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Journal articles on the topic 'Basic math'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Dorans, Kirsten. "Encoding basic math rules." Lab Animal 39, no. 3 (2010): 62. http://dx.doi.org/10.1038/laban0310-62a.

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2

Stallings, William M. "Basic math for social scientists: Concepts." Evaluation Practice 17, no. 3 (1996): 277–79. http://dx.doi.org/10.1016/s0886-1633(96)90008-2.

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3

Decker, Stephanie. "Math and Geography: Teaching a Basic Connection." Geography Teacher 2, no. 2 (2005): 10–15. http://dx.doi.org/10.1080/19338341.2005.11089860.

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4

Cantlon, Jessica F., and Elizabeth M. Brannon. "Basic Math in Monkeys and College Students." PLoS Biology 5, no. 12 (2007): e328. http://dx.doi.org/10.1371/journal.pbio.0050328.

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5

Hamm, Mary, and Carol Langbort. "Basic math knowledge and prospective elementary teachers." Teacher Educator 27, no. 2 (1991): 25–31. http://dx.doi.org/10.1080/08878739109555001.

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6

Douglas, Heather P., and Jo-Anne LeFevre. "Exploring the influence of basic cognitive skills on the relation between math performance and math anxiety." Journal of Numerical Cognition 3, no. 3 (2018): 642–66. http://dx.doi.org/10.5964/jnc.v3i3.113.

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What causes math anxiety? According to a cognitive deficits view, early weaknesses in basic number and spatial skills lead to poor performance and hence negative affect. A strong version of this view suggests that the relation between math anxiety and math performance among adults will be explained by deficits in spatial and basic number skills. In the present research, we tested a model to account for the relations among math anxiety, math performance, and cognitive skills (i.e., working memory, basic number and spatial skills) among adults (N = 90). We replicated the modest correlations obse

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7

Leith, D. Malcolm. "Active Learning in an Adult Basic Math Class." Journal of Experiential Education 11, no. 2 (1988): 28–31. http://dx.doi.org/10.1177/105382598801100206.

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8

Alexander, Deborah Ferrante. "Drilling Basic Math Facts: From Drudgery to Delight." TEACHING Exceptional Children 18, no. 3 (1986): 209–12. http://dx.doi.org/10.1177/004005998601800311.

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9

Loveless, Tom. "Trends in Math: The Importance of Basic Skills." Brookings Review 21, no. 4 (2003): 40. http://dx.doi.org/10.2307/20081132.

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10

Juhana Senjaya, Aan. "FAKTOR-FAKTOR DOMINAN YANG BERPENGARUH TERHADAP PENGUASAAN MATERI PEMBELAJARAN MATEMATIKA GURU SMP DI KABUPATEN INDRAMAYU." M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika 2, no. 2 (2017): 133–44. http://dx.doi.org/10.31943/mathline.v2i2.41.

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This study aims to determine the effect of perception toward math, ability of understand of symbols, mastery of basic concepts, and learning motivation toward the mastery of instructional materials of mathematics. The sample of study consisted of 181 Junior High School math teacher. Data were gathered using questionnaires and tests. Data were analyzed using path analysis with Structural Equation Modeling (SEM). The perception toward math as exogenous variable. The ability of understand of symbols, mastery of math basic concepts, and math learning motivation as exogenous or endogenous variable

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11

Mercer, Cecil D., and Susan P. Miller. "Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts." Remedial and Special Education 13, no. 3 (1992): 19–35. http://dx.doi.org/10.1177/074193259201300303.

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12

Dadas, John E. "Simple math programs in basic for your personal computer." Physics Teacher 25, no. 5 (1987): 342–43. http://dx.doi.org/10.1119/1.2342271.

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13

Moore, Barbara McGregor. "Achievement in Basic Math Skills for Low Performing Students." Journal of Experimental Education 57, no. 1 (1988): 38–44. http://dx.doi.org/10.1080/00220973.1988.10806494.

