Relevant bibliographies by topics / Mathematic skills

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

Academic literature on the topic 'Mathematic skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Mathematic skills"

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Hutami, Erma Wahyu, Layli Umaya Sari, Ririn Nur Vitasari, and Bintang Wicaksono. "IDENTIFIKASI INDIKATOR KEMAMPUAN KOMUNIKASI MATEMATIS PADA SOAL USBN MATEMATIKA SD/MI TAHUN AJARAN 2018/2019." Delta: Jurnal Ilmiah Pendidikan Matematika 7, no. 2 (November 27, 2019): 1. http://dx.doi.org/10.31941/delta.v7i2.924.

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Mathematic communication skills is one of the critical indicator in learning and evaluation of mathematic lesson. But in reality, not all tests accepted by students can upgrade their mathematic communication skills. Meanwhile based on Regulation from National Education Minister Number 22 Year of 2006 it is mentioned that one of the goals of mathematic learning is for students have capability to communicate ideas with symbols, tables, charts, and any other media to clarify the conditions or problems. Based on that it is necessary to identify mathematic communication skills indicator on mathematic tests. Moreover on the mathematic USBN, where the results determine the students’s final score. The mathematic communication skills indicator which would be identified were: 1) connects the real things, picture and charts to the mathematic ideas, 2) explains ideas, situations and mathematic relations with speech or texts with real things, pictures, graphs and algebra, 3) listens, discusses and writes about mathematics, 4) states daily activity in mathematic languace, 5) reads with understanding about written mathematic presentation, 6) makes mathematic statement which is relevant with problem situation, and 7) makes conjectures, arguments, determines definition and generalisation. In here the mathematic communication skills that would be analyzed was students capability to solve contextual problems. On Mathematic .USBN for Elementary School in the year 2018/2019 there were 35 problems, where 30 problems were multiple choice and 5 were essay. There were few problems contains mathematic communication skills indicator which were number 31, 32, 33, 34, 35
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Triyana, Vina. "PENERAPAN MODEL CYCLE LEARNING 5E DAN METODE BRAINSTORMING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI MOTIVASI BELAJAR SISWA PADA MATERI SEGI EMPAT." Delta: Jurnal Ilmiah Pendidikan Matematika 7, no. 1 (November 26, 2019): 57. http://dx.doi.org/10.31941/delta.v7i1.923.

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<p>The purposes of this research were: (1) to understand does Cycle Learning 5E and Brainstorming Methods learning method produce the better mathematics communication capability rather than direct learning method, (2) to understand are students with high motivation have better mathematic communication skills than students with average motivation, are students with average motivation have better mathematic communication skills than students with low motivation, (3) to understand for students with high and average motivation does Cycle Learning 5E and Brainstorming method produce mathematic communication skills better than direct learning and for low motivation students does it produce the same mathematic skills with direct learning. (4) to compare on high with average motivation students, also both the average with low motivation students and high with low motivation students about how Cycle Learning 5E and Brainstorming methods gives them the better mathematic communication skills. This is a quantitative research with pseudo-experiment methods. The population of this research was all the VII grade students of Batang State 1 Junior High School. Sampling method was by Cluster Random Sampling technique. The data collection was using test method and questionnaire method. Data was analyzed by two ways Annova.</p>Result shows that: (1) Cycle Learning 5E and Brainstorming method gives better mathematic communication skills for students rather than direct learning; (2) students with high motivation have better mathematics communication skills than low motivation students, while high and average motivation students have the equal level of mathematic communication skills, and same goes to students with average and low motivation; (3) for all students with high, average and low motivation, the Cycle Learning 5E and Brainstorming method gives better mathematics communication skills than direct learning; (4) on teaching with Cycle Learning 5E and Brainstorming method, high motivation students have better mathematic communication skills rather than low motivation students, while they have equal communication skills with average motivation students. This condition happens also to the average and low motivation students.
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Arnanda, Alvias Noviantika, Dafik Dafik, Ervin Oktavianingtyas, Harmi Harmi, and Indyah Firmani. "Analisis Penerapan Media Pembelajaran Geogebra dalam Mengembangkan Kemampuan Komunikasi Matematis Siswa Pokok Bahasan Sistem Persamaan Linier Dua Variabel." Journal of Mathematics Education and Learning 1, no. 1 (March 16, 2021): 38. http://dx.doi.org/10.19184/jomeal.v1i1.24374.

