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Journal articles on the topic 'Mathematics proficiency'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

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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Gradini, Ega, and Firmansyah Firmansyah. "Measuring Students’ Mathematical Literacy in Culturally Responsive Mathematics Classroom." Al-Ta lim Journal 26, no. 3 (February 19, 2020): 233–42. http://dx.doi.org/10.15548/jt.v26i3.551.

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This paper aims to discuss students’ mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groups pre-test and post-test design to determine the differences in mathematical literacy skills of one experimental group and then compare the results with one control group that was not subjected to treatment. The test consists of 6 problems and designed by based on the domain of PISA 2015 questions on every level of mathematical proficiency skills. The research finds that (1) culturally responsive mathematic teaching gives positive effect to students’ mathematical literacy; (2) the level of mathematical literacy of MAN 1 Takengon students lies from level 1 to level 5. There was no student who able to achieve 6thlevel of mathematical literacy; and (3) After culturally responsive mathematics teaching was implemented, from 24 students, there were 4 students at 1st level, 7 students at 2nd level, 10 students at 3rd level, and 2 students at 4th level, and 1 student at 5th level of mathematical literacy.

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Chang, Mido, Michael A. Evans, Sunha Kim, Anderson Norton, and Yavuz Samur. "Differential effects of learning games on mathematics proficiency." Educational Media International 52, no. 1 (January 2, 2015): 47–57. http://dx.doi.org/10.1080/09523987.2015.1005427.

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Chen, Xi, and Li Yeping. "Research in brief: Language Proficiency and Mathematics Learning." School Science and Mathematics 108, no. 3 (March 2008): 90–93. http://dx.doi.org/10.1111/j.1949-8594.2008.tb17811.x.

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ALZUBİ, Khaled. "Explore Jordanian mathematics teacher's perception of their professional needs Related to Mathematical Proficiency." International Journal of Educational Research Review 6, no. 2 (April 1, 2021): 93–114. http://dx.doi.org/10.24331/ijere.835492.

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Siebert, Carl F., and Jonathan L. Brendefur. "Examining Validity and Reliability of a Mathematics Assessment Tool for K-2 Students." Journal of Education and Development 2, no. 1 (February 9, 2018): 31. http://dx.doi.org/10.20849/jed.v2i1.329.

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The Primary Math Assessment (PMA) tool is increasingly being used in multiple districts in a northwestern state. The PMA provides both screening and diagnostic information in six domains to assess mathematical proficiency in young students in their early educational years. A previous study using multidimensional Rasch analyses found support for the PMA’s six-dimensional theoretical framework, and that the PMA is a reliable mathematics assessment for early grades. This study extended the examination of a Rasch model, implementing exploratory and confirmatory factor analysis, Item Response Theory, and Differential Item Functioning analyses. In doing so, this study found an IRT 2-PL model to fit best with these data and provided ways to improve the accuracy of measuring mathematical proficiency in early grades.

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Chandler, Donald G., and Patricia A. Brosnan. "A Comparison Between Mathematics Textbook Content and a Statewide Mathematics Proficiency Test." School Science and Mathematics 95, no. 3 (March 1995): 118–23. http://dx.doi.org/10.1111/j.1949-8594.1995.tb15743.x.

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Mangram, Charmaine, and Kathy Liu Sun. "Supporting Preservice Secondary Mathematics Teachers’ Professional Judgment Around Digital Technology Use." Mathematics Teacher Educator 9, no. 2 (February 1, 2021): 145–59. http://dx.doi.org/10.5951/mte.2020.0046.

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The pervasiveness of digital technology creates an imperative for mathematics teacher educators to prepare preservice teachers (PSTs) to select technology to support students’ mathematical development. We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and evaluate digital mathematics tools. We found that PSTs primarily focused on pedagogical fidelity (ease of use), did not consider mathematical fidelity (accuracy), and at times superficially attended to cognitive fidelity (how well the tool reflects students’ mathematical thinking processes) operationalized as the CCSS for Mathematical Practice and Five Strands of Mathematical Proficiency. We discuss implications for implementing the assignment and suggestions for addressing PSTs’ challenges with identifying the mathematical practices and five strands.

