skills require further study. Additionally, the needs of adults with math LD have spurred educators to examine the elementary and secondary math curricula and determine ways to infuse them with life skills instruction accordingly. As the field of mathematics special education continues to evolve, special educators must remain cognizant of the developments in and influences on the field of mathematics education. Reform efforts have shaped the field significantly since the 1950s, contributing to the curriculum offered in mathematics textbooks and the pedagogical practices taught in higher education courses. Mathematics educators continue to search for a better understanding of how children learn mathematics; this process is shaped by the prevailing theoretical orientations and research methodologies. This special series in mathematics special education provides readers with information about the characteristics of students with mathematics learning disabilities, assessment procedures, mathematics programming, teacher preparation, and future directions for the field. The series originated as a result of discussions with Dr. Lee Wiederholt and Dr. Judith K. Voress, who saw a need for the compilation of recent research and best practices in mathematics special education. I thank them for their support of and thoughtful insights about the development of this series. I also appreciate the support of Dr. George Hynd and his editorial assistant, Kathryn Black, in finalizing the details for publication. Finally, I am most appreciative of the authors' contributions to this series; their work continues to significantly influence the development of the field of mathematics special education and programming for students with mathematics learning disabilities.

Mathematics: Program Assessment and Improvement Planning Manual.

ERIC Educational Resources Information Center

Whitman, Nancy C.; And Others

This document provides a model for assessing a school's mathematics program and planning for program improvement. A systematic process for instructional improvement focuses upon students' needs and the identification of successful instructional strategies to meet these needs. The improvement plan and the implementation of intervention strategies…

The Combination of Just-in-Time Teaching and Wikispaces in Physics Classrooms

NASA Astrophysics Data System (ADS)

Mohottala, Hashini E.

2013-01-01

The general student population enrolled in today's physics classrooms is diverse. They come from a variety of different educational backgrounds. Some demonstrate a good knowledge of natural laws of physics with a better understanding of mathematical concepts, while others show a fair knowledge in fundamentals of physics with a minimum knowledge in mathematics. There are few who have not been exposed to physics or mathematics in their high schools (or at least they claim it to be the case). In addition, now we have "nontraditional" students: working part-time students, older students, commuting students, and, occasionally, military veterans. Regardless of the background, the majority of the students show little or no interest in physics and exhibit anxiety toward learning the subject. In order to address such a diverse and often unmotivated student population, and excite them about physics in a timely manner, we should deviate from conventional teaching techniques. Just-in-Time Teaching (JiTT) combined with wikis is an excellent way to accomplish this goal.

Conference Board of the Mathematical Sciences Newsletter, Volume 7 Number 4.

ERIC Educational Resources Information Center

Botts, Truman, Ed.

Among the articles in this newsletter are three concerned with the decrease in federal funding of the mathematical sciences. A review of a report, Information Needs in the Mathematical Sciences, is provided in another article. (DT)

Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region. Final Report. NCEE 2012-4017

ERIC Educational Resources Information Center

Martin, Taylor; Brasiel, Sarah J.; Turner, Herb; Wise, John C.

2012-01-01

This study examines the effects of Connected Mathematics Project 2 (CMP2) on grade 6 student mathematics achievement and engagement using a cluster randomized controlled trial (RCT) design. It responds to a need to improve mathematics learning in the Mid-Atlantic Region (Delaware, Maryland, New Jersey, Pennsylvania, and Washington, DC). Findings…

Mind map learning for advanced engineering study: case study in system dynamics

NASA Astrophysics Data System (ADS)

Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

Como Promover el Exito de las Ninas y las Minorias en las Ciencias y en las Matematicas. Para Padres/sobre Padres (How To Promote the Science and Mathematics Achievement of Females and Minorities. For Parents/about Parents).

ERIC Educational Resources Information Center

Schwartz, Wendy

Some minority and female students traditionally have not been given the help they need to enroll and succeed in mathematics and science classes. Now, however, various approaches are available to give these students the extra attention they need. Parents can help children develop an interest in science and mathematics by: (1) identifying role…

Automated Scoring of Mathematics Tasks in the Common Core Era: Enhancements to M-Rater in Support of "CBAL"™ Mathematics and the Common Core Assessments. Research Reports. ETS RR-13-26

ERIC Educational Resources Information Center

Fife, James H.

2013-01-01

The m-rater scoring engine has been used successfully for the past several years to score "CBAL"™ mathematics tasks, for the most part without the need for human scoring. During this time, various improvements to m-rater and its scoring keys have been implemented in response to specific CBAL needs. In 2012, with the general move toward…

Secondary School Advanced Mathematics, Chapter 3, Formal Geometry. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the second of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. This volume is devoted to a rigorous development of theorems in plane geometry from 22…

Secondary School Advanced Mathematics, Chapter 8, Systems of Equations. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the last of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. In this volume the solution of systems of linear and quadratic equations and inequalities in…

Analyses of Children's Mathematics Proficiency from ECLS-K 1998 and 2010 Cohorts: Why Early Mathematics?

ERIC Educational Resources Information Center

Lee, Joohi; Pant, Mohan D.

2017-01-01

This article presents the correlation analyses of mathematics item response theory scores from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 and 2010 data, and proposes the critical need for systematic efforts to improve the quality of pre- and in-service teachers of young children in teaching mathematics.

The Intersection of Mathematics and Language in the Post-Secondary Environment: Implications for English Language Learners

ERIC Educational Resources Information Center

Choi, Jean; Milburn, Rebecca; Reynolds, Brett; Marcoccia, Philip; Silva, Patrick Justin; Panag, Sikander

2013-01-01

Given the increasing number of English Language Learners (ELLs) in post-secondary environments (Roessingh & Douglas, 2012), educational practices such as availability of language support for mathematics should be assessed to ensure that all students' needs are met. To explore the effects of language on mathematics in ELLs, mathematical test…

A Professional Development Program to Improve Math Skills among Preschool Children in Head Start

ERIC Educational Resources Information Center

Brendefur, Jonathan; Strother, Sam; Thiede, Keith; Lane, Cristianne; Surges-Prokop, Mary Jo

2013-01-01

The purpose of this study was to examine the effects on four-year-olds' knowledge of mathematics by introducing professional development and center-based mathematics activities around four mathematical domains to early educators' teaching in Head Start programs. Because of the need to provide necessary mathematical experiences to young children to…

Mathematics Education in Singapore--An Insider's Perspective

ERIC Educational Resources Information Center

Kaur, Berinderjeet

2014-01-01

Singapore's Education System has evolved over time and so has Mathematics Education in Singapore. The present day School Mathematics Curricula can best be described as one that caters for the needs of every child in school. It is based on a framework that has mathematical problem solving as its primary focus. The developments from 1946 to 2012…

The New York City Staff Development Program in Mathematics for High School Teachers and Supervisors, 1987-1988.

ERIC Educational Resources Information Center

Berney, Tomi D.; Friedman, Grace Ibanez

The state-funded New York City Staff Development Program in Mathematics was a five-workshop series serving bilingual/English-as-a-Second-Language teachers teaching mathematics, and mathematics teachers unfamiliar with the special needs of limited-English-proficient (LEP) high school students. Supervisors were also invited to participate. Workshop…

Impulsive-Analytic Disposition in Mathematical Problem Solving: A Survey and a Mathematics Test

ERIC Educational Resources Information Center

Lim, Kien H.; Wagler, Amy

2012-01-01

The Likelihood-to-Act (LtA) survey and a mathematics test were used in this study to assess students' impulsive-analytic disposition in the context of mathematical problem solving. The results obtained from these two instruments were compared to those obtained using two widely-used scales: Need for Cognition (NFC) and Barratt Impulsivity Scale…

Promoting Access to Common Core Mathematics for Students with Severe Disabilities through Mathematical Problem Solving

ERIC Educational Resources Information Center

Spooner, Fred; Saunders, Alicia; Root, Jenny; Brosh, Chelsi

2017-01-01

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a…

Investigating Grade Nine Textbook Problems for Characteristics Related to Mathematical Literacy

ERIC Educational Resources Information Center

Gatabi, Abolfazl Rafiepour; Stacey, Kaye; Gooya, Zahra

2012-01-01

This study presents a content analysis of the new Iranian Grade 9 mathematics textbook and two Australian Year 9 mathematics textbooks, examining the extent to which the problems show characteristics associated in the literature with promoting mathematical literacy. The new Iranian book was produced to meet a range of needs including several well…

The Turkish Adaptation of the Mathematical Resilience Scale: Validity and Reliability Study

ERIC Educational Resources Information Center

Gürefe, Nejla; Akçakin, Veysel

2018-01-01

Persistent in mathematical studies is an important element allowing students to be successful in their STEM careers, and there is a need for affective measurement instruments to assess persistence in mathematics in spite of problems. For this reason, this study aims to adapt the Mathematical Resilience Scale developed to assess resilience, which…

Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them

ERIC Educational Resources Information Center

Munter, Charles; Stein, Mary Kay; Smith, Margaret Austin

2015-01-01

Background/Context: Which ideas should be included in the K-12 curriculum, how they are learned, and how they should be taught have been debated for decades in multiple subjects. In this article, we offer mathematics as a case in point of how new standards-related policies may offer an opportunity for reassessment and clarification of such…

An Investigation into Student Perceptions towards Mathematics and Their Performance in First Year Chemistry: Introduction of Online Maths Skills Support

ERIC Educational Resources Information Center

Johnston, Peter R.; Watters, Dianne J.; Brown, Christopher L.; Loughlin, Wendy A.

