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Journal articles on the topic 'Math curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Post, Thomas R., Amanuel Medhanie, Michael Harwell, et al. "The Impact of Prior Math Achievement on the Relationship Between HS Math Curricula and Postsecondary Math Performance, Course-Taking, and Persistence." Journal for Research in Mathematics Education 41, no. 3 (2010): 274–308. http://dx.doi.org/10.5951/jresematheduc.41.3.0274.

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This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially developed curriculum, the University of Chicago School Mathematics Project curriculum, or National Science Foundation-funded curriculum comprised the sample. Of interest were comparisons of the difficulty level and grade in their initial and subsequent

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Kelley, Bridget, John L. Hosp, and Kenneth W. Howell. "Curriculum-Based Evaluation and Math." Assessment for Effective Intervention 33, no. 4 (2008): 250–56. http://dx.doi.org/10.1177/1534508407313490.

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3

Pasko, Michelle. "Curriculum Connections: Linking Literature and Math." i-manager's Journal on School Educational Technology 2, no. 1 (2006): 54–58. http://dx.doi.org/10.26634/jsch.2.1.871.

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Pasko, Michelle. "Curriculum Connections: Linking Literature and Math." Networks: An Online Journal for Teacher Research 7, no. 2 (2004): 117. http://dx.doi.org/10.4148/2470-6353.1136.

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Tucker, Allen B., Charles F. Kelemen, and Kim B. Bruce. "Our curriculum has become math-phobic!" ACM SIGCSE Bulletin 33, no. 1 (2001): 243–47. http://dx.doi.org/10.1145/366413.364593.

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6

Hanna, Michael, C. Jeanne Hill, and O. Nicholas Ordway. "Math Anxiety in the Marketing Curriculum." Journal of Education for Business 63, no. 7 (1988): 319–22. http://dx.doi.org/10.1080/08832323.1988.10118485.

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7

Trimble, Sandra. "Weaving the Arts Into Math Curriculum." Teaching Artist Journal 17, no. 1-2 (2019): 62–65. http://dx.doi.org/10.1080/15411796.2019.1595977.

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Wakefield, Alice P. "Curriculum Connections: Thinking about Math Thinking." Kappa Delta Pi Record 33, no. 3 (1997): 103–5. http://dx.doi.org/10.1080/00228958.1997.10518703.

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Gerver, Robert, Lauren Santucci, and Hanah Leventhal. "Building a High School Math Research Curriculum." Mathematics Teacher 111, no. 1 (2017): 34–39. http://dx.doi.org/10.5951/mathteacher.111.1.0034.

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Hofer, Kerry G., Dale C. Farran, and Tracy Payne Cummings. "Preschool children's math-related behaviors mediate curriculum effects on math achievement gains." Early Childhood Research Quarterly 28, no. 3 (2013): 487–95. http://dx.doi.org/10.1016/j.ecresq.2013.02.002.

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Langbort, Carol R. "Jar Lids—an Unusual Math Manipulative." Arithmetic Teacher 36, no. 3 (1988): 22–25. http://dx.doi.org/10.5951/at.36.3.0022.

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For the past fifteen years, many educators have made an effort to incorporate the use of concrete materials into the elementary school mathematics curriculum. These manipulatives are, in fact. useful with students at all levels; however, some teachers still reject using them. The authors of both the 1985 Math Framework for California Public Schools and the 1987 Mathematics Model Curriculum Guide, K–8 recommend the use of concrete materials for all learners, including high school students and adults. Certainly, manipulative material should be used without question in the elementary grades.

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Lowry, May. "Math Lessons: A Case Study in the Adoption of An Innovative Math Curriculum." NASSP Bulletin 84, no. 615 (2000): 61–73. http://dx.doi.org/10.1177/019263650008461508.

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Pyon, Shirley M. "Why Math Blogs?" Teaching Children Mathematics 14, no. 6 (2008): 331–35. http://dx.doi.org/10.5951/tcm.14.6.0331.

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While in the elementary mathematics master's program at the University of North Carolina at Chapel Hill, I became interested in the use of Web logs (blogs) as a tool to encourage online discussions. During a summer course titled Reinventing Teaching, my professor used blogs to start or continue discussions concerning various course topics. Intrigued by the depth of my classmates' responses and the freedom of thought that the process gave me as a participant, I wondered how this technological tool could be used in a third-grade classroom. I decided to implement blogs across the curriculum in al

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14

Koedel, Cory, Diyi Li, Morgan S. Polikoff, Tenice Hardaway, and Stephani L. Wrabel. "Mathematics Curriculum Effects on Student Achievement in California." AERA Open 3, no. 1 (2017): 233285841769051. http://dx.doi.org/10.1177/2332858417690511.

