Relevant bibliographies by topics / Grade 7- Mathematics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Grade 7- Mathematics'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Grade 7- Mathematics"

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Askey, Richard, Kunihiko Kodaira, and Hiromi Nagata. "Japanese Grade 7-9 Mathematics." College Mathematics Journal 23, no. 5 (1992): 445. http://dx.doi.org/10.2307/2686423.

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Rustemeyer, Ruth, and Natalie Fischer. "Sex- and Age-Related Differences in Mathematics." Psychological Reports 97, no. 1 (2005): 183–94. http://dx.doi.org/10.2466/pr0.97.1.183-194.

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This study examined sex differences and age-related changes in mathematics based on Eccles's 1985 expectancy-value model of “achievement-related choices” and Dweck's 1986 motivation-process model. We have assessed motivational variables and performance in mathematics for youth in Grades 5, 7, and 9 in a German comprehensive secondary school. Significant sex differences in Grades 7 and 9 were observed even when school marks were controlled for. Furthermore, the results indicated differences between Grade 7 and Grade 9 on most of the motivational variables. Older students show a less favorable m
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Brown, Barbara, Nadia Delanoy, and Mark Webster. "Flipped Learning in Grade 7 and 9 Mathematics." Open/Technology in Education, Society, and Scholarship Association Conference 2, no. 1 (2022): 1–8. http://dx.doi.org/10.18357/otessac.2022.2.1.23.

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This design-based study focused on supporting students in grade 7 and 9 math classes by implementing a flipped learning model. In this study the researchers explored the perceptions of teachers and students about the benefits and challenges of a technology-enhanced pedagogy such as flipped learning. The study was conducted from January to June 2021 with two junior high math classes in a charter school in Alberta with a specialization in English language learning, and at a time when classes were shifting between in-person and online learning frequently due to COVID-19. Through a design-based ap
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Julian, Christian J., and Hazel Joy V. Julian. "THE EFFECTIVENESS OF SPIRAL APPROACH IN TEACHING MATHEMATICS IN THE K-12 PROGRAM." Ignatian International Journal for Multidisciplinary Research 2, no. 9 (2024): 374–84. https://doi.org/10.5281/zenodo.13734567.

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This study aimed to evaluate the effectiveness of the spiral approach in teaching Mathematics within the K-12 curriculum at Roxas National High School, focusing on students from Grades 7 to 10. Utilizing a descriptive research design, the study examined students' performance in Mathematics, administered the Spiral Mathematics Questionnaire (SMQ), and analyzed changes in academic grades. Results revealed a consistent increase in Mathematics grades from Grade 7 to Grade 10, with a significant improvement noted in Grade 10. Although the SMQ indicated that the spiral approach was "Least Effective,
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Naukushu, Shiwana T. "The relationship between grade 7 learners’ performance in English versus Mathematics." Namibia CPD Journal for Educators 5 (November 20, 2019): 70–86. http://dx.doi.org/10.32642/ncpdje.v5i0.1249.

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This study explored the relationship that exists between theGrade 7 learners’ performance in English ve rsus Mathematics at School X in the Oshana Region. The study sought to answer the following questions: 1. How does the performance of the Grade 7 learners in English compare to their performance in Mathematics? 2. What relationship exists between Grade 7 learners’ performance in English and in Mathematics? The study utilised Document Analysis that is, data was drawn from the Grade 7 learners’ English and Mathematics mark sheets for their August examinations. The quantitative approach was use
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Dickey, Edwin M. "Editorial: Join Our Eighty-Six-Year-Old Network." Mathematics Teacher 87, no. 6 (1994): 394. http://dx.doi.org/10.5951/mt.87.6.0394.

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As the National council of Teachers of Mathematics celebrates its Diamond Jubilee, the Mathematics Teacher begins its eighty-seventh year of publication. In this issue we highlight three new sections: “Technology Tips,” “Media Clips,” and—introduced by the article “What Gets Graded is What Gets Valued”-“lmplementing the Assessment Standards.” Also, beginning with this issue the journal's grade-level focus changes from a concentration on grades 7 through 14 to an emphasis on grades 8 through 14.
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Berrame, Riza. "Proficiency and Academic Achievement of Grade 7 Students in Mathematics." Psychology and Education: A Multidisciplinary Journal 19, no. 5 (2024): 523–37. https://doi.org/10.5281/zenodo.11095066.