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14

Uçar, Sümeyra. "Analysis of a basic SEIRA model with Atangana-Baleanu derivative." AIMS Mathematics 5, no. 2 (2020): 1411–24. http://dx.doi.org/10.3934/math.2020097.

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15

Frankenstein, Marilyn. "A Different Third R: Radical Math." Radical Teacher 100 (October 9, 2014): 77–82. http://dx.doi.org/10.5195/rt.2014.160.

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Mathematical literacy is more than the ability to calculate. It is the ability to reason quantitatively, the ability to use numbers to clarify issues and to support or refute opinions. Yet the proliferation of arithmetic courses at the college level is evidence that people are not learning even basic computation skills in school. Too many adults cannot use numbers effectively in their daily lives. This article will briefly examine the causes of this situation and will outline a basic arithmetic course that not only teaches adults math effectively, but raises their political consciousness and e

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16

Joyner, Jeane M. "Math around the Clock." Arithmetic Teacher 33, no. 3 (1985): 43–47. http://dx.doi.org/10.5951/at.33.3.0043.

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Good programs in elementary school mathematics should include activities for building enthusiasm for mathematics as well as teaching basic concepts. Special projects offer teachers opportunities to motivate their students while children practice computational skills. When a mathematics act ivity involves children in ways in which each individual can be successful and feel that his or her contribution is as valuable as the next child's, then the students feel good about themselves and about mathematics. Teachers can capture the interest of children who are not self-motivated and build enthusias

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17

Strømgren, Børge, Cathrine Berg-Mortensen, and Linn Tangen. "The Use of Precision Teaching to Teach Basic Math Facts." European Journal of Behavior Analysis 15, no. 2 (2014): 225–40. http://dx.doi.org/10.1080/15021149.2014.11434723.

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18

Ballard, Charles L., and Marianne F. Johnson. "Basic Math Skills and Performance in an Introductory Economics Class." Journal of Economic Education 35, no. 1 (2004): 3–23. http://dx.doi.org/10.3200/jece.35.1.3-23.

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19

Compton, R., D. Anderson, and C. Hamady. "Basic Math Skills and Professional Use by BGSU Dietetics Students." Journal of the Academy of Nutrition and Dietetics 118, no. 9 (2018): A26. http://dx.doi.org/10.1016/j.jand.2018.06.277.

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20

Oner, Tahsin, and Ibrahim Senturk. "The Sheffer stroke operation reducts of basic algebras." Open Mathematics 15, no. 1 (2017): 926–35. http://dx.doi.org/10.1515/math-2017-0075.

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Abstract In this study, a term operation Sheffer stroke is presented in a given basic algebra 𝒜 and the properties of the Sheffer stroke reduct of 𝒜 are examined. In addition, we qualify such Sheffer stroke basic algebras. Finally, we construct a bridge between Sheffer stroke basic algebras and Boolean algebras.

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21

Greene, Gary. "Math-Facts Memory Made Easy." Arithmetic Teacher 33, no. 4 (1985): 21–25. http://dx.doi.org/10.5951/at.33.4.0021.

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There comes a time when children in the primary grades are expected to increase the speed and accuracy with whlch they perform computational tasks. Mastery of basic addition and subtraction facts greatly facilitates a student's ability to achieve this objective. Although some children are able to learn math facts without individualized instruction, others require extensive support. For the latter students, teachers typically prescribe extra drill-and-practice activities (e.g., flash cards), often leading to disappointing and frustrating results for both the teacher and the child.

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22

Rahman, Gauhar, Iyad Suwan, Kottakkaran Sooppy Nisar, Thabet Abdeljawad, Muhammad Samraiz, and Asad Ali. "A basic study of a fractional integral operator with extended Mittag-Leffler kernel." AIMS Mathematics 6, no. 11 (2021): 12757–70. http://dx.doi.org/10.3934/math.2021736.