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Abstract: The objective of this research was to find out students’ learning activity on Linear Equation System of Two Variables subject using Geogebra learning media, to find out if there was an increase in the students’ mathematic communication skills on Linear Equation System of Two Variables subject using Geogebra learning media, and to describe the students’ mathematic communication skills on Linear Equation System of Two Variables subject using Geogebra learning media. This research was conducted at SMP Negeri 1 Ngusikan. Based on the data in the school, the students’ mathematic communication skills was still low, so the use of Geogebra media was expected to increase students’ mathematic communication skills. This research applying qualitative research. The data were collected by tests and interview. To analyzing the students’ mathematic communication skills, the researcher did pre-test and post- test. The result showed that the application of Geogebra learning media can increase the students’ mathematic communication skills on Linear Equation System of Two Variables subject. It proved from the students work process in accordance with the indicators of students’ mathematic communication. Furthermore, the students’ mathematic communication skills will be described by the factors which include the learning process, students’ attitudes and comprehension, also giving question that can measure mathematical communication skills continuously. Keywords: Mathematic communication skills, Geogebra, Linier Equation System of Two Variable
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Fasha, Eka Farida. "PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN MATHEMATICS IN CONTEXT PADA KEMAMPUAN DAN KETERAMPILAN BERPIKIR KREATIF." JES-MAT (Jurnal Edukasi dan Sains Matematika) 3, no. 1 (April 15, 2017): 87. http://dx.doi.org/10.25134/jes-mat.v3i1.472.

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Abstract The purpose of this study is to determine the increase of creative thinking ability and creative thinking skill in mathematics learning with mathematic in context approach. The technique analisys used is the average comparative test for pretest and posstest data. To see an increased creative thinking skill, researcher compare the average value of creative thinking skills from the first meeting, the meeting II and III meeting. The result showed that there is an increasing of creative thinking ability and crtative thinking skill in mathematics learning with mathematic in context approach.
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Febriantika, Afrida Adis. "Kemampuan Pemahaman Konsep Matematis Ditinjau dari Kompetensi Keahlian." AlphaMath : Journal of Mathematics Education 5, no. 2 (May 10, 2020): 1. http://dx.doi.org/10.30595/alphamath.v5i2.7329.

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This research aimed to describe the mathematic conceptual understanding skills based on the expertise competency of grade X students of SMK Negeri 3 Purwokerto. This research applied the descriptive qualitative method. The sample was collected through the purposive sampling technique. This research collected two subjects from each of high and low achieving category in each expertise competency. The categories of high and low achieving students were based on the minimum required score. The data were collected through a test of mathematics conceptual understanding skills and interviews. The data were validated using the triangulation technique. The results of the research showed that (1) students of hotel accommodation department had a better mathematics conceptual understanding skill than students of the catering management department. It happened because the category of high achieving students of accommodation department fulfilled all indicators of mathematics conceptual understanding skills and the category of low achieving students of accommodation department only fulfilled the indicators of giving examples and non-examples from the concept being learned. (2) Students of catering management department had a better mathematic conceptual understanding skill than students of the fashion design department. It happened because the category of high achieving students of catering management department did not fulfill one indicator of presenting the concept in some forms of mathematic representations and the category of low achieving students of catering management department did not master all of the indicators. (3) The category of high achieving students of the fashion design department mastered all indicators of mathematics conceptual understanding skills of giving examples and non-examplesform the concept being learned and presenting the concept in some forms of mathematic representation. Meanwhile, the category of low achieving students of the fashion design department only mastered the indicator of applying concept or algorithm to problem-solving.
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Rainboth, Lynde, and Chris DeMasi. "Nursing students’ mathematic calculation skills." Nurse Education Today 26, no. 8 (December 2006): 655–61. http://dx.doi.org/10.1016/j.nedt.2006.07.022.

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Rainboth, Lynde, and Chris DeMasi. "Nursing students’ mathematic calculation skills." Nurse Education in Practice 6, no. 6 (December 2006): 347–53. http://dx.doi.org/10.1016/j.nepr.2006.07.017.

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Anggaraini, Novita, Nur Indah Pertiwi, and Muhammad Afrilianto. "PENENERAPAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA MTS." JPMI (Jurnal Pembelajaran Matematika Inovatif) 2, no. 5 (August 13, 2019): 283. http://dx.doi.org/10.22460/jpmi.v2i5.p283-292.