2016-01-01

An online Maths Skills Site was developed as an integrated support programme for first year Chemistry students, the content of which, was based on an analysis of their high-school mathematical backgrounds. This study examined the students' perceptions of Maths, their patterns of usage of the Maths Skills Site and whether there was a relationship…

Contribution of Mathematics In-Service Training Course to the Professional Development of Elementary School Teachers in Israel

ERIC Educational Resources Information Center

Mishal, Adina; Patkin, Dorit

2016-01-01

The present study aimed to explore the contribution of a mathematics in-service training course to elementary school teachers (1st-6th grades) in Israel. The study was conducted among 449 educators. They were required to respond to background questions. Moreover, they were asked to indicate their expectations from the in-service training course…

An Appraisal of an Online Tutorial System for the Teaching and Learning of Engineering Physics in Conjunction with Contextual Physics and Mathematics, and Relevant Mathematics

ERIC Educational Resources Information Center

Bhathal, Ragbir

2016-01-01

The number of students entering engineering schools in Australian universities has increased tremendously over the last few years because of the Australian Federal Government's policy of increasing the participation rates of Higher School Certificate students and students from low social economic status backgrounds in the tertiary sector. They now…

Student Task Persistence in the Third International Mathematics and Science Study: A Major Source of Acheievement Differences at the National, Classroom, and Student Levels.

ERIC Educational Resources Information Center

Boe, Erling E.; May, Henry,; Boruch, Robert F.

The Third International Mathematics and Science Study (TIMSS) contains no direct measures of student ability and motivation. Researchers created a new variable, Student Task Persistence (STP), that is an index of student engagement in providing answers to TIMSS questions on the background questionnaire. The purpose of this research was to…

Elementary Mathematics Leaders

ERIC Educational Resources Information Center

Fennell, Francis; Kobett, Beth McCord; Wray, Jonathan A.

2013-01-01

Elementary school mathematics leaders often come to the realization that their position, however titled and determined, although dedicated to addressing needs in math teaching and learning, also entails and directly involves leadership. Elementary school math specialists/instructional leaders (referenced here as elementary mathematics leaders, or…

Service-Learning and Mathematics

ERIC Educational Resources Information Center

Roemer, Cynthia Anne

2009-01-01

Contemporary educational theory has given increased attention to service-learning as valuable pedagogy. Ever-changing technology progress and applications demand a quantitatively literate population, supporting the need for experiential activities in mathematics. This study addresses service-learning pedagogy in mathematics through a study of the…

Enhancing Thinking Skills in the Sciences and Mathematics.

ERIC Educational Resources Information Center

Halpern, Diane F., Ed.

The need to provide an improved science and mathematics curriculum is imperative. Over recent years cognitive psychologists and educators have responded to this need by designing instructional programs that are more compatible with our knowledge of how people acquire, use, and retain knowledge. This book contains many of the guiding principles…

"i" Am Needed

ERIC Educational Resources Information Center

Scott, Paul

2010-01-01

The mysteries of mathematics are not easily revealed. Much of present day school mathematics is the product of years, sometimes centuries, of inquiring, wrestling and discovering by men of the highest intellect. The number "i" (designation for the square root of -1) is no exception. This article presents a lesson on the need for "i".

Evaluating Mathematics Teachers' Professional Development Motivations and Needs

ERIC Educational Resources Information Center

Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.

2016-01-01

While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD…

Rockets: A Teacher's Guide with Activities in Science, Mathematics, and Technology. Grades K-12.

ERIC Educational Resources Information Center

Shearer, Deborah A.; Vogt, Gregory L.

This guide contains activities that emphasize hands-on involvement, prediction, data collection and interpretation, teamwork, and problem solving. It begins with background information on the history of rocketry, scientific principles, and practical rocketry. Following the background sections are a series of activities that demonstrate the basic…

Teaching Computer Languages and Elementary Theory for Mixed Audiences at University Level

ERIC Educational Resources Information Center

Christiansen, Henning

2004-01-01

Theoretical issues of computer science are traditionally taught in a way that presupposes a solid mathematical background and are usually considered more or less inaccessible for students without this. An effective methodology is described which has been developed for a target group of university students with different backgrounds such as natural…

Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

NASA Astrophysics Data System (ADS)

Tajudin, Nor'ain Mohd; Chinnappan, Mohan; Saad, Noor Shah

2017-05-01

Two key variables emerged from the literature review is that Specific Matter Knowledge [SMK] and Pedagogical Content Knowledge [PCK] can influence the mathematics teachers' Professional Development [PD] needs. However, the key variables of SMK and PCK that were being investigated were not defined clearly. Empirical evidence that support relationship between SMK and PD and PCK and PD were not verified. In addition, how does PCK mediate SMK and PD is not clear and somewhat lacking. Therefore, the purpose of this paper was to examine the relationship between primary mathematics teacher's SMK, PCK and PD needs. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK.

Exploring the Earth System through online interactive models

NASA Astrophysics Data System (ADS)

Coogan, L. A.

2013-12-01

Upper level Earth Science students commonly have a strong background of mathematical training from Math courses, however their ability to use mathematical models to solve Earth Science problems is commonly limited. Their difficulty comes, in part, because of the nature of the subject matter. There is a large body of background ';conceptual' and ';observational' understanding and knowledge required in the Earth Sciences before in-depth quantification becomes useful. For example, it is difficult to answer questions about geological processes until you can identify minerals and rocks and understand the general geodynamic implications of their associations. However, science is fundamentally quantitative. To become scientists students have to translate their conceptual understanding into quantifiable models. Thus, it is desirable for students to become comfortable with using mathematical models to test hypotheses. With the aim of helping to bridging the gap between conceptual understanding and quantification I have started to build an interactive teaching website based around quantitative models of Earth System processes. The site is aimed at upper-level undergraduate students and spans a range of topics that will continue to grow as time allows. The mathematical models are all built for the students, allowing them to spend their time thinking about how the ';model world' changes in response to their manipulation of the input variables. The web site is divided into broad topics or chapters (Background, Solid Earth, Ocean and Atmosphere, Earth history) and within each chapter there are different subtopic (e.g. Solid Earth: Core, Mantle, Crust) and in each of these individual webpages. Each webpage, or topic, starts with an introduction to the topic, followed by an interactive model that the students can use sliders to control the input to and watch how the results change. This interaction between student and model is guided by a series of multiple choice questions that the student answers and immediately gets feedback whether the answer is correct or not. This way the students can ensure they understand the concepts before moving on. A discussion forum for the students to discuss the topics is in development and each page has a feedback option to allow both numerical (1-10) and written feedback on how useful the webpage was. By the end of exploring any given process students are expected to understand how the different parameters explored by the model interact to control the results. They should appreciate why the controlling equations look the way they do (all equations needed to develop the models are present in the introduction) and how these interact to control the results. While this is no substitute to students undertaking the calculations for themselves this approach allows a much wider range of topics to be explored quantitatively than if the students have to code all models themselves.

Development of Contextual Mathematics teaching Material integrated related sciences and realistic for students grade xi senior high school

NASA Astrophysics Data System (ADS)

Helma, H.; Mirna, M.; Edizon, E.

2018-04-01

Mathematics is often applied in physics, chemistry, economics, engineering, and others. Besides that, mathematics is also used in everyday life. Learning mathematics in school should be associated with other sciences and everyday life. In this way, the learning of mathematics is more realstic, interesting, and meaningful. Needs analysis shows that required contextual mathematics teaching materials integrated related sciences and realistic on learning mathematics. The purpose of research is to produce a valid and practical contextual mathematics teaching material integrated related sciences and realistic. This research is development research. The result of this research is a valid and practical contextual mathematics teaching material integrated related sciences and realistic produced

Mathematics Teacher TPACK Standards and Development Model

ERIC Educational Resources Information Center

Niess, Margaret L.; Ronau, Robert N.; Shafer, Kathryn G.; Driskell, Shannon O.; Harper, Suzanne R.; Johnston, Christopher; Browning, Christine; Ozgun-Koca, S. Asli; Kersaint, Gladis

2009-01-01

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…

A Proposed System for Differentiating Elementary Mathematics for Exceptionally Able Students.

ERIC Educational Resources Information Center

Sirr, Palma M.

1984-01-01

A pilot mathematics project for one exceptionally able elementary student expanded to include other students and schools. Project activities included a needs assessment and development of a learning center approach and materials to differentiate the core elementary mathematics curriculum. (CL)

Atoms in astronomy

NASA Technical Reports Server (NTRS)

Blanchard, P. A.

1976-01-01

Aspects of electromagnetic radiation and atomic physics needed for an understanding of astronomical applications are explored. Although intended primarily for teachers, this brochure is written so that it can be distributed to students if desired. The first section, Basic Topics, is suitable for a ninth-grade general science class; the style is simple and repetitive, and no mathematics or physics background is required. The second section, Intermediate and Advanced Topics, requires a knowledge of the material in the first section and assumes a generally higher level of achievement and motivation on the part of the student. These latter topics might fit well into junior-level physics, chemistry, or earth-science courses. Also included are a glossary, a list of references and teaching aids, class exercises, and a question and answer section.

Fundamentals of Geophysics

NASA Astrophysics Data System (ADS)

Lowrie, William

1997-10-01

This unique textbook presents a comprehensive overview of the fundamental principles of geophysics. Unlike most geophysics textbooks, it combines both the applied and theoretical aspects to the subject. The author explains complex geophysical concepts using abundant diagrams, a simplified mathematical treatment, and easy-to-follow equations. After placing the Earth in the context of the solar system, he describes each major branch of geophysics: gravitation, seismology, dating, thermal and electrical properties, geomagnetism, paleomagnetism and geodynamics. Each chapter begins with a summary of the basic physical principles, and a brief account of each topic's historical evolution. The book will satisfy the needs of intermediate-level earth science students from a variety of backgrounds, while at the same time preparing geophysics majors for continued study at a higher level.

