Relevant bibliographies by topics / Mathematics proficiency

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Mathematics proficiency'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Mathematics proficiency"

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Gunawan, I., L. Nurhayati, Widjajani, and Budi Hendrawan. "Mathematical Proficiency Profile of Prospective Mathematics Teacher Students." Journal of Physics: Conference Series 1764, no. 1 (February 1, 2021): 012109. http://dx.doi.org/10.1088/1742-6596/1764/1/012109.

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Corrêa, Priscila Dias. "The Mathematical Proficiency Promoted by Mathematical Modelling." Journal of Research in Science Mathematics and Technology Education 4, no. 2 (May 15, 2021): 107–31. http://dx.doi.org/10.31756/jrsmte.424.

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This study aims to investigate the mathematical proficiency promoted by mathematical modelling tasks that require students to get involved in the processes of developing mathematical models, instead of just using known or given models. The research methodology is grounded on design-based research, and the classroom design framework is supported by complexity science underpinnings. The research intervention consists of high-school students, from a grade 11 mathematics course, aiming to solve four different modelling tasks in four distinct moments. Data was collected during the intervention from students’ written mathematical work and audio and video recordings, and from recall interviews after the intervention. Data analysis was conducted based on a model of mathematical proficiency and assisted by interpretive diagrams created for this research purpose. This research study offers insight into mathematics teaching by portraying how mathematical modelling tasks can be integrated into mathematics classes to promote students’ mathematical proficiency. The study discusses observed expressions and behaviours in students’ development of mathematical proficiency and suggests a relationship between mathematical modelling processes and the promotion of mathematical proficiency. The study also reveals that students develop mathematical proficiency, even when they do not come to full resolutions of modelling tasks, which emphasizes the relevance of learning processes, and not only of the products of these processes.
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Prediger, Susanne, Nadine Wilhelm, Andreas Büchter, Erkan Gürsoy, and Claudia Benholz. "Language Proficiency and Mathematics Achievement." Journal für Mathematik-Didaktik 39, S1 (February 13, 2018): 1–26. http://dx.doi.org/10.1007/s13138-018-0126-3.

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Chapman, Olive. "Mathematics teachers’ knowledge for teaching problem solving." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (February 28, 2015): 19–36. http://dx.doi.org/10.31129/lumat.v3i1.1049.

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In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.
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Bass, Hyman. "Computational Fluency, Algorithms, and Mathematical Proficiency: One Mathematician's Perspective." Teaching Children Mathematics 9, no. 6 (February 2003): 322–27. http://dx.doi.org/10.5951/tcm.9.6.0322.

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In recent years, few aspects of mathematics education have been as much discussed and debated as the notions of computational fluency and algorithms. A National Research Council report, Adding It Up: Helping Children Learn Mathematics (Kilpatrick, Swafford, and Findell 2001), offers an image of what it means to have skill with mathematics, or mathematical proficiency. This concept is helpful for moving beyond these debates. Mathematical proficiency includes five components: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition (Kilpatrick, Swafford, and Findell 2001, p. 116). That these components are not separate but fundamentally intertwined is important to note. This article illustrates some of the ways in which the goal of computational fluency and an appreciation of mathematical algorithms are related to this larger concept of mathematical proficiency.
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Lee, Joohi, Jill Fox, and Amber L. Brown. "Content Analysis of Children’s Mathematics Proficiency." Education and Urban Society 43, no. 5 (September 13, 2010): 627–41. http://dx.doi.org/10.1177/0013124510380906.

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Hamidy, Anwaril, and Jailani Jailani. "Kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA." Jurnal Riset Pendidikan Matematika 6, no. 2 (November 28, 2019): 133–49. http://dx.doi.org/10.21831/jrpm.v6i2.26679.

