Log in

Relevant bibliographies by topics / Mathematics School children Academic achievement. Mathematics Students Academic achievement

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Mathematics School children Academic achievement. Mathematics Students Academic achievement'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Mathematics School children Academic achievement. Mathematics Students Academic achievement.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Mathematics School children Academic achievement. Mathematics Students Academic achievement"

1

Castelli, Darla M., Charles H. Hillman, Sarah M. Buck, and Heather E. Erwin. "Physical Fitness and Academic Achievement in Third- and Fifth-Grade Students." Journal of Sport and Exercise Psychology 29, no. 2 (April 2007): 239–52. http://dx.doi.org/10.1123/jsep.29.2.239.

Full text

Abstract:

The relationship between physical fitness and academic achievement has received much attention owing to the increasing prevalence of children who are overweight and unfit, as well as the inescapable pressure on schools to produce students who meet academic standards. This study examined 259 public school students in third and fifth grades and found that field tests of physical fitness were positively related to academic achievement. Specifically, aerobic capacity was positively associated with achievement, whereas BMI was inversely related. Associations were demonstrated in total academic achievement, mathematics achievement, and reading achievement, thus suggesting that aspects of physical fitness may be globally related to academic performance in preadolescents. The findings are discussed with regards to maximizing school performance and the implications for educational policies.

APA, Harvard, Vancouver, ISO, and other styles

2

Laczko-Kerr, Ildiko, and David C. Berliner. "The Effectiveness of "Teach for America" and Other Under-certified Teachers." education policy analysis archives 10 (September 6, 2002): 37. http://dx.doi.org/10.14507/epaa.v10n37.2002.

Full text

Abstract:

The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers. This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers. One subset of these under-certified teachers was from the national program "Teach For America (TFA)." Recent college graduates are placed by TFA where other under-qualified under-certified teachers are often called upon to work, namely, low-income urban and rural school districts. Certified teachers in this study were from accredited universities and all met state requirements for receiving the regular initial certificate to teach. Recently hired under-certified and certified teachers (N=293) from five low-income school districts were matched on a number of variables, resulting in 109 pairs of teachers whose students all took the mandated state achievement test. Results indicate 1) that students of TFA teachers did not perform significantly different from students of other under-certified teachers, and 2) that students of certified teachers out-performed students of teachers who were under-certified. This was true on all three subtests of the SAT 9reading, mathematics and language arts. Effect sizes favoring the students of certified teachers were substantial. In reading, mathematics, and language, the students of certified teachers outperformed students of under-certified teachers, including the students of the TFA teachers, by about 2 months on a grade equivalent scale. Students of under-certified teachers make about 20% less academic growth per year than do students of teachers with regular certification. Traditional programs of teacher preparation apparently result in positive effects on the academic achievement of low-income primary school children. Present policies allowing under-certified teachers, including those from the TFA program, to work with our most difficult to teach children appear harmful. Such policies increase differences in achievement between the performance of poor children, often immigrant and minority children, and those children who are more advantaged.

APA, Harvard, Vancouver, ISO, and other styles

3

Tai, Dianne M., Shane N. Phillipson, and Sivanes Phillipson. "Music training and the academic achievement of Hong Kong students." Research Studies in Music Education 40, no. 2 (June 19, 2018): 244–64. http://dx.doi.org/10.1177/1321103x18773099.

Full text

Abstract:

Many Hong Kong Chinese parents believe that music training enhances the academic achievement of their children. The current study investigates the relationship between the extent and outcome of students’ music training, their perceptions of the value of the subjects they study and their academic achievement. A total of 286 students in Primary 4, 5 and 6 from one school in Hong Kong reported the extent and outcome of their music training, including the number of instruments they studied, the number of years spent training, highest grade and highest level achieved. For value, students completed a subscale of the Achievement Task Value Questionnaire to measure their liking and interest, perceived importance and usefulness of their school subjects. A nested structural equation model showed that, for both boys and girls, the extent and outcome of music training positively predicts academic achievement in Chinese, English and mathematics. Furthermore, the model shows that for both boys and girls, students’ perceived value of their school subjects negatively predicts academic achievement in Chinese, and age has a direct and negative effect on mathematics achievement. For girls, age positively moderates the extent and outcome of music training on academic achievement whereas the moderator effect of age on students’ perceived value of academic subjects is non-significant. For boys, in contrast, the moderator effect of age on extent and outcome of music training is non-significant, whereas its effect on students’ perceived value of academic subjects is negative. In broad terms, the results show that parents are justified in believing that music training is positively related to academic achievement. However, the results differ for boys and girls in connection to the role of age in this relationship.

