Relevant bibliographies by topics / Mathematics Home and school

Contents

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

Academic literature on the topic 'Mathematics Home and school'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Mathematics Home and school"

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Winter, Jan, Leida Salway, Wan Ching Yee, and Martin Hughes. "LINKING HOME AND SCHOOL MATHEMATICS: THE HOME SCHOOL KNOWLEDGE EXCHANGE PROJECT." Research in Mathematics Education 6, no. 1 (2004): 59–75. http://dx.doi.org/10.1080/14794800008520130.

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Eyers, Gayle, and Jenny Young-Loveridge. "Home—school partnerships in mathematics education." Set: Research Information for Teachers, no. 1 (May 1, 2005): 43–47. http://dx.doi.org/10.18296/set.0601.

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Maher, Marguerite. "Home-School Partnership within Mathematics Intervention." Australasian Journal of Early Childhood 32, no. 3 (2007): 48–58. http://dx.doi.org/10.1177/183693910703200308.

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THE NUMERACY PROJECT, as implemented in New Zealand, aims to enhance the numeracy achievement of all students and to foster parental involvement in their children's mathematics learning. This paper reports the findings of a study that took place at a high socioeconomic status primary school in New Zealand with teachers and parents of Years 1 and 2 students. Findings showed that teachers felt more confident in their ability to teach literacy than to teach numeracy. They also believed they were not fully meeting the needs of the lower achievers in mathematics. Partnership with parents in the teaching of reading was well-established but was less apparent in mathematics. Parental involvement was seen to be a dynamic force in the progress of those students who took part in a mathematics intervention program. Results from the mathematics intervention are reported.
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Orman, Sheryl A. "Mathematics Backpacks: Making the Home-School Connection." Arithmetic Teacher 40, no. 6 (1993): 306–8. http://dx.doi.org/10.5951/at.40.6.0306.

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Howley, Aimee, Edwina Pendarvis, and Melissa Gholson. "How Talented Students in a Rural School District Experience School Mathematics." Journal for the Education of the Gifted 29, no. 2 (2005): 123–60. http://dx.doi.org/10.1177/016235320502900202.

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This study examined the mathematics experiences of talented children in an impoverished rural school district located in a coal-mining area of Appalachia. Using interview methods, the researchers explored the children's ideas about the nature of mathematics, their perceptions of the mathematics instruction they received at school, and their engagement with mathematical ideas at home and in the community. Findings centering around 3 themes suggested that the children's experience was constrained by the presentation of mathematics as a discipline focused on calculation and bound by rules. Students' view of mathematics was further limited by a narrow conception of its usefulness. The study found, however, that the children received support for mathematics learning from their families and from the teacher of the gifted. Notably, instruction provided in the gifted program was reported as being more advanced, more challenging, and more engaging than what was offered in regular classrooms.
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Strickland, Kait, and Tina M. Hickey. "Using a national dataset to explore sub-groups in Irish immersion education." Journal of Immersion and Content-Based Language Education 4, no. 1 (2016): 3–32. http://dx.doi.org/10.1075/jicb.4.1.01str.

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National longitudinal datasets offer opportunities to explore sub-samples of immersion pupils. Here, the Growing Up in Ireland (GUI) dataset is used to examine a sample (n = 569) of 9-year-olds attending Irish immersion schools, comparing immersion pupils whose families speak at least some target language (Irish) at home (n = 264), with those from English-only homes (n = 305), as well as mainstream school pupils from English-only homes (n = 6,704). The groups are compared on SES, home literacy activities, academic achievement, and attitudes both to school and to Irish. Children in Irish immersion are more likely to be in higher SES households with more home literacy activities, and these advantages appear further amplified among households where some Irish is spoken. It was socioeconomic and home literacy variables which significantly predicted scores in English vocabulary and mathematics, rather than home language or school programme. In attitudes, while Irish immersion pupils were somewhat less likely to look forward to school than mainstream pupils, they had much more positive attitudes toward Irish than them.
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Fleming Amos, Stacy M. "Talking Mathematics." Teaching Children Mathematics 14, no. 2 (2007): 68–73. http://dx.doi.org/10.5951/tcm.14.2.0068.