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA (Programme for International Students Assessment). Penelitian ini dilakukan terhadap 300 siswa kelas IX SMP Kalimantan Timur yang belum pernah mewakili Indonesia sebagai sampel PISA bidang Matematika. Siswa tersebut tersebar dari tiga level sekolah (rendah, sedang, tinggi) yang ditentukan berdasarkan hasil Ujian Nasional 2016 pada mata pelajaran matematika. Pengumpulan data menggunakan 16 butir soal matematika model PISA (α = 0,835) yang mencakup tiga proses matematis: formulate, employ dan interpret. Kemampuan siswa dianalisis berdasarkan mean measure logit dan selanjutnya ditransformasi ke skala dan level kemampuan matematika PISA, sehingga dapat dibandingkan dengan rata-rata kemampuan siswa Indonesia dan negara OECD dalam studi PISA. Hasil analisis data menunjukkan bahwa kemampuan siswa Kalimantan Timur berada di bawah rata-rata negara OECD. Namun hasil tersebut lebih baik dibandingkan capaian skor siswa Indonesia yang menjadi sampel pada PISA 2015. Berdasarkan kemampuan dalam proses matematis, kemampuan siswa dari level tinggi ke rendah berturut-turut adalah formulate, employ dan interpret. Selain itu, kemampuan proses formulate siswa Kalimantan Timur dari sekolah kategori tinggi di atas rata-rata negara OECD. East kalimantan students’ mathematical process proficiency in solving PISA-like mathematicsAbstractThis study was aimed to describes East Kalimantan students’ mathematical processes proficiency in solving a PISA-like mathematics test. The study was carried out with 300 East Kalimantan ninth-grade students who haven’t represented Indonesia as Mathematics PISA samples. The students were spread across three school levels (low, medium, high) determined based on the results of the 2016 National Examination in mathematics. Data collection uses 16 items of PISA-like mathematics test (α = 0.835) which includes three mathematical processes: formulate, employ, and interpret. Student proficiency was analyzed based on mean measure logit and subsequently transformed to the scale and level of PISA mathematics proficiency so that it can be compared with the average proficiency of Indonesian students and OECD countries in the PISA study. The results of the data analysis show that the average proficiency of East Kalimantan students is below the average of OECD countries. However, these results are better than the average score of Indonesian students who were sampled at PISA 2015. Based on proficiency in the mathematical process, the proficiency of students from high to low levels consecutively namely: formulate, employ, and interpret. In addition, proficiency in the formulating of East Kalimantan students from high-level schools is above the average of OECD countries.
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Corum, Kimberly, and Joe Garofalo. "Engaging Preservice Secondary Mathematics Teachers in Authentic Mathematical Modeling: Deriving Ampere's Law." Mathematics Teacher Educator 8, no. 1 (September 2019): 76–91. http://dx.doi.org/10.5951/mathteaceduc.8.1.0076.

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Incorporating modeling activities into classroom instruction requires flexibility with pedagogical content knowledge and the ability to understand and interpret students' thinking, skills that teachers often develop through experience. One way to support preservice mathematics teachers' (PSMTs) proficiency with mathematical modeling is by incorporating modeling tasks into mathematics pedagogy courses, allowing PSMTs to engage with mathematical modeling as students and as future teachers. Eight PSMTs participated in a model-eliciting activity (MEA) in which they were asked to develop a model that describes the strength of the magnetic field generated by a solenoid. By engaging in mathematical modeling as students, these PSMTs became aware of their own proficiency with and understanding of mathematical modeling. By engaging in mathematical modeling as future teachers, these PSMTs were able to articulate the importance of incorporating MEAs into their own instruction.
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Kiss, Allyson J., Gena Nelson, and Theodore J. Christ. "Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills." Learning Disability Quarterly 42, no. 3 (February 10, 2019): 161–74. http://dx.doi.org/10.1177/0731948718823083.

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Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Furthermore, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and whether or not reading achievement was considered. Findings are discussed in the context of mathematics learning for students with mathematics difficulty.
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Jailani, Jailani, Heri Retnawati Heri Retnawati, Nidya F. Wulandari, and Hasan Djidu. "MATHEMATICAL LITERACY PROFICIENCY DEVELOPMENT BASED ON CONTENT, CONTEXT, AND PROCESS." Problems of Education in the 21st Century 78, no. 1 (February 12, 2020): 80–101. http://dx.doi.org/10.33225/pec/20.78.80.

