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1
Cheema, Jehanzeb R. "Effect of math-specific self-efficacy on math literacy: Evidence from a Greek survey." Research in Education 102, no. 1 (2017): 13–36. http://dx.doi.org/10.1177/0034523717741914.
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Prior research has suggested a strong link between student-level psychological constructs such as self-efficacy and achievement in academics. In this study, we looked at the relationship between math self-efficacy and mathematics literacy using a large-scale survey from Greece. Our analytical results show that there is a strong association between math self-efficacy and math literacy among Greek high school students, and that this association persists even after controlling for student-level differences such as age, grade, gender, parental education, parental occupation, family wealth, cultural possessions, and availability of educational resources at home, and school-level differences such as school type, school size, student–teacher ratio, and school-level socioeconomic status.
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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 college mathematics courses, and the number of mathematics courses completed over 8 semesters of college work. In general, high school curriculum was not differentially related to the pattern of mathematics grades that students earned over time or to the difficulty levels of the students' mathematics course-taking patterns. There also was no relationship between high school curricula and the number of college mathematics courses completed.
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Herrera, Terese A. "News from the Net: Math Fundamentals." Teaching Children Mathematics 10, no. 1 (2003): 45. http://dx.doi.org/10.5951/tcm.10.1.0045.
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The Math Fundamentals Problem of the Week, located at mathforum.org/funpow, features nonroutine problems to challenge upper-elementary-grade students to think and communicate mathematically. Posted every two weeks during the school year, the problems focus on numbers, operations, and measurement but also may include introductory geometry, probability, and data.
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Joshi, Ela, Sy Doan, and Matthew G. Springer. "Student-Teacher Race Congruence: New Evidence and Insight From Tennessee." AERA Open 4, no. 4 (2018): 233285841881752. http://dx.doi.org/10.1177/2332858418817528.
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Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state’s teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.
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Zvoch, Keith, and Joseph J. Stevens. "A Multilevel, Longitudinal Analysis of Middle School Math and Language Achievement." education policy analysis archives 11 (July 8, 2003): 20. http://dx.doi.org/10.14507/epaa.v11n20.2003.
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The performance of schools in a large urban school district was examined using achievement data from a longitudinally matched cohort of middle school students. Schools were evaluated in terms of the mean achievement and mean growth of students in mathematics and language arts. Application of multilevel, longitudinal models to student achievement data revealed that 1) school performance varied across both outcome measures in both subject areas, 2) significant proportions of variation were associated with school-to-school differences in performance, 3) evaluations of school performance differed depending on whether school mean achievement or school mean growth in achievement was examined, and 4) school mean achievement was a weak predictor of school mean growth. These results suggest that assessments of school performance depend on choices of how data are modeled and analyzed. In particular, the present study indicates that schools with low mean scores are not always “poor performing” schools. Use of student growth rates to evaluate school performance enables schools that would otherwise be deemed low performing to demonstrate positive effects on student achievement. Implications for state accountability systems are discussed.
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Tuerah, Philoteus Erwin Alex. "DAMPAK LESSON STUDY TERHADAP MATA PELAJARAN MATEMATIKA SMP SULAWESI UTARA." Jurnal Penelitian dan Evaluasi Pendidikan 18, no. 2 (2014): 234–45. http://dx.doi.org/10.21831/pep.v18i2.2863.
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Penelitian ini bertujuan untuk mengetahui dampak implementasi Lesson Study (melalui Program PELITA-JICA) pada mata pelajaran matematika SMP di Sulawesi Utara. Tujuan dari penelitian adalah untuk mengkaji pengaruh penerapan Lesson Study terhadap pencapaian akademik mata pelajaran matematika siswa SMP. Penelitian ini melibatkan 23 sekolah, terdiri dari 13 sekolah eksperimen (Kabupaten Minahasa Utara) dan 10 sekolah kontrol (Kabupaten Minahasa), dengan keseluruhan responden berjumlah 598 siswa. Data penelitian berupa nilai tes akademik matematika dianalisis secara statistik menggunakan uji beda (α=0,05). Dari hasil analisis uji beda dapat disimpulkan bahwa implementasi Lesson Study mampu meningkatkan nilai tes akademik matematika siswa SMP. Rasio nilai matematika eksperimen:kontrol yang tinggi memperkuat kesimpulan bahwa implementasi Lesson Study di Sulawesi Utara memberikan dampak yang positif terhadap pencapaian akademik matematika siswa. Kata kunci: Lesson Study, PELITA, nilai matematika, SMP, minahasa utara ______________________________________________________________ THE LESSON STUDY IMPACT ON MATH COURSE AT JUNIOR HIGH SCHOOLS IN NORTH SULAWESIAbstract This study aim to reveal the implementation of Lesson Study (through PELITA-JICA Program) in mathematics course at junior high school level in North Sulawesi. The purpose of this study was to investigate the effect of Lesson Study on junior high school students’ math achievement. This study involved 23 schools consisting of 13 experimental (North Minahasa Regency) and 10 control (Minahasa Regency) schools with the total number of respondents, 598 student. The data were students’ math scores which were statistically analyzed using comparison test (α=0.05). From the comparison analysis, it can be concluded that the implementation of Lesson Study is able to increase the math score of junior high schools students. The high ratio of experiment to: control math score strengthens the conclusion that the implementation of Lesson Study in North Sulawesi gives positive impact to student’s academic achievement in mathematics.Keywords: lesson study, PELITA, mathematics score, junior high school, north minahasa
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Wu, Yin. "Universal Beliefs and Specific Practices: Students’ Math Self-Efficacy and Related Factors in the United States and China." International Education Studies 9, no. 12 (2016): 61. http://dx.doi.org/10.5539/ies.v9n12p61.