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Discussion fills the room as the bell rings. Scanning the classroom, the teacher takes in the faces of twenty-one third graders. Eleven African-American, three Hispanic, five Asian, and two Middle Eastern children prepare for the day. Of these twenty-one students, three live with someone other than their parents, five live in a single-parent home, eleven live in homes in which English is a second language, four receive special education services, and more than half qualify to receive a free or reduced school lunch. Their teacher smiles and prepares for mathematics workshop, already posing questions.
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Harper, Frances K., Joshua M. Rosenberg, Sara Comperry, Kay Howell, and Sierra Womble. "#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents." Education Sciences 11, no. 2 (2021): 60. http://dx.doi.org/10.3390/educsci11020060.

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During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported continued mathematics learning at home and explored the nature of the mathematics taught there. We found that Twitter and survey data sources described two largely distinct groups of those supporting parents to continue mathematics education at home, but similar findings emerged from analyses of each data source, suggesting that themes were common among different groups. Namely, we saw a commitment to continued mathematics learning and engagement with a range of mathematics topics. These topics mostly focused on elementary-level content, especially counting, through everyday activities/objects and mathematical sense-making. Most parents used resources provided by the school alongside resources they identified and provided on their own. School responses to emergency remote instruction were mostly asynchronous, and parents expressed a need for more opportunities to interact directly with their children’s teachers. We discuss what the mathematics education community might learn from these experiences to support parental engagement during and beyond periods of remote emergency instruction.
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Clarke, David, and Linda Wilson. "Implementing the Assessment Standards for School Mathematics Quality Mathematics: How Can We Tell?" Mathematics Teacher 88, no. 4 (1995): 326–28. http://dx.doi.org/10.5951/mt.88.4.0326.

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Muir, Tracey. "It's in the bag: Parental involvement in a numeracy at-home program." Australasian Journal of Early Childhood 37, no. 2 (2012): 27–33. http://dx.doi.org/10.1177/183693911203700205.

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THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the limited research available on the ways parents can support their child's mathematical education at home through encouraging home–school community partnerships. 1 District high schools in this context refers to rural schools with classes ranging from Kindergarten–Year 10.
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Dissertations / Theses on the topic "Mathematics Home and school"

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Komatsubara, Kristin Mie. "The mathematics connection a curriculum promoting mathematical application through the home-school connection /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457291.

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Thesis (M.A.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed November 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 172-176).
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Russell, Rosemary Ann. "Parents helping their children with mathematics." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251067.

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Using case study methodology, and an interpretative paradigm, this study illuminates the hitherto unresearched hidden help that parents give their children with maths. It uses data collected from two phases, the first being three case studies of parents who approached the author as a private tutor, the second being five case studies of parents participating in a 'Maths for Parents' course designed by the author. It establishes that without prompting, parents do help their children with maths. It identifies seven new aspects of why and how parents help with maths: rescuing their children from the negative effects of school maths (a 'saviour attitude'), influenced by parents' past bad experiences ofmaths; being a source of maths knowledge for their children; keeping a watchful eye on whether the curriculum is being covered; trying to keep their child one step ahead of school lessons; acting as a bridge between home and school; concern for their child's welfare rather than academic achievement; and responding to their child's request. Parents who do not have an up-to-date understanding of pedagogy and school/curriculum structures have difficulties in supporting their children's maths, irrespective of their social class or mathematical ability. The study concludes that the practice is more widespread than has previously been acknowledged. It urgently needs to be recognised, and parents' perspectives understood by policy makers and schools, to limit the damage that can arise through ignorance of its extent. Although some parents may continue to work independently, as their agendas are mutually exclusive from those of school, initiatives to work in partnership with parents can be successful in bringing greater understanding of the curriculum, enriching parents' understanding of school maths and their relationships with their children and school, and resolving the conflicts that can hamper a child's mathematical progress.
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Kam, Chi-keung. "Effects of home background and related variables on mathematics achievement." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626433.

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Miller, Roslyn B. "Relationships of home, student, school, and classroom variables with mathematics achievement." Thesis, Mississippi State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10243709.