Secondary School Advanced Mathematics, Chapter 1, Organizing Geometric Knowledge, Chapter 2, Concepts and Skills in Algebra. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the first of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. The first chapter, devoted to organizing geometric knowledge, deals with the distinction…

Chemistry Report: MAA-CUPM Curriculum Foundations Workshop in Biology and Chemistry. Macalester College, November 2-5, 2000.

ERIC Educational Resources Information Center

Craig, Norman C.

2001-01-01

Summarizes and revises the report given to the Committee on the Undergraduate Program in Mathematics of the Mathematical Association of America (MAA) who is developing new guidelines for instruction in mathematics by a group of chemists at Macalester College in order to list specific knowledge and skills in mathematics needed by chemistry…

Perceptions and Experiences of Faculty Members Regarding Online Mathematics Post-Secondary Courses

ERIC Educational Resources Information Center

O'Brien, Rita Marie

2017-01-01

The U.S. is no longer one of the world leaders in mathematics. In the future, more graduates will be needed to fill more than a million mathematics-intensive positions. However, the number of post-secondary learners graduating with mathematics-intensive degrees has been declining since 1984. Therefore, there will not be enough graduates to fill…

Creative Thinking Ability to Increase Student Mathematical of Junior High School by Applying Models Numbered Heads Together

ERIC Educational Resources Information Center

Lince, Ranak

2016-01-01

Mathematical ability of students creative thinking is a component that must be mastered by the student. Mathematical creative thinking plays an important role, both in solving the problem and well, even in high school students. Therefore, efforts are needed to convey ideas in mathematics. But the reality is not yet developed the ability to…

Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

ERIC Educational Resources Information Center

Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz

2015-01-01

One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…

The Kama Sutra, Romeo and Juliet, and Mathematics: Studying Mathematics for Pleasure

ERIC Educational Resources Information Center

Padula, Janice

2005-01-01

The motivation of students is of great import to mathematics teachers. Such an abstract powerful language needs to be valued or students will not wish to study it. This article argues that mathematics may be better appreciated through the beauty of the language in which problems are written, respect for the cultures of others and through relevance…

"This Is the First Time I've Done This": Exploring Secondary Prospective Mathematics Teachers' Noticing of Students' Mathematical Thinking

ERIC Educational Resources Information Center

Simpson, Amber; Haltiwanger, Leigh

2017-01-01

This mixed methods study investigates the ways in which secondary mathematics prospective teachers acquire skills needed to attend to, interpret, and respond to students' mathematical thinking and the ways in which their perceived strengths and weaknesses influence their skills when this type of formalized training is not part of their program.…

Mapping Pre-Service Teacher Talk: Variations in Talk about Mathematics, Ability, and Themselves as Mathematical Learners

ERIC Educational Resources Information Center

Tracy, Jacob Dennis

2017-01-01

It has been argued that teachers do not always teach in the ways their teacher education programs promoted. One cause of this problem has to do with teachers' conceptions about mathematics and ability being incompatible with the visions of mathematics that teacher educators promote. For example, teacher educators may emphasize the need for…

A Study of Students' Conceptual, Procedural Knowledge, Logical Thinking and Creativity during the First Year of Tertiary Mathematics

ERIC Educational Resources Information Center

Tularam, Gurudeo Anand; Hulsman, Kees

2015-01-01

This study focuses on students in first year environmental science degree programs, where traditionally mathematical emphasis has been much less than within the strict science or math majors. The importance now placed on applied mathematics, however, means that students need to gain more conceptual and quantitative knowledge of mathematics in not…

Roots of Linear Algebra: An Historical Exploration of Linear Systems

ERIC Educational Resources Information Center

Andrews-Larson, Christine

2015-01-01

There is a long-standing tradition in mathematics education to look to history to inform instruction. An historical analysis of the genesis of a mathematical idea offers insight into: (i) the contexts that give rise to a need for a mathematical construct; (ii) the ways in which available tools might shape the development of that mathematical idea;…

Status of Teachers' Proficiency in Mathematical Knowledge for Teaching at Secondary School Level in Kenya

ERIC Educational Resources Information Center

Miheso-O'Connor Khakasa, Marguerite; Berger, Margot

2016-01-01

Mathematical knowledge for teaching (MKT), defined by Ball ("Elementary Journal," 93, 373-397, 1993) as knowledge that is needed to teach mathematics, has been used as a framework by researchers to interrogate various aspects of teaching and learning mathematics. In this article, which draws from a larger study, we show how an in-depth…

Developing Interactive Mathematical Talk: Investigating Student Perceptions and Accounts of Mathematical Reasoning in a Changing Classroom Context

ERIC Educational Resources Information Center

Hunter, Jodie

2017-01-01

In recent years there has been an increased focus on the need for teachers to develop learning communities where all students have opportunities to engage in interactive discourse. However, there are few studies that focus on student perceptions and accounts of mathematical reasoning in classrooms with interactive mathematical talk as a focus of…

Linking mathematics with engineering applications at an early stage - implementation, experimental set-up and evaluation of a pilot project

NASA Astrophysics Data System (ADS)

Rooch, Aeneas; Junker, Philipp; Härterich, Jörg; Hackl, Klaus

2016-03-01

Too difficult, too abstract, too theoretical - many first-year engineering students complain about their mathematics courses. The project MathePraxis aims to resolve this disaffection. It links mathematical methods as they are taught in the first semesters with practical problems from engineering applications - and thereby shall give first-year engineering students a vivid and convincing impression of where they will need mathematics in their later working life. But since real applications usually require more than basic mathematics and first-year engineering students typically are not experienced with construction, mensuration and the use of engineering software, such an approach is hard to realise. In this article, we show that it is possible. We report on the implementation of MathePraxis at Ruhr-Universität Bochum. We describe the set-up and the implementation of a course on designing a mass damper which combines basic mathematical techniques with an impressive experiment. In an accompanying evaluation, we have examined the students' motivation relating to mathematics. This opens up new perspectives how to address the need for a more practically oriented mathematical education in engineering sciences.

Mathematics teaching experiences of elementary preservice teachers with high and low mathematics anxiety during student teaching: A multiple case study

NASA Astrophysics Data System (ADS)

Nisbet, Leslie Deanna

This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman's content knowledge, Graeber's mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs' perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

Assessing and Addressing Students' Scientific Literacy Needs in Physical Geology

NASA Astrophysics Data System (ADS)

Campbell-Stone, E. A.; Myers, J. D.

2005-12-01

Exacting excellence equally from university students around the globe can be accomplished by providing all students with necessary background tools to achieve mastery of their courses, even if those tools are not part of normal content. As instructors we hope to see our students grasp the substance of our courses, make mental connections between course material and practical applications, and use this knowledge to make informed decisions as citizens. Yet many educators have found that students enter university-level introductory courses in mathematics, science and engineering without adequate academic preparation. As part of a FIPSE-funded project at the University of Wyoming, the instructors of the Physical Geology course have taken a new approach to tackling the problem of lack of scientific/mathematic skills in incoming students. Instead of assuming that students should already know or will learn these skills on their own, they assess students' needs and provide them the opportunity to master scientific literacies as they learn geologic content. In the introductory geology course, instructors identified two categories of literacies, or basic skills that are necessary for academic success and citizen participation. Fundamental literacies include performing simple quantitative calculations, making qualitative assessments, and reading and analyzing tables and graphs. Technical literacies are those specific to understanding geology, and comprise the ability to read maps, visualize changes through time, and conceptualize in three dimensions. Because these skills are most easily taught in lab, the in-house lab manual was rewritten to be both literacy- and content-based. Early labs include simple exercises addressing literacies in the context of geological science, and each subsequent lab repeats exposure to literacies, but at increasing levels of difficulty. Resources available to assist students with literacy mastery include individual instruction, a detailed appendix to the lab manual explaining simple tasks such as converting units, and web-based resources. To document the progress of this program, students take pre- and post-course surveys assessing their grasp of the literacies. The surveys gather data on demographics, background, level of interest, level of confidence, understanding, and willingness to complete additional problem sets. This information has been integral in identifying areas of greatest weakness, least interest, and in gauging how backgrounds, expectations, and students' confidence affect their performance.

Fostering Perseverance

ERIC Educational Resources Information Center

Lewis, Jennifer M.; Özgün-Koca, S. Asli

2016-01-01

Sustaining engagement with a mathematics task is not a novel suggestion for effective mathematics teaching. "Principles and Standards for School Mathematics" (2000) specified that "students need to know that a challenging problem will take some time and that perseverance is an important aspect of the problem-solving process and of…

The Effectiveness of the Mathematics, Engineering, Science Achievement (MESA) Program's Administrative and Policy-Making Processes. A Report to the Legislature in Response to Assembly Bill 610 (1985). Commission Report 89-4.

ERIC Educational Resources Information Center

California State Postsecondary Education Commission, Sacramento.