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One of the most ultimate goals of every math teacher and the school is to improve the level of proficiency and academic achievement of low performing students in Mathematics. This study focused mainly on the proficiency and academic achievement of Grade 7 students in Mathematics. The research design used is Quantitative Descriptive Comparative and Correlational technique. In 96 sample respondents, 48 were males and 48 females. Stratified random sampling was employed in the selection of respondents per strata. Based on the results, the level of proficiency of the students was low/below standard
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Smith, David B. "Making Connections: A Thematic Mathematics Project for Grade 7." Mathematics Teaching in the Middle School 6, no. 1 (2000): 12–18. http://dx.doi.org/10.5951/mtms.6.1.0012.

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Here is the teacher'S Dilemma: Students are motivated by new experiences in mathematics, but many lack the basic skills and understanding of concepts that they need to be successful when the pace of instruction quickens. For example, when introducing the multiplication property of equality to solve ax = b, I find that many seventh graders have forgotten how to multiply fractions and decimals. They are interested in the prospect of learning something new, but their enthusiasm is dampened because they cannot perform simple computations. Even after years of drill and practice, familiar algorithms
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Balabagan, Saharah, Normillah Balowa, Samirah Balowa, Irma Gumacap, Nadia Sanguila, and Karen Gay Dy. "Mindset Types and Behavioral Engagement towards Mathematics among Junior High School Students in Laubach Institute." Psychology and Education: A Multidisciplinary Journal 23, no. 7 (2024): 920–33. https://doi.org/10.5281/zenodo.13310488.

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This study, conducted at Laubach Institute during the S.Y. 2023-2024, aimed to determine the mindset towards mathematics and behavioral engagement among junior high school students. The respondents were 141 students, and the study used a descriptive-correlational research design with survey questionnaires and open-ended interview questions. The data were analyzed using means, standard deviation, and Pearson r correlation at a 0.05 level of significance. The findings revealed that Grade 9 students had the highest mean value of 2.47 for a fixed mindset, rated as "disagree," while Grade 7 had the
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Ntenza, S. Philemon. "Investigating Forms of Children's Writing in Grade 7 Mathematics Classrooms." Educational Studies in Mathematics 61, no. 3 (2006): 321–45. http://dx.doi.org/10.1007/s10649-006-5891-0.

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Dissertations / Theses on the topic "Grade 7- Mathematics"

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Jaffer, Shaheeda. "Mathematics, pedagogy and textbooks : a study of textbook use in Grade 7 mathematics classrooms." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/14964.

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Bibliography: leaves 221-223.<br>This dissertation is concerned with a systematic description of the recontextualization of the practices of a textbook, Maths for all Grade 7 Learner's Activity Book, when it is incorporated into grade 7 mathematics teachers' classroom practices. In particular, the research described here focuses on the impact of the textbook on four grade 7 mathematics teachers' classroom practices. My study forms a sub-project of a larger research project which explores the impact of the textbook, Maths for all Grade 7 Learner's Activity Book, in 14 grade 7 mathematics classr
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Nakidien, Mogamat Toyer. "The recruitment of the 'everyday' in fourteen Grade 7 mathematics classrooms." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6047.

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Percival, Irene. "Mathematics in history, integrating the mathematics of ancient civilizations with the Grade 7 social studies curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ51447.pdf.

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Tani, Wali Bahader. "TEXTBOOK ANALYSIS IN AFGHANISTAN : Comparison of mathematics’ textbooks of grade 7-9." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33824.

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Mathematics education is considered indispensible for the improvement of curriculum and education system in each country. Similarly, in order to witness a positive and affective improvement in the curriculum and education system of Afghanistan, Mathematics textbooks have recently been revised by the Ministry of Education. Therefore, it was important to compare old and new textbooks of mathematics from some important learning and teaching approaches. Besides textbook analysis in lower secondary level, this study also analyzed the perceptions of different teachers regarding the recent change in
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Tortop, Tugba. "7th-grade Students." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613092/index.pdf.

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The purpose of this study was to investigate 7th-grade students&rsquo<br>typical errors and possible misconceptions in graphs concept before and after the regular mathematics instruction. The study was conducted in an elementary school in the 2nd semester of 2009-2010 academic year in Afyonkarahisar. A mathematics teacher and 71 7th-grade students participated in the study. The data were collected through achievement tests administered to the students before and after the instruction and interviews conducted with the teachers and the selected eight students based on the results of the pretest
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Biccard, Piera. "An investigation into the development of mathematical modelling competencies of grade 7 learners." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5301.