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The literacy proficiency development is one of concerns in education generally, so is in mathematics education as well. The growth of literacy proficiency is one of the issues in education, because it is very important to problem solving skills in students' real life. This research aimed to describe the growth of lower secondary school and upper secondary school students’ mathematical literacy proficiency in Yogyakarta Special Region province, Indonesia. Three mathematical literacy proficiency aspects were examined in the research, namely content, process and context. It was an exploratory descriptive research with cross-sectional type research design. The population was 1,001 lower secondary school and upper-secondary school students ranging between 13 and 16 years old. They were selected using the combination of stratified and the cluster random sampling technique. A test consisting of 30 items, was adopted from the existing PISA test items used to collect the data in the research. The main data analysis was conducted by estimating students’ ability through the item-response theory approach. The results showed that the mathematical literacy proficiency of the students based on content, context, and process was still low. In the content and context domain, there was progress from 8th grade to 9th, from 9th grade to 10th grade. In the process domain, the development of students' abilities on formulate showed relatively the same results for 8th, 9th, and 10th were around 500, and in the employ and interpret process domain, there was a development of abilities from 8th to 9th, and from 9th to 10th grade. Keywords: mathematics literacy proficiency development, domains based on PISA study.
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Dissertations / Theses on the topic "Mathematics proficiency"

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Preciado, Claudia. "Indicators of Future Mathematics Proficiency: Literature Review & Synthesis." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/412.

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The beauty of mathematics can arguably be found in the way in which all concepts are interrelated and interwoven to create a massive web of knowledge and in the ways this can be applied to all aspects of life and technology. Given this inextricable interrelationship amongst several mathematical topics, many students encounter issues in learning mathematics due to gaps in their understanding of previously taught material. As a result, mathematics education in the K-12 setting has emphasized the need for interventions in order to help students grasp the progressively complex concepts that are required by our current society and education system as they advance throughout their academic career. This literature review researches effective and non-effective indicators of future mathematics proficiency as an initial step towards identifying the most beneficial cognitive and non-cognitive areas of focus, and consequently early interventions, in order to support student learning especially for underperforming students. Specifically, this research synthesizes research about three essential questions: (1) What skills, conceptual understandings, or student traits can serve as possible predictors of future mathematics proficiency? (2) Which of these identified skills, conceptual understandings, or student traits are stronger predictors of future mathematics proficiency? and (3) What is the degree of accuracy of these predictors? The research was conducted through the review of articles retrieved from diverse research studies. The literature revealed that the single most effective indicator of future mathematical proficiency is knowledge of fractions, specifically, conceptual understanding of and operations with fractions as well as fluidity with rational operations. Other less effective indicators included early knowledge of whole number division, functional numeracy, students’ attitudes and dispositions towards mathematics, gender, early mathematics achievement/ability, and literacy/linguistic ability. Other skills, conceptual understandings and student traits investigated in the relevant research included whole number arithmetic knowledge, number system knowledge, verbal & non-verbal IQ, working memory, and family education & income. These indicators did not exhibit a significant correlation to future mathematics performance and thus were classified as non-effective.
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Khan, Shereen Alima. "Mathematics proficiency of primary school students in Trinidad and Tobago." Thesis, Teachers College, Columbia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256768.

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To address the problem of underperformance in mathematics, Trinidad & Tobago introduced national tests to provide feedback to stakeholders, so that well-targeted interventions can be planned. After more than a decade of generating and sharing reports on performance with these stakeholders, results of national tests remained much the same. It was evident that the feedback was ineffective in instituting the desired changes. In keeping with Vygotsky’s notion that instruction can be improved by teaching within the child’s Zone of Proximal Development, this study devised a model, incorporating the principle of assessment for learning to provide feedback on student performance.