The Mathematics, Engineering, Science Achievement (MESA) Program was established in 1970 to increase the number of minority students in college programs. This paper reports the MESA administrative operations and policy-making processes. Part 1 summarizes the background of this study. Part 2 describes MESA's administrative operations and provides…

Board on Mathematical Sciences

DTIC Science & Technology

1990-02-20

20. DISTRIBUTION IAVAILAIIIY OF ABSTRACT 21. AISYRACr. SECURITY CLASSIFICATIO01 IDUNCLASSiFIEDAINumITE 0: SAME As RPT. C TIC USERS Unclassified 22a...RELEASE; DISTRIBUTION UNLIMITED t ’ C Availability Codes Avail and I or Specmial 90 04 09 118 BOARD ON MATHEMATICAL SCIENCES BACKGROUND The National...television film, "The Man Who Loved Numbers," based on the life of the Indian mathematician Srinivasa Ramanujan at the National Academy of Sciences (NAS

Investigating middle school students’ difficulties in mathematical literacy problems level 1 and 2

NASA Astrophysics Data System (ADS)

Setiawati, S.; Herman, T.; Jupri, A.

2017-11-01

The background of this study is the lack of mathematical literacy skills of students. The proficiency of students’ mathematical literacy skills based on the results of the PISA 2015 study shows that Indonesian students at the proficiency level 1. This fact gave rise to this study which aims to investigate middle school students’ difficulties in mathematical literacy problems level 1 and 2. Qualitative research was used in this study. An individual written test on mathematical literacy problems was administered, followed by interviews. The subjects of the study were 61 students grade VII in Bandung and 26 of them were interviewed afterward. Data analysis revealed that students’ error in performing arithmetic most frequently observed. Other observed difficulties concerned understanding about algebra concept, applying arithmetic operation in algebraic expressions, and interpreting symbols to represent the unknown. In solving mathematical literacy problems, students use their prior knowledge, although sometimes not relevant to the questions. Based on the results, we suggest that mathematics learning in contextual learning and which invites students to participate in the processes of understanding the concepts.

Improving the Graduate School Experience for Women in Mathematics: the Edge Program

NASA Astrophysics Data System (ADS)

Bozeman, Sylvia T.; Hughes, Rhonda J.

For over a decade, Spelman College and Bryn Mawr College have collaborated on initiatives designed to increase the presence of women, with a special focus on women of color, in the upper ranks of mathematical science. The most recent initiative is the EDGE Program (Enhancing Diversity in Graduate Education), which addresses this challenge by attempting to decrease the loss of talent from U.S. graduate programs. To this end, the program provides structures that help women make successful transitions from undergraduate into graduate mathematics programs, redirect or refocus their ambitions when programs are inappropriate or unsuitable, and, ultimately, enable them to "accumulate advantages" that will empower them and foster success in their careers. A broader goal of this program is to diversify the mathematics community by creating models for mathematics programs that allow people from all backgrounds and cultures to thrive, advance, and contribute to the profession.

Modeling hazardous mass flows Geoflows09: Mathematical and computational aspects of modeling hazardous geophysical mass flows; Seattle, Washington, 9–11 March 2009

USGS Publications Warehouse

Iverson, Richard M.; LeVeque, Randall J.

2009-01-01

A recent workshop at the University of Washington focused on mathematical and computational aspects of modeling the dynamics of dense, gravity-driven mass movements such as rock avalanches and debris flows. About 30 participants came from seven countries and brought diverse backgrounds in geophysics; geology; physics; applied and computational mathematics; and civil, mechanical, and geotechnical engineering. The workshop was cosponsored by the U.S. Geological Survey Volcano Hazards Program, by the U.S. National Science Foundation through a Vertical Integration of Research and Education (VIGRE) in the Mathematical Sciences grant to the University of Washington, and by the Pacific Institute for the Mathematical Sciences. It began with a day of lectures open to the academic community at large and concluded with 2 days of focused discussions and collaborative work among the participants.

Proportional Reasoning: An Essential Component of Scientific Understanding

ERIC Educational Resources Information Center

Hilton, Annette; Hilton, Geoff

2016-01-01

In many scientific contexts, students need to be able to use mathematical knowledge in order to engage in scientific reasoning and problem-solving, and their understanding of scientific concepts relies heavily on their ability to understand and use mathematics in often new or unfamiliar contexts. Not only do science students need high levels of…

Using Action Research to Develop a Course in Statistical Inference for Workplace-Based Adults

ERIC Educational Resources Information Center

Forbes, Sharleen

2014-01-01

Many adults who need an understanding of statistical concepts have limited mathematical skills. They need a teaching approach that includes as little mathematical context as possible. Iterative participatory qualitative research (action research) was used to develop a statistical literacy course for adult learners informed by teaching in…

Current Continuing Education Needs of Two-Year College Mathematics Faculty Must Be Met!

ERIC Educational Resources Information Center

Sharp, Karen Tabey

Arguing that rapid developments in technology and changing enrollment patterns make updating the skills of two-year college mathematics faculty an imperative, this paper discusses the ways in which the continuing education needs of faculty members can be met. First, technological developments, especially in the computer sciences, are reviewed, and…

Learning through Information Communication Technology: Critical Perspectives

ERIC Educational Resources Information Center

Severinsen, G.

2003-01-01

Technology in secondary schools has become of increasing interest as the power of the microchip has developed. For the students of Mathematics, computers and handheld graphic calculators need to be accessible to all. They are relevant to the needs of the students' courses and to support and develop their Mathematical learning (Smith, 1997).…

Mathematics Education in Rural Communities: A Mathematician's View. Working Paper Series.

ERIC Educational Resources Information Center

Mahoney, Carolyn R.

Elizabeth City State University (ECSU) serves the 21 counties of rural northeastern North Carolina. In Fall 2000 ECSU administrators met with educators in area school districts to discuss their professional development needs. This paper reports on those expressed needs relevant to mathematics education and discusses ways to help achieve excellence…

Making Culturally Responsive Mathematics Teaching Explicit: A Lesson Analysis Tool

ERIC Educational Resources Information Center

Aguirre, Julia M.; Zavala, Maria del Rosario

2013-01-01

In the United States, there is a need for pedagogical tools that help teachers develop essential pedagogical content knowledge and practices to meet the mathematical education needs of a growing culturally and linguistically diverse student population. In this article, we introduce an innovative lesson analysis tool that focuses on integrating…

Nursing Students' Readiness for the Numeracy Needs of Their Program: Students' Perspective

ERIC Educational Resources Information Center

Galligan, Linda; Frederiks, Anita; Wandel, Andrew P.; Robinson, Clare; Abdulla, Shahab; Hussain, Zanubia

2017-01-01

Numeracy needs of nursing students are often underestimated by students when they enter university. Even when students are aware of the mathematics required, students underestimate or overestimate the skills they have. Research has highlighted the mathematics and numeracy skills required of nurses and nursing students and numerous studies have…

Mathematics: Algebra and Geometry. GED Scoreboost.

ERIC Educational Resources Information Center

Hoyt, Cathy

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the GED Mathematics test. To prepare for the test, the test taker needs to learn skills in number and operation sense, data and statistics, geometry and measurement, and algebra. To pass the test,…

21st Century Mathematics

ERIC Educational Resources Information Center

Seeley, Cathy

2004-01-01

This article addresses some important issues in mathematics instruction at the middle and secondary levels, including the structuring of a district's mathematics program; the choice of textbooks and use of calculators in the classroom; the need for more rigorous lesson planning practices; and the dangers of teaching to standardized tests rather…

Mathematics Programming on the Apple II and IBM PC.

ERIC Educational Resources Information Center

Myers, Roy E.; Schneider, David I.

1987-01-01

Details the features of BASIC used in mathematics programming and provides the information needed to translate between the Apple II and IBM PC computers. Discusses inputing a user-defined function, setting scroll windows, displaying subscripts and exponents, variable names, mathematical characters and special symbols. (TW)

Investigating Preservice Mathematics Teachers' Manipulative Material Design Processes

ERIC Educational Resources Information Center

Sandir, Hakan

2016-01-01

Students use concrete manipulatives to form an imperative affiliation between conceptual and procedural knowledge (Balka, 1993). Hence, it is necessary to design specific mathematics manipulatives that focus on different mathematical concepts. Preservice teachers need to know how to make and use manipulatives that stimulate students' thinking as…

Principles for Designing Intervention in Mathematics

ERIC Educational Resources Information Center

National Center on Intensive Intervention, 2016

2016-01-01

The purpose of this guide is to provide brief explanations of practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Specific topics covered…

Playing with Powers

ERIC Educational Resources Information Center

Sriraman, Bharath; Strzelecki, Pawel

2004-01-01

This paper explores the wide range of pure mathematics that becomes accessible through the use of problems involving powers. In particular we stress the need to balance an applied and context based pedagogical and curricular approach to mathematics with the powerful pure mathematics beneath the simplicity of easily stated and understandable…

Business Mathematics Curriculum Guide.

ERIC Educational Resources Information Center

Ebersole, Benjamin P., Comp.; And Others

This revised course in business mathematics emphasizes computations needed for problem solving, but greater attention is focused on mathematical principles that were developed in previous grades. In addition, the course aims to develop further an understanding of business principles and practices which can be used in gainful employment and in the…

Secondary School Advanced Mathematics, Chapter 4, Equations, Inequalities, and Radicals, Chapter 5, Circles and Spheres. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the third of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. The first of the two chapters in this text deals with equations, inequalities and radicals.…

Measuring Mathematical Ability Needed for "Non-Mathematical" Majors: The Construction of a Scale Applying IRT and Differential Item Functioning across Educational Contexts

ERIC Educational Resources Information Center

Galli, Silvia; Chiesi, Francesca; Primi, Caterina

2011-01-01

Given that basic mathematical ability is a requirement to succeed in "non-mathematical" majors, e.g. degrees for Psychology, Education, and Health Sciences with compulsory introductory stats courses, assessing this ability can be useful to promote achievement. The aim of the present study was to develop a scale to measure the…

What the United States Can Learn From Singapore's World-Class Mathematics System (and What Singapore Can Learn from the United States): An Exploratory Study

ERIC Educational Resources Information Center

Ginsburg, Alan; Leinwand, Steven; Anstrom, Terry; Pollock, Elizabeth

2005-01-01

This exploratory study compares key features of the Singapore and U.S. mathematics systems in the primary grades, when students need to build a strong mathematics foundation. It identifies major differences between the mathematics frameworks, textbooks, assessments, and teachers in Singapore and the United States. It also presents initial results…

The Underachieving Curriculum: Assessing U.S. School Mathematics from an International Perspective. A National Report on the Second International Mathematics Study.