APA, Harvard, Vancouver, ISO, and other styles

4

Collins, Ashleigh, and Erin O’Connor. "Teacher-Child Relationships and Child Temperament in Early Achievement." Journal of Educational and Developmental Psychology 6, no. 1 (March 27, 2016): 173. http://dx.doi.org/10.5539/jedp.v6n1p173.

Full text

Abstract:

<p>Teacher-child relationship quality and child temperament have been associated with children’s school adjustment and academic performance. However, few studies explore the influence of both child temperament and teacher-child relationship quality on children’s academic development. This study investigates the role of teacher-child relationships on kindergarten children’s temperament and academic performance. Study participants were comprised of 324 kindergarten students, attending 22 schools in urban, low-income communities. A multivariate regression analysis was used to explore whether teacher-child relationships moderate or mediate the association between child temperament and academic performance. The study reinforces previous findings that conflictual teacher-child relationships inhibit children’s academic performance and close teacher-child relationships promote children’s academic performance. For cautious children, close teacher-child relationships moderate mathematics performance. For high maintenance children, conflictual teacher-child mediate children’s critical thinking. The findings have implications for teacher training, on-going teacher development, and the promotion of early academic development for children at-risk for underachievement.</p>

APA, Harvard, Vancouver, ISO, and other styles

5

Ādamsone, Iveta, Nataļja Gudakovska, and Guna Svence. "IMPLICIT THEORIES OF INTELLIGENCE AND ACADEMIC ACHIEVEMENT: REVIEW OF TWO STUDIES IN LATVIA." Problems of Psychology in the 21st Century 14, no. 1 (June 15, 2020): 7–17. http://dx.doi.org/10.33225/ppc/20.14.07.

Full text

Abstract:

Growth mindset has become popular in the field of psychology and education all around the world. In the Baltic States this concept is relatively new. This research compiles results of two different studies that, for the first time in the Baltic States, analyse the concept of “implicit theories of intelligence” (ITI) and its factors – growth and fixed mindset, and investigate the relations between ITI and academic achievement of students. Data of two different samples of secondary school adolescents is used. Sample 1 consisted of students (N1=258) aged between 14 and 18, 134 females (M=15.13; SD=1.29) and 124 males (M=15.40; SD=1.20) studying in 7th-12th grade in two Latvian schools. Sample 2 consisted of students (N2=165), 80 females and 85 males, aged between 15 and 19 (M=16.75; SD=.90) studying in 10th-12th grade in five Latvian schools. Measures: The Revised Implicit Theories of Intelligence Scale, The Implicit Theories of Intelligence Scale for Children, and The College Academic Self-Efficacy Scale. The results of the study in Sample 1 (N1=258) showed significant positive relations between growth mindset and academic achievement, and gender specific difference in views of intelligence. The results of the study in Sample 2 (N2=165) identified positive relations between ITI and students’ achievement in Mathematics. The regression analysis (N2=165) showed that ITI predict academic achievement in Mathematics at a significant level. The findings suggest discrepancies with the previous studies. The construct needs to be explored further. Keywords: academic self-efficacy, academic achievement, gender differences, growth and fixed mindset, intelligence theories, school students.

APA, Harvard, Vancouver, ISO, and other styles

6

Sujai, Akhmad, Maria Goretti Adiyanti, and Emy Huriyati. "Ketahanan pangan rumah tangga, status gizi, dan prestasi belajar siswa sekolah dasar." Jurnal Gizi Klinik Indonesia 9, no. 3 (January 1, 2013): 104. http://dx.doi.org/10.22146/ijcn.15442.