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Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: Mathematical modelling is becoming a popular teaching and learning approach in mathematics education. There is however a need within the modelling domain to identify exactly what modelling competencies are and how these competencies develop. This study examines how mathematical modelling competencies develop in Grade 7 students working in groups. Modelling is placed in the field of mathematics teaching and learning as a significant means of learning mathematics. Modelling competencies are identified
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Boz, Burcak. "An Investigation Of Seventh Grade Students." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611276/index.pdf.

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The purpose of this study was to identify seventh grade students&rsquo<br>computational estimation strategies and factors associated with these strategies. A case study was conducted with five students. They were selected among 116 seventh grade students from a public elementary school in Aegean region. Two sessions of clinical interviews were carried out with each participant. In the first interview session, the Computational Estimation Test, which was consisted of 15 estimation questions, was administered to students with requesting explanations of solving procedure. In the second interview
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Altun, Aysegul. "Effects Of Student And School Related Factors On The Mathematics Achievement In Turkey At Eight Grade Level." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608199/index.pdf.

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The purpose of the study is to investigate how well the mathematics achievement is explained by the students and school related factors. Also, to what extent students and school related factors components are accounted for students&rsquo<br>mathematics achievement in answering reasoning level questions and basic mathematical knowledge questions will be investigated. This study will basically combine students&rsquo<br>questionnaires items with their mathematics achievement scores obtained from mathematics achievement tests items. According to content and cognitive domains three achievement test
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Onur, Yurdagul. "Effects Of Graphing Calculators On Eighth Grade Students&#039." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609488/index.pdf.

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ABSTRACT EFFECTS OF GRAPHING CALCULATORS ON EIGHTH GRADE STUDENTS&amp<br>#8217<br>ACHIEVEMENT IN GRAPHS OF LINEAR EQUATIONS AND CONCEPT OF SLOPE &Ouml<br>n&uuml<br>r, Yurdag&uuml<br>l M.S., Department of Elementary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ayhan K&uuml<br>rSat ERBAS May 2008, 76 pages The purpose of this study was to investigate the effects of graphing calculators on eight grade students&amp<br>#8217<br>achievement in graphing linear equations and concept of slope. Pretest-posttest experimental-control group design was utilized in the s
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Tawodzera, George. "An investigation of mathematical misconceptions through an analysis of Grade 7 learners' responses to test items on decimals, percentages and measuremnt." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7901.

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Bibliography: leaves 113-119.<br>This research dissertation emerges as a component of a broader research study, which sought to determine the impact of a mathematics textbook, Maths for all (Mfa) on teaching and learning, in general, and on learners' performance, in particular. The impact evaluation study focused on Grade 7 learners, from a sample of formerly DET primary classrooms in townships near Cape Town. It focused particularly on the teaching of decimals, percentages and measurment which 14 teachers in these schools agreed to teach in the second term of 2000. The 538 learners, from 10 e
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Books on the topic "Grade 7- Mathematics"

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J, Orfan Lucy, Vogeli Bruce Ramon, Krulik Stephen, and Rudnick Jesse A, eds. Mathematics: Grade 7. Silver Burdett & Ginn, 1988.

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Tina, Thoburn, and Macmillan Publishing Company, eds. Macmillan mathematics [grade 7]. Macmillan, 1987.

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V, Buffington Audrey, ed. Merrill mathematics: [grade 7]. Merrill, 1987.

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Learning, Alberta Distance. Mathematics 7. Alberta Distance Learning Centre, 1996.

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Abbott, Janet S. Mathematics today, [silver, grade 7]. Harcourt Brace Jovanovich, 1985.

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(Firm), Learning Solutions. Grade 7 mathematics activities book. Pearson Learning Solutions, 2012.

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Publishing, School Specialty. Spectrum Math, Grade 7. School Specialty Publishing, 2008.

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Schoenmaker, L. World travels: Grade 7/8 mathematics unit. s.n., 2001.

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Education, Ontario Ministry of. Mathematics: The Ontario curriculum exemplars, grade 7. Ministry of Education, 2002.

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Nova Scotia. Dept. of Education and Culture. Atlantic Canada mathematics curriculum guide: Grade 7. Nova Scotia, Education and Culture, 1999.

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Book chapters on the topic "Grade 7- Mathematics"

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Biccard, Piera, and Dirk C. J. Wessels. "Documenting the Development of Modelling Competencies of Grade 7 Mathematics Students." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0910-2_37.

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Cusi, Annalisa, and Agnese I. Telloni. "Learning Through Digital Curriculum Resource Design: Students’ Reflections on Their Role as Designers." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_18.