Data from the 2015 mathematics (Standard 3) national test was analysed to describe the proficiencies of students within each of four performance levels. Using a mixed methods design, a sample of 180 scripts was analysed to determine content-specific proficiencies. These were categorised into (i) what students know and can do (Zone of Achieved Development), (ii) what they can do with help (Zone of Proximal Development) and (iii) what they cannot do.

The findings indicated that students in the lower performing groups had deficiencies in reading and comprehension skills and this impacted on their mathematics performance. Division and multiplication algorithms posed difficulties for these students. Performance in measurement was poor, with only the top performing group demonstrating proficiency in this strand. Items requiring higher order thinking were challenging for all students. Inability to carry out mathematical modeling prevented students from obtaining correct answers to questions covering almost half of the test.

A key recommendation is that teachers be given support in planning and instructional strategies to cater for all learners. Intense, ongoing professional development, targeting problem solving, mathematical modeling, and teaching algorithms was recommended. To enable learners to experience more depth and less breadth in achieving competence in measurement, reform in curricula demands, assessment techniques and instructional strategies was suggested.

The study also called for re-conceptualising the design and implementation of national assessment. Such approaches should incorporate models that provide feedback on all curricula outcomes on a continuous basis, and empower teachers to analyse classroom data so as to diagnose student deficiencies.

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Aldrich, Rachel Renkel. "Fraction Proficiency in Adult Students and Their Success in Algebra." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1438859693.

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Campbell, Jennifer. "Correlation Between Piagetian Theory of Cognitive Development and College Mathematics Proficiency." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1407840377.

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Deubel, Patricia M. "Mathematics Software and Achievement on the Ohio Ninth Grade Proficiency Test." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/485.

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Mathematics has been the most difficult part of the Ohio Ninth Grade Proficiency Test (ONGPT) for students to pass. Although the current test measures achievement of basic skills that should have been acquired during the K-8 experience, students, for the most part, have not mastered objectives tested on the exam to the degree needed to pass. At the present time there is no general consensus or recommendations among schools within the Ohio Department of Education's Urban Schools Initiative about the use and effectiveness of software to help students pass that test. This dissertation examined that issue. Grade 8 mathematics, special education, and proficiency intervention teachers (N =113) in 35 middle schools across 13 mid-sized districts in the Urban Schools Initiative were surveyed. The survey addressed teacher beliefs on individual and organizational factors related to class time software use, what software was used, how it was used, and software's instructional and technical merit for proficiency test preparation. Research on standardized exams and the ONGPT, mathematics achievement and educational technology, learning from software, and factors relating to teacher technology beliefs and use supported the design of the survey instrument and shed light on expected outcomes of the study. Results indicated that administrative support, teacher instructional style, their perceived priority of learning about computers and software, computer availability and access, technical assistance, and software quality were significant factors affecting teachers' decisions to use technology in their instruction. The occasional use of software during class time had a significant negative impact on students passing the test. Software's impact on passing the test was positively significant for students who had not used software during c1asstime, but had used it in a proficiency intervention class that met in addition to their regular math class. The study includes information for over 50 mathematics software titles and determined guidelines for valuable software. Implications of results are discussed.
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Ngibe, Ntsikelelo Hector. "An investigation into second language Learners’ proficiency in Mathematical language." Thesis, Walter Sisulu University, 2014. http://hdl.handle.net/11260/845.

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The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.
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Stryk, Diane Marie. "Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6133.