ERIC Educational Resources Information Center

McKnight, Curtis C.; And Others

The Second International Mathematics Study investigated the status of the curriculum, achievement, and instructional practices at grades 8 and 12 in about 20 countries. The introductory first chapter explores the need for change in mathematics programs. Chapter two describes the achievement of U.S. students compared to others. At grade 8, U.S.…

Mathematics Dynamic Assessment: Informal Assessment that Responds to the Needs of Struggling Learners in Mathematics

ERIC Educational Resources Information Center

Allsopp, David H.; Kyger, Maggie M.; Lovin, LouAnn; Gerretson, Helen; Carson, Katie L.; Ray, Sharon

2008-01-01

Ms. Carlisi teaches middle school mathematics for students who were retained at least 1 year and who were identified as at risk of failure in mathematics. About half of her class of 14 students has identified learning disabilities and/or emotional and behavioral difficulties. Ms. Carlisi worries constantly that she is not going to be able to help…

Social-Cognitive Predictors of STEM Career Interests and Goal Persistence in College Students with Disabilities from Racial and Ethnic Minority Backgrounds

ERIC Educational Resources Information Center

da Silva Cardoso, Elizabeth; Dutta, Alo; Chiu, Chung-Yi; Johnson, Ebonee T.; Kundu, Madan; Chan, Fong D.

2013-01-01

Objective: To examine the relations of science, technology, engineering, and mathematics's (STEM) self-efficacy, outcome expectations, interests, and contextual supports and barriers to STEM educational goals in college students with disabilities from racial and ethnic minority backgrounds. Design: Quantitative descriptive research design using…

Exploring the Extreme: High Performance Learning Activities in Mathematics, Science and Technology. An Educator's Guide. EG-2002-10-001-DFRC

ERIC Educational Resources Information Center

Dana, Judi; Kock, Meri; Lewis, Mike; Peterson, Bruce; Stowe, Steve

2010-01-01

The many activities contained in this teaching guide emphasize hands-on involvement, prediction, data collection and interpretation, teamwork, and problem solving. The guide also contains background information about aeronautical research that can help students learn how airplanes fly. Following the background sections are a series of activities…

The Teachers' Role in Developing, Opening, and Nurturing an Inclusive STEM-Focused School

ERIC Educational Resources Information Center

Slavit, David; Nelson, Tamara Holmlund; Lesseig, Kristin

2016-01-01

Background: This study is about teachers' collective activity during the development and initial year of a science, technology, engineering, and mathematics (STEM)-focused school in the USA. The target school of this study was inclusive, as it sought admission of students from varying backgrounds and levels of ability. Drawing from narrative…

An Introduction to Equilibrium Thermodynamics. A Rational Approach to Its Teaching. Part 2: Internal Energy, Entropy, and Temperature.

ERIC Educational Resources Information Center

Williams, Donald F.; Glasser, David

1991-01-01

An approach that may be used to introduce the fundamental ideas of thermodynamics using a mathematical background with the knowledge of the behavior of matter is described. The physical background, conservation of energy, predicting the behavior of a system, and solving problems are topics of discussion. (KR)

A Case Study Exploring Science Competence and Science Confidence of Middle School Girls from Marginalized Backgrounds

ERIC Educational Resources Information Center

Garcia, Yeni Violeta

2013-01-01

The inclusion of learners from underrepresented background in biology field research experiences has not been widely explored in the literature. Increased access and equity to experiences for groups historically underrepresented in science, technology, engineering, and mathematics (STEM) has been identified as a priority for many, yet little is…

Longitudinal mathematics development of students with learning disabilities and students without disabilities: a comparison of linear, quadratic, and piecewise linear mixed effects models.

PubMed

Kohli, Nidhi; Sullivan, Amanda L; Sadeh, Shanna; Zopluoglu, Cengiz

2015-04-01

Effective instructional planning and intervening rely heavily on accurate understanding of students' growth, but relatively few researchers have examined mathematics achievement trajectories, particularly for students with special needs. We applied linear, quadratic, and piecewise linear mixed-effects models to identify the best-fitting model for mathematics development over elementary and middle school and to ascertain differences in growth trajectories of children with learning disabilities relative to their typically developing peers. The analytic sample of 2150 students was drawn from the Early Childhood Longitudinal Study - Kindergarten Cohort, a nationally representative sample of United States children who entered kindergarten in 1998. We first modeled students' mathematics growth via multiple mixed-effects models to determine the best fitting model of 9-year growth and then compared the trajectories of students with and without learning disabilities. Results indicate that the piecewise linear mixed-effects model captured best the functional form of students' mathematics trajectories. In addition, there were substantial achievement gaps between students with learning disabilities and students with no disabilities, and their trajectories differed such that students without disabilities progressed at a higher rate than their peers who had learning disabilities. The results underscore the need for further research to understand how to appropriately model students' mathematics trajectories and the need for attention to mathematics achievement gaps in policy. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Expanding your Horizons: a Program for Engaging Middle School Girls in Science and Mathematics

NASA Astrophysics Data System (ADS)

Jahnke, Tamera S.; Level, Allison V.

Gender equity in science, mathematics, and technology is an issue that has generated the creation of a number of programs. Young women need to be aware that there are a variety of careers in science, mathematics, and technology that they can actively pursue. This article highlights one example of a successful middle school science program in Southwest Missouri. Expanding Your Horizons in Science, Mathematics, and Technology (EYH) integrates keynote speakers, role model mentoring sessions, and small group experiments into a hands-on learning environment. Initial survey results of parents and teachers show support for the conference and indicate that the program helps motivate students to consider careers in science, mathematics, and technology. In addition to the goal of increasing awareness for these young people, there is a need for increased scientific literacy of the general public and an increased application of science to "real world" circumstances. This program addresses these issues.

Numerical methods for stochastic differential equations

NASA Astrophysics Data System (ADS)

Kloeden, Peter; Platen, Eckhard

1991-06-01

The numerical analysis of stochastic differential equations differs significantly from that of ordinary differential equations due to the peculiarities of stochastic calculus. This book provides an introduction to stochastic calculus and stochastic differential equations, both theory and applications. The main emphasise is placed on the numerical methods needed to solve such equations. It assumes an undergraduate background in mathematical methods typical of engineers and physicists, through many chapters begin with a descriptive summary which may be accessible to others who only require numerical recipes. To help the reader develop an intuitive understanding of the underlying mathematicals and hand-on numerical skills exercises and over 100 PC Exercises (PC-personal computer) are included. The stochastic Taylor expansion provides the key tool for the systematic derivation and investigation of discrete time numerical methods for stochastic differential equations. The book presents many new results on higher order methods for strong sample path approximations and for weak functional approximations, including implicit, predictor-corrector, extrapolation and variance-reduction methods. Besides serving as a basic text on such methods. the book offers the reader ready access to a large number of potential research problems in a field that is just beginning to expand rapidly and is widely applicable.

The contribution of parent-child numeracy activities to young Chinese children's mathematical ability.

PubMed

Huang, Qi; Zhang, Xiao; Liu, Yingyi; Yang, Wen; Song, Zhanmei

2017-09-01

A growing body of recent research has shown that parent-child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted predominantly in Western societies and focused mainly on mothers' involvement in such activities. This study aimed to examine both mother-child and father-child numeracy activities in Hong Kong Chinese families and both parents' unique roles in predicting young Chinese children's mathematics ability. A sample of 104 Hong Kong Chinese children aged approximately 5 years and their mothers and fathers participated in this study. Mothers and fathers independently reported the frequency of their own numeracy activities with their children. Children were assessed individually using two measures of mathematical ability. Hierarchical regression models were used to investigate the contribution of parent-child numeracy activities to children's mathematical ability. Mothers' participation in number skill activities and fathers' participation in number game and application activities significantly predicted their children's mathematical performance even after controlling for background variables and children's language ability. This study extends previous research with a sample of Chinese kindergarten children and shows that parent-child numeracy activities are related to young children's mathematical ability. The findings highlight the important roles that mothers and fathers play in their young children's mathematical learning. © 2017 The British Psychological Society.

Building a Case for Blocks as Kindergarten Mathematics Learning Tools

ERIC Educational Resources Information Center

Kinzer, Cathy; Gerhardt, Kacie; Coca, Nicole

2016-01-01

Kindergarteners need access to blocks as thinking tools to develop, model, test, and articulate their mathematical ideas. In the current educational landscape, resources such as blocks are being pushed to the side and being replaced by procedural worksheets and academic "seat time" in order to address standards. Mathematics research…

Community College Technical Mathematics Project. Final Report.

ERIC Educational Resources Information Center

Self, Samuel L.

The purpose of the research project was to develop an applied or technical mathematics curriculum which would meet the needs of vocational-technical students at the community college level. The research project was divided into three distinct phases: Identifying the mathematical concepts requisite for job-entry competencies in each of the…

Making Fractions Meaningful

ERIC Educational Resources Information Center

McCormick, Kelly K.