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We estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05 to 0.08 student-level standard deviations of the Grade 3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given

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KIRIAKIDIS, Peter P., and Tonya JOHNSON. "Program Evaluation: Integration of Educational Software into the Elementary School Math Curriculum." Revista Romaneasca pentru Educatie Multidimensionala 7, no. 2 (2015): 55–65. http://dx.doi.org/10.18662/rrem/2015.0702.05.

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16

Holly, Karen. "Math by the Month." Teaching Children Mathematics 4, no. 5 (1998): 266. http://dx.doi.org/10.5951/tcm.4.5.0266.

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These activities are designed to appeal directly to students, giving them open-ended questions to engage their intellect. Students may work on the activities individually or in small groups. No solutions are suggested so that students may develop the confidence to validate their own work. Teachers are encouraged to adapt these activities from one grade level to another, coordinate them with other mathematical topics, and integrate them in other curriculum areas.

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17

White, Paula A., Adam Gamoran, John Smithson, and Andrew C. Porter. "Upgrading the High School Math Curriculum: Math Course-Taking Patterns in Seven High Schools in California and New York." Educational Evaluation and Policy Analysis 18, no. 4 (1996): 285–307. http://dx.doi.org/10.3102/01623737018004285.

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Previous studies have indicated that students enrolled in the general math track do not take as much math and do not learn as much math as students in college-preparatory math courses ( Gamoran, 1987 ; Oakes, 1985 ; Porter, 1989 ). State, district, and school initiatives in California and New York have been developing mechanisms to address this problem of inequality by creating new transition math courses and eliminating the general math track. This study examines course-taking patterns of students in seven high schools in California and New York that have attempted to enroll lower level math

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노선숙. "NCTM's Standards Based Math Curriculum Reform: Focused on the 2006 ‘Curriculum Focal Points'." Journal of Curriculum Studies 25, no. 2 (2007): 147–69. http://dx.doi.org/10.15708/kscs.25.2.200706.006.

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Hughes, Anne. "WHEN MATH IS A COLLEGE REQUIREMENT." NACADA Journal 7, no. 1 (1987): 69–71. http://dx.doi.org/10.12930/0271-9517-7.1.69.

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As most faculty members are aware, when mathematics is required for the core curriculum, a student's resistance grows geometrically. This paper will explore some of the reasons for this unfortunate situation and will offer a few suggestions for helping students overcome this aversion.

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Pak, Katie, Morgan S. Polikoff, Laura M. Desimone, and Erica Saldívar García. "The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform." AERA Open 6, no. 2 (2020): 233285842093282. http://dx.doi.org/10.1177/2332858420932828.

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The ambitious goals of standards-based reform call for both technical and adaptive leadership to address problems of practice involving the technical and adaptive alignment of teachers’ instruction to the standards. Thus, standards-aligned curriculum implementation necessitates both types of strategies; otherwise, adaptive challenges will persist. In this study, we analyze case studies of four districts where new English Language Arts and math curricula were recently adopted to help align teachers’ practice with their state’s English Language Arts and math standards. We draw from interviews wi

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Barford, Judy. "Grade-Number Themes for High-Profile Math." Teaching Children Mathematics 1, no. 4 (1994): 234–41. http://dx.doi.org/10.5951/tcm.1.4.0234.

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Many recent professional sources urge us to teach by integrating themes across the curriculum (February 1993 Arithmetic Teacher, entire issue; October 1991 Educational Leadership, entire issue; NCTM 1989).

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Bickley-Green, Cynthia Ann. "Math and Art Curriculum Integration: A Post-Modern Foundation." Studies in Art Education 37, no. 1 (1995): 6. http://dx.doi.org/10.2307/1320488.

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23

Strait, Gerald G., Bradley H. Smith, Carolyn Pender, Patrick S. Malone, Jarod Roberts, and John D. Hall. "The Reliability of Randomly Generated Math Curriculum-Based Measurements." Assessment for Effective Intervention 40, no. 4 (2015): 247–53. http://dx.doi.org/10.1177/1534508415588075.

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24

Kelemen, Charles, Allen Tucker, Peter Henderson, Owen Astrachan, and Kim Bruce. "Has our curriculum become math-phobic? (an American perspective)." ACM SIGCSE Bulletin 32, no. 3 (2000): 132–35. http://dx.doi.org/10.1145/353519.343143.