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Community college leaders have spent years trying to improve success rates for students in developmental mathematics (DM) courses, but with little progress. This quantitative study, using a pre-experimental static-group research design, examined if a change in a community college district's policy and practices for student placement into DM courses could improve student success in online DM courses. Bounded rationality theory provided the lens to view how students' decision making is influenced by the lack of timely and appropriate information during the placement process. The study addressed whether a composite placement score, the result of combining the ACCUPLACER placement scores for elementary algebra and reading comprehension, would improve predicting student success in the online DM courses of basic arithmetic and introductory algebra. Logistic regression was used to analyze archival data from a student population of 39,585 students from which 767 participants were identified using a stratified random sampling method. The findings indicated that the composite score was a statistically significant predictor of the likelihood of student success only for the online basic arithmetic course (β = .024, Exp(β) = 1.024, p < .0005), which means the higher the composite placement score, the greater the likelihood of success. Providing DM students with information on reading proficiency's influence can increase student success rates. The social change implications are that when students are placed properly in a DM course they complete the sequence in less time, reach their academic goals sooner, and spend less money. In turn, the community college and local community also benefit.
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Stephanus, Gervasius Hivengwa. "Exploring teaching proficiency in geometry of selected effective mathematics teachers in Namibia." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013012.

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Quality mathematics education relies on effective pedagogy which offers students appropriate and rich opportunities to develop their mathematical proficiency (MP) and intellectual autonomy in learning mathematics. This qualitative case study aimed to explore and analyse selected effective mathematics teachers' proficiency in the area of geometry in five secondary schools in five different Namibia educational regions. The sample was purposefully selected and comprised five mathematics teachers, identified locally as being effective practitioners by their peers, Education Ministry officials and the staff of the University of Namibia (UNAM). The schools where the selected teachers taught were all high performing Namibian schools in terms of students' mathematics performance in the annual national examinations. The general picture of students' poor performance in mathematics in Namibia is no different to other sub-Saharan countries and it is the teachers who unfortunately bear the brunt of the criticism. There are, however, beacons of excellence in Namibia and these often go unnoticed and are seldom written about. It is the purpose of this study to focus on these high achievers and analyse the practices of these teachers so that the rest of Namibia can learn from their practices and experience what is possible in the Namibian context. The mathematical content and context focus of this study was geometry. This qualitative study adopted a multiple case study approach and was framed within an interpretive paradigm. The data were collected through individual questionnaires, classroom lesson observations and in-depth open-ended and semi-structured interviews with the participating teachers. These interviews took the form of post lesson reflective and stimulated recall analysis sessions. An adapted framework based on the Kilpatrick, Swafford and Findell's (2001) five strands of teaching for MP was developed as a conceptual and analytical lens to analyse the selected teachers' practice. The developed coding and the descriptive narrative vignettes of their teaching enabled a qualitative analysis of what teachers said contributed to their effectiveness and how they developed MP in students. An enactivist theoretical lens was used to complement the Kilpatrick et al.'s (2001) analytical framework. This enabled a deeper analysis of teacher teaching practice in terms of their embodied mathematical knowledge, actions and interactions with students. procedural fluency (PF) and productive disposition (PD), were addressed regularly by all five participating teachers. Evidence of addressing either the development of students' strategic competence (SC) or adaptive reasoning (AR) appeared rarely. Of particular interest in this study was that the strand of PD was the glue that held the other four strands of MP together. PD was manifested in many different ways in varying degrees. PD was characterised by a high level of content knowledge, rich personal experience, sustained commitment, effective and careful preparation for lessons, high expectations of themselves and learners, collegiality, passion for mathematics and an excellent work ethic. In addition, the teachers' geometry teaching practices were characterised by making use of real-world connections, manipulatives and representations, encouraging a collaborative approach and working together to show that geometry constituted a bridge between the concrete and abstract. The findings of the study have led me, the author, to suggest a ten (10) principles framework and seven (7) key interrelated factors for effective teaching, as a practical guide for teachers. This study argues that the instructional practices enacted by the participating teachers, who were perceived to be effective, aligned well with practices informed by the five strands of the Kilpatrick et al.'s (2001) model and the four concepts of autopoesis, co-emergence, structural determinism and embodiment of the enactivist approach. The study concludes with recommendations for effective pedagogical practices in the teaching of geometry, and opportunities for further research.
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Byrnes, Scott WIlliam. "Assimilative domain proficiency and performance in chemistry coursework." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/735.