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AbstractThe focus of this contribution is on the role that students could play as designers of digital curriculum resources (DCR) (Pepin et al., 2017). Our study focuses on data collected within an educational programme that involved 7 upper secondary school students (grade 12).
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Ma, Fu, and Chenfei Zhu. "Pursuing Mathematics Textbooks’ Education—Orientation Through Building Up Systematic Problems-Based Designs: An Overall Introduction to the Ideas of Developing Mathematics Textbooks for Grade 7-9 Published by Beijing Normal University Press." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_11.

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AbstractTextbook development should be based on careful researches and will experience many iterated progressive revising cycles. After this time’s revising cycle, Mathematics Textbooks for Grade 7-9 Published by Beijing Normal University Press (shorted as “BNUM (7-9)” hereafter) are “education-oriented” and have systematic “problems-based” designs for the seek of possessing sufficient educational values. This paper firstly explains the conception of “education-oriented textbooks” and its main features. Then, it illustrates the idea about “problems-based designs” and why do those designs work.
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Wu, Jue. "Research on Individual Authority and Group Authority Relations in Collaborative Problem Solving in Middle School Mathematics." In Perspectives on Rethinking and Reforming Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7386-6_4.

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AbstractIn collaborative problem solving mathematical learning environments, students often use a range of mathematical and non-mathematical forms of language to gain authority. Previous research on student participation defined individual and group authority relations in collaborative mathematical problem solving and their coding. A video text of six groups of Grade 7 middle school students working in groups of four on the task “Xiao Ming’s Apartment” was studied. The study analysed individual authority and group authority relations in high- and low-scoring groups. The findings were drawn fro
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Tshabalala, Faith Lindiwe. "Exploring How a Grade 7 Teacher Promotes Mathematical Reasoning in a Multilingual Mathematics Class of English Second Language Learners." In Language and Communication in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75055-2_18.

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Oozeerally, Shameem. "Towards the construction of technical vocabulary in Kreol Morisien." In Contact Language Library. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/coll.61.07ooz.

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Abstract This chapter examines theoretical and methodological processes associated with the proposal to create technical vocabulary in Kreol Morisien for mathematics and astronomy. Drawing on the eco-sociolinguistic epistemological stance of Oozeerally et al. (2014), and an ongoing MIE-funded research project, this chapter uses a sample corpus from a Grade 7 Mathematics book and an online astronomy glossary to test the transcontextual vehicularity (TcV) framework, as well as the preferences of potential users based on reception tests. It also discusses the challenges involved with developing a
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Mankhong, Kanlaya, and Jiritthitikan Pimvichai. "Impacts of Creative-STEM Education integrated with TPACK on Grade 7 Students’ Academic Achievement, Problem-solving Skills, Creative Thinking Skills and Communication Skills in Ratio, Proportion and Percentage in Mathematics." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-275-0_2.

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Hargreaves, Eleanore, Denise Buchanan, and Laura Quick. "Sense of Competence and CLIPS children’s Experiences of the Policy Focus on Mathematics and English." In Palgrave Critical Perspectives on Schooling, Teachers and Teaching. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69445-5_7.

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AbstractChapter 7 focuses on the Sense of Competence. This is, a key theme in our study of a group of children who have been categorised systemically as lacking in competence in relation to two prioritised subjects: mathematics and English. In this chapter, we look first at the historical background to the focus on such narrow areas of competence in the primary-school curriculum and then on the wider influences leading to this curriculum narrowing. We review literature indicating how demotivating the two ‘core’ subjects may be to some children. We then provide verbatim quotations from our samp
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Dalehefte, Inger Marie, and Esther Tamara Canrinus. "Fostering Pupils’ Deep Learning and Motivation in the Norwegian Context: A Study of Pupils’ Perceptions of Mathematics Instruction and the Link to Their Learning Outcomes." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_27.

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AbstractRecent international research has highlighted deep learning as an essential prerequisite for pupils to meet the global challenges of the future. This focus has drawn attention to Norwegian challenges, indicating that instruction leaves little room for pupils to engage intensively in tasks over time and to foster deep-learning processes. Thus, a new curriculum was implemented in the Norwegian educational system in the autumn of 2020 to emphasize deep learning throughout all content areas.This study investigates how teachers provide learning conditions fostering learning and motivation p
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Leal, Leonor Cunha, and Paulo Abrantes. "Assessment in an Innovative Curriculum Project for Mathematics in Grades 7–9 in Portugal." In New ICMI Study Series. Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-0980-4_15.

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Conference papers on the topic "Grade 7- Mathematics"

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Revilla, Ruth, and Jocelyn Goyena. "Performing Arts: Assessment of Learning in Grade 7 Mathematics." In The Asian Conference on Education 2020. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2186-5892.2021.25.