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<p> This study used the TIMSS 2011 International Database to investigate predictors of 8th-grade mathematics achievement across three countries that represent a wide range of cultures and levels of mathematics achievement: Chinese Taipei, Ghana, and the United States. A review of literature on predictors of mathematics achievement yielded variables in four major contexts of learning&mdash;a student&rsquo;s home, beliefs, school, and classroom. The variables of home that were investigated are home possessions for learning, parent education, and parents&rsquo; expectations and involvement in their children&rsquo;s education. The variables of student beliefs were self-confidence in mathematics and the value of mathematics. The variables of school were school climate, school resources, administrator leadership, and school socioeconomic status. Finally, the variables of the classroom are access and equity, curriculum, tools and technology, assessment, and teacher professionalism.</p><p> A 2-level hierarchical linear model was used to investigate relationships between the predictors for learning mathematics and 8th-grade mathematics achievement. Level 1 represented the relationships among the student-level variables, and Level 2 represented the school-level variables.</p><p> In Chinese Taipei, statistically significant predictors of mathematics achievement in the final model included variables from the domains of home resources, student beliefs, school climate, and school socioeconomic status. In Ghana, both student-beliefs variables had statistically significant relationships with mathematics achievement, and one school climate and one school socioeconomic status variable each was found statistically significant. The U.S. had statistically significant predictors in the domains of home resources, student beliefs, school socioeconomic status, classroom-level access and equity, classroom assessment, and teacher professionalism.</p><p> This study extends previous research in several ways. It includes a review of classic and recent literature regarding predictors of mathematics achievement; 17 scales using the Rasch partial credit model were developed to measure predictors of mathematics achievement; and the results of this study may be used to examine the relationships between the independent variables of this study and middle-grades mathematics achievement in countries similar to the 3 in this study to reinforce and support variables that contribute to student achievement.</p>
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Yum, Kim-hung. "Within the IEA Third international Mathematics and Science Study (TIMSS) : the relationship between family background and mathematics achievement of Hong Kong students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597730.

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Kam, Chi-keung, and 甘志強. "Effects of home background and related variables on mathematics achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626433.

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Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.

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Abreu, Guida Maria Correia Pinto de. "The relationship between home and school mathematics in a farming community in rural Brazil." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318406.

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Duenas, Gilbert. "An Ethnographic Inquiry Connecting Home to School for Literacy and Mathematics Learning of Hispanic Families." AUBURN UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3497546.

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Espinosa, Carmen. "Promoting Mathematical Literacy in Latino Children Through Family Involvement at School and at Home." Thesis, The William Paterson University of New Jersey, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689826.

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<p> The purpose of this study was to examine the effects of Latino parental involvement on children&rsquo;s mathematical skills development and to increase family participation in and out of school with Take-Home Math Literacy Bags. The participants in the study were 13 preschoolers 3 to 5 years of age from a private urban bilingual child care program in northern New Jersey. The researcher conducted a 4-week bilingual (Spanish/English) family math program for Latino English Language Learner families. Data were collected through the use of pre/post student assessment interviews, family pre/post surveys, family experience surveys, researcher journal and anecdotes, and teacher interview and notes. Data analysis revealed improvement in the participants&rsquo; counting, shape recognition skills, and increased visits to the math center. Findings also indicated that Latino families enjoyed using the Take-Home Math Literacy Bags and that they helped them support their children&rsquo;s math skills at home. </p><p>
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Books on the topic "Mathematics Home and school"

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Dave, Baker, and Tomlin Alison, eds. Navigating numeracies: Home/school numeracy practices. Springer, 2005.

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Gay, Sylvia. Math medley II: 200 quick and easy beginning math activities for home and school. Incentive Publications, 1996.

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Parker, Ruth E. How to help your child with math at home: Mathematics education collaborative. Heinemann, 2006.

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Teaching Montessori in the home: The pre-school years. Plume, 1997.

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More ideas for helping your child with math at home: Mathematics education collaborative. Heinemann, 2006.

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Brainerd, Lee Wherry. Basic skills for homeschooling: Language arts and math for the middle school years. LearningExpress, 2002.

