Relevant bibliographies by topics / Math teaching

Contents

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

Academic literature on the topic 'Math teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Math teaching"

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Weiss, Iris R., and Joan D. Pasley. "Teaching Math and Science." Phi Delta Kappan 88, no. 9 (2007): 669–75. http://dx.doi.org/10.1177/003172170708800908.

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Vondracek, Mark. "Teaching physics with math to weak math students." Physics Teacher 37, no. 1 (1999): 32–33. http://dx.doi.org/10.1119/1.880144.

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Marco-Bujosa, Lisa. "Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math is More Than “Just Math”." International Journal of Technology in Education 4, no. 2 (2021): 247–86. http://dx.doi.org/10.46328/ijte.41.

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Education reforms in the United States and abroad have increased efforts to improve student interest and capacity in STEM (science, technology, engineering, and mathematics). Despite these attempts, students still have little opportunity to engage in STEM learning in K-12 education. This qualitative case study was designed to investigate how incorporating STEM into teacher education can promote STEM teaching as well as enhance math instruction. The study took place in the fourth year of an undergraduate teacher education program spanning a secondary math and science Methods course and student
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石, 义霞. "The Teaching Connection between Elementary Math and Advanced Math." Advances in Education 10, no. 03 (2020): 267–70. http://dx.doi.org/10.12677/ae.2020.103044.

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Cane, Edric. "Teaching to Intuition." Mathematics Teaching in the Middle School 17, no. 4 (2011): 196–98. http://dx.doi.org/10.5951/mathteacmiddscho.17.4.0196.

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Staal, Nancy, and Pamela J. Wells. "Teaching Math is All Write." Teaching Children Mathematics 18, no. 4 (2011): 224–32. http://dx.doi.org/10.5951/teacchilmath.18.4.0224.

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BYRNE, G. "Overhaul Urged for Math Teaching." Science 243, no. 4891 (1989): 597. http://dx.doi.org/10.1126/science.243.4891.597.

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Katsiyannis, Antonis, and Doug Prillaman. "Teaching Math Using Regular Curricula." TEACHING Exceptional Children 23, no. 1 (1990): 26–29. http://dx.doi.org/10.1177/004005999002300108.

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Arespacochaga, Ma Rosario, and Jennifer Paule. "Teaching High School Math Effectively." Transactions of the National Academy of Science and Technology 27, no. 2 (2007): 282–85. https://doi.org/10.57043/transnastphl.2007.4474.

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Mead, Kayla, and Katherine Baker. "Math is _______: A Study on Prospective Teachers' Perceptions of Math and Teaching Math." Journal of Humanistic Mathematics 15, no. 1 (2025): 40–59. https://doi.org/10.5642/jhummath.ekhv6154.

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Dissertations / Theses on the topic "Math teaching"

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Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.

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Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching mat
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Roettinger, Theresa Marie. "Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618606.

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Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy and content knowledge. Participants completed an online survey that included the Math Teaching Efficacy Belief Instrument (MTEBI) and Math Knowledge for Teaching (MKT) items. Participants provided math profile data through academic demographic questions
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Farbishel, David. "Teaching math and science from a Christian worldview." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Bryson, Lucy Lynn. "Drama + math = dramath." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4861.

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Arts-Across-the-Curriculum is gaining popularity in the field of education as arts programs are being cut from schools and teachers look for ways to incorporate art in their classroom. Most of these teachers have minimal formal arts training, but recognize the importance of introducing their students to various fine arts disciplines. These educators seek opportunities to learn new ways to bring arts to their students and may bring teaching artists into their classrooms to teach students or teachers. The clear connection between drama and the core subjects of history and literature allow teachi
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Jimerson, Diont'e Lashaun. "Technology Impacts on Teaching Third Grade Math Using iPads." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10980258.

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<p> This research study focused on how technology-based tools have changed the 21<sup>st</sup> century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21<sup>st</sup> century classrooms where students are daily participants in teaching and learning with acqu
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Ibrahimi, Reza. "Assessment in Math Teaching in secondary Schools in Afghanistan : Math Teachers’ Views and Practices in Bamyan province." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32339.

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Assessment in education can have many purposes. It is claimed that in Afghanistan, most of the teachers do assessment of learning rather than assessment for learning. They pay more attention on grading to encourage the students to study their lesson to pass grades with higher scores, which in turn promote competitive not cooperative learning. Many teachers assess students for evaluation and put students in a situation that student should study not for learning but for marks. Such a views and practices of assessment do not promote active and productive learning in schools (Schunk, 2011). In thi
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Nordheimer, Swetlana. "Chapter-spanning Review: Teaching Method for Networking in Math Lessons." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80786.

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Central to this article is networking in math lessons, whereby concentration is placed on the construction of a student-focused teaching method for the networking of mathematical knowledge in the lower secondary. Firstly, normative standards and descriptive results will be compared. Secondly, several already existing teaching methods for networking in math lessons will be added to the method of „chapter-spanning task variation“. Using this method, attention is be placed on the integration of mathematical content and specific social netowrk-form (e.g. teacher led classes, group-work etc.). This
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Claiborne, Roberts Kenya. "High School Math Teachers' Perspectives About Improving Teaching Constructed Response Questions." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2802.