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<p class="apa">This study intends to compare and contrast student and school factors that are associated with students’ mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts an increase in math self-efficacy, also higher SES is significantly associated with higher math self-efficacy. In addition, at the school level, the smaller difference in American students’ math self-efficacy between higher SES school and lower SES school indicates that the U.S. is more equitable between schools than Shanghai, China in terms of students’ math self-efficacy. Implications from this study indicate that improving teacher support in math class and narrowing the gap in students’ self-efficacy related to school-level SES is a significant issue for the U.S. and Shanghai, China respectively.</p>
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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 that students face during crucial transition points: from elementary school to middle school, from middle school to high school, and from high school to postsecondary education.
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Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith, and Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond." Educational Evaluation and Policy Analysis 12, no. 2 (1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.
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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones.
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Qadach, Mowafaq, Chen Schechter, and Rima’a Da’as. "From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students’ Achievements." Educational Administration Quarterly 56, no. 5 (2020): 736–78. http://dx.doi.org/10.1177/0013161x20907133.
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Purpose: This study explored a theoretical model proposing direct and mediated effects for principals’ characteristics—principals’ information-processing mechanisms (PIPMs) and instructional leadership (IL)—with organizational learning mechanisms (OLMs), for schools’ OLMs with teachers’ characteristics—teachers’ affective commitment (TAC), collective teacher efficacy (CTE), and teachers’ job satisfaction (TJS)—and finally, for teachers’ characteristics with students’ achievements on national math and science tests. Design: Data were collected from a multisource survey of a random sample of 130 elementary school principals representing Israel’s full socioeconomic range, 1,700 teachers from those schools, as well as data on those schools retrieved from the Ministry of Education data set. Data were aggregated at the school level for structural equation modeling (SEM) analysis. Findings: Analysis from SEM confirmed that IL emerges as a prominent mediator between PIPMs and OLMs. OLMs emerged as a prominent mediator between IL and the three teachers’ characteristics. TAC and CTE were significantly directly related to students’ math and science achievements. Finally, OLMs promoted students’ math and science achievements only through CTE. Implications: The relationships found for both principal characteristics (PIPMs and IL) with OLMs in schools highlight principals’ potentially important role in promoting collective learning within schools through utilization of OLMs, which can predict critical teacher characteristics (TAC, CTE, TJS), which in turn can predict school effectiveness measures (i.e., students’ achievements).
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Buser, Thomas, Noemi Peter, and Stefan C. Wolter. "Gender, Competitiveness, and Study Choices in High School: Evidence from Switzerland." American Economic Review 107, no. 5 (2017): 125–30. http://dx.doi.org/10.1257/aer.p20171017.
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Willingness to compete has been found to predict individual and gender differences in educational choices and labor market outcomes. We provide further evidence for this relationship by linking Swiss students' Baccalaureate school (high school) specialization choices to an experimental measure of willingness to compete. Boys are more likely to specialize in math in Baccalaureate school. In line with previous findings, competitive students are more likely to choose a math specialization. Boys are more likely to opt for competition than girls and this gender difference in competitiveness could partially explain why girls are less likely to choose a math-intensive specialization.
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Fryer, Roland G. "Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *." Quarterly Journal of Economics 129, no. 3 (2014): 1355–407. http://dx.doi.org/10.1093/qje/qju011.
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Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.
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Steinmayr, Ricarda, and Birgit Spinath. "Predicting School Achievement from Motivation and Personality." Zeitschrift für Pädagogische Psychologie 21, no. 3/4 (2007): 207–16. http://dx.doi.org/10.1024/1010-0652.21.3.207.
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Abstract. The present study aims at comparing the predictive power of motivation and broad personality traits for school performance and contributes to an understanding of the nomological network of personality. A sample of German adolescent students (N = 342 11th and 12th graders, age M = 16.94, SD = .71) gave self-reports of need for achievement, domain-specific ability self-concepts and task values in German and Math as well as the Big Five of personality. Grades in German and mathematics as well as grade-point average served as performance criteria. On a bivariate zero-order level, the motivational constructs showed the hypothesized positive associations with school achievement in Math, German, and GPA. With respect to personality, only Conscientiousness was consistently positively associated with grades, whereas Neuroticism, Extraversion, Openness to Experience, and Agreeableness were either not or weakly associated with one or two out of three performance criteria. Hierarchical and stepwise regression analyses were performed with grades in Math and German as well as GPA as dependent variables. When comparing motivation and personality, domain-specific ability self-concepts were the strongest predictors of all performance criteria. Together, the present results confirm the predominance of motivational concepts over the Big Five of personality for the prediction of performance criteria and substantiate the importance to integrate trait conceptions of motivation into the nomological network of personality.