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25

Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterize

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Riechert, Susan E., and Brian K. Post. "From Skeletons to Bridges & Other STEM Enrichment Exercises for High School Biology." American Biology Teacher 72, no. 1 (2010): 20–22. http://dx.doi.org/10.1525/abt.2010.72.1.6.

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The national Science, Technology, Engineering, and Math (STEM) Education Initiative favors a curriculum shift from the compartmentalization of math and science classes into discrete subject areas to an integrated, multidisciplinary experience. Many states are currently implementing programs in high schools that provide greater integration of math, sciences, and technology. Program evaluation results indicate that students participating in multidisciplinary team projects of this type exhibit significantly higher levels of motivation and develop greater cognitive skills than students in the trad

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27

Newkirk-Turner, Brandi L., and Valerie E. Johnson. "Curriculum-Based Language Assessment With Culturally and Linguistically Diverse Students in the Context of Mathematics." Language, Speech, and Hearing Services in Schools 49, no. 2 (2018): 189–96. http://dx.doi.org/10.1044/2017_lshss-17-0050.

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Purpose The purpose of this tutorial is to discuss the use of curriculum-based language assessment (CBLA) with students who are English language learners and students who speak nonmainstream varieties of English, such as African American English. Method The article begins with a discussion of the discourse of mathematics and the role of the speech-language pathologist (SLP), followed by a review of studies that includes those that examined the performance of English language learner and nonmainstream dialect-speaking students on word-based math items. Results The literature review highlights t

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Ruch, Amanda, and Sara Rezvi. "Untangling the “Knot” Your Typical Math problem." Teaching Children Mathematics 25, no. 7 (2019): 400–403. http://dx.doi.org/10.5951/teacchilmath.25.7.0400.

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As students create and analyze mathematical knots, they develop their ability to reason spatially and engage in concepts not typically part of a geometry curriculum. Originally published in the May 2018 issue of TCM, this problem allows students to expand their understanding of mathematics by exploring knot theory.

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Mowendu, Apriyani Lisnawati, Slameto Slameto, and Yari Dwikurnaningsih. "Evaluasi Implementasi Kurikulum 2013 pada Mata Pelajaran Matematika Di SMP Negeri." Kelola: Jurnal Manajemen Pendidikan 6, no. 1 (2019): 74–88. http://dx.doi.org/10.24246/j.jk.2019.v6.i1.p74-88.

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Curriculum 2013 is one of government’s strategic to decrease the quality of education. SMP Negeri 7 Salatiga is one of school that has implemendted the curriculum since 2014. This evaluation research departs from the problem that found on implementation of curriculum 2013 at SMP Negeri 7 Salatiga, especially on math. The purpose of this study is to describes the implementation of curriculum 2013, especially on math subject at SMP Negeri 7 Salatiga. The subjects of this research are the student and math teachers in SMP Negeri 7 Salatiga. Data collection techniques used in this research were int

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Allinder, Rose M., and Robert G. Oats. "Effects of Acceptability on Teachers' Implementation of Curriculum-Based Measurement and Student Achievement in Mathematics Computation." Remedial and Special Education 18, no. 2 (1997): 113–20. http://dx.doi.org/10.1177/074193259701800205.

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We investigated the hypothesis that treatment acceptability influences teachers' use of a formative evaluation system (curriculum-based measurement) and, relatedly, the amount of gain effected in math for their students. Twenty-one special education teachers implemented curriculum-based measurement for 4 months. On the basis of their responses to a questionnaire assessing treatment acceptability of curriculum-based measurement, teachers were divided into groups (high- and low-acceptability). We compared the two groups of teachers on (a) five measures of implementation and (b) amount of growth

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O'Connell, Susan R. "Math Pairs—Parents as Partners." Arithmetic Teacher 40, no. 1 (1992): 10–12. http://dx.doi.org/10.5951/at.40.1.0010.

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The need for students to be effective problem solvers is a primary concern of today's mathematics educators. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) views problem solving as “a process that should permeate the entire program and provide the context in which concepts and skills can be learned”(p.23). The recognition of the critical role of problem solving in today's mathematics classroom challenges teachers to develop creative and effective ways to bolster students' problem-solving skills. At Hollywood Elementary School in College Park, Maryland, a program t

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Perry, Ann M. "Math club starting in kindergarten." Teaching Children Mathematics 17, no. 8 (2011): 464–79. http://dx.doi.org/10.5951/teacchilmath.17.8.0464.