Full text

Abstract:

Background: Poverty and lack of income will cause inability of the family to provide enough and nutritious food for all the family members. Fulfillment of nutritious food will bring direct impact to nutrition status of children. Malnutrition will affect brain development and intelligence that in the long run disrupts academic achievement.Objective: To identify association between food security of the household and nutrition status with academic achievement of elementary school students at Yogyakarta Municipality.Method: The study was observational with cross sectional design. Samples were students of grade V of elementary school at Subdistrict of Gedongtengen, Yogyakarta Municipality. Data of food security of the house were obtained through interview based on questionnaire of Radimer/Cornell, nutritional status data used height for age collected by measurement, and academic achievement through secondary data, i.e. original score of final semester examination. Statistical analysis was performed by using Chi-Square and Fisher’s Exact test.Results: As much as 67.6% of the household were food insecure and 13.3% of students were stunted. Food security of the household was significantly associated with nutrition status (p=0.033) and achievement in mathematics (p=0.045). There was association between nutrition status and achievement in mathematics (p=0.035); Indonesia language (p=0.000); and combined achievement in Mathematics, Indonesia language and science (p=0.004).Conclusion: There was association between food security of the household and nutritional status with academic achievement of student. There was association between food security of the household and nutrition status.

APA, Harvard, Vancouver, ISO, and other styles

7

Kovacic-Popovic, Anita, and Marina Vujanovic. "The relationship between working memory and mathematical skills in third-grade primary school students." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 321–38. http://dx.doi.org/10.2298/zipi1602321k.

Full text

Abstract:

Working memory is an important factor that accounts for individual differences in mathematics achievement among children. A specific component of working memory is the visuospatial working memory, responsible for maintenance and processing of visual and spatial information significant for successful task completion. This research was aimed at examining whether there is a link between visuospatial working memory and the level of acquisition of mathematical skills. The research was conducted in primary schools in Belgrade in the second academic term of the year 2016. The sample included 103 students of both genders, aged 9 to 10. In order to assess the visuospatial working memory we used the Houses Recognition test and the Jigsaw Puzzle task. Bearing in mind the results of the Neuropsychological Test Battery for Number Processing and Calculation in Children, a group of children with learning difficulties in mathematics was formed. The results indicated that the capacity of visuospatial working memory was directly proportional to the results of the test of mathematical skills. The analysis of the results of mathematical skills has shown that there was a significant correlation between the children with difficulties and those without difficulties in learning mathematics (p<0.05). Furthermore, there is a difference between these two groups at the level of both active and passive visuospatial working memory, with the better results achieved by the students with no learning difficulties in mathematics. Visuospatial working memory is very significant for the acquisition of mathematical skills and achievement in mathematics.

APA, Harvard, Vancouver, ISO, and other styles

8

Barnes, Jacqueline, Jay Belsky, Kate A. Broomfield, and Edward Melhuish. "Neighbourhood deprivation, school disorder and academic achievement in primary schools in deprived communities in England." International Journal of Behavioral Development 30, no. 2 (March 2006): 127–36. http://dx.doi.org/10.1177/0165025406063585.

Full text

Abstract:

There is growing concern about violent behaviour in schools, involving students, staff and/or parents. A survey of 1777 primary schools (for children aged 5 to 11) throughout England, most in areas of social and economic deprivation, found more disorder in neighbourhoods with greater deprivation. More disorder was also observed when there was more school-level disadvantage (e.g. students receiving free meals), larger school size and more children in need of special education services. Despite difficulties in drawing causal inferences from correlational data, the fact that more disorder significantly predicted lower school achievement for students at 7 and 11 in standardized English, mathematics and science assessments even once school characteristics and neighbourhood deprivation were taken into account is judged noteworthy. Potential confounding factors are considered in the discussion.

APA, Harvard, Vancouver, ISO, and other styles

9

Sink, Christopher A., Jerrold E. Barnett, and Jon E. Hixon. "Self-Regulated Learning and Achievement by Middle-School Children." Psychological Reports 69, no. 3 (December 1991): 979–89. http://dx.doi.org/10.2466/pr0.1991.69.3.979.

Full text

Abstract:

The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.