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Student test scores related to mathematical word problems have been declining in a rural school district in western Louisiana. Word problems constitute a major component of the Algebra 1 End of Course examination, which students must be able to pass to graduate. Mathematics teachers have struggled to find appropriate strategies to teach students to answer constructed response questions (CRQs) effectively. The purpose of this study was to investigate the perceptions of math teachers about effective teaching strategies for improving student performance on CRQs. Guided by Piaget's constructivist
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Caban-Vazquez, Vilma. "Exploring a Supplemental Educational Service Math Program: The Math Achievement of Economically Disadvantaged Students and Teacher Professional Development." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/846.

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The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this qualitative study was to investigate a local after school math program to offer insight on the low math achievement for economically disadvantaged students involved in the program. Constructivist theories of math reform and education for economically disadvant
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Ngaye, Zonke. "User experience metrics for Dr Math." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012036.

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The purpose of this research study is to propose guidelines for providing a positive user experience for pupils using Dr Math®. User experience was found to have a positive impact on the acceptance and adoption of a product. Thus the proposed guidelines contribute in maximizing the adoption and acceptance of Dr Math® among pupils. This study begins with an introductory chapter that describes the problem that forms the basis for this research. The chapter defines the objectives that this study is intended to achieve in order to accomplish its ultimate goal. The methodology followed to conduct t
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Books on the topic "Math teaching"

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Hennessy, Joan. Teaching Math and Science. CQ Press, 2002. http://dx.doi.org/10.4135/cqresrre20020906.

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Arkansas. Dept. of Education. Math I, Math II, Math III. The Dept., 1986.

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Clements, Douglas H., and Julie Sarama. Learning and Teaching Early Math. Routledge, 2020. http://dx.doi.org/10.4324/9781003083528.

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M, Maletsky Evan, Findell Carol R, and National Council of Teachers of Mathematics., eds. Teaching with Student math notes. The Council, 1987.

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Shawn, Sabouri, and Teaching Textbooks Inc, eds. Math 4: A teaching textbook. Teaching Textbooks, Inc., 2008.

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Janet, Hoelker, and Eaddy Susan, eds. Math medley: Activities for teaching beginning math skills & concepts. Incentive Publications, 1992.

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Richards, Thomas J. Math. McGraw-Hill Consumer Products, 1999.

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(Firm), K12. K12 math +. K12 Inc., 2010.

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Fuson, Karen C. Math expressions. 2nd ed. Houghton Mifflin Harcourt, 2011.

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Moredock, Janet. Math. Publications International, 1997.

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Book chapters on the topic "Math teaching"

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Golon, Alexandra Shires. "Teaching Math Facts." In VISUAL-SPATIAL learners, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-9.

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Golon, Alexandra Shires. "Teaching Math Facts." In VISUAL-SPATIAL learners, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003239482-9.

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Assouline, Susan G., and Ann Lupkowski-Shoplik. "Teaching Mathematically Talented Students." In Developing Math Talent, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003234128-8.

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Steve, Reifman. "Math Ideas." In 107 Awesome Elementary Teaching Ideas You Can Implement Tomorrow. Eye on Education, 2020. http://dx.doi.org/10.4324/9781003001676-11.

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Horvatek, Antonija. "Using Technology In Teaching Math." In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_43.

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Jariwala, Abhishek, Daniela Marghitu, and Richard Chapman. "MyA+ Math: Teaching Math to Students with Vision Impairment." In Universal Access in Human-Computer Interaction. Applications and Practice. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49108-6_15.

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Tushingham, Dave, and Rhiannon Rainbow. "Michael Pershan – Teaching Math with Examples – TEACHING MATHEMATICS." In The Edu-Book Club: Making CPD Resources Work in the Classroom. Routledge, 2023. http://dx.doi.org/10.4324/9781003325802-17.

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Lyman, Frank T. "Make Math Talk Concrete." In 100 Teaching Ideas that Transfer and Transform Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003230281-74.

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Zhang, Bei. "Flipped Math Teaching in Diagnostic Medicine." In Designing Courses with Digital Technologies. Routledge, 2021. http://dx.doi.org/10.4324/9781003144175-20.

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Tapper, Juliana. "B.R.E.A.K. it™ Math Intervention Framework." In Teaching 6-12 Math Intervention. Routledge, 2024. http://dx.doi.org/10.4324/9781003479703-3.

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Conference papers on the topic "Math teaching"

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Rakickiene, Lauryna, Dovile Butkiene, and Saule Raiziene. "PREDICTORS OF METACOGNITIVE STRATEGY USE IN HIGH SCHOOL MATH LEARNING: CONTRIBUTIONS OF STUDENT MOTIVATION AND PERCEIVED TEACHING." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1370.