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Naslund, Beverly. "Projects: Math and Science Solutions (MASS) Project." Mathematics Teacher 96, no. 3 (2003): 222. http://dx.doi.org/10.5951/mt.96.3.0222.
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The Math and Science Solutions (MASS) project is an Eisenhower Professional Development Grant that connects schools in diverse settings throughout Illinois using a variety of learning technologies. The goal of the MASS project is to improve instruction and student learning in middle school and high school mathematics and science classrooms by helping to increase teachers' content knowledge, technology integration skills, and engaged learning knowledge, in addition to creating a forum for collaboration on classroom and curricular ideas. A learning network has been formed by connecting mathematics and science teachers and administrators with faculty and preservice teachers from Western Illinois University, in Macomb, Illinois.
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Hodge, Lynn Liao, and Michael Lawson. "Strengthening Partnerships through Family Math Nights." Mathematics Teaching in the Middle School 23, no. 5 (2018): 284–87. http://dx.doi.org/10.5951/mathteacmiddscho.23.5.0284.
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Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.
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McLure, John W. "Six-legged Math." Mathematics Teacher 80, no. 7 (1987): 524–26. http://dx.doi.org/10.5951/mt.80.7.0524.
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Pictures of insects are more likely to appear in older mathematics books than in those published within the last five years. A random sampling of older texts from a dark shelf in a middle school revealed several primitive-looking silverfish, while a new book seemed relatively uninhabited except for one cockroach.
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Slavkovic, Marija, and Haris Memisevic. "COMPARISON OF SPECIAL EDUCATION PRESCHOOL PROGRAM AND INCLUSIVE PRESCHOOL PROGRAM FOR MATH ACHIEVEMENT." Problems of Education in the 21st Century 77, no. 1 (2019): 156–64. http://dx.doi.org/10.33225/pec/19.77.156.
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Transition period from preschool years to school years is a time of rapid changes in children’s development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given. Keywords: children with intellectual disability, inclusive education preschool programs, math abilities, quasi-experimental design, school readiness, special education preschool programs.
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Cotton, Christopher, Frank McIntyre, and Joseph Price. "Gender differences in repeated competition: Evidence from school math contests." Journal of Economic Behavior & Organization 86 (February 2013): 52–66. http://dx.doi.org/10.1016/j.jebo.2012.12.029.
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McMillian, M. Monique, Sarah Fuller, Zoelene Hill, Kate Duch, and William A. Darity. "Can Class-Based Substitute for Race-Based Student Assignment Plans? Evidence From Wake County, North Carolina." Urban Education 53, no. 7 (2015): 843–74. http://dx.doi.org/10.1177/0042085915613554.
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This study uses a North Carolina administrative data set to analyze racial segregation and student achievement in Wake County during race-based and income-based school assignment plans. We find a modest increase in the level of racial segregation in Wake schools during the income-based plan, but compared with other large districts in the state, Wake County remained relatively desegregated. We also find a small increase in reading and math test scores and a narrowing of the Black-White test score gap. Our analysis indicates that the improvement in math scores may be partially due to school composition changes attributable to the income-based assignment plan.
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Korkmaz, Ebru. "High school entrance exam system evaluation from the perspective of mathematics teachers." African Educational Research Journal 9, no. 1 (2021): 32–43. http://dx.doi.org/10.30918/aerj.91.20.182.
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The aim of this study was to examine the opinions of secondary school math teachers regarding the examination system for the transition to high school which was implemented for the first time in 2017-2018 academic year in Turkey. The research was conducted in the second semester of 2018-2019 academic year, a semi-structured interview form was used as data collection tool. In addition, the sample of the study consisted of 30 math branch teachers working in central secondary schools across a province in Eastern Anatolia. The interview form consisted of 6 open-ended questions prepared by the researchers after receiving expert opinions. Content analysis method was used in analyzing the data. As a result of findings, it was understood that while some of the teachers had positive opinions about this new exam, some others had negative thoughts.
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Steinberg, Matthew P., and Lauren Sartain. "Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project." Education Finance and Policy 10, no. 4 (2015): 535–72. http://dx.doi.org/10.1162/edfp_a_00173.
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Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal–teacher dialogue. The pilot began in forty-four elementary schools in 2008–09 (cohort 1) and scaled up to include an additional forty-eight elementary schools in 2009–10 (cohort 2). Leveraging the experimental design of the rollout, cohort 1 schools performed better in reading and math than cohort 2 schools at the end of the first year, though the math effects are not statistically significant. We find the initial improvement for cohort 1 schools remains even after cohort 2 schools adopted the program. Moreover, the pilot differentially impacted schools with different characteristics. Higher-achieving and lower-poverty schools were the primary beneficiaries, suggesting the intervention was most successful in more advantaged schools. These findings are relevant for policy makers and school leaders who are implementing evaluation systems that incorporate classroom observations.