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Cuevas, Gilbert J. "Implementing the Standards: Developing Communication Skills in Mathematics for Students with Limited English Proficiency." Mathematics Teacher 84, no. 3 (March 1991): 186–89. http://dx.doi.org/10.5951/mt.84.3.0186.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) emphasizes the need to address communication skills. These skills, including reading, writing, listening, and speaking, enhance mathematical understanding and problem-solving ability. Moreover, to communicate effectively, one must be able to interpret and analyze mathematical ideas. The curriculum and evaluation standards recommend that opportunities be afforded students to “use language to communicate their mathematical ideas” (NCTM 1989, 78). Although these recommendations are valuable, teachers may find them difficult to implement with students who are not proficient in English.

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Mbonambi, Martin Sipho, and Sarah Bansilal. "Comparing Grade 11 Mathematics and Mathematical Literacy Learners' Algebraic Proficiency in Temperature Conversion Problems." African Journal of Research in Mathematics, Science and Technology Education 18, no. 2 (May 4, 2014): 198–209. http://dx.doi.org/10.1080/10288457.2014.929247.

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Lamm, Millard W., and David K. Pugalee. "From the Classroom: Student-constructed problems extend proportional reasoning." Teaching Children Mathematics 17, no. 1 (August 2010): 16–19. http://dx.doi.org/10.5951/tcm.17.1.0016.

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Proportional reasoning is perhaps one of the most important types of mathematical thinking for elementary school students to develop. It includes aspects of rational numbers, spans the entire mathematics curriculum, and is a significant foundation for mathematical proficiency. Understanding students' use of proportional reasoning is a basis on which to develop benchmarks or guideposts that can provide a descriptive picture of the learning progression between elementary school math and mathematics encountered in later grades.

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Hughes, Elizabeth M., Sarah R. Powell, and Joo-Young Lee. "Development and Psychometric Report of a Middle-School Mathematics Vocabulary Measure." Assessment for Effective Intervention 45, no. 3 (December 21, 2018): 226–34. http://dx.doi.org/10.1177/1534508418820116.

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Proficiency with mathematics requires an understanding of mathematical language. Students are required to make sense of both spoken and written mathematical terms. An essential component of mathematical language involves the understanding of the vocabulary of mathematics in which students connect vocabulary terms to mathematical concepts or procedures. In this brief psychometric report, we developed and tested a measure of mathematics vocabulary for students in the late middle-school grades (i.e., Grades 7 and 8) to determine the reliability of such a measure and to learn how students answer questions about mathematics vocabulary terms. The vocabulary terms on the measure were those terms determined as essential by middle-school teachers for success with middle-school mathematical language. Analysis indicates the measure demonstrated high reliability and validity. Student scores were widely distributed and students, on average, only answered two-thirds of vocabulary terms correctly.

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Schipolowski, Stefan, Aileen Edele, Nicole Mahler, and Petra Stanat. "Mathematics and science proficiency of young refugees in secondary schools in Germany." Journal for Educational Research Online 2021, no. 1 (March 30, 2021): 78–104. http://dx.doi.org/10.31244/jero.2021.01.03.

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Reliable information on the integration of refugee students in the German educational system is scarce. In this paper, we examine refugee students’ proficiency in mathematics, biology, chemistry, and physics in comparison to other students with and without an immigrant background, including non-refugee foreign-born students. We analyzed test data from 44,882 ninth-grade students, including 939 refugees, who participated in a national educational monitoring study in Germany (IQB Trends in Student Achievement 2018). In a series of regression models, we estimated the extent to which differences in students’ language proficiency and their families’ social background account for disparities in mathematics and science achievement. Compared to students without an immigrant background, refugee students’ achievement scores were on average 15 to 17 points lower (on a scale with SD = 10 for all ninth-grade students in Germany). Refugees also scored substantially lower than non-refugee foreign-born students (difference of 7 to 10 points). Taking social background and language proficiency into account substantially reduced refugees’ achievement disadvantage to 2 to 5 points compared to students without an immigrant background and to 1 to 5 points compared to non-refugee foreign-born students, with language proficiency explaining the largest proportion of variance. The remaining disparities correspond to a learning gain of roughly one school year in Germany. The results emphasize the importance of providing effective support aimed at fostering refugees’ proficiency in the language of instruction.