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This research was motivated by the still low mathematical communication skills of MTs Nihayatul Amal Purwasari students. This the purpose of this study is to examine the research of mathematical communication skills of students who learn to use RME.The population in this study were all students of class VIII A MTs Nihayatul Amal Purwasari in Karawang Regency. Data that is processed using SPSS software. So it can be concluded that the results of this study indicate that the Application of the Realistic Mathematic Education (RME) Approach is more effective in improving mathematics learning outcomes, especially in students' mathematical communication skills.
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LeBlanc, John. "By Way of Introduction." Arithmetic Teacher 32, no. 6 (February 1985): 2–3. http://dx.doi.org/10.5951/at.32.6.0002.

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The decription of the goal of elementary chool mathematics is often made using a two-dimensional model. One dimension include the content objectives, the other, the process objectives. Content objectives include the topics in mathematics that are studied. whereas proce objectives are the behaviors, the procees that student hould develop and use as the content objectives are studied and mastered. One such model used in the 1981–82 National Assessment of Educational Progress (NAEP 1981) is shown in figure 1. As an alternative to thi framework. some groups have identified a set of basic-skill area to be studied in elementary school mathematics. The ten areas listed by the National Council of Supervisors of Mathematic (1977) arc as follow: (1) problem solving: (2) applying mathematics to everyday situations: (3) alertness to the reasonableness of result; (4) estimation and approximation; (5) appropriate computational skills; (6) geometry: (7) measurement: (8) reading, interpreting. and contructing tables; (9) using mathematics to predict; and (10) computer literacy. One important goal not specifically mentioned in either of these two cheme is that of mathematical thinking. yet the development of mathematical thinking in students should be a central goal of any mathematic program.
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Cutietta, Robert A. "Does Music Instruction Aid Mathematic Skills?" General Music Today 9, no. 3 (April 1996): 28–30. http://dx.doi.org/10.1177/104837139600900309.

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Dissertations / Theses on the topic "Mathematic skills"

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Vartiainen, Oskar, and Emelie Thunell. "Läsning av matematiska texter : faktorer som påverkar förståelsen vid läsning av matematiska texter." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24582.

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Vi som har skrivit arbetet har haft olika erfarenheter kring läsning av matematiska textuppgifter. Intresset växte, då vi blev intresserade kring varför det kan vara svårt att läsa en matematisk text. Syftet med studien är att undersöka hur elevers läsförståelse binds samman med läsning av matematiska textuppgifter samt se vilka inre och yttre faktorer som påverkar förståelsen. Kvalitativa intervjuer tillsammans med en kombination av fallstudier och observationer ligger till grund för metoden som använts i studien. I undersökningen deltog 63 elever och fyra lärare. Totalt gjordes studien i fyra klasser, varav två klasser i årskurs 2 och två i årskurs 3. Resultatet visar att många elever blev oroliga över att se textuppgifterna. En del av eleverna visade ett engagemang för att klara uppgifterna, men uppgifternas struktur och nivå var allt för krävande för dem. Pedagogerna i intervjun är övertygade om att för lite kunskap kring ämnet och stress är bidragande orsaker till att matematikförståelsen hämmas vid läsning av matematiska textuppgifter. Slutsatsen är att det är svårt med läsning av matematiska textuppgifter, och elever bör besitta en större kognitiv förmåga samt ha ett brett ordförråd för att kunna förstå matematiska texter. Textens struktur spelar roll vid förståelse, och det är pedagogens ansvar att hjälpa eleverna med matematiska textuppgifter.
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Larsson, Linda. "Fritidshemmet som matematisk lärandemiljö : - möjligheter och hinder." Thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-96397.

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Syftet med min studie har varit att undersöka om fritidshemmet kan utgöra en matematisk lärandemiljö. Jag har studerat vilka aktiviteter som kan eller skulle kunna bidra till att barn utvecklar grundläggande matematiska kunskaper. Dessutom har jag försökt identifiera hinder för fritidshemmet som matematisk lärandemiljö. För att undersöka detta har jag använt mig av deltagande observation som metod samt intervjuer. Datamaterialet har samlats in på två fritidshem i två olika kommuner. Jag har inte haft för avsikt att jämföra dessa fritidshem utan de har båda bidragit till att ge en fördjupad bild av fritidshemmet som matematisk lärandemiljö. Jag har intervjuat en pedagog på varje fritidshem. Studiens resultat visar att fritidshemmet erbjuder ett stort antal matematiska lärtillfällen både i informella och formella aktiviteter. Resultatet visar även på hinder för att matematisk utveckling ska ske på fritidshemmet, bland dessa märks stora barngrupper, bristande planeringstid och bristfälliga lokaler.
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Danielsson, Linda, and Karin Sternefors. "Vad i undervisning genom problemlösning i grupp har forskning visat påverkar elevers matematiska förmågor?" Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-61564.