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A.Botha and L. Butgereit. "Dr Math." International Journal of Mobile and Blended Learning 4, no. 2 (2012): 15–29. http://dx.doi.org/10.4018/jmbl.2012040102.
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Dr Math is an online math tutoring service hosted by the CSIR Meraka Institute in South Africa, which aims to support secondary school learners with Mathematics. The service is predominantly accessed through the mobile social networking service MXit. Since 2007, students from the Faculty of Engineering, the Built Environment and Information Technology (EBIT) at the University of Pretoria, have been assisting “Dr Math” in fulfillment of a compulsory undergraduate module, Community-Based Project. They have supported 28,000 registered users in user initiated interactions. This purpose of this paper is to describe the mobile scaffolding environment and scaffolding practices as well as the tutor support that enhance the Dr Math service as a sustained example of mobile learning.
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Ibrahim, Habiba, David L. Barnes, Sheretta T. Butler-Barnes, and Odis Johnson. "Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School." Social Sciences 10, no. 7 (2021): 272. http://dx.doi.org/10.3390/socsci10070272.
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Black girls are more likely to receive in-school suspension (ISS) in comparison to their non-Black peers. However, research on the effect of in-school suspension on students’ academic achievement, specifically math achievement of Black girls, is still very limited. Mathematics is an important foundational component of science, technology, and engineering fields, which are domains in which Black girls are underrepresented. Using the nationally representative Educational Longitudinal Study of 2002 (ELS:2002), this study explores the relationship between in-school suspension and the highest math course completed in a multi-level analysis of 860 Black female participants from 320 high schools. Our findings revealed that in-school suspension was associated with lower mathematics course-taking. Implications for policy, practice, and research are discussed.
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Zhao, Weijie. "Predicament and outlook of China's math education." National Science Review 7, no. 9 (2020): 1513–17. http://dx.doi.org/10.1093/nsr/nwaa070.
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Abstract Mathematics is the foundation of science and rational thinking. Math education for the younger generation is the fundamental project to upgrade the mathematical literacy and the creativity of the whole society. China's education system has long been different from that of Western countries. China has fostered many gold medal winners of the International Mathematics Olympiad, but is also criticized as lacking creativity. In this NSR forum on math education in China, educators of high schools and universities as well as researchers of different scientific fields gather to talk about the current predicaments and future developments of China's math education. Zenghu Li Mathematician; Professor of the School of Mathematical Sciences, Beijing Normal University, Beijing, China Chao Tang Quantitative biologist; Director of the Center for Quantitative Biology, Peking University, Beijing, China Zhihong Xia Mathematician; Professor of Mathematics, Northwestern University, Evanston, USA and the Founding Chair of the Department of Mathematics, Southern University of Science and Technology, Shenzhen, China Jinlong Yang Computational chemist; Professor of the School of Chemistry and Materials Science, University of Science and Technology of China, Hefei, China Huawei Zhu Headmaster of Shenzhen Middle School, Shenzhen, China; Former leader and head coach of the national team of China for the International Mathematics Olympiad, China Gang Tian (Chair) Mathematician; Professor of the School of Mathematical Sciences, Peking University, Beijing, China
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Sass, Tim R. "Charter Schools and Student Achievement in Florida." Education Finance and Policy 1, no. 1 (2006): 91–122. http://dx.doi.org/10.1162/edfp.2006.1.1.91.
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I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.
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Thilmany, Jean. "Holding Up the Middle." Mechanical Engineering 136, no. 04 (2014): 32–37. http://dx.doi.org/10.1115/1.2014-apr-1.
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This article highlights the introduction of new programs that keep science, technology, engineering, and math (STEM) education in focus for students between elementary and high school. The number of U.S. STEM middle school magnets grows every year thanks in part to a curriculum from Project Lead the Way. Magnet schools are public schools that tie curriculum to a certain theme; the schools offer choice to a diverse population by drawing interested students from surrounding districts. Middle school units focus on engineering design, sustainable energy solutions, aeronautics, astronautics, and green architecture. Schools that use the curriculum are required to implement the design and modeling and the automation and robotics units. Students in junior high already involved in STEM subjects need additional exposure to math, science, and engineering before high school. Students exposed early to a STEM curriculum often follow it through high school. The growth in middle school programs lets them do just that.
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Drake, Gregory A., and Barbara J. Witten. "Facilitating Learning Disabled Adolescents' Successful Transition from School to Work." Journal of Applied Rehabilitation Counseling 17, no. 1 (1986): 34–37. http://dx.doi.org/10.1891/0047-2220.17.1.34.