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Tinungki, Georgina Maria. "The role of cooperative learning with team assisted individualization to improve the students’ self proficiency." Journal of Science & Science Education 1, no. 2 (October 31, 2017): 63–73. http://dx.doi.org/10.24246/josse.v1i2p63-73.

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The importance of learning mathematics can not be separated from its role in all aspects of life. This research aims to analyze the achievement of the students’ self-proficiency who are taught by using cooperative learning with Team Assisted Individualization (TAI) and conventional learning. Students need to possess self-proficiency ability well so that they could have confidence that they are capable of confronting and of solving their daily life problems in general or mathematical tasks in particular. The population in this research was students of Statistics study program at one of public universities in Makassar. The sampling technique used in this research was purposive sampling, while the instrument used was self-proficiency scale (SPr) which has been validated. The data were analyzed by using parametric and non-parametric statistics. The result of this research is that the achievement of the students’ self-proficiency who are taught by using cooperative learning with TAI is better than students who are taught by using conventional learning.

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Khisty, Lena Licón. "Research, Reflection, Practice: Mathematics Learning and the Latino Student." Teaching Children Mathematics 9, no. 1 (September 2002): 32–35. http://dx.doi.org/10.5951/tcm.9.1.0032.

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The mathematics learning—and overall academic achievement—of Latino children is still a major concern of educators across the country. As we think about the educational issues surrounding Latinos, we need to take into account factors related both to learning in two languages and to learning English as a second language (ESL). A major characteristic of the majority of Latino children is their affiliation with Spanish regardless of their proficiency in that language. Even a child who may not seem to be proficient in speaking Spanish may come from a home or community in which Spanish is spoken extensively. Thus, the child's environment is bilingual, which has a profound influence on his or her experiences, perceptions, and knowledge base. The challenge for mathematics educators is to understand and positively use the linguistic strengths and experiences that children bring to school.

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Watermann, Rainer, and Eckhard Klieme. "Reporting Results of Large-Scale Assessment in Psychologically and Educationally Meaningful Terms." European Journal of Psychological Assessment 18, no. 3 (September 2002): 190–203. http://dx.doi.org/10.1027//1015-5759.18.3.190.

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Summary In their function as a specific form of evaluation in the educational system, large-scale assessments are used to describe overall structures, salient features, and outcomes of educational processes. Whether this kind of evaluation is meaningful on the system level, and whether its results are likely to be of use for classroom practice, teacher training, and curriculum design is wholly dependent on the validity of the test instruments. The crucial issues here are the validity of instruments with regard to the curricula of different countries, the underlying proficiency dimensions, and the appropriate behavior-oriented criteria for the interpretation of test scores. Using the TIMS upper secondary school study as an illustrative example, we discuss methods for the validation of large-scale assessments and present results from the field of mathematics. Analyses of the cognitive demands of test items based on psychological conceptualizations of mathematical problem solving are combined with a behavior-oriented interpretation of different levels of a latent proficiency scale (proficiency scaling). Findings from the TIMSS advanced mathematics test show that proficiency scaling is a useful heuristic tool that can be used to integrate test theory, cognitive psychology, and didactics, and thus presents a meaningful way of interpreting the results of comparative studies - not only in terms of “ranking,” but also in terms of process components and cognitive demands.

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Robertson, Sally-Ann, and Mellony Graven. "Exploratory mathematics talk in a second language: a sociolinguistic perspective." Educational Studies in Mathematics 101, no. 2 (August 16, 2018): 215–32. http://dx.doi.org/10.1007/s10649-018-9840-5.