2015-01-01

To be able to support meaningful mathematical experiences, preservice elementary school teachers (PSTs) must learn mathematics in deep and meaningful ways (Ma 1999). They need to experience investigating and making sense of the mathematics they will be called on to teach. To expand their own--often limited--views of what it means to teach and…

Designing a Mathematics Course for Chemistry and Geology Students

ERIC Educational Resources Information Center

Witten, Gareth Q.

2005-01-01

Many mathematics departments usually teach a variety of courses for students from different science departments and even from different faculties. These "service" courses are usually taught in the same way as the courses for mathematics major students. However, in science, because of the need to better analyse and interpret experimental…

Investigating Student Use of Electronic Support Tools and Mathematical Reasoning

ERIC Educational Resources Information Center

Higgins, Kristina N.; Crawford, Lindy; Huscroft-D'Angelo, Jacqueline; Horney, Mark

2016-01-01

Mathematical reasoning involves comprehending mathematical information and concepts in a logical way and forming conclusions and generalizations based on this comprehension. Computer-based learning has been incorporated into classrooms across the country, and specific aspects of technology need to be studied to determine how programs are…

The Development of the Mathematical Mind.

ERIC Educational Resources Information Center

Scott, Judith

1995-01-01

Draws parallels between Montessori's mathematical curriculum and the evolution of numbers and counting. Suggests that children share with ancient Sumerians a basic human tendency to develop "the mathematical mind." Argues that children do not need to be surrounded by math; rather, the classroom must supply them with the means to explore…

The Math Wizard in Oz

ERIC Educational Resources Information Center

Christy, Donna; Lambe, Karen; Payson, Christine; Carnevale, Patricia

2011-01-01

The crucial need for a mathematically literate society, coupled with a sustained focus on mathematics standards, continues its center-stage presence. At the same time, "Principles and Standards" states that it is imperative to offer "all students high-quality programs that include significant mathematics presented in a manner that respects both…

Changing the Faces of Mathematics: Perspectives on Latinos.

ERIC Educational Resources Information Center

Secada, Walter G., Ed.; Ortiz-Franco, Luis, Ed.; Hernandez, Norma G., Ed.; De La Cruz, Yolanda, Ed.

This book focuses on a number of salient research and practice issues in the teaching and learning of mathematics among the second largest minority group in the United States, Latinos. Chapters include: (1) "Understanding the Needs of Latino Students in Reform-Oriented Mathematics Classrooms" (Judit N. Moschkovich); (2) "Latinos,…

Mathematics Capital in the Educational Field: Bourdieu and Beyond

ERIC Educational Resources Information Center

Williams, Julian; Choudry, Sophina

2016-01-01

Mathematics education needs a better appreciation of the dominant power structures in the educational field: Bourdieu's theory of capital provides a good starting point. We argue from Bourdieu's perspective that school mathematics provides capital that is finely tuned to generationally reproduce the social structures that serve to keep the…

Multiple Visions of Teachers' Understandings of Mathematics

ERIC Educational Resources Information Center

Kajander, Ann; Mason, Ralph; Taylor, Peter; Doolittle, Edward; Boland, Tom; Jarvis, Dan; Maciejewski, Wes

2010-01-01

In this dialog, the notion of mathematical understanding as might be needed by classroom teachers is critically examined by mathematics educators, mathematicians, and a classroom teacher, based on the outcomes of recent work with expert classroom teachers. Terminology, assumptions and examples are discussed and analysed from a number of points of…

Who Teaches Mathematics at Second Level in Ireland?

ERIC Educational Resources Information Center

Ni Riordain, Maire; Hannigan, Ailish

2011-01-01

Ireland's "mathematics problem" is well-documented and extensively reported in the media and elsewhere (Expert Group on Future Skills Needs (EGFSN) 2008; Task Force on the Physical Sciences 2002). Concern primarily lies with post-primary students' underperformance in mathematics coupled with a failure to make a successful transition to…

Learning to Teach Mathematics with Technology: A Survey of Professional Development Needs, Experiences and Impacts

ERIC Educational Resources Information Center

Bennison, Anne; Goos, Merrilyn

2010-01-01

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom…

Using Technology to Meet the Developmental Needs of Deaf Students To Improve Their Mathematical Word Problem Solving Skills.

ERIC Educational Resources Information Center

Kelly, Ronald R.

2003-01-01

Presents "Project Solve," a web-based problem-solving instruction and guided practice for mathematical word problems. Discusses implications for college students for whom reading and comprehension of mathematical word problem solving are difficult, especially learning disabled students. (Author/KHR)

What Math Knowledge Does Teaching Require?

ERIC Educational Resources Information Center

Thames, Mark Hoover; Ball, Deborah Loewenberg

2010-01-01

No one would argue with the claim that teaching mathematics requires mathematics knowledge. However, a clear description of such knowledge needed for teaching has been surprisingly elusive. To differentiate teachers' levels of mathematical knowledge, numerous studies have examined whether a teacher has a certification in math or a degree as well…

How to Develop Teachers' Mathematical Molding Teaching Skills

ERIC Educational Resources Information Center

Mrayyan, Salwa

2016-01-01

This study aimed at developing some of the mathematical modelling skills necessary for the student teachers in mathematics education College. Modeling involves making genuine choices, modeling problems have many possible justifiable answers, modeling problems matter to the end-user who needs to understand something or make a decision. Modeling…

Teaching and Learning Mathematics: Translating Research for Elementary School Teachers

ERIC Educational Resources Information Center

Lester, Frank

2010-01-01

How can teachers learn what they need to know? Every community of educators, regardless of field or specialization, can benefit from being well informed about current research findings. A considerable amount of mathematics education research exists to inform teachers and administrators about teaching and learning mathematics. Research can show…

A Phenomenological Study of Parents' Involvement in Mathematics Instruction

ERIC Educational Resources Information Center

Delbridge, Natalie H.

2013-01-01

Many areas of support are needed when educating children and youth in mathematics education. One of the untapped areas is that of parental support and involvement. The purpose of this phenomenological study is to describe the "lived" experiences of parental involvement in their children's mathematics home instruction through individual…

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

ERIC Educational Resources Information Center

Valentine, Deborah

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

Current Challenges in Integrating Educational Technology into Elementary and Middle School Mathematics Education

ERIC Educational Resources Information Center

Okita, Sandra Y.; Jamalian, Azadeh

2011-01-01

Developing curriculum and instruction for mathematics education and designing technologically enhanced learning environments are often pursued separately, but may need to be addressed together to effectively link the strengths of technology to performance in mathematics and conceptual understanding. This paper addresses current challenges with…

Synopses for Modern Secondary School Mathematics.

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Directorate for Scientific Affairs.

The 1959 Royaumont seminar "New Thinking in School Mathematics," having agreed on the need for modernization, recommended that a second group of experts work out detailed synopses of the entire subject matter of secondary school mathematics. This book is the report of the second seminar and contains the Dubrovnik Program which stimulated…

Mathematical Modelling in the Early School Years

ERIC Educational Resources Information Center

English, Lyn D.; Watters, James J.

2005-01-01

In this article we explore young children's development of mathematical knowledge and reasoning processes as they worked two modelling problems (the "Butter Beans Problem" and the "Airplane Problem"). The problems involve authentic situations that need to be interpreted and described in mathematical ways. Both problems include tables of data,…

Understanding Mathematics and Science Matters. Studies in Mathematical Thinking and Learning Series

ERIC Educational Resources Information Center

Romberg, Thomas A., Ed.; Carpenter, Thomas P., Ed.; Dremock, Fae, Ed.

2005-01-01

The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics…

Language, Mathematics and English Language Learners

ERIC Educational Resources Information Center

Adoniou, Misty; Qing, Yi

2014-01-01

There is a correlation between language proficiency and achievement in mathematics (Riordain & O'Donoghue, 2009), and this is particularly evident for children who speak English as an additional language or dialect. More effort needs to be made in mathematics classrooms to develop cognitive competencies, including the ability to decode and…

English Language Learners in the Mathematics Classroom

ERIC Educational Resources Information Center

Coggins, Debra; Kravin, Drew; Coates, Grace Davila; Carroll, Maria Dreux

2007-01-01

Whether teaching mathematics in a contained elementary classroom, as a specialized math teacher, or as an ELL teacher, this new resource will help meet the needs of English Language Learners. Offering strategies, guidelines, and classroom vignettes, this book demonstrates how to adjust mathematics instruction to make the learning less…

Novice Mathematics Teachers Create Themselves

ERIC Educational Resources Information Center

Schatz Oppenheimer, Orna; Dvir, Nurit

2018-01-01

This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have…

78 FR 24393 - Agency Information Collection Activities; Comment Request; Promoting Student Success in Algebra I...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-25

... learning/ double-dose algebra can serve as possible avenues for improving student success in mathematics... needs in mathematics. This work will make an important contribution by producing actionable information... Common Core State Standards for Mathematics (CCSSM). The study centers around three major research...

Developing Culturally Responsive Mathematics Teachers: Secondary Teachers' Evolving Conceptions of Knowing Students

ERIC Educational Resources Information Center

Parker, Frieda; Bartell, Tonya Gau; Novak, Jodie D.

2017-01-01

Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the…

A Dynamic Theory of Mathematical Understanding: Some Features and Implications.

