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Books on the topic 'Mathematic academic performance'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Thorndike-Christ, Tracy. The math placement tests: Relationships to mathematics course performance, mathematics course selection, and other predictors of academic achievement. Office of Institutional Assessment and Testing, Western Washington University, 1991.

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2

(Firm), Hager Sharp, ed. NAEP-TIMSS linking study: Comparing state academic performance against international benchmarks. U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Statistics, 2011.

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3

Jacob, Brian Aaron. Test-based accountability and student achievement: An investigation of differential performance on NAEP and state assessments. National Bureau of Economic Research, 2007.

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4

Longitudinal Modeling of Student Achievement Conference (2005 University of Maryland). Longitudinal and value added models of student performance. JAM Press, 2006.

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5

Thorndike-Christ, Tracy. An addendum to the math placement tests: Relationships to mathematics course performance, mathematics course selection, and other predictors of academic achievement. Office of Institutional Assessment and Testing, Western Washington University, 1991.

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6

Ḥamdī, Muḥammad. المداخل التربوية للتعليم بالكفايات: Al-riyāḍiyāt namūdhajan. Afrīqīyā al-Sharq, 2007.

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7

Curry, G. Richard. Radar system performance modeling. Artech House, 2001.

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8

Provasnik, Stephen. U.S. performance across international assessments of student achievement: Special supplement to The condition of education 2009. National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2009.

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9

Provasnik, Stephen. U.S. performance across international assessments of student achievement: Special supplement to The condition of education 2009. National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2009.

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10

Provasnik, Stephen. U.S. performance across international assessments of student achievement: Special supplement to The condition of education 2009. National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2009.

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11

Provasnik, Stephen. U.S. performance across international assessments of student achievement: Special supplement to The condition of education 2009. National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2009.

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12

A, Smith Teresa, TIMSS International Study Center, International Association for the Evaluation of Educational Achievement., and Third International Mathematics and Science Study., eds. Profiles of student achievement in science at the TIMSS International Benchmarks: U.S. performance and standards in an international context. TIMSS International Study Center, Boston College, 2000.

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13

Patrick, Bussière, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources Development Canada., eds. Measuring up: The performance of Canada's youth in reading, mathematics and science : OECD PISA study : first result for Canadians aged 15. Statistics Canada, 2001.

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14

National Center for Education Statistics. National Indian Education Study 2007: Performance of American Indian and Alaska Native students at grades 4 and 8 on NAEP 2007 reading and mathematics assessments. National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2008.

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15

Tamara, Knighton, Pennock Dianne, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Social Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in science, reading and mathematics : 2006 first results for Canadians aged 15. Statistics Canada, 2007.

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16

Tamara, Knighton, Cartwright Fernando, Council of Ministers of Education (Canada), Statistics Canada, and Canada. Human Resources and Skills Development Canada., eds. Measuring up: Canadian results of the OECD PISA study : the performance of Canada's youth in mathematics, reading, science and problem solving : 2003 first findings for Canadians aged 15. Statistics Canada, 2004.

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17

Loftman, Robert, and Paul Thompson. How Do Multi-Grade Classes Affect Students' Academic Performance in Mathematics?: Mathematics Performance. Independently Published, 2018.

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18

Bangura, Abdul Karim. African Mathematics. University Press of America,® Inc., 2011. https://doi.org/10.5040/9780761875307.

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This is the first comprehensive text on African Mathematics that can be used to address some of the problematic issues in this area. These issues include attitudes, curriculum development, educational change, academic achievement, standardized and other tests, performance factors, student characteristics, cross-cultural differences and studies, literacy, native speakers, social class and differences, equal education, teaching methods, knowledge level, educational guidelines and policies, transitional schools, comparative education, other subjects such as physics and social studies, surveys, ta

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19

Performance assessment in IEA's third international mathematics and science study (TIMSS). TIMSS International Study Center, 1997.