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The assimilation and synthesis of knowledge is essential for students to be successful in chemistry, yet not all students synthesize knowledge as intended. The study used the Learning Preference Checklist to classify students into one of three learning modalities -- visual, auditory, or kinesthetic (VAK). It also used the Kolb Learning Style Inventory (KLSI), which utilizes four learning domains - Converging, Accommodating, Diverging, and Assimilating - to explain the students' maturation process by showing shift from any domain towards the Assimilating domain. A shift approaching this domain was considered as improvement in the assimilation and synthesis of knowledge. This pre-experimental one-group pretest-posttest study was used to test the hypothesis that modifying a high school chemistry curriculum to accentuate a student's learning preference would result in a shift towards the Assimilative domain on the KLSI and if there was a correlation between the improvement in student learning and a shift towards the KLSI Assimilating domain. Forty-two high school students were issued the VAK and provided with differentiated instruction via homologous cooperative learning groups. Pre- and post-KLSI and chemistry concepts tests were administered. T test analyses showed no significant shift towards the Assimilating domain. Further Pearson's r analyses showed no significant correlation between the KLSI and exam scores. This study contributes to social change by providing empirical evidence related to the effectiveness infusing learning styles into the science curriculum and the integration of the KLSI to monitor cognitive development as tools in raising standardized test scores and enhancing academic achievement. Results from the study can also inform future research into learning styles through their incorporation into the science curriculum.
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Qwillbard, Tony. "Less information, more thinking : How attentional behavior predicts learning in mathematics." Thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100999.

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It has been shown in experiments that a method of teaching where students are encouraged to create their own solution methods to mathematical problems (creative mathematically founded reasoning, CMR) results in better learning and proficiency than one where students are provided with solution methods for them to practice by repetition (algorithmic reasoning, AR). The present study investigated whether students in an AR practice condition pay less attention to information relevant for mathematical problem solving than students in a CMR condition. To test this, attentional behavior during practice was measured using eye-tracking equipment. These measurements were then associated with task proficiency in a follow-up test one week after the practice session. The findings support the theory and confirm previous studies in that CMR leads to better task performance in the follow-up test. The findings also suggest that students within the CMR condition whom focus less on extraneous information perform better.
Experiment har visat att en undervisningsmetod i vilken elever uppmuntras att själva komma på lösningsmetoder till matematiska problem (creative mathematically founded reasoning, CMR) resulterar i bättre inlärning och färdighet än en metod i vilken eleverna ges en färdig en lösningsmetod att öva på genom repetition (algorithmic reasoning, AR). Denna studie undersöker om elever under en AR-träningsbetingelse ägnar mindre uppmärksamhet åt information som är relevant för matematisk problemlösning än vad elever under en CMR-träningsbetingelse gör. För att testa detta mättes elevernas uppmärksamhetsbeteende under träning med hjälp av ögonrörelsekamera. Måtten ställdes sedan i relation till uppgiftsfärdighet i ett uppföljningstest en vecka efter träningssessionen. Resultaten stödjer teorin och bekräftar tidigare studier som visat att CMR leder till bättre prestation i uppföljningstestet. Resultaten tyder även på att de elever under CMR-betingelsen som fokuserar minst på ovidkommande information presterar bättre.
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Books on the topic "Mathematics proficiency"

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Indiana. Dept. of Education. Mathematics proficiency guide. Indianapolis: The Department, 1991.

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Shakrani, Sharif. Eighth-grade algebra course-taking and mathematics proficiency. [Washington, DC]: National Center for Education Statistics, 1996.

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Shakrani, Sharif. Eighth-grade algebra course-taking and mathematics proficiency. [Washington, DC]: National Center for Education Statistics, 1996.

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Li, Yeping, and Judit N. Moschkovich, eds. Proficiency and Beliefs in Learning and Teaching Mathematics. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0.

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Shakrani, Sharif. Eighth-grade algebra course-taking and mathematics proficiency. [Washington, DC]: National Center for Education Statistics, 1996.

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Shakrani, Sharif. Eighth-grade algebra course-taking and mathematics proficiency. [Washington, DC]: National Center for Education Statistics, 1996.