ERIC Educational Resources Information Center

Pirie, Susan; Kieren, Thomas

Given the current and widespread practical interest in mathematical understanding, particularly with respect to higher order thinking skills, curriculum reform advocates in many countries cite the need for teaching mathematics with understanding. However, the characterization of understanding in ways that highlight its growth, as well as the…

Teaching and Learning Mathematics: Translating Research for Secondary School Teachers

ERIC Educational Resources Information Center

Lester, Frank

2010-01-01

How can teachers learn what they need to know? Every community of educators, regardless of field or specialization, can benefit from being well informed about current research findings. A considerable amount of mathematics education research exists to inform teachers and administrators about teaching and learning mathematics. Research can show…

Teaching Primary School Mathematics and Statistics: Evidence-Based Practice

ERIC Educational Resources Information Center

Averill, Robin; Harvey, Roger

2010-01-01

Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences,…

Visual Programming: A Programming Tool for Increasing Mathematics Achivement

ERIC Educational Resources Information Center

Swanier, Cheryl A.; Seals, Cheryl D.; Billionniere, Elodie V.

2009-01-01

This paper aims to address the need of increasing student achievement in mathematics using a visual programming language such as Scratch. This visual programming language facilitates creating an environment where students in K-12 education can develop mathematical simulations while learning a visual programming language at the same time.…

NLSE: Parameter-Based Inversion Algorithm

NASA Astrophysics Data System (ADS)

Sabbagh, Harold A.; Murphy, R. Kim; Sabbagh, Elias H.; Aldrin, John C.; Knopp, Jeremy S.

Chapter 11 introduced us to the notion of an inverse problem and gave us some examples of the value of this idea to the solution of realistic industrial problems. The basic inversion algorithm described in Chap. 11 was based upon the Gauss-Newton theory of nonlinear least-squares estimation and is called NLSE in this book. In this chapter we will develop the mathematical background of this theory more fully, because this algorithm will be the foundation of inverse methods and their applications during the remainder of this book. We hope, thereby, to introduce the reader to the application of sophisticated mathematical concepts to engineering practice without introducing excessive mathematical sophistication.

Secondary Mathematics Teachers' Beliefs, Attitudes, Knowledge Base, and Practices in Meeting the Needs of English Language Learners

ERIC Educational Resources Information Center

Gann, Linda

2013-01-01

The research centered on secondary mathematics teachers' beliefs, attitudes, knowledge base, and practices in meeting the academic and language needs of English language learners. Using socio-cultural theory and social practice theory to frame the study, the research design employed a mixed methods approach incorporating self-reported surveys,…

Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work

ERIC Educational Resources Information Center

Kent, Phillip; Noss, Richard; Guile, David; Hoyles, Celia; Bakker, Arthur

2007-01-01

The first aim of this article is to present a characterization of the techno-mathematical literacies needed for effective practice in modern, technology-rich workplaces that are both highly automated and increasingly focused on flexible response to customer needs. The second aim is to introduce an epistemological dimension to activity theory,…

Forms of Generalization in Students Experiencing Mathematical Learning Difficulties

ERIC Educational Resources Information Center

Santi, George; Baccaglini-Frank, Anna

2015-01-01

We shift the view of a special needs student away from the acknowledged view, that is as a student who requires interventions to restore a currently expected functioning behaviour, introducing a new paradigm to frame special needs students' learning of mathematics. We use the theory of objectification and the new paradigm to look at (and…

Differences in Mathematical Performance, Creativity Potential, and Need for Cognitive Closure between Chinese and Australian Students

ERIC Educational Resources Information Center

Ma, Choi-Chi Evelene; Rapee, Ronald M.

2015-01-01

Research has shown that Chinese students outperform students from several Western countries on mathematics performance while some evidence has suggested that Western students perform more strongly on tests of creativity. One potential mechanism for these differences may be a higher need for cognitive closure among Chinese students. The current…

Higher Education in Sint Maarten: Fostering Growth of Teacher Knowledge in Mathematics and Science

ERIC Educational Resources Information Center

Sargeant, Marcel A.; Burton, Larry D.; Bailey, Andel

2010-01-01

A needs analysis conducted as part of the foundation-based education (FBE) innovation on the island territory of Sint Maarten indicated the need for additional training of early primary teachers (PK-2) in mathematics and science education. Seven in-service workshops, designed around the Joyce-Showers' Training Model, were implemented over the…

Community, Inquiry, Leadership: Exploring Early Career Opportunities That Support STEM Teacher Growth and Sustainability

ERIC Educational Resources Information Center

Galosy, Jodie A.; Gillespie, Nicole M.

2013-01-01

Much has been written about the need for high-quality science, technology, engineering, and mathematics (STEM) teachers and their role in U.S. educational reform. In this article we provide evidence that beginning science and mathematics teachers need a blend of three mutually reinforcing learning opportunities for growth and sustainability:…

Motivation in Mathematics: Goals Reflected in Emotions

ERIC Educational Resources Information Center

Hannula, Markku S.

2006-01-01

Students in a mathematics classroom are motivated to do many things, not only the ones we expect them to do. In order to understand student behaviour in classrooms we need to increase our understanding of what motivation is and how it is regulated. Two issues relevant to a critique of mainstream motivation research need consideration: (a) the…

Secondary School Advanced Mathematics, Chapter 6, The Complex Number System, Chapter 7, Equations of the First and Second Degree in Two Variables. Student's Text.

ERIC Educational Resources Information Center

Stanford Univ., CA. School Mathematics Study Group.

This text is the fourth of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. This text begins with a brief discussion of quadratic equations which motivates the…

Diagnosing the problem: using a tool to identify pre-registration nursing students' mathematical ability.

PubMed

Harvey, Sharon; Murphy, Fiona; Lake, Richard; Jenkins, Lynne; Cavanna, Annlouise; Tait, Mike

2010-05-01

Mathematical ability is a skill nurses need to safely administer medicines and fluids to patients (Elliott, M., Joyce, J., 2005. Mapping drug calculation skills in an undergraduate nursing curriculum. Nurse Education in Practice 5, 225-229). However some nurses and nursing students lack mathematical proficiency (Hilton, D.E., 1999. Considering academic qualification in mathematics as an entry requirement for a diploma in nursing programme. Nurse Education Today 19, 543-547). A tool was devised to assess the mathematical abilities of nursing students. This was administered to 304 nursing students in one Higher Education Institution (HEI) in Wales, United Kingdom (UK) on entry to a pre-registration undergraduate nursing course. The students completed a diagnostic mathematics test comprising of 25 non-clinical General Certificate of Secondary Education (GCSE) level multiple choice questions with a pass mark set at 72%. The key findings were that only 19% (n=53) of students passed the test. Students appeared to have difficulties with questions involving decimals, SI units, formulae and fractions. The key demographic variable that influenced test scores was previous mathematical qualifications on entry to the course. The tool proved useful in two ways. First, in identifying those students who needed extra tutorial support in mathematics. Second, in identifying those areas of mathematics that presented difficulties for students. Copyright 2009 Elsevier Ltd. All rights reserved.

Thermodynamic investigation of the interaction between cyclodextrins and preservatives - Application and verification in a mathematical model to determine the needed preservative surplus in aqueous cyclodextrin formulations.

PubMed

Holm, René; Olesen, Niels Erik; Alexandersen, Signe Dalgaard; Dahlgaard, Birgitte N; Westh, Peter; Mu, Huiling

2016-05-25

Preservatives are inactivated when added to conserve aqueous cyclodextrin (CD) formulations due to complex formation between CDs and the preservative. To maintain the desired conservation effect the preservative needs to be added in apparent surplus to account for this inactivation. The purpose of the present work was to establish a mathematical model, which defines this surplus based upon knowledge of stability constants and the minimal concentration of preservation to inhibit bacterial growth. The stability constants of benzoic acid, methyl- and propyl-paraben with different frequently used βCDs were determined by isothermal titration calorimetry. Based upon this knowledge mathematical models were constructed to account for the equilibrium systems and to calculate the required concentration of the preservations, which was evaluated experimentally based upon the USP/Ph. Eur./JP monograph. The mathematical calculations were able to predict the needed concentration of preservation in the presence of CDs; it clearly demonstrated the usefulness of including all underlying chemical equilibria in a mathematical model, such that the formulation design can be based on quantitative arguments. Copyright © 2015 Elsevier B.V. All rights reserved.

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

Exploring international gender differences in mathematics self-concept

PubMed Central

Goldman, Amy D.; Penner, Andrew M.

2013-01-01

This study provides an international perspective on mathematics by examnnng mathematics self-concept, achievement, and the desire to enter a career involving mathematics among eighth graders in 49 countries. Using data from the Trends in International Mathematics and Science Study, this study shows that self-concept in mathematics is more closely related to the desire to enter a career using mathematics than achievement is. Further, while gender differences in mathematics self-concept are smaller in more egalitarian countries, both girls and boys have lower mathematics self-concepts and less interest in mathematics careers in these countries. These findings reveal a policy paradox: policies aimed at training the next generation of STEM professionals often highlight the need to close the gender gap, but countries with smaller gender gaps have fewer boys and girls interested in mathematics-intensive careers. We conclude by highlighting the importance of disentangling instrumental and expressive aspects of gender inequality in STEM fields. PMID:27840545

What is the problem in problem-based learning in higher education mathematics

NASA Astrophysics Data System (ADS)

Dahl, Bettina

2018-01-01

Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge where the application in society is not always obvious. Does mathematics, including pure mathematics, fit into a PBL curriculum? This paper argues that it does for two reasons: (1) PBL resembles the working methods of research mathematicians. (2) The concept of society includes the society of researchers to whom theoretical mathematics is relevant. The paper describes two cases of university PBL projects in mathematics; one in pure mathematics and the other in applied mathematics. The paper also discusses that future engineers need to understand the world of mathematics as well as how engineers fit into a process of fundamental-research-turned-into-applied-science.