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20

Curry, G. Richard. Radar System Performance Modeling. Inst Elect & Electronic Engineers, 2001.

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21

Organisation for economic co-operation and development. Pisa 2009 Results: What Students Know and Can Do - Student Performance in Reading, Mathematics and Science. Rowman & Littlefield Publishers, Incorporated, 2011.

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22

Curry, G. Richard, and Curry. Radar Systems Performance Modeling (Artech House Radar Library). Artech House Publishers, 2000.

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23

Shapka, Jennifer Dawne. Math engagement, perceptions, and performance across high school and post-secondary education. 2002.

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24

Martínez-Camacho, Nelly Yureima, Fredy Ramón Garay Garay, Laura Amelia López Hernández, Francisco Niño Rojas, Wilson Pico Sánchez, and Margarita Rosa Rendon Fernández. Estrategia universitaria interinstitucional de acompañamiento académico. Editorial Universidad Católica de Colombia, 2020. http://dx.doi.org/10.14718/9789585133334.2020.

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This book is the result of the inter-institutional research project carried out by the Catholic University of Colombia and the University of La Salle. It presents an inter-institutional proposal for the improvement of tutorials as an academic support strategy for the tutoring programs in the areas of Mathematics and Chemistry of both universities. For achieving this, during a period of five years, a mixed research methodology was used. It began with the characterization of the programs based on the review of different documents, as well as the institutional results, and the articulation of the

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25

Covarrubias Díaz, Felipe. Evaluación de la Contribución de las Capacidades Numéricas Básicas y de la Memoria de Trabajo al Rendimiento Aritmético en Niños de Edad Escolar. Universidad Autónoma de Chile, 2019. http://dx.doi.org/10.32457/20.500.12728/88642019mnc12.

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Introduction: There are several causes and explanations of the cognitive mechanisms that underlie the deficits of mathematical learning difficulties. Several studies have evaluated the relations among general domain cognitive abilities (like intellectual coefficient and working memory (WM)) or cognitive abilities of specific domain; However, there are a few studies that evaluate simultaneously the contribution of cognitive variables of both domains to the arithmetic efficiency. Aim: The present study aims to simultaneously evaluate the unique contribution of the basic numerical capacities (BNC

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26

Cokley, Kevin O. The Myth of Black Anti-Intellectualism. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400689024.

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Why do students who belong to racial minority groups—particularly black students—fall short in school performance? This book provides a comprehensive and critical examination of black identity and its implications for black academic achievement and intellectualism. No other group of students has been more studied, more misunderstood, and more maligned than African American students. The racial gap between White and African American students does exist: a difference of roughly 20 percent in college graduation rates has persisted for more than the past two decades; and since 1988, the racial gap

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27

Kearney, Christopher A., and Anne Marie Albano. When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604080.001.0001.

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When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Parent Workbook is designed to help parents work with a therapist to help their children who currently have difficulties attending school. This workbook defines school refusal behavior, describes how situations might be evaluated, and shows what parents and therapists can do to get children back into school with less distress. Parents should use this workbook with a qualified therapist who is concurrently using the therapist guide to treat the child’s school refusal behavior. Problematic school absenteeism is the primary foc

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28

Measuring Up : Canadian Results of the OECD PISA Study : The Performance of Canada's Youth in Reading, Mathematics and Science: 2009 First Results for Canadians Aged 15. Statistics Canada, 2010.

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29

Kearney, Christopher A., and Anne Marie Albano. When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.001.0001.

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Problematic school absenteeism is the primary focus of When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Therapist Guide. Youths who complete high school are more likely to experience greater success at social, academic, occupational, and economic aspects of functioning than youths who do not. Youths with problematic school absenteeism are at risk for lower academic performance and achievement, lower reading and mathematics test scores, fewer literacy skills, internalizing and externalizing behavior problems, grade retention, involvement with the juvenile justice system, an

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