APA, Harvard, Vancouver, ISO, and other styles

10

Collins, Ashleigh, Erin O’Connor, and Sandee McClowry. "The Role of a Temperament Intervention in Kindergarten Children’s Standardized Academic Achievement." Journal of Education and Training Studies 5, no. 2 (January 17, 2017): 120. http://dx.doi.org/10.11114/jets.v5i2.2138.

Full text

Abstract:

Previous research finds that children experience a range of school readiness challenges (e.g., Chartier, Walker, & Naimark, 2010; Zill, 1999). Such challenges vary by children’s gender, temperament, and participation in school-based interventions (e.g., Mullola et al., 2011; Bramlett, Scott, Rowell, 2000). However, the examination of child temperament, gender, and children’s participation in school-based, temperament programming has been minimal. This study explores the role of child temperament profiles and child gender on children’s standardized academic outcomes following participation in a school-based, temperament intervention. Study participants included 324 kindergarten students attending urban, low-income schools. A multivariate regression analysis explored associations among child temperament profile, gender, and academic performance. Cautious and male kindergarten intervention participants attained higher standardized mathematics and literacy scores than their non-intervention participating counterparts.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Mathematics School children Academic achievement. Mathematics Students Academic achievement"

1

Leung, Hei Pak. "Evaluation of students' achievement and attitudes in primary school mathematics." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999588.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Leung, Hei Pak, and 梁希珀. "Evaluation of students' achievement and attitudes in primary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957237.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Foster, Halcyon J. Presmeg Norma C. "Already left behind what can be done for low achieving high school mathematics students? /." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128275.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: Norma Presmeg (chair), Cynthia Langrall, Tami S. Martin, Amelia Adkins. Includes bibliographical references (leaves 186-192) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

4

Smith, Clare Hastings. "The effects of teacher and peer relationships on achievement trajectories in late elementary school." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 50 p, 2009. http://proquest.umi.com/pqdweb?did=1654487951&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Siegel, Aryn. "The Influence of Choice in Manipulatives on Second Grade Students' Attitudes, Achievement, and Explanations of Two-Digit Addition Concepts." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5499.

Full text

Abstract:

The purpose of this study was to improve my teaching practice, as well as my second grade students' success with two-digit addition concepts, by allowing them to choose the manipulative tools to explore problems and justify solutions. I examined how allowing my students this choice influenced their attitudes, achievement, and explanations of their thought processes. I found that allowing students to choose their own manipulatives had positive influences in all three areas. Pre- and post-test results showed an overall shift toward more positive mathematics attitudes, as well as increased academic achievement with two-digit addition concepts. Students also demonstrated changes in the ways they used the manipulatives, as well as how they explained their solutions to two-digit addition problems.
ID: 031001295; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Janet Andreasen.; Title from PDF title page (viewed March 7, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 103-111).
M.Ed.
Masters
Teaching, Learning and Leadership
Education and Human Performance
K-8 Math and Science

APA, Harvard, Vancouver, ISO, and other styles

6

Arico, Rebecca A. "Effect on student achievement and attitudes towards learning mathematics when integrating children's literature into a mathematics lesson." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1017.

Full text

Abstract:

This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education

APA, Harvard, Vancouver, ISO, and other styles

7

Yum, Kim-hung. "Within the IEA Third international Mathematics and Science Study (TIMSS) : the relationship between family background and mathematics achievement of Hong Kong students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597730.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Wang, Ze. "Academic motivation, mathematics achievement, and the school context building achievement models using TIMSS 2003 /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5520.

Full text

Abstract:

Thesis (Ph. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

9

Wolfe, Kristen E. "The Core Plus Mathematics Project and high school students' mathematics achievement." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1216499106.