Making the Learning of Mathematics More Meaningful

NASA Technical Reports Server (NTRS)

Ward, Robin A.

1998-01-01

In the early 1980's, the National Commission on Excellence in Education responded to the call for reform in the teaching and learning of mathematics. In particular, the Commission developed a document addressing the consensus that all students need to learn more, and often different, mathematics and that instruction in mathematics must be significantly revised. In a response to these calls for mathematics education reform, the National Council of Teachers of Mathematics (NCTM) developed its Curriculum and Evaluation Standards (1989) with a two-fold purpose: 1) to create a coherent vision of what it means to be mathematically literate in a world that relies on calculators and computers, and 2) to create a set of standards to guide the revisions of school mathematics curriculum.

The Arithmetic of events and a new theory of Gravitation

NASA Astrophysics Data System (ADS)

Abbasi, Malek

2012-04-01

Of fundamental importance in physics is the concept of event. This study tries; first, to provide a mathematical background showing how must deal with these events and based on what laws the watches, another important concept used frequently in this research, record them. Armed, then, with this mathematical background, the Gravitational Clouds Theory, a novel theory of gravitation concerning the role of the matter and energy in the universe, is proposed. This completely new theory leads to miscellanies results some of which are: the second Einstein's postulate; the well known identity E = mc2; the time-dilation phenomenon and Fitzgerald-Lorentz contraction. This theory will also explain why indeed we never feel the speed of the Earth, what is the origin of Dark matter-energy and many other extraordinary results associated with cosmology.

The Arithmetic of Events and a New Theory of Gravitation

NASA Astrophysics Data System (ADS)

Abbasi, Malek

2012-10-01

Of fundamental importance in physics is the concept of event. This study tries, first, to provide a mathematical background showing how must deal with these events and based on what laws the watches, another important concept used frequently in this research, record them. Armed, then, with this mathematical background, the Gravitational Clouds Theory, a novel theory of gravitation concerning the role of the matter and energy in the universe, is proposed. This completely new theory leads to miscellanies results some of which are: the second Einstein's postulate; the well known identity E = mc2; the time-dilation phenomenon and Fitzgerald-Lorentz contraction. This theory will also explain why indeed we never feel the speed of the Earth, what is the origin of Dark matter-energy and many other extraordinary results associated with cosmology.

Does private tutoring increase students' academic performance? Evidence from Turkey

NASA Astrophysics Data System (ADS)

Berberoğlu, Giray; Tansel, Aysit

2014-10-01

This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students' academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students' sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students' academic performance.

Mathematical background of Parrondo's paradox

NASA Astrophysics Data System (ADS)

Behrends, Ehrhard

2004-05-01

Parrondo's paradox states that there are losing gambling games which, when being combined stochastically or in a suitable deterministic way, give rise to winning games. Here we investigate the probabilistic background. We show how the properties of the equilibrium distributions of the Markov chains under consideration give rise to the paradoxical behavior, and we provide methods how to find the best a priori strategies.

Within- and Cross-Language Relations between Oral Language Proficiency and School Outcomes in Bilingual Children with an Immigrant Background

ERIC Educational Resources Information Center

Prevoo, Mariëlle J. L.; Malda, Maike; Mesman, Judi; van IJzendoorn, Marinus H.

2016-01-01

Sixteen meta-analyses were conducted to examine relations of typically developing bilingual immigrant-background children's oral language proficiency in their first and second language with the school outcomes of early literacy (k = 41), reading (k = 61), spelling (k = 9), mathematics (k = 9), and academic achievement (k = 9). Moderate to strong…

Inequalities in Students' Choice of STEM Subjects: An Exploration of Intersectional Relationships. CLS Working Paper 2015/6

ERIC Educational Resources Information Center

Codiroli, Natasha

2015-01-01

The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students' family background, gender and ethnicity. It remains unclear whether the effects of family background can be explained by academic disparities,…

Future Directions for The Math You Need, When You Need It: Adaptation and Implementation of Online Student-Centered Tutorials that Remediate Introductory Geoscience-Related Mathematical Skills

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Burn, H.; Baer, E. M.

2009-12-01

Requiring introductory geoscience students to apply mathematical concepts and solve quantitative problems can be an arduous task because these courses tend to attract students with diverse levels of mathematical preparedness. Perhaps more significantly, geoscience instructors grapple with quantitative content because of the difficulties students have transferring their prior mathematical learning to common geological problems. As a result, instructors can choose to eliminate the mathematics, spend valuable class time teaching basic mathematical skills or let students flounder in the hope that they will learn on their own. None of these choices are ideal. Instead, research suggests that introductory geoscience courses are opportune places to increase students’ quantitative abilities but that students need effective support at their own skill level. To provide such support, we developed The Math You Need, When You Need It (TMYN): a set of online geoscience context-rich tutorials that students complete just before they encounter a mathematical or numerical skill in their introductory course. The tutorials are modular; each mathematical topic has a set of pages that students work through toward a final assessment. The 11 modules currently available, including unit conversions, graphing, calculating density, and rearranging equations, touch on quantitative topics that cross a number of geologic contexts. TMYN modules are designed to be stand-alone and flexible - faculty members can choose modules appropriate for their courses and implement them at any time throughout the term. The flexible and adaptable nature of TMYN enables faculty to provide a supportive learning environment that remediates math for those who need it without taking significant classroom time. Since spring 2008, seven instructors at Highline Community College and University of Wisconsin Oshkosh successfully implemented TMYN in six geoscience courses with diverse student audiences. Evaluation of pilot implementations suggests that the flexibility of TYMN is one of its strengths. Specifically, faculty members responded positively to the ability to choose relevant topics and provide students with competence in pertinent mathematical concepts; students liked the supportive, contextual environment and the ability to work at their own pace. And, despite the fact that each implementation varied in the number and type of modules used, the timing of module use, grading stakes, and course size, pre/post test results consistently showed improvement in student skills associated with a given module, suggesting that all implementations were successful. Post-module surveys likewise revealed that both instructors and students found the experience valuable. We present the wide variety of successful implementations with an eye toward exploring future directions for the project, including soliciting new and diverse ways in which other institutions and instructors might adapt and apply TMYN to their own courses.

The role of mathematical models in understanding pattern formation in developmental biology.

PubMed

Umulis, David M; Othmer, Hans G

2015-05-01

In a Wall Street Journal article published on April 5, 2013, E. O. Wilson attempted to make the case that biologists do not really need to learn any mathematics-whenever they run into difficulty with numerical issues, they can find a technician (aka mathematician) to help them out of their difficulty. He formalizes this in Wilsons Principle No. 1: "It is far easier for scientists to acquire needed collaboration from mathematicians and statisticians than it is for mathematicians and statisticians to find scientists able to make use of their equations." This reflects a complete misunderstanding of the role of mathematics in all sciences throughout history. To Wilson, mathematics is mere number crunching, but as Galileo said long ago, "The laws of Nature are written in the language of mathematics[Formula: see text] the symbols are triangles, circles and other geometrical figures, without whose help it is impossible to comprehend a single word." Mathematics has moved beyond the geometry-based model of Galileo's time, and in a rebuttal to Wilson, E. Frenkel has pointed out the role of mathematics in synthesizing the general principles in science (Both point and counter-point are available in Wilson and Frenkel in Notices Am Math Soc 60(7):837-838, 2013). We will take this a step further and show how mathematics has been used to make new and experimentally verified discoveries in developmental biology and how mathematics is essential for understanding a problem that has puzzled experimentalists for decades-that of how organisms can scale in size. Mathematical analysis alone cannot "solve" these problems since the validation lies at the molecular level, but conversely, a growing number of questions in biology cannot be solved without mathematical analysis and modeling. Herein, we discuss a few examples of the productive intercourse between mathematics and biology.

Project-Based Learning Environments: Challenging Preservice Teachers to Act in the Moment

ERIC Educational Resources Information Center

Wilhelm, Jennifer; Sherrod, Sonya; Walters, Kendra

2008-01-01

In this design study, the authors documented means by which preservice teachers experienced mathematics and science associated with understanding the Moon and sky as they participated in project work within their mathematics and science methods course. The authors examined the way preservice teachers applied mathematics needed to accomplish…

On Possible Uses of Traditional Angolan Sand Drawings in the Mathematics Classroom.

ERIC Educational Resources Information Center

Gerdes, Paulus

1988-01-01

Both industrialized and Third World countries see the need to "multi-culturalize" their mathematics curricula. Following a brief description of the drawing tradition of the Tchokwe people (Angola), some possible uses of their pictograms in the mathematics classroom are suggested. Examples given in this paper include the study of arithmetical…

Assisting Pupils in Mathematics Achievement (The Common Core Standards)

ERIC Educational Resources Information Center

Ediger, Marlow

2011-01-01

Mathematics teachers must expect reasonably high standards of achievement from pupils. Too frequently, pupils attain at a substandard level and more optimal achievement is necessary. Thus, pupils should have self esteem needs met in the school and classroom setting. Thus, learners feel that mathematics is worthwhile and effort must be put forth to…

Australian Curriculum Linked Lessons: Reasoning in Number and Algebra

ERIC Educational Resources Information Center

Day, Lorraine

2014-01-01

The Reasoning Proficiency in number and algebra is about children making sense of the mathematics by explaining their thinking, giving reasons for their decisions and describing mathematical situations and concepts. Lorraine Day notes, children need to be able to speak, read and write the language of mathematics while investigating pattern and…