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Recent federal regulations have focused attention on the learning disabled (LD) as the major disability group requiring rehabilitation services during the transition from school to work. In this article, a review of the need for increased linkages between the public schools and state vocational rehabilitation for LD individuals is documented. Some models for increasing cooperation between special educators and rehabilitation counselors also are presented. The importance of functional language arts and math content in school are discussed as a means of meeting the unique needs of learning disabled individuals as they progress from school to work.
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Yanuarto, Wanda Nugroho. "Daily Math : From Concepts To Habits." JSSH (Jurnal Sains Sosial dan Humaniora) 2, no. 2 (2019): 265. http://dx.doi.org/10.30595/jssh.v2i2.2283.
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Math expresses itself everywhere, in almost every face of life, in nature all around, and in the technologies in hands. Mathematics is the language for the universe. The purpose of this study are introducing math in concept and deliver it into application life for students. The situational problem as the starting point helps students to relate what they learn to problems in daily life , and construct that are related to real situations. It is take place in math education subject in Teacher Training and Education Faculty at The University of Muhammadiyah Purwokerto, Indonesia. Authors start with projects that have applications of math and continue with the closely related topic of concept math. Then go on to the timely topic of concepts of math (exponents, multiplying & dividing integers, multiplying decimals, and percent), the application of which are immediately felt when the students face in cooking by numbers, home decorating, populating growth, saving & credit, and playing to win. It presents four projects in home, restaurant, school or college, and bank. In the section on society it touchs upon topics like cooking recipe, decorating a house, populating, account saving, and probability issues
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Chatterji, Madhabi. "Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K—first grade sample. Vol. 13 No. 46." education policy analysis archives 13 (November 23, 2005): 46. http://dx.doi.org/10.14507/epaa.v13n46.2005.
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In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade data set was analyzed with hierarchical linear models. Relative to school mean estimates at the end of kindergarten, significant mathematics achievement gaps were found in Hispanics, African Americans and high poverty students. At the end of Grade 1, mathematics gaps were significant in African American, high poverty, and female subgroups, but not in Hispanics. School-level correlates of Grade 1 Mathematics achievement were class size (with a small negative main effect), at-home reading time by parents (with a large positive main effect) and school size (with a small positive main effect). Cross-level interactions in Grade 1 indicated that schools with larger class and school sizes had a negative effect on African American children's math scores; schools giving more instructional time to reading and math had a positive effect on high poverty students' scores, and schools with higher elementary teacher certification rates had a positive effect on boys' mathematics achievement.
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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 traditional, compartmentalized curriculum (Ross & Hogaboam-Gray, 1988; Venville et al., 2000).
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Urick, Angela, Alison S. P. Wilson, Timothy G. Ford, William C. Frick, and Meredith L. Wronowski. "Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter." Educational Administration Quarterly 54, no. 3 (2018): 396–438. http://dx.doi.org/10.1177/0013161x18761343.
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Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourth-grade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on OTL math instruction in the classroom and teacher participation in math professional development. Content-specific resources indirectly influenced both OTL math instruction and content through teacher preparedness. Conclusions: The results of this study demonstrate a potential framework through which school leaders can support the preparedness of teachers in providing students with equitable access to coherent, focused, and rigorous math content.
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Winfield, Linda F. "Lessons From the Field: Case Studies of Evolving Schoolwide Projects." Educational Evaluation and Policy Analysis 13, no. 4 (1991): 353–62. http://dx.doi.org/10.3102/01623737013004353.
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This study describes changes that occurred in one of the nation’s largest urban school systems on the East Coast following passage of the Hawkins-Stafford Amendments. Case study methods were used to describe the central office and system role and changes at the elementary school level in selected sites. A major emphasis of central office framework for school wide projects (SWPs) was school-based management and instructional frameworks based on effective schools research. The primary type of instructional intervention at the school level was reduction of class size during reading and math instruction. School wide projects offer the potential for improving learning outcomes of disadvantaged students but require coordinated and direct support from the central office and district
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Davis, Tomeka M. "Charter School Competition, Organization, and Achievement in Traditional Public Schools." education policy analysis archives 21 (December 8, 2013): 88. http://dx.doi.org/10.14507/epaa.v21n88.2013.
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Market models of education reform predict that the growth of charter schools will infuse competition into the public school sector, forcing traditional public schools to improve the practices they engage in to educate students. Some scholars have criticized these models, arguing that competition from charter schools is unlikely to produce significant change among public schools. Using data from the Early Childhood Longitudinal Study – Kindergarten Class, I attempt to identify potential mechanisms linking charter competition to achievement in traditional public schools. The results provide little support for the market model. Competition from charter schools is not associated with reading or math scores, and is only associated with three of ten organizational measures. There is some support for an indirect relationship between math achievement and competition through reductions in teacher absenteeism, but these results fall short of meeting conventional thresholds for statistical significance.
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Hossain, Sheikh Jamal, Fahmida Tofail, Hasan Mahmud Sujan, Shams El Arifeen, and Jena Hamadani. "Factors associated with school achievement of children aged 8–10 years in rural Bangladesh: Findings from a post hoc analysis of a community-based study." PLOS ONE 16, no. 7 (2021): e0254693. http://dx.doi.org/10.1371/journal.pone.0254693.