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Abstract This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making.

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Ravshanovich, Berdiyev Bakhodir, and Shodiyev Rizamat Davronovich. "Teaching Students to Create Independent Equations based on Solving Problems by Constructing Equations." International Journal Papier Public Review 1, no. 2 (December 1, 2020): 114–18. http://dx.doi.org/10.47667/ijppr.v1i2.56.

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Nowadays, the science of mathematics is advancing rapidly. Scientists are working on new examples and issues awaiting a new solution. This article focuses on teaching students to do mathematical problems independently in elementary grades using equations. The result of the study suggest that Each teacher should stimulate students in the classroom, develop children's skills in mathematics, the ability to make equations and inequalities, and solve them independently. It allows them to solve problems independently by creating mathematics proficiency equations in upper grades.

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Cai, Jinfa, and Edward A. Silver. "Brief Report: Solution Processes and Interpretations of Solutions in Solving a Division-with-Remainder Story Problem: Do Chinese and U. S. Students Have Similar Difficulties?" Journal for Research in Mathematics Education 26, no. 5 (November 1995): 491–97. http://dx.doi.org/10.5951/jresematheduc.26.5.0491.

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During the past several decades, there has been considerable attention to crossnational comparisons of mathematics achievement. A number of studies have examined the performance in various mathematical topic areas by students from different countries (e.g., Lapointe, Mead, & Askew, 1992; Robitaille & Garden, 1989; Stevenson et al., 1990; Stigler, Lee, & Stevenson, 1987). In general, when crossnational studies in mathematics have included samples of Chinese and U.S. students, the findings have been that Chinese students perform mathematical tasks at much higher levels of proficiency than U.S. students (e.g., Lapointe et al., 1992; Stevenson et al., 1990).

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Reddy, Linda A., Adam Lekwa, Christopher Dudek, Ryan Kettler, and Anh Hua. "Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools." Journal of Psychoeducational Assessment 38, no. 7 (April 4, 2020): 816–30. http://dx.doi.org/10.1177/0734282920913394.

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This investigation examined whether teacher practices, as measured by the Classroom Strategies Assessment System (CSAS), were associated with students’ proficiency and gain scores, as measured by the Measure of Academic Progress (MAP), in 13 high-poverty charter schools in New Jersey. Results from two-level hierarchical linear models, fitted to a sample of 2,188 Kindergarteners through eighth-grade students in 110 classrooms, revealed that instructional and behavior management strategies on the CSAS were associated with (a) MAP gains in mathematics but not in reading and (b) MAP Rasch Unit (RIT) (proficiency) scores in mathematics and reading. The relationship between CSAS scores and student achievement did not differ across grade levels. In general, students in classrooms with higher quality use of classroom strategies exhibited higher gains in mathematics and proficiency scores in mathematics and reading. Implications for research and educational practices are discussed.

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Mohammad Badr, Buthaina. "Classroom Practices Reality of Mathematics Female Teachers that Contribute to the Development of Mathematical Proficiency." Journal of Modern Education Review 5, no. 9 (September 15, 2015): 833–39. http://dx.doi.org/10.15341/jmer(2155-7993)/09.05.2015/003.

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Cerbito, Adonis Fulgar. "Comparative Analysis of Mathematics Proficiency and Attitudes Toward Mathematics of Senior High School Student." International Journal of Scientific and Research Publications (IJSRP) 10, no. 05 (May 6, 2020): 211–22. http://dx.doi.org/10.29322/ijsrp.10.05.2020.p10125.

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Cragg, Lucy, and Camilla Gilmore. "Skills underlying mathematics: The role of executive function in the development of mathematics proficiency." Trends in Neuroscience and Education 3, no. 2 (June 2014): 63–68. http://dx.doi.org/10.1016/j.tine.2013.12.001.