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<abstract><p>In this present paper, the basic properties of an extended Mittag-Leffler function are studied. We present some fractional integral and differential formulas of an extended Mittag-Leffler function. In addition, we introduce a new extension of Prabhakar type fractional integrals with an extended Mittag-Leffler function in the kernel. Also, we present certain basic properties of the generalized Prabhakar type fractional integrals.</p></abstract>

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23

Schnur-Laughlin, Julia. "A Teacher's Journal: Pantry Math." Teaching Children Mathematics 6, no. 4 (1999): 216–18. http://dx.doi.org/10.5951/tcm.6.4.0216.

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Almost anyone who has been teaching for a few years has experienced a spontaneous “teachable moment” prompted by something that was said by a student. I was fortunate to have had such an experience last December when our kindergartners were involved in a “Twelve Days of Christmas” unit. As the holidays approach this year, I look forward to repeating this unit, which increased my students' awareness of basic number sense and patterning. Because the unit had a writing and drawing component, it also incorporated communication of the mathematical processes involved.

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ALIF, CINDY. "RANCANGAN ANIMASI PENYULUHAN MATA PELAJARAN MATEMATIKA DASAR BAGI CALON GURU YANG AKAN MENGAJAR KE DAERAH TERTINGGAL." Serat Rupa Journal of Design 1, no. 2 (2018): 376. http://dx.doi.org/10.28932/srjd.v1i2.459.

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Instructional media are useful in assisting students and teachers to accumulate understandings on knowledge. Further, instructional media may serve as learning tool for young teachers prepared to be dispersed on various under-developed areas in Indonesia. Based on this premise, the authors develop and design an animation on the know-how of teaching basic math for students at under-developed areas of Indonesia. The purpose of instructional media design is to provide illustrative action in teaching basic math with limited educational resources. In the design process, the authors employed combine

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25

Irish, Cheryl. "Using Peg- and Keyword Mnemonics and Computer-Assisted Instruction to Enhance Basic Multiplication Performance in Elementary Students with Learning and Cognitive Disabilities." Journal of Special Education Technology 17, no. 4 (2002): 29–40. http://dx.doi.org/10.1177/016264340201700403.

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This paper describes the effectiveness of Memory Math, a multimedia software program developed to teach students with learning and cognitive disabilities to effectively use a peg- and keyword mnemonic strategy to learn basic multiplication facts. According to the math Standards (National Council of Teachers of Mathematics, 2000), accuracy with basic facts is a critical element in the development of new skills and achievement in higher levels of math. One avenue for improving accuracy on basic skills is computer-assisted instruction (CAI). CAI offers an alternative to the teacher-intensive coac

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26

Kim, Jeong-ryeol, and Je-Young Lee. "A Basic Study of English Immersion Lexicon for Math and Science." Asia-pacific Journal of Education Management Research 2, no. 1 (2017): 135–40. http://dx.doi.org/10.21742/ajemr.2017.2.1.22.

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27

Nelson, Peter M., Sandra M. Pulles, David C. Parker, and Jenna Klaft. "Implementation fidelity for math intervention: Basic quality ratings to supplement adherence." School Psychology 35, no. 1 (2020): 72–79. http://dx.doi.org/10.1037/spq0000338.

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28

Ngo, Federick. "Fractions in College: How Basic Math Remediation Impacts Community College Students." Research in Higher Education 60, no. 4 (2018): 485–520. http://dx.doi.org/10.1007/s11162-018-9519-x.

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29

Poncy, Brian C., Gary J. Duhon, Stacy B. Lee, and Amy Key. "Evaluation of Techniques to Promote Generalization with Basic Math Fact Skills." Journal of Behavioral Education 19, no. 1 (2010): 76–92. http://dx.doi.org/10.1007/s10864-010-9101-x.

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30

Ianaguivara, Eduardo Seige, Alex Candiago, L. T. Kawamoto, Silvia Cristina Martini Rodrigues, Terigi Augusto Scardovelli, and Alessandro Pereira da Silva. "Virtual Environment to Aid the Assessment of Basic Math Concepts in Children with ADHD." Key Engineering Materials 638 (March 2015): 339–43. http://dx.doi.org/10.4028/www.scientific.net/kem.638.339.