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1954-, Ball Deborah Loewenberg, ed. Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education. Santa Monica, CA: RAND, 2003.

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Lawn, Richard E. Proficiency testing in analytical chemistry. Cambridge: Published for the Laboratory of the Government Chemist by The Royal Society of Chemistry, 1997.

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Ready-to-use math proficiency lessons and activities, 4th grade level. San Francisco, CA: Jossey-Bass, 2003.

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1970-, Johnson Drew, ed. Parent's guide to the Ohio proficiency tests for grade 4 : reading, writing, and mathematics. New York: Simon & Schuster, 2000.

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Book chapters on the topic "Mathematics proficiency"

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Corrêa, Priscila Dias. "Observing for Mathematical Proficiency in Secondary Mathematics Education." In Teaching and Learning Secondary School Mathematics, 453–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_42.

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Li, Yeping, and Judit N. Moschkovich. "Proficiency and Beliefs in Learning and Teaching Mathematics." In Proficiency and Beliefs in Learning and Teaching Mathematics, 3–7. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_1.

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Anhalt, Cynthia O., Ricardo Cortez, and Julia M. Aguirre. "Mathematical Modeling Thinking: A Construct for Developing Mathematical Modeling Proficiency." In Early Mathematics Learning and Development, 45–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63900-6_3.

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Roesken-Winter, Bettina. "Capturing Mathematics Teachers’ Professional Development in Terms of Beliefs." In Proficiency and Beliefs in Learning and Teaching Mathematics, 157–78. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_11.

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Cooper, Jason, and Abraham Arcavi. "Mathematicians and Elementary School Mathematics Teachers – Meetings and Bridges." In Proficiency and Beliefs in Learning and Teaching Mathematics, 179–200. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_12.

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Kessel, Cathy. "A Mathematical Perspective on Educational Research." In Proficiency and Beliefs in Learning and Teaching Mathematics, 237–56. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_14.

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Moschkovich, Judit N. "Issues Regarding the Concept of Mathematical Practices." In Proficiency and Beliefs in Learning and Teaching Mathematics, 257–75. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_15.

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Törner, Günter. "Looking Back and Ahead – Some Very Subjective Remarks on Research in Mathematics Education." In Proficiency and Beliefs in Learning and Teaching Mathematics, 279–86. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_16.

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Schmeisser, Christine, Stefan Krauss, Georg Bruckmaier, Stefan Ufer, and Werner Blum. "Transmissive and Constructivist Beliefs of in-Service Mathematics Teachers and of Beginning University Students." In Proficiency and Beliefs in Learning and Teaching Mathematics, 51–67. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_5.

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Zehetmeier, Stefan, and Konrad Krainer. "Researching the Sustainable Impact of Professional Development Programmes on Participating Teachers’ Beliefs." In Proficiency and Beliefs in Learning and Teaching Mathematics, 139–55. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_10.

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Conference papers on the topic "Mathematics proficiency"

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Kiram, J. J., J. Sulaiman, S. Swanto, and W. A. Din. "Comparison analysis between linear and nonlinear models to predict language proficiency in proportion to language learning strategy." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES AND TECHNOLOGY 2018 (MATHTECH2018): Innovative Technologies for Mathematics & Mathematics for Technological Innovation. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5136391.

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Yesaya, Mey Chyntia, Wilmintjie Mataheru, and Christina M. Laamena. "Cognitive Proficiency Analysis of Adventist High School Students Tenth-Grade Aliciously Solve Linear Equations System of Two Variables Reviewed of Gender." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.104.

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Evangelista Lus Windyana, Palupi, Putri Hani Rizkia, Yonata Bertha, Sari Dhita A P, Jauhariyah Mukhayyarotin N R, Basri Ahmad, and Hidayah Rusly. "Exploring The Correlation Between Mathematics Student Teachers’ Proficiency and Their Self-Efficacy in Teaching at International School." In Proceedings of the International Conference on Research and Academic Community Services (ICRACOS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/icracos-19.2020.50.