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Cowan, Richard, Chris Donlan, Donna-Lynn Shepherd, Rachel Cole-Fletcher, Matthew Saxton, and Jane Hurry. "Basic calculation proficiency and mathematics achievement in elementary school children." Journal of Educational Psychology 103, no. 4 (2011): 786–803. http://dx.doi.org/10.1037/a0024556.

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VanDerHeyden, Amanda M., and Matthew K. Burns. "Examination of the Utility of Various Measures of Mathematics Proficiency." Assessment for Effective Intervention 33, no. 4 (September 2008): 215–24. http://dx.doi.org/10.1177/1534508407313482.

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Kandeel, Refat Abdelsamad Abouelgheat. "Learners’ Mathematics Proficiency Levels on PISA 2018: A Comparative Study." International Journal of Instruction 14, no. 3 (July 1, 2021): 393–416. http://dx.doi.org/10.29333/iji.2021.14323a.

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Garcia-Piqueras, Manuel, and José-Reyes Ruiz-Gallardo. "Green STEM to Improve Mathematics Proficiency: ESA Mission Space Lab." Mathematics 9, no. 17 (August 26, 2021): 2066. http://dx.doi.org/10.3390/math9172066.

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The main goal of this study was to improve students’ outcomes and perception in Mathematics. For this, 12 out of 34 voluntary students were involved in an international contest: European Space Agency (ESA) Mission Space Lab. The experience was organized as STEM, under a guided PjBL. Students identified an environmental problem, executed a way to monitor it from the International Space Station (ISS) and interpreted the data received. Students’ final report was awarded by ESA. Additionally, participants increased their performance in their math final exams compared to the control group. Furthermore, the perception of students and their families about the usefulness of mathematics was very positive. The only drawback detected was the increase of workload. Thus, Green STEM, using direct instruction and guide in PjBL, may be a good tool to improve students’ grades and opinion about the importance of mathematics.

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Bartel, Anne, and Linda Gojak. "By Way of Introduction." Arithmetic Teacher 41, no. 6 (February 1994): 286–87. http://dx.doi.org/10.5951/at.41.6.0286.

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The goal of those who support NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) is to develop the mathematical power of all students. To achieve this goal, teachers in all mathematics classrooms will need materials and professional support to maintain their commitment to the task and their proficiency in accomplishing it. “Teachers are key figure in changing the ways in which mathematics is taught and learned in schools. Such changes require that teachers have long-term support and adequate resources” (NCTM 1991, 2). This focus issue contains a variety of ideas to support classroom teachers as they begin the difficult job of planning for instruction in mathematics that will help all students achieve mathematical power.

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Macdonald, Kirstin, Nikki Milne, Robin Orr, and Rodney Pope. "Relationships Between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review." International Journal of Environmental Research and Public Health 15, no. 8 (July 28, 2018): 1603. http://dx.doi.org/10.3390/ijerph15081603.

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Positive associations exist between physical activity, cognition, and academic performance in children and adolescents. Further research is required to examine which factors underpin the relationships between physical activity and academic performance. This systematic review aimed to identify, critically appraise, and synthesize findings of studies examining relationships between motor proficiency and academic performance in mathematics and reading in typically developing school-aged children and adolescents. A systematic search of electronic databases was performed to identify relevant studies. Fifty-five eligible articles were critically appraised and key data was extracted and synthesized. Findings support associations between several components of motor proficiency and academic performance in mathematics and reading. There was evidence that fine motor proficiency was significantly and positively associated with academic performance in mathematics and reading, particularly during the early years of school. Significant positive associations were also evident between academic performance and components of gross motor proficiency, specifically speed and agility, upper-limb coordination, and total gross motor scores. Preliminary evidence from a small number of experimental studies suggests motor skill interventions in primary school settings may have a positive impact on academic performance in mathematics and/or reading. Future research should include more robust study designs to explore more extensively the impact of motor skill interventions on academic performance.

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Lee, Hea-Jin, and Woo Sik Jung. "Limited-English Proficient (LEP) Students and Mathematical Understanding." Mathematics Teaching in the Middle School 9, no. 5 (January 2004): 269–72. http://dx.doi.org/10.5951/mtms.9.5.0269.