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Problemlösning inom matematikundervisning är något som har blivit mer uppmärksammat under de senaste decennierna. Även i den svenska läroplanen för grundskolan har problemlösning fått en större plats och är en av de fem matematiska förmågor som elever ska få möjlighet att utveckla i skolan. I de svenska styrdokumenten läggs också fokus på kommunikation, där elever ska få möjlighet att samtala och resonera kring matematik. Detta kan ske genom att eleverna får arbeta tillsammans med sina klasskamrater i olika gruppkonstellationer. Arbete med problemlösning i grupp kan utformas på olika sätt och påverkar elevers matematiska kunskapsutveckling. I denna systematiska litteraturstudies resultat framkommer det tre övergripande teman, om hur problemlösning i grupp kan stödja elever i deras utveckling av deras matematiska förmågor; hur problemlösningen utformas, på längre och kortare sikt, tillgång till stödstrukturer och hjälpmedel och gruppsammansättningens påverkan.
Problem solving within mathematics teaching has been more highlighted during the last decades. In the Swedish curriculum for primary school problem solving has got a bigger role, being one of five mathematical competencies that students should be given the chance to develop during school. In the Swedish curriculum there is also a focus on communication and how students should get the opportunity to engage in conversations and to reason about mathematics. This can be brought out by letting the students work together with their classmates in different kinds of group constellations. Problem solving in groups can be designed in different ways and affects the development of students’ mathematical competencies. In this systematic literature study three general themes were discovered, on how problem solving in groups can support students in developing their mathematical competencies; how problem solving can be designed, under a longer or shorter period of time, access to supporting structures and tools and the group constellation’s affect.
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Gewargis, Ashur, and Sjölin Josefin Zell. "Problemlösning i förskoleklass : En dokumentstudie om problemlösningsuppgifter i läroböcker för förskoleklass." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84890.

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Syftet med studien är att få en inblick i hur matematiska läroböcker, riktade till förskoleklass, kan bidra till utvecklingen av en problemlösningskompetens. Detta gjordes genom att undersöka omfattningen och placeringen av problemlösningsuppgifter i läroböcker riktade till förskoleklass. Med hjälp av ett tidigare beprövat ramverk kunde vi kategorisera uppgifter från sex olika läroböcker genom en kvantitativ innehållsanalys. Resultatet visade att problemlösningsuppgifter var underrepresenterade i alla läroböckerna och att högst procent problemlösningsuppgifter var placerade som en första deluppgift och minst procent som avslutande uppgifter. Vid de tillfällen där läroböckerna explicit markerat att det handlade om problemlösning var majoriteten av uppgifterna problemlösningsuppgifter. Samtliga läroböcker ansågs innehålla för låg andel problemlösningsuppgifter för att i tillräcklig mån kunna bidra till utvecklandet av en problemlösningskompetens. Placeringen av problemlösningsuppgifterna i läroböckerna var generellt positiv för att kunna bidra till ökat problemlösningskompetens. Att problemlösningsuppgifter dominerar där det beskrivs handla om problemlösning anses vara positivt, dock återfanns ändå 29,5% andra uppgifter, vilket kan skapa en skev bild av vad problemlösning är.
The purpose of the study is to gain an insight into how mathematical textbooks, aimed for preschool class, can contribute to development of a problem-solving competence. This was done by examining the extent and location of problem-solving tasks in textbooks aimed for preschool class. Using a previously proven framework, we were able to categorize data from six different textbooks through a quantitative content analysis. The results showed that problem-solving tasks were underrepresented in all textbooks and that the highest percentage of problem-solving tasks was placed as a first sub-task and the lowest percentage as concluding tasks. At the times when the textbooks explicitly stated that it was a problem-solving task, the majority of the tasks were problem-solving tasks. All textbooks were considered to include too low a share of problem-solving tasks, for it to be able to contribute to the development of a problem-solving competence. The placement of the problem-solving tasks in the textbooks was generally positive, in the meaning that it enabled them to contribute to increased problem-solving competence. Problem-solving dominates where it is described to be a problem-solving task which is considered positive, however, 29.5% other tasks were still found, and that can create a skew picture of what problem-solving is.
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Thompson, Kent M. "The relationship between mathematical leadership skills and the mathematics achievement of elementary students." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430511&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Patel, C. "Approaches to studying and the effects of mathematics support on mathematical performance." Thesis, Coventry University, 2011. http://curve.coventry.ac.uk/open/items/f079ef99-a237-4a3b-ae2d-344c89654741/1.