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Background Education is one of the most important human capitals. Investment in education at early age returns best. A lot of factors influence children’s educational achievement. Studies in developed countries well established the relation of school achievement with its associated variables. But information is lack on what factors play important role for school achievement at early age in low resource settings like Bangladesh. We aimed to find factors associated with school achievement in rural Bangladesh. Method The data were acquired from a long-term follow up study, conducted in 8–10 years old children (n = 372). We used a locally developed school achievement tool based on Wide Range Achievement Test-4 to measure reading, spelling and math computation, Wechsler abbreviated scale of intelligence to measure intelligence Quotient (IQ), Digit span forward and backward for short term memory, and locally available Strength and Difficulties Questionnaire to measure behaviour. Socioeconomic and anthropometric information of the mothers and children were also collected. Multicollinearity of the data was checked. Unadjusted and adjusted multiple linear regression analysis was performed. Findings Years of schooling and short-term memory were positively related to reading, spelling and math computation. For years of schooling it was-reading B = 8.09 (CI 5.84, 10.31), spelling 4.43 (4.33, 8.53) and math computation 5.23 (3.60, 6.87) and for short term memory- reading 3.56 (2.01,5.05), spelling 4.01 (2.56, 5.46) and math computation 2.49 (1.37, 3.62). Older children had lower scores of reading -0.48 (-0.94, -0.02), spelling -0.41 (-0.88, -0.02) and math computation -0.47 (-0.80, -0.14). Children’s IQ predicted reading 0.48 (0.14, 0.81) and spelling 0.50 (0.18, 0.82) skills. Mother and father’s education predicted Spelling 0.82 (0.16, 1.48) and reading 0.68 (0.06, 1.30) capacity respectively. Children enrolled in private schools had higher reading 10.28 (5.05, 15.51) and spelling 6.22 (1.31, 11.13) than those in the government schools. Children with more difficult behaviour tended to have lower scores in reading -0.51 (-0.96, -0.05). Conclusion Children’s school achievement is influenced by their IQ, years of schooling, type of school and parents’ education. Therefore, intervention should be made to focus specifically on these variables and establish the effect of this intervention through robust research design.
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Ellison, Glenn, and Ashley Swanson. "Do Schools Matter for High Math Achievement? Evidence from the American Mathematics Competitions." American Economic Review 106, no. 6 (2016): 1244–77. http://dx.doi.org/10.1257/aer.20140308.
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This paper uses data from the American Mathematics Competitions to examine the rates at which different high schools produce high-achieving math students. There are large differences in the frequency with which students from seemingly similar schools reach high achievement levels. The distribution of unexplained school effects includes a thick tail of schools that produce many more high-achieving students than is typical. Several additional analyses suggest that the differences are not primarily due to unobserved differences in student characteristics. The differences are persistent across time, suggesting that differences in the effectiveness of educational programs are not primarily due to direct peer effects. (JEL H75, I21, I24, I28, R23)
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Riegle-Crumb, Catherine, and Eric Grodsky. "Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement." Sociology of Education 83, no. 3 (2010): 248–70. http://dx.doi.org/10.1177/0038040710375689.
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Despite increases in the representation of African American and Hispanic youth in advanced math courses in high school over the past two decades, recent national reports indicate that substantial inequality in achievement remains. These inequalities can temper one’s optimism about the degree to which the United States has made real progress toward educational equity. Using data from the Education Longitudinal Study of 2002 (ELS), the authors find that the math achievement gap is most pronounced among those students who take the most demanding high school math classes, such as precalculus and calculus. The authors explore the roles of family socioeconomic status and school composition in explaining this pattern. Findings suggest that among those students reaching the advanced math high school stratum, Hispanic youth from low-income families and African American youth from segregated schools fare the worst in terms of closing the achievement gap with their white peers. The authors discuss potential explanations for the achievement differences observed and stress the need for more research that focuses explicitly on the factors that inhibit minority/majority parity at the top of the secondary curricular structure.
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Southworth, Stephanie. "Examining the Effects of School Composition on North Carolina Student Achievement over Time." education policy analysis archives 18 (November 29, 2010): 29. http://dx.doi.org/10.14507/epaa.v18n29.2010.
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This study explores the effects of school-level characteristics on North Carolina students’ reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math and reading achievement for the same students in fourth, sixth, and eighth grades. The racial and poverty composition of schools affect student achievement after factoring in student, family, and other school influences. In addition, increasing teacher quality and school resources reduces but does not eliminate the effects of school racial and poverty composition on student achievement. Policies leading to reductions in racial and poverty isolation in schools and increases in teacher quality should be pursued to guarantee equality of educational opportunities to all children in North Carolina schools.
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Clanton, Barbara L. "News from the Net: Mrs. Glosser's Math Goodies." Teaching Children Mathematics 9, no. 7 (2003): 407. http://dx.doi.org/10.5951/tcm.9.7.0407.