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Willyarto, Mario Nugroho, David Werhoru, and Antonius A. Gea. "The Use of English in Learning Mathematics for Grade 7 Junior High School." In 2017 International Symposium on Educational Technology (ISET). IEEE, 2017. http://dx.doi.org/10.1109/iset.2017.48.

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Sari, Ayu, and Candra Ditasona. "Developing Mathematics Module based on Realistic Mathematics Education (RME): Triangle Topic for 7 th grade of Junior High School." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2281303.

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Marges, Shane Marielle Ate, and Perla Salazar Dela Cruz. "Lesson Playlist: Its Effects on the Academic Achievement and Attitude in Mathematics among Grade 7 Students." In IC4E 2022: 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning. ACM, 2022. http://dx.doi.org/10.1145/3514262.3514274.

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France, Ilze, Marta Mikite, Girts Burgmanis, and Dace Namsone. "The Development of Numeracy Test Using Three-Dimensional Framework to Assess Numeracy Skills in Grade 7." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.42.

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A growing body of evidence including international level studies (e.g. PISA, TIMSS) demonstrate that numeracy skills (also known internationally by other terms such as mathematical literacy) is crucial for a person’s educational achievements and for informed and participatory citizenship. Early and successful interventions to improve students’ numeracy skills lie in developing and using valid and reliable diagnostic tests for numeracy skill assessment. This study explored how developing a numeracy test based on three-dimensional framework could be used for numeracy diagnostic purposes in grade
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"GAUGING ANXIETY AND RESILIENCE IN THE MATHEMATICS CLASSROOM: VOICES OF GRADE 7 TEACHERS AND LEARNERS FROM SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2023. http://dx.doi.org/10.36315/2023v1end062.

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Anda, Asgar M., and Jocelyn P. Aman. "Effects of Concept Scaffolding Teaching Approach on Grade 7 Students’ Conceptual Understanding and Problem Solving Performance in Mathematics." In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.27.

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Ihda, Mutimmatul Fitriyah, and Retnawati Heri. "Analysis of the distractor of the multiple-choice test using classical test theory (CTT) and item response theory (IRT)." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.23.

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This study aimed to analyzed the functional distractor based on the results of the multiple-choice test using CTT and IRT. Data obtained mathematics test at one of the junior high schools (grade 7) in Sidoarjo in the 2021-2022 academic year. The test consists of 20 items, which are a collection of questions that have been standardized in the school curriculum. One hundred examinees attending this mathematics test. The analysis used Iteman 4.3 software for analysis distractor using CTT, and R program for analysis pseudo-guessing’s parameter using 3PL IRT model. The result showed that all items
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Kampmane, Kristine, Andrejs Geske, and Antra Ozola. "The Influence of Family Socioeconomic Status on Students’ Self-Beliefs in Large Scale Studies." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.63.

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The prolonged pandemic situation that left its damaging footprints not only in global economy but in many families, struggling with options to maintain their pre-pandemic income levels and social status, has raised the issue about the impact of family socioeconomic status (SES) on child’s personality, especially self-beliefs. It has been previously studied that SES has a significant impact on child’s academic achievement. Inherited social status has been the subject of studies for many years, and some researchers argue that it is rooted in the child’s self-beliefs. The aim of this article is t
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Geske, Andrejs, Rita Kiseļova, and Olga Pole. "School Socioeconomic Segregation in Baltic Sea Countries." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.14.

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School socioeconomic segregation has an impact on students’ academic performance and affects equity in education. This study aims to evaluate socioeconomic segregation in schools and its changes in the previous decades, using data obtained from international large-scale assessments (ILSA). In this study, data from eight European Union (EU) countries bordering the Baltic Sea (i.e. Latvia, Estonia, Lithuania, Denmark, Sweden, Finland, Poland and Germany) were analysed. Data from two International Association for the Evaluation of Educational Achievement (IEA) studies, i.e. Trends in Internationa
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Reports on the topic "Grade 7- Mathematics"

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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of
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Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic
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SDG 4.1.1 Minimum Proficiency Levels. Definition and blueprint for assessment. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-782-3.

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Sustainable Development Goal (SDG) 4 aims to ensure that, by 2030, “all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.” The primary indicator 4.1.1 concerns the proficiency of girls and boys in two learning areas (reading and mathematics) at three stages of education: at the end of lower primary, at the end of primary, and at the end of lower secondary. Large-scale learning assessments are essential tools to capture data on learning outcomes and to provide system-level evidence on education quality and eq
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