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The concern over undergraduate engineering students’ mathematical skills and the means of addressing this through the provision of mathematics support is the main driver of this research. With the emergence of mathematics support within mathematics education there has been an associated research community interested in measuring the effectiveness of mathematics support provision. Recent studies have measured improvements in mathematics performance for students who have used mathematics support against those who have not by comparing prior mathematical ability against examination results. This does not address the issue of individual differences between students and resulting changes in mathematical ability. However the provision of mathematics support for individual students is resource intensive hence evaluation of the effectiveness of the support is essential to ensure resources are efficiently used. This mathematics education research examines the effectiveness of mathematics support in addressing the mathematics problem. It does this by considering individual differences and the mismatch of mathematical skills for studying at University by analysing the effectiveness of mathematics support in improving mathematical skills. The dataset for the analysis comprises of over 1000 students from a Scottish Post-92 University, over 8% having made use of mathematics support, and nearly 2000 students from an English Russell Group University, with just over 10% having made use of the support. It was discovered that in both sets of data the students who came for mathematics support in comparison to their peers had a statistically significant lower mathematical skills base on entry to their course, and at the end of their first year had improved their mathematical skills base more than their counterparts. Although the analysis is based on data from UK Universities we believe the findings are relevant to the international community who are also engaged in the provision of mathematics support.
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Leung, Kung-shing. "The impact of teaching of analytical skills on the mathematics achievement of Form three students." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803553X.

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Costello, Joseph. "Relationship Between Noncognitive Skills and Mathematics Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6781.

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Despite ongoing efforts to improve curriculum and instruction, students at an urban high school in New Jersey score low on the mathematics achievement components of the Partnership for Assessment of Readiness for College and Careers (PARCC) exam. Guided by Bandura's social cognitive theory, the purpose of this quantitative study was to investigate the relationship between students' noncognitive skills and their mathematics achievement. Students who were enrolled in the local high school in the 2017-18 school year and had completed the geometry component of the PARCC exam in 2016-17 were invited to participate in this study. In this cross-sectional survey design, 97 students completed 3 self-report noncognitive skills surveys measuring their mindset, grit, and self-control. Each noncognitive skill score was correlated with the students' mathematics achievement as measured by their 2016-17 geometry PARCC exam score. Pearson correlation analysis indicated no significant correlations between each of the 3 noncognitive skills and mathematics achievement. While some prior research suggested that developing noncognitive skills can be a basis for effective interventions, these results do not support that approach. Given that there was no significant relationship between noncognitive skills and mathematics achievement in this sample, a prudent next step seemed to be recommending an individualized instructional approach to working with students as a means for addressing mathematics skills. Thus, a policy recommendation was developed to promote a comprehensive and evaluative approach to instructional decision-making that can be individualized for each student. By adopting instructional practices that individualize decision-making for each student's needs, positive social change is likely to occur as students' mathematics achievement may increase over time.
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Holmes, Joni. "Working memory and children's mathematical skills." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/2205/.