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The number of Limited-English-Proficient (LEP) learners in the United States is dramatically and steadily increasing every year. In 1993–1994, U.S. public schools enrolled more than 2.1 million LEP students, with more than 90 percent of them coming from non-English-speaking countries (McCandless, Rossi, and Daugherty 1996). A study by the National Center for Education Statistics estimates a current enrollment of 3.4 million LEP students in grades K–8 (Buck 2000). This change in student demographics and the importance of language proficiency in mathematics require increasing awareness of instructional practices.

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Damian Mojica, Angie. "Understanding of university students about improper integral." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (April 3, 2020): 36–54. http://dx.doi.org/10.24297/ijrem.v11i.8681.

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The study of the understanding of mathematical concepts is of great interest for research in Mathematics Education. In this sense, an investigation is carried out on the understanding of the concept of improper integral, a basic concept from the first courses of Bachelor of Mathematics for subsequent courses. The objective is to characterize the understanding of this mathematical concept through a proficiency model for this purpose, an instrument was designed that was applied to second-year university students. The research is qualitative exploratory and is based on the framework of the Theory of records of semiotic representations.

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Purnama, Marita Cahya, Tri Yuniantari Redyoningrum, Liftahul Sekar Aji, and Moh Salimi. "Level Of Math Problem Solving Proficiency Grade V SDN 2 Kalirejo On Fractional Story Problem." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 141. http://dx.doi.org/10.20961/shes.v2i1.37638.

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<em>In mathematics, students' ability to solve problems is very much needed. Every student has different abilities. For this reason, it is necessary to conduct a research in order to find out the students' abilities in solving problems in mathematics, especially in fractional material. In researching, quantitative description is the method chosen by the researcher. In this study using a research instrument in the form of a test to measure students' ability to solve mathematical problems and conducted interviews. Data analysis of the results of mathematical tests about solving fractions of fifth grade students at SD Negeri 2 Kalirejo is in the high category. This is evident from the results of tests at SD Negeri 2 Kalirejo that included in the high category were 61.29%, moderate were 23.80% and the low and very low categories were 12.89%.</em>

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Lee, Joohi, and Mohan D. Pant. "Analyses of children’s mathematics proficiency from ECLS-K 1998 and 2010 cohorts: Why early mathematics?" Contemporary Issues in Early Childhood 18, no. 1 (February 16, 2017): 99–103. http://dx.doi.org/10.1177/1463949117692281.

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This article presents the correlation analyses of mathematics item response theory scores from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 and 2010 data, and proposes the critical need for systematic efforts to improve the quality of pre- and in-service teachers of young children in teaching mathematics.

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Cuevas, Gilbert J. "Review: Mathematics: Are You Speaking My Language?" Journal for Research in Mathematics Education 20, no. 3 (May 1989): 329–32. http://dx.doi.org/10.5951/jresematheduc.20.3.0329.

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What is the role of language in learning mathematics? Is mathematics a “culture free” as well as a “language free” discipline? What is the effect, if any, of proficiency in the language of instruction on the learning of mathematics? What does research have to say about these questions? These and many other issues are addressed in Linguistic and Cultural Influences on Learning Mathematics.

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Peck, Sallie, and Japheth Wood. "Elastic, Cottage Cheese, and Gasoline: Visualizing Division of Fractions." Mathematics Teaching in the Middle School 14, no. 4 (November 2008): 208–12. http://dx.doi.org/10.5951/mtms.14.4.0208.

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Representation is one of the five Process Standards from Principles and Standards for School Mathematics. This Standard proposes that prekindergarten through grade 12 instructional programs should enable students to “select, apply, and translate among mathematical representations to solve problems” (NCTM 2000, p. 67). To implement a program that meets this Standard, teachers themselves must have attained this level of proficiency.