Full text

Abstract:

Thesis (M.Ed.)--Cleveland State University, 2008.
Abstracts. Title from PDF t.p. (viewed on Jan. 29, 2009). Includes bibliographical references (p. 22-23). Available online via the OhioLINK ETD Center. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

10

Richardson, Antoine Rafael Reed Cynthia J. "An examination of teacher qualifications and student achievement in mathematics." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Educational_Foundations/Dissertation/Richardson_Antoine_8.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Mathematics School children Academic achievement. Mathematics Students Academic achievement"

1

Ding, Weili. Do peers affect student achievement in China's secondary schools? Cambridge, Mass: National Bureau of Economic Research, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Ding, Weili. Do peers affect student achievement in china's secondary schools? Cambridge, MA: National Bureau of Economic Research, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, DC: U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

DeeAnn, Wright, Hill Susan 1951-, and National Center for Education Statistics., eds. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, D.C: U.S. Dept of Education, Office of Educational Research and Improvement, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, DC: U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, DC: U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

McLure, Gail Thomas. Trends in advanced mathematics and science course taking and achievement among ACT-tested high school students, 1987-1996. Iowa City, Iowa: ACT, Inc., 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Sangster, Patricia. Effect of sex-segregated mathematics classes on student attitudes, achievement and enrolment in mathematics: A.Y. Jackson Secondary School, Year II. North York, Ont: Board of Education, 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Hemphill, F. Cadelle. Achievement gaps: How Hispanic and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Alan, Vanneman, Rahman Taslima, National Center for Education Statistics, and Institute of Education Sciences (U.S.), eds. Achievement gaps: How Hispanic and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Mathematics School children Academic achievement. Mathematics Students Academic achievement"

1

Tian, Huisheng, and Zhichang Sun. "Mathematics Assessment Report." In Assessment Report on Chinese Primary School Students’ Academic Achievement, 95–136. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57530-7_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Marschark, Marc, Harry G. Lang, and John A. Albertini. "Teaching and the Curriculum." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0014.

Full text

Abstract:

We have discussed how the education of deaf children depends on their characteristics as well as on the characteristics of parents, teachers, and school programs that serve those children. We have summarized a variety of studies that have implications for parents, teachers, and educational administrators with regard to fostering communication skills, cognitive growth, and social interaction by deaf children. The available evidence supports the need for strong early intervention programs that provide the experiential diversity critical for development across the life span and for achievement in a variety of educational settings. Chapter 8 dealt with the specific educational challenges confronting deaf students in reading and writing. The message there was that English literacy needs to be considered broadly, as it affects both learning and success in a variety of areas, both academic and nonacademic. In chapter 8, we also discussed implications for curriculum materials and particular teaching emphases. Now, we turn to some best practices for teaching and curriculum development in content areas such as science, mathematics, and social studies and show how information in the previous chapters comes together in the dayto-day activities of students and teachers. As we have seen, available research findings indicate the need to exercise caution when deaf learners are placed in inclusive academic environments. Deaf students have specific needs that may not be met adequately if it is assumed that, aside from communication differences, deaf students and hearing students are the same. This is not a point to be raised only with regard to mainstream classrooms; it is a complex issue that needs to be addressed throughout the educational system. To set the stage for the remainder of this chapter, let us review some salient points which emerged from earlier chapters and were seen as key in understanding the teaching and learning of deaf students: • Deaf students have different experiences that may influence how they view and interact with the world. • A diversity of both object-oriented and person-oriented experiences is crucial to normal development. • Deaf students depend more on visual information, but they also may be more prone to distraction than hearing peers in the visual domain.

APA, Harvard, Vancouver, ISO, and other styles

3

Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Advances in Early Childhood and K-12 Education, 35–53. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch003.

Full text

Abstract:

Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

4

Baumann, Ros, and Henriette van Rensburg. "Inclusivity and the Education of Children of Defence Forces Personnel." In Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics, 106–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9029-4.ch007.

Full text

Abstract:

Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

5

Weerasinghe, Daya. "Parent-Child Stress on School Mathematics Homework in a Multicultural Society." In Addressing Multicultural Needs in School Guidance and Counseling, 189–214. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch009.

Full text

Abstract:

The aim of this chapter is to discuss parent-child stress among different cultures in relation to parents' perceptions and their involvement in mathematics homework and children's academic achievement. Several decades of research have demonstrated that parental involvement in children's achievement is associated with a variety of positive and negative academic and motivational outcomes. It is argued that parents' involvement may matter more for some children than for others and parents are active participants rather than passive observers in children's education. This chapter provides insights on how parental involvement in homework can make a difference and why excessive involvement of parents can cause stress for both parents and children. Further, it is discussed how the cultural differences between Asian and European groups appear to narrow down with acculturation over the years.