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Previous studies which examined the relationship between working memory (WM) ability and children's mathematics performance typically measured mathematics ability as a general skill (e.g. Gathercole & Pickering, 2000a) or mental arithmetic ability (e.g. Adams & Hitch, 1997), used number- or digit-based WM assessments and did not control for individual differences in a child's general ability (e.g. intelligence). The aim of this thesis was to extend this research to investigate the associations between the components of the tripartite WM model (e.g. Baddeley, 1986) and a range of mathematical skills in 7-/8- and 9-/10-year-olds using non-digit- based WM assessments, controlling for a measure of general ability. The relationship between WM ability and children's curriculum-based mathematics performance was investigated using a correlational design in Chapters 3 and 4. Assessments, developed in Chapter 2, were used to measure four mathematical skills outlined in the National Curriculum for England. The results indicated that central executive and visuo-spatial sketchpad, but not phonological loop, scores predicted unique variance in performance across all four mathematical skills, even when controlling for NVIQ. Furthermore, both WM abilities were found to predict Key Stage 2 mathematics achievement one year after initial testing (Chapter 8).The same methodology was used in Chapters 6 and 7 to explore the relationship between WM ability and children's performance-related mathematics abilities (see chapter 5). All three components of WM predicted unique variance in these mathematical skills, but a markedly distinct pattern of associations was revealed between the two age groups. In particular, the data implicated a stronger role for the visuo-spatial sketchpad in the younger children's mathematics. The role of visuo-spatial WM in children's mathematics was explored further in Chapter 9 where a discrepancy definition was applied to identify children with poor mathematics or poor visuo-spatial abilities. The data provided an initial indication that normal visuo-spatial sketchpad development may be important for normal mathematics development. The overarching conclusion is that WM, and the central executive and visuo- spatial sketchpad in particular, may support the development of early mathematical ability. The practical and theoretical implications of these findings are considered.
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Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.

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Books on the topic "Mathematic skills"

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Yu, Zhongwei. Mathematic Olympiad for elementary school: Methods and skills. Edmond, Okla: Summit Systems, 2006.

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The transition skills guide: An integrated curriculum with reading and mathematic activities. Gaithersburg, Md: Aspen Publishers, 1992.

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Ashley, John P. Mathematickle: Giggle, grin, grunt and groan with this fun math book for all ages and mathematic skills. Phoenix: Phoenix Pub. Group, 2003.

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Treff, August V. Basic mathematics skills. Circle Pines, Minn: American Guidance Service, 1991.

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Harris, Frederic K. Essential mathematical skills. Boston: Allyn and Bacon, 1985.

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Streeter, James. Basic mathematical skills. 2nd ed. New York: McGraw-Hill, 1989.

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Harris, Frederic K. Essential mathematical skills. Boston (Mass.): Allyn and Bacon, 1985.

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Edwards, Dilwyn, and Michael Hamson. Mathematical Modelling Skills. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13250-8.

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Hall, Helen. Core skills mathematics 6. Adelaide Airport, SA: Haese & Harris Publications, 2004.

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Hall, Helen. Core skills mathematics 7. Adelaide Airport, SA: Haese & Harris Publications, 2004.

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Book chapters on the topic "Mathematic skills"

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Kibble, R. "Mathematical Skills." In Making Use of Physics for GCSE, 103–14. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10328-7_11.

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D’souza, Newton. "Logical-mathematical skills." In The Multi-Skilled Designer, 196–208. New York : Routledge, 2020. | Series: Research in architecture: Routledge, 2019. http://dx.doi.org/10.4324/9781315651231-11.

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Cipora, Krzysztof, Philipp A. Schroeder, and Hans-Christoph Nuerk. "On the Multitude of Mathematics Skills: Spatial-Numerical Associations and Geometry Skill?" In Visualizing Mathematics, 361–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98767-5_18.

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Edwards, Dilwyn, and Mike Hamson. "Modelling Skills." In Guide to Mathematical Modelling, 67–99. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10042-2_5.

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Berry, John, and Patrick Wainwright. "Further Algebraic Skills." In Foundation Mathematics for Engineers, 169–227. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-11717-8_6.

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Westwood, Peter. "Numeracy and basic mathematical skills." In Commonsense Methods for Children with Special Needs and Disabilities, 127–40. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-13.

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Edwards, Dilwyn, and Michael Hamson. "Collecting and Interpreting Data." In Mathematical Modelling Skills, 1–17. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13250-8_1.

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Edwards, Dilwyn, and Michael Hamson. "Modelling with Integration." In Mathematical Modelling Skills, 121–31. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13250-8_10.

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Edwards, Dilwyn, and Michael Hamson. "Modelling with Random Numbers." In Mathematical Modelling Skills, 132–47. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13250-8_11.

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Edwards, Dilwyn, and Michael Hamson. "Fitting Models to Data." In Mathematical Modelling Skills, 148–62. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13250-8_12.

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Conference papers on the topic "Mathematic skills"

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Bina, Nuraini Sri, Yulia Fitri, Siti Fatimah Sihotang, and Risna Mira Bella Saragih. "Use of Autograph Learning Media to Improve Mathematic Communication Skills." In 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210413.021.