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Mbasu, Zachariah, Thomas Mawora, and David Stern. "Statistics in math camps." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17604.

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It is generally agreed that statistics is an important discipline to be introduced at school level. However, only small components of the subject and a narrow scope are introduced at primary and secondary school level curriculum in Kenya. This paper discusses the emerging prominence of statistics sessions at Math Camps in Africa. It shows how maths camp student participants have developed the knowledge and skills to support further learning of important statistical concepts. This has involved hands on sessions where students interact with real data sets.
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Imas, Olga, Viktoriya Kaminskaya, and Anna Sherstneva. "Teaching math through blended learning." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318081.

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Yang, Tzung-Sheng, Wei-Chia Huang, and I.-Wei Lai. "Autogeneration of Explanatory Math Animation." In 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2022. http://dx.doi.org/10.1109/tale54877.2022.00128.

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Kochagina, Maria. "Math textbook in teaching a modern schoolchild." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0485.

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"TEACHING MATH AND PHYSICS BY DECONSTRUCTING GRAPHICS." In International Conference on Computer Graphics Theory and Applications. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003930905230526.

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Papadimitriou, Spyros, and Maria Virvou. "An online adventure game for teaching math." In 2016 7th International Conference on Information, Intelligence, Systems & Applications (IISA). IEEE, 2016. http://dx.doi.org/10.1109/iisa.2016.7785375.

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Santos, Augusto Rizzo dos, Gylnara Kylma Feitosa Carvalhedo Almeida, Yonara Costa Magalhães, and Will Ribamar Mendes Almeida. "FRUITMATH: SUPPORT MOBILE GAME TO TEACHING MATH." In 13th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2016. http://dx.doi.org/10.5748/9788599693124-13contecsi/rf-3902.

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Tong, Yuxia, Hong Liu, and Jiantao Gu. "Increasing teaching efficiency through participating in math contests." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593487.

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Anghel, Gheorghe. "ELEARNING FOR MATH SKILLS IMPROVEMENT." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-262.

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A mathematician studies Mathematics, because he sees in it something beautiful, something interesting, something that he likes, that he cares about, that intrigues him, that makes him think, meditate and dream’, said Grigore Moisil. Mathematics is and will always be fascinating. Revolving around this subject, the present article is also approaching adjacent topics such as: the role of technology in Mathematics, pedagogical approaches in the field and last, but not least, the 21st century mathematical challenges we are facing. We leave in a new digital era, and for this reason, it is of major u
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Reports on the topic "Math teaching"

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Kopot, Caroline, and Jaleesa Reed. Teaching Retail Math to Generation Z: A Student-Centered Approach to Retail Math. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.8364.

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Chen, Runying. Teaching Merchandising Math: Aligning Four Perspectives on Learning Environments. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-753.

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Gries, David, and Fred B. Schneider. Teaching Math More Effectively, Through the Design of Calculational Proofs. Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada278226.

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Intera
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Zaika, Oksana V., Tetiana A. Vakaliuk, Andrii V. Riabko, Roman P. Kukharchuk, Iryna S. Mintii, and Serhiy O. Semerikov. Selection of online tools for creating math tests. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4594.

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The article considers online tools for creating tests, which should be used when teaching mathematics in both higher education and general secondary education. Among the variety of online means of creating tests by the method of expert evaluation, three were identified, which allow conducting various tests both in the classroom and remotely, which are free and do not require special conditions for their use and which work on smartphones. The advantages and disadvantages of three online tools for creating tests Kahoot!, Quizizz, Classtime are analyzed, and a comparative description of the selec
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Fitz, Julie. Positive conditions for mathematics learning: An overview of the research. Learning Policy Institute, 2025. https://doi.org/10.54300/967.472.

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This report synthesizes research findings from the fields of mathematics teaching and learning, educational psychology, and the learning sciences to identify key classroom learning conditions that matter for K–12 math learning. To organize discussion of the research literature, the report is divided into four sections, each describing a different classroom condition that emerged as important for student learning. The literature provides evidence that students learn math best when they can do the following: (1) experience positive relationships with their teachers; (2) feel a sense of belonging
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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency o
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Araujo, María Caridad, Yyannu Cruz-Aguayo, Pedro Carneiro, and Norbert Schady. Teacher Quality and Learning Outcomes in Kindergarten. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011718.

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We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11
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Aburto, Mauricio Hernán, Gregory Elacqua, and Macarena Kutscher. The Impact of Out-of-field STEM High School Teachers on College Decisions: Evidence from Chile. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013116.

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This paper examines the effects of out-of-field teachers during secondary education on students, focusing on academic performance and college choices in STEM subjects, using detailed data from Chile. Our findings indicate a generally negative impact of out-of-field teaching in Math, Chemistry, and Physics on the likelihood of students taking the college entrance exam, while Biology's impact appears negligible, possibly due to its less intensive use of mathematics. Specifically, out-of-field teaching in these subjects decreases student's participation in the science portion of the college entra
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Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4409.

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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international stud
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