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Istarted a math club for students from kindergarten through third grade at my daughters' private co-ed school. As a high school math teacher, I hoped to instill a love of mathematics in children. Starting a math club as early as kindergarten and having a range of grade levels can be successful. With the help of older students, the varied age groups are entertained and excited about attending math club. The purpose of the club is to enrich the classroom mathematics curriculum with hands-on activities and to have members participate in age-appropriate contests. Now, three years into math club at

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Cameron, Barb, Mary Jane Harkins, and Stephanie Mason. "Perceptions of Girls’ Math Abilities." Teaching and Learning 13 (April 12, 2021): 13–29. http://dx.doi.org/10.26522/tl.v13i0.455.

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Teaching mathematics to young girls often invokes perceptions around inherent ability, gender, and influences that contribute to a gap between boys and girls with regard to math achievement. Moreover, lived teaching experiences indicate that there is a strong affective component to students’ encounters in schools, which may affect children’s perceptions of their capabilities. The authors address intersecting issues that interact with gender inequalities surrounding girls and mathematics: math self-concepts, gender stereotypes, parental involvement, and influences from teachers and curriculum.

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Dobbs, Jennifer, Greta L. Doctoroff, and Paige H. Fisher. "Early Childhood Corner: The “Math Is Everywhere” Preschool Mathematics Curriculum." Teaching Children Mathematics 10, no. 1 (2003): 20–22. http://dx.doi.org/10.5951/tcm.10.1.0020.

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During a circle-time discussion of family pets, the teacher asks all children who have a cat to stand up. Dominique volunteers to count the children. She exclaims, “One, two, three, four, five. Five kids have cats! I bet more kids have dogs.” Her teacher responds, “Well, how would we figure that out?” The class has been using “Math Is Everywhere,” a flexible, activity-based curriculum designed to help preschool teachers integrate mathematics into their teaching. This curriculum has been shown to increase children's achievement and interest in mathematics (see Arnold et al. 2002).

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Mughal, Shahid Hussain, Muhammad Mujtaba Asad, and Donnie Adams. "Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement." International Journal of Educational Management 35, no. 1 (2020): 159–72. http://dx.doi.org/10.1108/ijem-04-2020-0203.

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PurposeThe national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in imp

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Witzel, Bradley S., and Paul J. Riccomini. "Optimizing Math Curriculum to Meet the Learning Needs of Students." Preventing School Failure: Alternative Education for Children and Youth 52, no. 1 (2007): 13–18. http://dx.doi.org/10.3200/psfl.52.1.13-18.

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37

Schielack, Janie, and Cathy L. Seeley. "Contemporary Curriculum Issues: Transitions from elementary to middle school math." Teaching Children Mathematics 16, no. 6 (2010): 358–62. http://dx.doi.org/10.5951/tcm.16.6.0358.

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The beginning of every school year provides challenges to students from a variety of sources. This year's teachers may structure their classroom differently from last year's teachers. Teachers at the same grade level may place greater emphasis on different topics. Teachers' expectations for how students participate in instructional activities may differ. Students also face the problem of forgetting what they learned last year, especially if they have not used particular mathematical knowledge or skills over the summer months. Such annual challenges are minor in comparison with the challenges t

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Zieffler, Andrew, and Michael D. Huberty. "A Catalyst for Change in the High School Math Curriculum." CHANCE 28, no. 3 (2015): 44–49. http://dx.doi.org/10.1080/09332480.2015.1099365.

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39

Joseph, Laurice, and John O. Cooper. "Fourth-Grade Students' Math Performance with the Criterion Referenced Curriculum." Behavior Modification 15, no. 2 (1991): 228–49. http://dx.doi.org/10.1177/01454455910152007.

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Vantassel-Baska, Joyce, Marsha Landau, and Paula Olszewski. "Toward Developing an Appropriate Math/Science Curriculum for Gifted Learners." Journal for the Education of the Gifted 8, no. 4 (1985): 257–72. http://dx.doi.org/10.1177/016235328500800403.

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Ethridge, Elizabeth Ann, and James R. King. "Calendar Math in Preschool and Primary Classrooms: Questioning the Curriculum." Early Childhood Education Journal 32, no. 5 (2005): 291–96. http://dx.doi.org/10.1007/s10643-005-4398-0.

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42

Roseno, A., C. Hoerdemann, V. Carraway-Stage, J. Hovland, S. Diaz, and M. W. Duffrin. "Integrative Food-Based Science Curriculum Increases 4th Graders’ Math Knowledge." Journal of the Academy of Nutrition and Dietetics 113, no. 9 (2013): A73. http://dx.doi.org/10.1016/j.jand.2013.06.252.