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Boz, Selma. "TRANSFER EFFECT OF N-BACK TRAINING: MATHEMATICAL IMPLICATIONS IN SCHOOL-AGE CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end121.

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Working memory (WM) is the system which is used for short-term storage and where information about cognitive tasks is manipulated. One of the most important characteristics of WM is its limited capacity, which restricts cognitive performance. Despite of this limit in WM capacity, the efficiency of WM can be improved with WM training and this training effect can be transferred to performance on complex tasks, such as mathematical operations. Such training tasks are complex and necessarily include core processes and these measures, therefore, contribute to difficulty to design tasks and interpret the outcomes for specific changes gained from the training. For example, n-back tasks which are used in a wide range of research are based on core training. Since core trainings address the executive functions of WM and enhance the domain-general aspects, increasing performance on domain-general factors may promote both near and far transfer effects of training. In the current study, WM training will be constructed on the basis of the interference framework that characterizes individual differences in WM performance. The aim of this study is to explore individual differences in training and the way transfer effects occur, evaluating gains from Mathematics proficiency. An adaptive version of n-back tasks will be implemented for the proposed study, within WM load and interference lures. The study will be carried out with 40 school-age children between the ages of 9 and 12, and Solomon four group design method will be used to group them. d’ (D-Prime) theory will be conducted in order to obtain detailed comparison between groups as well as interpretation of individual differences in processing of information.
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Kiram, J. J., J. Sulaiman, S. Swanto, and W. A. Din. "Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study." In THE 22ND NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES (SKSM22): Strengthening Research and Collaboration of Mathematical Sciences in Malaysia. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4932495.

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Kiram, J. J., J. Sulaiman, S. Swanto, and W. A. Din. "A model of the relationship between second language proficiency using strategy inventory of language learning in Universiti Malaysia Sabah." In PROCEEDING OF THE 25TH NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES (SKSM25): Mathematical Sciences as the Core of Intellectual Excellence. Author(s), 2018. http://dx.doi.org/10.1063/1.5041685.

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Kiram, Johannah Jamalul, Jumat Sulaiman, Suyansah Swanto, and Wardatul Akmam Din. "The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS." In PROCEEDINGS OF THE 21ST NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES (SKSM21): Germination of Mathematical Sciences Education and Research towards Global Sustainability. AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4887688.

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Luís-Ferreira, Fernando, João Sarraipa, and Ricardo Jardim-Goncalves. "Programming Over AutoCAD for the Proficiency of Disabled Users Using Webcam Based Eye-Tracker." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66917.

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Mechanical project is a task that requires knowledge about materials and technologies. The need for those skills is supported by mathematical knowledge associated with such technologies. Disabled people can have tremendous skills in terms of calculation and conception of mechanical devices but they may lack on proper access to handle tools that represent parts or mechanisms in terms of graphical design. The present research aims at deploying a setup that can help on such task by allowing drafting in AutoCAD using the eyes. The proposed approach makes use of a laptop camera to act as an eye-tracker, thus avoiding additional hardware costs. The authors envisage new opportunities from this work to future work, including the possibility of disabled people to build 3D real models from the generation of STL models to export to 3D printing devices.
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Khalil, Ibrahim, and Mohamed Alnatheer. "DEVELOPING A LEARNING UNIT IN LIGHT OF THE INTEGRATION BETWEEN THE MATHEMATICAL PROFICIENCY AND THE 21ST CENTURY SKILLS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0761.

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Abdullah, In H., Karman La Nani, Ikram Hamid, and Ariyanti Jalal. "The Implementation of Project-based Learning using ICT in Mathematical Proficiency Improvement of High School Students in the Region of North Maluku at 3T in Mathematical Proficiency Improvement of High School Students in the Region of North Maluku at 3T." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008901002840292.

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Reports on the topic "Mathematics proficiency"

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Sitomer, Ann. Adult Returning Students and Proportional Reasoning: Rich Experience and Emerging Mathematical Proficiency. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1793.

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