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Parker, Ruth E. Fractions across the grades: Helping your child understand mathematics : mathematics education collaborative. Heinemann, 2006.

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Schindeler, Trevor. Marshmallow math: Early math for toddlers, preschoolers, and primary school children : a fun and novel way to teach your child the fundamentals of math. Trafford, 2002.

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A, Boswell Laurie. Houghton Mifflin math central: Language connections. Houghton Mifflin, 1998.

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Company, Houghton Mifflin, ed. Houghton Mifflin math central: Problem of the day. Houghton Mifflin, 1998.

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Book chapters on the topic "Mathematics Home and school"

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Muir, Tracey. "Using Mathematics to Forge Connections Between Home and School." In Early Mathematics Learning and Development. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7153-9_10.

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Civil, Marta, and Rosi Andrade. "Transitions between Home and School Mathematics: Rays of Hope Amidst the Passing Clouds." In Transitions Between Contexts of Mathematical Practices. Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47674-6_7.

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Johnson, Mitchelle. "Home-School Partnerships." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_199.

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David, Miriam. "Home-School Relations." In Mothers and Education: Inside Out? Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-23006-8_2.

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Gu, Mingyue Michelle. "Family Acculturation, Parent Style, and Ethnic Minority Students’ Identity Construction in Hong Kong." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_9.

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Guo, Yan, and Xueqin Wu. "Home-School Relations: An Introduction." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_1.

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Kim, Anna. "Parent–School Partnerships in Education: New Development of the School Council in South Korea." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_10.

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Griego Jones, Toni. "Parent Involvement in Schools Along the USA–Mexico Border." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_11.

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Willis, Linda-Dianne. "Creating New Spaces for Pre-service Teachers to Engage with Parents: An Australian Coteaching and Cogenerative Dialoguing Project." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_12.

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Sukhbaatar, Batdulam. "Teacher Education in Mongolia: Institutional and Social Factors Contributing to a Lack of Parental Involvement." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_13.

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Conference papers on the topic "Mathematics Home and school"

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Joao Gongalves, Maria, and Claus Kaldeich. "E-Learning in the School: Applied to Teaching Mathematics in Portugal." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3069.

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In this paper will be present a snapshot of the situation of teaching and learning Mathematics in Portugal, as well as some statistics which pose the reality of this subject in the school rooms and homes of this country. Further will be present some applications of the Information and Communication Technologies (ICT) to improve the teaching and learning activities of Mathematics, in the school room and at home. Some platforms which support the e-learning will be present too, as motivation to apply these technologies in a larger scale in the education in Portugal or in other countries.
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Smakman, Matthijs, Koen Smit, Eline Lan, et al. "Social Robots for Reducing Mathematics Hiatuses in Primary Education, an Exploratory Field Study." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.46.

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Since the outbreak of COVID-19 schools have gone into lockdown and teachers have had to teach pupils online from home. When pupils go back to school, standard, contemporary learning methods do not seem to be enough to reduce incurred hiatuses. Social robots are slowly becoming an integral component of our society and have great potential as educational technology. This study explores how social robots in classrooms can contribute to reducing mathematics-related hiatuses in Dutch primary education (pupils from four till twelve years old). A social robot as a tutor is evaluated by means of a field study with children (n = 43) to compare a class working with the robot, to a class working without the robot. Multiple factors on learning effect are taken into account by using a survey. Our results demonstrate that a robot can take the role of a tutor and practice with pupils. The results are of interest to researchers in the field of human-robot interaction as well as to educational institutes who wish to understand the implications of adopting robots in education.
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Li, Shuai. "Children-friendly design of urban public space based on the study of Shanghai, China." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/znxx7695.