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The National Council of Teachers of Mathematics (NCTM) lists the Learning Principle as one of its six principles for school mathematics. The Learning Principle suggests that students learn by actively building new knowledge from prior knowledge. In doing so, they will become autonomous learners. NCTM promotes a mathematics classroom environment in which students feel comfortable making mistakes that can lead to learning opportunities. Mrs. Glosser's Math Goodies, located at www.mathgoodies.com, can support teachers' implementation of these two recommendations and is a good resource for students in grades 4–9 as well as parents.
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Tooke, D. James. "Middle School Math Teachers: What Do They Need from Preservice Programs?" Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 1 (1997): 51–52. http://dx.doi.org/10.1080/00098659709599323.
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Reardon, Sean F., Erin M. Fahle, Demetra Kalogrides, Anne Podolsky, and Rosalía C. Zárate. "Gender Achievement Gaps in U.S. School Districts." American Educational Research Journal 56, no. 6 (2019): 2474–508. http://dx.doi.org/10.3102/0002831219843824.
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We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008–2009 through 2015–2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gaps vary among school districts; some districts have more male-favoring gaps and some more female-favoring gaps. Math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult income, education, and occupations; however, we do not find strong associations in ELA.
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Montague, Marjorie, Craig Enders, and Samantha Dietz. "Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities." Learning Disability Quarterly 34, no. 4 (2011): 262–72. http://dx.doi.org/10.1177/0731948711421762.
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The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and high performing) and socioeconomic status. One school from each pair was randomly assigned to the intervention condition, and one eighth grade math teacher participated at each school ( n = 40). Because of attrition at the outset, 24 schools completed the study (8 intervention, 16 comparison). The intervention, Solve It!, a research-based cognitive strategy instructional program, was implemented for 7 months, and periodic progress monitoring was conducted. A cluster-randomized design was used, and the data were consistent with a three-level model in which repeated measures were nested within students and students were nested within schools. The results indicated that students who received the intervention ( n = 319) showed significantly greater growth in math problem solving over the school year than students in the comparison group ( n = 460) who received typical classroom instruction. Moreover, the intervention effects did not differ for students with learning disabilities, low-achieving students, and average-achieving students. Thus, the findings were positive and support the efficacy of the intervention when implemented by general education math teachers in inclusive classrooms.
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Irizarry, Yasmiyn. "On Track or Derailed? Race, Advanced Math, and the Transition to High School." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312098029. http://dx.doi.org/10.1177/2378023120980293.
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Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.
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Van de Sande, Carla C. "Keeping in School Shape (KiSS): A Program for Rehearsing Math Skills Over Breaks from School." Journal of International Education and Practice 2, no. 4 (2020): 39. http://dx.doi.org/10.30564/jiep.v2i4.1383.
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If you don’t use it, you lose it. School breaks, during which students do not regularly participate in instruction, can therefore have negative consequences on learning. This is especially true for mathematics learning since skills build progressively on earlier materials. How can we bridge these gaps in formal instruction? The Keeping in School Shape (KiSS) program is a mobile, engaging, innovative, and cost-effective way of using technology to help students who have time off between related math courses stay fresh on prerequisite knowledge and skills. Founded on learning theory and designed on a model of behavioral change, the KiSS program embodies retrieval practice and nudges by sending students a daily multiple-choice review problem via text messaging over school break. After rating their confidence in solving the daily problem students receive feedback and a solution. This study explores measures of participation, accuracy, and confidence in an implementation of the KiSS program over winter break between two sequential introductory engineering courses at a large state university in the Southwest United States. Results indicate that careful attention should be paid to the construction of the first few days of the program, and that encouragement, additional resources for review and practice, and an increased breadth of problem difficulty may improve participation.
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Simarmata, Justin Eduardo, Merlin Helentina Napitupulu, Thresia Trivict Semiun, and Maria Wisrance Wihelmina. "Pengenalan & Pelatihan “Fast Math Tricks” Bagi Siswa Sekolah Dasar Jemaat GMIT Petra Kefamenanu." ABDIMASKU : JURNAL PENGABDIAN MASYARAKAT 4, no. 2 (2021): 145. http://dx.doi.org/10.33633/ja.v4i2.220.
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Introduction and training of “Fast Math Tricks” for elementary school students in GMIT Petra Kefamenanu congregation aims to develop students' thinking skills and interest in mathematics. This community service activity is carried out for one month, with a meeting duration of 90 minutes per meeting. Students who take part in the activity are students who are considered capable of participating in the training, come from the sixth grade of elementary schools in the GMIT Petra Kefamenanu congregation. The method of implementing this activity is the method of testing, lecturing, and practice. The activity began with an introduction to "Fast Math Tricks", followed by training on "Fast Math Tricks". With the introduction and training of "Fast Math Tricks", students understand and like mathematics more and will become provisions for students for education at the next level. Student response is very good in implementing activities because "Fast Math Tricks" is a new thing for them, in addition to the introduction of "Fast Math Tricks", it can provide benefits and convenience for elementary school students in doing calculations. From the introduction and training activities of fast math tricks, it was concluded that students were 87.50% helped, 8.33% was quite helpful, and 4.17% were not helped by the application of fast math tricks in calculating multiplication and division.