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The Attention Deficit Hyperactivity Disorder (ADHD) is the most common disorder among children in the school. Children with ADHD have more difficulty learning the discipline of mathematics. Recent studies showed that the use of computer games as a tool to aid evaluation of mathematical concepts can provide twice more solutions to problems than conventional methods. Several studies also showed that the colors can significantly affect the attention of children with ADHD. Therefore, this paper describes the development of the computerized game with red-green axis colors to help the assessment the

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31

Brooks, Lisa. "Finding math in reading and science." Teaching Children Mathematics 23, no. 4 (2016): 216–17. http://dx.doi.org/10.5951/teacchilmath.23.4.0216.

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Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. This month's article considers one way to teach children to be lifelong learners: by applying problem-solving skills and a variety of math concepts at home, including time, measurement, basic operations, and fractions.

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32

Kellems, Ryan O., Giulia Cacciatore, and Kaitlyn Osborne. "Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities." Career Development and Transition for Exceptional Individuals 42, no. 4 (2019): 253–58. http://dx.doi.org/10.1177/2165143418822800.

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A basic understanding of math, numeracy, and related concepts are critical skills for functioning independently in society. Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing math instruction to individuals with disabilities. This article provides a practical framework (with step-by-step instructions and examples) for practitioners wishing to implement AR as a teaching strategy for secondary student

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33

Knol, Ivan A., and Maxim A. Popkov. "EDUCATIONAL SOFTWARE FOR ACQUIRING MATH SKILLS." Interexpo GEO-Siberia 7, no. 1 (2020): 162–65. http://dx.doi.org/10.33764/2618-981x-2020-7-1-162-165.

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The article discusses the development of a software product for training students in Mathematics. The program proposes to use of a question-answer mode in the form of testing. A user with the "Learning" role is given the opportunity to select a category for training. The essence of the training is to develop a automatic response for a certain basic amount of knowledge. Based on the results of each training cycle, a file with the final reporting for the user with the role "Teacher" is generated.

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34

Rahmi Yuberta, Kurnia, Widya Setiawati, and Lely Kurnia. "PENGARUH MATH ANXIETY TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA BERDASARKAN GENDER." AGENDA: Jurnal Analisis Gender dan Agama 2, no. 1 (2020): 81. http://dx.doi.org/10.31958/agenda.v2i1.1995.

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Math anxiety often suffered by students in learning math. If it continues to appear, the students will not have a good ability on math concepts. Math concept actually is the basic ability in learning math. From a gender perspective, there is a difference in mathematics anxiety between male and female students. This research aims to seek out whether there is an influence of math anxiety on students’ comprehension of math concepts based on gender. The research method was the correlational research. The research subjects were the eighth grade students of MTsN 07 Tanah Datar. The research found th

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35

Pan, Jiangmin, Junjie Huang, and Chao Wang. "Symmetric graphs of valency seven and their basic normal quotient graphs." Open Mathematics 19, no. 1 (2021): 735–46. http://dx.doi.org/10.1515/math-2021-0062.

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Abstract We characterize seven valent symmetric graphs of order 2 p q n 2p{q}^{n} with p < q p\lt q odd primes, extending a few previous results. Moreover, a consequence partially generalizes the result of Conder, Li and Potočnik [On the orders of arc-transitive graphs, J. Algebra 421 (2015), 167–186].

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36

Alquraan, Mahmoud F., and Ahmed A. Al-Shaqsi. "Math and Science Post-basic Education School Teachers’ Use of As-sessment for Learning and Assessment of Learning Practices in Oman." Journal of Educational and Psychological Studies [JEPS] 13, no. 4 (2019): 615. http://dx.doi.org/10.24200/jeps.vol13iss4pp615-627.