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At present, more than 50% of children live in big cities. But with the increasing number of motor vehicles and shrinking public spaces , children have less and less opportunities for outdoor activities, resulting in obesity and sub-health problems. Therefore, it is very important to build children-friendly public spaces in metropolis. This study takes the Shanghai,china as an example.Firstly,through questionnaires,it is found that ensuring the safe movement of children and inspiring their spontaneous activities are key points to build children-friendly public spaces. Meanwhile, The public spaces near the home are the most used environment by children. Therefore, open spaces in metropolis areas need to be planned carefully for children near their homes. Then it is way much better to make sure children's places of daily life, such as homes, schools, green spaces, sports venues and so on, can be connected in a safe path. Secondly, for building the safe path for children ,the safety of each spot along the path is analyzed by SP method, which is a mathematical algorithm , in order to find the risk factors and to avoid them in the future. Then we establish the action plan of "line space + point space" to build the children-friendly urban public space system. Line space refers to meeting the basic safety space needs of children through the improvement of the routes to school, including reducing the impact of motor vehicles, safe road facilities, and enhancing road lighting system. "Point space" refers to the promotion of children's outdoor activities through the arrangement of multi-level outdoor children's playgrounds and green spaces, including safe green parks, security platforms and so on. Finally, it is hoped that the "Safety Line Space + Interesting Point Space" plan will establish a safe and inspiring path for children to travel, linking home, school, green space and sports venues, which they use mostly in their daily life. Then we can ensure the safe movement of children and inspire children's spontaneous games in big cities for a children-friendly goal
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Lambert, Pierre-Henry. "Introduction to Black Hole evaporation." In Ninth Modave Summer School in Mathematical Physics. Sissa Medialab, 2014. http://dx.doi.org/10.22323/1.201.0001.

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Fraser, Katie, Tom Rodden, and Claire O'Malley. "Home-school technologies." In Proceeding of the 2006 conference. ACM Press, 2006. http://dx.doi.org/10.1145/1139073.1139111.

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Cheng, Britte Haugan, Serena Villalba, Daniel Schwartz, Doris Chin, Patrik Lundh, and Aasha Joshi. "Bridging school and home." In the 9th international conference. Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599545.

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Gomes, Cláudio, Josue Da Silva, Marco Leal, and Thiago Nascimento. "3A: mAchine learning Algorithm Applied to emotions in melodies." In Simpósio Brasileiro de Computação Musical. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcm.2019.10450.

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At every moment, innumerable emotions can indicate and provide questions about daily attitudes. These emotions can interfere or stimulate different goals. Whether in school, home or social life, the environment increases the itinerant part of the process of attitudes. The musician is also passive of these emotions and incorporates them into his compositions for various reasons. Thus, the musical composition has innumerable sources, for example, academic formation, experiences, influences and perceptions of the musical scene. In this way, this work develops the mAchine learning Algorithm Applied to emotions in melodies (3A). The 3A recognizes the musician’s melodies in real time to generate accompaniment melody. As input, The 3A used MIDI data from a synthesizer to generate accompanying MIDI output or sound file by the programming language Chuck. Initially in this work, it is using the Gregorian modes for each intention of composition. In case, the musician changes the mode or tone, the 3A has an adaptation to continuing the musical sequence. Currently, The 3A uses artificial neural networks to predict and adapt melodies. It started from mathematical series for the formation of melodies that present interesting results for both mathematicians and musicians.
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Jurečková, Mária. "Statistics in School Mathematics." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.38.

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Spreafico, Maria Luisa, and Eulalia Tramuns. "ORIGAMI, ART AND MATHEMATICS AT SCHOOL." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1128.

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Rudyanto, Hendra Erik, Jatmiko, Anik Ghufron, and Hartono. "Do Elementary School Students Like Mathematics?" In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.43.

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Reports on the topic "Mathematics Home and school"

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value &lt; .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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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), 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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Agostinelli, Francesco, Morteza Saharkhiz, and Matthew Wiswall. Home and School in the Development of Children. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w26037.

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Ellison, Glenn, and Ashley Swanson. The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions. National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w15238.

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Fisher, Diana. Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2945.

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Jauhiainen, Catharine. The Home-School Connection: Parental Influences on a Child's ESL Acquisition. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7252.

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Crumbly, I. J., and J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10183043.

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Garcia, F. E., J. L. Gasch, J. W. Wenger, and B. D. Ray. Evaluation of the Pilot Program for Home School and ChalleNGe Program Recruits. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada418850.

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