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Lee, Valerie E., Robert G. Croninger, and Julia B. Smith. "Course-Taking, Equity, and Mathematics Learning: Testing the Constrained Curriculum Hypothesis in U.S. Secondary Schools." Educational Evaluation and Policy Analysis 19, no. 2 (June 1997): 99–121. http://dx.doi.org/10.3102/01623737019002099.

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This study investigated how the organization of the mathematics curriculum in U.S. high schools affects how much students learn in that subject. The study used data on the background and academic proficiency of 3,056 high school seniors in 123 public high schools from the 1990 National Assessment of Educational Progress (NAEP) in mathematics. These data were linked with information from students’ high school transcripts and with information from their high schools about courses offered during that period. To accommodate the nested structure of the data and research questions, we used Hierarchical Linear Modeling (HLM) methods, including a subroutine (HLM2PV) that simplifies the proper use of multiple plausible values estimates for NAEP proficiency scores. Results provide support for our hypothesis about curriculum constraint: Students learn more in schools that offer them a narrow curriculum composed mostly of academic courses. Difficulties in conducting school effects studies using NAEP proficiency score outcomes, particularly the procedures for estimating plausible values, are discussed.

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Broomes, Orlena Patricia. "More than a new country: Effects of immigration, home language, and school mobility on elementary students’ academic achievement over time." education policy analysis archives 21 (May 20, 2013): 48. http://dx.doi.org/10.14507/epaa.v21n48.2013.

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This study investigated the effects of immigration and home language on academic achievement over time. Using data from Ontario’s Assessments of Reading, Writing and Mathematics administered to the same students in Grades 3 and 6, logistic regression was used to predict if students achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that home language or interactions with home language are significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance and the dire limitations of datasets that do not collect such data.

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Refugio, Craig N., Patrick G. Galleto, Clint D. Noblefranca, Hermie V. Inoferio, Arturo O. Macias, Dundee G. Colina, and Charles Y. Dimalig. "Content knowledge level of elementary mathematics teachers: The case of a school district in the Philippines." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 619–33. http://dx.doi.org/10.18844/cjes.v15i3.4551.

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Demonstrating knowledge of content requires teachers to display extensive knowledge of the critical concepts in the discipline. This study was set up to provide a research-based landscape of the content knowledge level of elementary mathematics teachers viewed in the local district of Ayungon in the Division of Negros Oriental, Philippines. Survey and correlational methods of research were used in the study involving 95 non-randomly selected teachers. Results revealed that the content knowledge level of the teachers was approaching proficiency. The teachers’ educational attainment, number of training attended, and the number of years in teaching mathematics were not significantly related to their content knowledge level. It was concluded that teaching experience and professional development in the form of pursuing graduate studies and attending training did not have bearing with the content knowledge level possessed by the teachers. However, the teachers were inferred as resourceful and committed to teaching mathematics despite their weaknesses in the content knowledge to share with their learners. Hence, enhancement training in all areas in mathematics is to be provided to elementary mathematics teachers by implementing the training design developed by the researchers. The ultimate goal is to develop further the content knowledge, mastery, and skills of the teachers to achieve the highest proficiency level in mathematics. Keywords: Content knowledge, proficiency level, enhancement training design

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Park, Jihyun. "Analysis of Middle School Students’ Proficiency of Mathematics Curriculum Achievement Standards." Journal of Educational Research in Mathematics 30, no. 3 (August 31, 2020): 553–73. http://dx.doi.org/10.29275/jerm.2020.08.30.3.553.

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Liu, Xing, Ann A. O'Connell, and Hari Koirala. "Ordinal Regression Analysis: Predicting Mathematics Proficiency Using the Continuation Ratio Model." Journal of Modern Applied Statistical Methods 10, no. 2 (November 1, 2011): 513–27. http://dx.doi.org/10.22237/jmasm/1320120600.

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Smith, Page A. "The organizational health of high schools and student proficiency in mathematics." International Journal of Educational Management 16, no. 2 (April 2002): 98–104. http://dx.doi.org/10.1108/09513540210418421.

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