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The present study aimed at investigating math and science post-basic education school teachers’ use of Assessment for Learning (AfL) and Assessment of Learning (AoL) Practices in Oman from teachers’ points of view and as perceived by their educational supervisors. To achieve the objectives of this study, a 31-item of Likert type questionnaire was used. The questionnaire was divided into two subscales. The first subscale contains 12 AoL practices while the second one contains 19 AfL practices. The questionnaire was distributed to 288 math, biology, physics, and chemistry teachers and to 78 math

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37

Latif, David A., and Joseph A. Grillo. "Assessing the Basic Math Skills of First-Year Doctor of Pharmacy Students." Journal of Pharmacy Teaching 9, no. 2 (2002): 17–25. http://dx.doi.org/10.1300/j060v09n02_02.

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38

Майер, Роберт, and Robert Mayer. "Informative Value Estimation of the Basic Statements of the School Math Course." Standards and Monitoring in Education 7, no. 2 (2019): 38–45. http://dx.doi.org/10.12737/article_5ca4b1485242f8.46843711.

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The diffi culty of understanding an educational text primarily depends on the degree of the information concentration in its constituent sentences and mathematical statements. The article analyzes the problem of assessing the density of educational information for the theoretical component of mathematics textbooks in various classes of secondary schools. The purpose of research consists in: 1) developing objective methods for measuring the quantity semantic information in educational text; 2) in determining the information density in theoretical reasoning (defi nitions, theorems, conclusions,

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39

Christensen, Carol A., and Michael M. Gerber. "Effectiveness of computerized drill and practice games in teaching basic math facts." Exceptionality 1, no. 3 (1990): 149–65. http://dx.doi.org/10.1080/09362839009524751.

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40

Merow, Sophia D. "Math societies to lawmakers: This is why you should fund basic research." Notices of the American Mathematical Society 66, no. 04 (2019): 1. http://dx.doi.org/10.1090/noti1767.

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41

Stout, Mark, Jang Woo Park, Ali Dogan, and Ricardo Teixeira. "Basic Skills Assessment as an Early Success Indicator in College Math Courses." International Journal of Assessment and Evaluation 28, no. 1 (2021): 67–77. http://dx.doi.org/10.18848/2327-7920/cgp/v28i01/67-77.

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42

Bohning, Gerry, and Marguerite C. Radencich. "Math Action Books: For Young Readers." Arithmetic Teacher 37, no. 1 (1989): 12–13. http://dx.doi.org/10.5951/at.37.1.0012.

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Primary-grade children delight in using three-dimensional action books. Why not build on this interest to help them to practice their counting and basic mathematics facts? Action books have movable parts and are often called pop-up or pop-out books, lift-the-flap books, or surprise books. Children lift flaps, pull tabs, slide panels, move wheels, or turn pop-up pages to initiate a three-dimensional movement. Mathematics three-dimensional action books offer skill practice in a helpful and exciting format. Children can add apples that slide into baskets, subtract airplanes that disappear behind

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43

Hariastuti, Rachmaniah M. "Math is Fun: Sosialisasi dan Lomba Permainan Matematika Tingkat SD di Desa Sumberanyar, Wongsorejo, Banyuwangi." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 1, no. 2 (2017): 35. http://dx.doi.org/10.36339/je.v1i2.46.

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Math is a branch of science that has relation with daily live knowledge. Understanding basic concept of math,especially in elementary school is needed for students in order to study math or other science in the next level. Thedifficulty in math learning in elementary level is often happen because the lack of teachers understanding the studentsconditions that still need to understand the real meaning of a concept. This condition needs a strategy so that teacher cancreate a concept that abstract math become real in form of learning media either math props or games. This communityservice activity

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44

Ogurlu, Üzeyir, and Hakan Sarıcam. "Metacognitive awareness and math anxiety in gifted students." Cypriot Journal of Educational Sciences 10, no. 4 (2016): 338. http://dx.doi.org/10.18844/cjes.v10i4.228.