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Chevalier, Cheryl, Mary H. Pippen, and Dorothy Stevens. "MIM: Math in Motion for K–2." Teaching Children Mathematics 15, no. 4 (2008): 196–200. http://dx.doi.org/10.5951/tcm.15.4.0196.

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In spring 2002, the authors attended an algebra workshop sponsored by the NCTM Academy for Professional Development. The workshop presented algebraic standards and activities exploring each aspect of the Learning Principle from Principles and Standards for School Mathematics (NCTM 2000). The hands-on activities were developmentally appropriate for students at grade levels K–2 and could easily be transferred into our classrooms to enhance the curriculum.

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Hurdle, Zach, Max Warshauer, and Alex White. "The Place and Purpose of Combinatorics." Mathematics Teacher 110, no. 3 (2016): 216–21. http://dx.doi.org/10.5951/mathteacher.110.3.0216.

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Islahia, Fatikha Hanum, Dyana Wijayanti, and Nila Ubaidah. "Study of Theory and Technology of Exponential Function in Senior High School based on Practseology Organization." Hipotenusa : Journal of Mathematical Society 2, no. 1 (2020): 26–33. http://dx.doi.org/10.18326/hipotenusa.v2i1.26-33.

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The purpose of this study was to determine the change in exponential function material in the KBK 2004 curriculum textbooks up to the 2013 revised 2017 curriculum in Indonesia in a study of theory and technology and based on reference to the epistemological model of exponent functions containing pre-psychological organisation. The data source was taken from the mathematics handbook of class XII IPA for KBK 2004 curriculum and KTSP 2006 curriculum, the BSE math class XII book for 2013 curriculum until the 2013 revised 2016 curriculum and the mathematics module specialization book for class X fo

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Zaino, Judith A. "A Teacher's Journal: Don't Laugh-That's Math." Teaching Children Mathematics 7, no. 1 (2000): 6–7. http://dx.doi.org/10.5951/tcm.7.1.0006.

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Through years of teaching, I have found that parents tend to be more intimidated by mathematics than by any other subject in the curriculum. They often say that they are “not good in math” and that they feel helpless in solving problems that require more than rote recitation of facts. Some feel frustrated by what they perceive as the “new math.” Most parents are very interested in their children's education; they want to help but are not sure that they are doing an adequate job.

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Silverman, Loretta H., and Alan Seidman. "Academic Progress in Developmental Math Courses: A Comparative Study of Student Retention." Journal of College Student Retention: Research, Theory & Practice 13, no. 3 (2011): 267–87. http://dx.doi.org/10.2190/cs.13.3.a.

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The majority of college students are not ready for college-level math courses, which, when completed, have been shown to increase graduation and transfer rates. To address this problem, the Math My Way (MMW) program was developed to integrate module-based curriculum and mastery learning approaches. The program is based on Seidman's retention formula, which postulated that early identification of student deficiencies followed by early, intensive, and continuous interventions increase student retention and success. The purpose of this study was to investigate if the MMW program improves progress

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Pong, Suet-ling, and Aaron Pallas. "Class Size and Eighth-Grade Math Achievement in the United States and Abroad." Educational Evaluation and Policy Analysis 23, no. 3 (2001): 251–73. http://dx.doi.org/10.3102/01623737023003251.

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Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did w

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Yarbrough, Jamie L., Laura Cannon, Shawn Bergman, Pamela Kidder-Ashley, and Sara McCane-Bowling. "Let the Data Speak: Gender Differences in Math Curriculum–Based Measurement." Journal of Psychoeducational Assessment 35, no. 6 (2016): 568–80. http://dx.doi.org/10.1177/0734282916649122.

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Numerous studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics. The current study examined whether or not gender differences exist when math curriculum–based measures (M-CBMs) are used to assess basic math computation skills in a sample of third- through eighth-grade students. Participants included 1,626 general and special education students from five schools in a rural southeastern school district. Two-way repeated measures ANOVAs were used to determine significance across genders at each grade level. Stati

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Hawkins, Renee O., Tai Collins, Colleen Hernan, and Emily Flowers. "Using Computer-Assisted Instruction to Build Math Fact Fluency." Intervention in School and Clinic 52, no. 3 (2016): 141–47. http://dx.doi.org/10.1177/1053451216644827.

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Research findings support the use of computer-assisted instruction (CAI) as a curriculum supplement for improving math skills, including math fact fluency. There are a number of websites and mobile applications (i.e., apps) designed to build students’ math fact fluency, but the options can become overwhelming. This article provides implementation guidelines to help teachers plan for CAI, including criteria for selecting a program and recommendations for monitoring student progress. In addition, free resources for CAI are discussed.

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