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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 this level, I believe the club has been successful in engaging young children in mathematics.
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Rees-Punia, Erika, Alicia Holloway, David Knauft, and Michael D. Schmidt. "Effects of School Gardening Lessons on Elementary School Children’s Physical Activity and Sedentary Time." Journal of Physical Activity and Health 14, no. 12 (2017): 959–64. http://dx.doi.org/10.1123/jpah.2016-0725.
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Background: Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Methods: Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Results: Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Conclusions: Teaching lessons in the school garden may increase children’s physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.
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Lowry, Kim. "News from the Net: The World of Math Online." Teaching Children Mathematics 8, no. 9 (2002): 531. http://dx.doi.org/10.5951/tcm.8.9.0531.
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Asite called math.com (access it at www.math.com), run by Encore Software of Gardena, California, is a rich source for elementary school students and their parents and teachers. The site offers several free software packages, of which Math Express! is one. This set of three CD-ROMs contains 2600 problems in basic mathematics and beyond, with step-by-step instruction, custom quizzes, self-paced study, and three-dimensional games and puzzles.
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Feng, Chengde. "Challenges in Math." Gifted Child Today Magazine 15, no. 6 (1992): 22–24. http://dx.doi.org/10.1177/107621759201500606.
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In China, we know very well what the contest problems for various levels are in the U.S., since they are often published in a lot of Chinese periodicals. It is quite hard to believe that there are only a few or even no mathematical contest problems of other countries in numerous (math) educational magazines here in the United States. Frankly speaking, the American math competition problems look much easier in comparison with those of China. So, I think it is worthwhile to introduce some Chinese math competition problems to the American teachers and parents. The problems compiled here are from the second round of the Chinese Primary School Mathematics Examination 1987 (for 5th and 6th graders). It is a 14-question, 90-minute examination.
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Chabrier, Julia, Sarah Cohodes, and Philip Oreopoulos. "What Can We Learn from Charter School Lotteries?" Journal of Economic Perspectives 30, no. 3 (2016): 57–84. http://dx.doi.org/10.1257/jep.30.3.57.
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We take a closer look at what can be learned about charter schools by pooling data from lottery-based impact estimates of the effect of charter school attendance at 113 schools. On average, each year enrolled at one of these schools increases math scores by 0.08 standard deviations and English/language arts scores by 0.04 standard deviations relative to attending a counterfactual public school. There is wide variation in impact estimates. To glean what drives this variation, we link these effects to school practices, inputs, and characteristics of fallback schools. In line with the earlier literature, we find that schools that adopt an intensive "No Excuses” attitude towards students are correlated with large positive effects on academic performance, with traditional inputs like class size playing no role in explaining charter school effects. However, we highlight that No Excuses schools are also located among the most disadvantaged neighborhoods in the country. After accounting for performance levels at fallback schools, the relationship between the remaining variation in school performance and the entire No Excuses package of practices weakens. No Excuses schools are effective at raising performance in neighborhoods with very poor performing schools, but the available data have less to say on whether the No Excuses approach could help in nonurban settings or whether other practices would similarly raise achievement in areas with low-performing schools. We find that intensive tutoring is the only No Excuses characteristic that remains significant (even for nonurban schools) once the performance levels of fallback schools are taken into account.
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Agnes, Popoola Abiodun, and Olaniyan Omoniyi Mathew. "Does Math-Anxiety Affect Senior School Students’ Mathematics Performance? Evidence from Ekiti State, Nigeria." Journal of Mathematics Education 4, no. 2 (2019): 43–51. http://dx.doi.org/10.31327/jomedu.v4i2.895.
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This study identified mathematics anxiety and its effects on students’in performance in Mathematics among Senior School Students in Ekiti State, Nigeria. The sample consisted of 238 SSSII students and 25 math-teachers that were randomly and purposively selected respectively. A questionnaire adapted from the Fennema-Sherman Mathematics Attitudes Scale (FSMAS) was used for the study. Descriptive statistics was used to answer the research questions while t-test was used to test the hypotheses. The study showed that mathematics anxiety exist among senior school students in the study area, which is characterized by feverish feelings in Mathematics class, difficulty in understanding math problem, failure to contribute in Mathematics class, truancy in Mathematics class among others. The study showed that there is a difference in the performance of Mathematics anxious and non-mathematics anxious students as revealed from the t-test. Also, the mean score of the math-anxious student and non-math anxious students were found to be 31.84% and 61.31% respectively. It is concluded from the study that Mathematics anxiety affects students’ performance in Mathematics. Concerned stakeholder should implement policies at secondary school level to extend the time of Mathematics class on time table, provide conducive environment and engage innovative teaching methods for the teaching of Mathematics.