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The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data

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45

Aktaş, Buşra, Olgun Durmaz, and Halit Gündoğan. "ON THE BASIC STRUCTURES OF DUAL SPACE." Facta Universitatis, Series: Mathematics and Informatics 35, no. 1 (2020): 253. http://dx.doi.org/10.22190/fumi2001253a.

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Topology studies the properties of spaces that are invariant under any con-tinuous deformation. Topology is needed to examine the properties of the space. Funda-mentally, the most basic structure required to do math in the space is topology. There exists little information on the expression of the basis and topology on dual space. The main point of the research is to explain how to deﬁne the basis and topology on dual space Dⁿ. Then, we will study the geometric constructions corresponding to the open balls in D and D², respectively.

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46

Shihab Alkhazam, Awad Mufleh. "Degree of Upper Basic Stage Mathematics Teachers’ Use of Alternative Assessment Strategies and Its Tools in Al-Mafraq Governorate and Their Attitudes Towards Them." International Journal of Education 9, no. 2 (2017): 96. http://dx.doi.org/10.5296/ije.v9i2.11485.

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This study aims at identifying the degree of using alternative assessment strategies and its tools by the upper basic stage Math teachers in Mafraq Governorate and revealing their attitudes towards using these strategies. The sample of the study consisted of (180) Math teachers. The researcher adopted two questionnaire for collecting data; the first one consisted of (20) items including the alternative assessment and its tools while the other questionnaire consisted of (30) items addressing the Math teachers’ attitudes towards using the alternative assessment and its tools. The study came up w

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47

Vajiac, Bogdan. "Math Roots: Can a Sixth Grader Do Trig." Mathematics Teaching in the Middle School 15, no. 3 (2009): 176–80. http://dx.doi.org/10.5951/mtms.15.3.0176.

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Can sixth graders learn trigonometry? Although this material is taught at the high school and college levels, most sixth graders are smart enough to learn it. In fact, South Korean, Romanian, and American schools abroad introduce basic trigonometry in middle school. U.S. schools can do it, too. With the right preparation, any student can learn a bit of trigonometry; a simple curiosity is enough to get started.

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48

Muhtadi, Muhtadi, Sutama Sutama, Sofyan Anif, and Harun Joko Prayitno. "PENGEMBANGAN KEMITRAAN KA WASAN MATEMATIKA(MATH MASTER ZONE) DI KECAMATAN SA WAHAN KABUP ATEN NGANJUK." Warta LPM 18, no. 1 (2015): 20–28. http://dx.doi.org/10.23917/warta.v18i1.1163.

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PEMITRA service activities in the kecamatan Sawahan kabupaten Nganjuk, had conducted educational activities, training, and mentoring for elementary school teachers, principals, supervisors and the person in charge of Math Masters Zone program to improve the basic concepts of mathematics and its teaching method. In this Pemitra conducted training activities learning methods of Math Masters, so that teachers had an understanding and basic mathematical concepts were true, and instructed it so easy and fun to their students. In the implementation of this Pemitra service activities, had given resul

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49

Tramonti, Michela, Desislava Paneva-Marinova, and Radoslav Pavlov. "MATH AND ART CONVERGENCE FOR EDUCATION." CBU International Conference Proceedings 5 (September 23, 2017): 851–54. http://dx.doi.org/10.12955/cbup.v5.1037.

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According to worldwide surveys (such as PISA and TIMSS), European students often lack both mathematical and key basic competencies in science and technology. The mean scores for mathematics obtained by students are below the Organisation for Economic Co-operation and Development average (OECD). The learning of the mathematics literacy enables students to contribute effectively in actual society, enhancing their employment prospects. This paper intends to describe an innovative learning and teaching approach, actually in the development phase, in the field of mathematics for 14-16 years old stu

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50

Srivastava, H. M., T. M. Seoudy, and M. K. Aouf. "A generalized conic domain and its applications to certain subclasses of multivalent functions associated with the basic (or $ q $-) calculus." AIMS Mathematics 6, no. 6 (2021): 6580–602. http://dx.doi.org/10.3934/math.2021388.

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