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Barroso, Rosa, Antonio Castro, and Alvaro Rocha. "Computer programming as a tool to improve mathematic skills in basic education." In 2018 13th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2018. http://dx.doi.org/10.23919/cisti.2018.8399192.

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Brown, David Joseph, James Ley, Lindsay Evett, and Penny Standen. "Can participating in games based learning improve mathematic skills in students with intellectual disabilities?" In 2011 IEEE 1st International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2011. http://dx.doi.org/10.1109/segah.2011.6165461.

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Aprinastuti, Christiyanti. "Developing 21st Century Skills for Elementary School Students Grade 1 by Implementing Indonesian Traditional Games in Mathematic Learning." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.094.

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Jehadus, Emilianus, Maximus Tamur, Viviana Murni, Fransiskus Nendi, and Sabina Ndiung. "The Influence of Open-Ended Approach with Group-To-Group Strategy on the Improvement of Mathematic Communication Skills for High School Students." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310737.

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Zakiyah, R. Nur, Ibrohim, and Hadi Suwono. "The influence of science, technology, engineering, mathematic (STEM) based biology learning through inquiry learning models towards students’ critical thinking skills and mastery of biological concepts." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043361.

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VINTERE, Anna. "MATHEMATICAL COMPETENCES AND COMPETENCE-BASED MATHEMATICS LEARNING FOR SUSTAINABLE DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.152.

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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors’ reflection experience and observations in connection with the mathematics role in sustainable development which may be characterized by a number of factors, including, mathematical competence compliance with competencies for sustainable development as well as coherence between mathematical competence and capacity which should have new professional. The methodology of the research is based on Danish KOM (Competencies and the Learning of Mathematics) project which set up eight mathematical competences: abilities to ask and answer questions in and with mathematics and he ability to deal with and manage mathematical language and tools. Students from Latvia University of Agriculture and Riga Technical University were asked to evaluate (using self-evaluation method) their mathematical competence by writing in the questionnaire numbers from 0 to 3, where 0 - I have not mastered this skill, but 3 - I can apply mathematical knowledge in different situations of life, I can formulate a mathematical problem, solve it. The survey results are analysed by respondents mathematics learning experience as well as needs for mathematics knowledge and skills in modern labour market conditions as well as in accordance with factor for social capital building.
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Menanti, Hotmaria, Bornok Sinaga, and Dr Hasratuddin. "Improve Mathematical Connections Skills with Realistic Mathematics Education Based Learning." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.7.

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Syafmen, Wardi, Novferma, Febbry Romundza, and Ari Frianto. "Validity of Junior High School Mathematics Textbooks to Support Mathematical Literacy Skills." In The 3rd Green Development International Conference (GDIC 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aer.k.210825.053.

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BALODE, Ilze, Anna VINTERE, Daiva RIMKUVIENĖ, and Eve ARUVEE. "ADULT MATHEMATICAL COMPETENCE IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: CASE OF BALTIC STATES." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.220.

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Mathematical competence is one of the eight basic key competencies which are defined by EU Directives. Mathematical competence includes the skills of applying basic processes and principles of mathematics in everyday contexts. The aim of current research is to identify the role of adult mathematics education and mathematical competence in sustainable development in case of Baltic States. We are continuing the investigations that began in the Nordplus research project “Cooperation to strengthen the citizens' math skills in the context of sustainable development and welfare”. The main objective of the research is to highlight the role of mathematics in a lifelong context. We separate two aspects of mathematics role in sustainable development. The first considers mathematics as a tool in processional work, the second considers the role of mathematical competence in the development of person's intelligence and personality. Both aspects are widely discussed in the scientific literature and in the programmatic documents of United Nations, United Nations Educational Scientific and Cultural Organizationn, Organisation for Economic Cooperation and Development. Through combining insights of theoretical goals of leading international institutions and actual survey data we can show the value of mathematical competence in adults in the Baltic states.
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Reports on the topic "Mathematic skills"

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Gallego, Francisco, Emma Näslund-Hadley, and Mariana Alfonso. Tailoring Instruction to Improve Mathematics Skills in Preschools: A Randomized Evaluation. Inter-American Development Bank, April 2018. http://dx.doi.org/10.18235/0001090.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Tucker Blackmon, Angelicque. Formative External Evaluation and Data Analysis Report Year Three: Building Opportunities for STEM Success. Innovative Learning Center, LLC, August 2020. http://dx.doi.org/10.52012/mlfk2041.

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Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.
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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Bustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler, and Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002566.

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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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