APA, Harvard, Vancouver, ISO, and other styles

6

Wang, Chuang, Qimeng Liu, Jian Liu, and Tianxue Cui. "THE RELATIONSHIP BETWEEN STUDENT’S APPROACHES TOWARD LEARNING AND ACADEMIC ACHIEVEMENT IN THE CHINESE CONTEXT." In Advances in Education and Educational Trends Series, 3–14. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead01.

Full text

Abstract:

This study examined the relationship between Chinese high school students’ approaches toward learning and their academic achievements. Participants consisted of 14,021 eleventh graders from an eastern province in China. They took the National Standardized Test in three subject areas: Chinese language, mathematics, and English language. The total score was used as an indicator of their academic achievement. Students’ approaches toward learning were measured in three aspects: self-confidence in learning, learning interests, and study habits. Questionnaires of self-confidence in learning and learning interests were adapted from PISA 2006 and PISA 2012. Study habits were measured with the questionnaire adapted from Academic Adjustment Inventory (AAT). The Pearson correlation and hierarchical linear regression results showed that the dimensions of students’ approaches toward learning weresignificantly related to academic achievements. Results of analysis of variance after the control of student gender and socioeconomic status suggested that the top 25% of students in dimensions of approaches toward learning scored significantly higher than the bottom 25% of students with small effect sizes in their performance on the final examinations. This study suggests that helping students build good approaches toward learning may improve their academic achievements. Educators are recommended to put more effort into helping students cultivate learning confidence and developing interests in learning. Classroom teachers are advised to guide students in fostering good study habits and make study plans.

APA, Harvard, Vancouver, ISO, and other styles

7

Tai, Chih-Che, Ryan Andrew Nivens, and Karin J. Keith. "Partnerships for Science, Technology, Engineering, and Mathematics Education and Career Prosperity." In Advances in Early Childhood and K-12 Education, 337–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch021.

Full text

Abstract:

The purpose of this chapter is to report on partnerships between local school agents, business partners, institutes of higher education, and nonprofit organizations that promote science, technology, engineering, and mathematics (STEM) activities that enhance career opportunities for students. The authors share the importance of these partnerships as well as the benefits that result for all members. In addition to describing the benefits of the partnerships, the authors lay out techniques used to manage and develop partnerships. Most importantly, the authors share the outcomes of these partnerships, including professional development projects rooted in the work between the member partners. The chapter provides data about the impact of these partnerships on students' academic achievement and concludes with recommendations and suggestions to develop and sustain partnerships.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Mathematics School children Academic achievement. Mathematics Students Academic achievement"

1

Bondarenko, I. N., I. Yu Tsyganov, and L. N. Makushina. "Psychological resources of high school students’ academic performance with different individual regulatory profiles." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.85.103.

Full text

Abstract:

The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.

APA, Harvard, Vancouver, ISO, and other styles

2

Buta, Monica, Lavinia Cheie, and Laura Visu-Petra. "A computer mediated training program to reduce children’s math anxiety." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.805.

Full text

Abstract:

Mathematics anxiety is widespread among children, interfering with their ability to solve math problems in academic and every-day situations. This has detrimental, long term effects on academic achievement, engagement in STEM-related careers and employability. While a number of apps and programs have been created to improve children’s mathematical competence, they were mostly created for commercial purposes, lacking scientific validity and being prone to inaccuracies. Therefore, we designed an evidence-based, adaptive training program (Math-trolls) in order to investigate how computer mediated tutoring might reduce math anxiety. Math-trolls is an interactive online computer game designed so that children successively discover 7 planets following an intense cognitive tutoring program. With the help of a tutor, the game helps children make meaning in math, improving number sense. The space exploration theme is engaging and child-friendly, employed to reduce children’s anxiety. We conducted a pilot study on 60 primary-school children, who completed the Math-trolls game in 8 sessions. We also measured children’s math anxiety and math performance pre- and post- computerized tutoring. Preliminary results of this pilot study suggest that Math-trolls, a computer mediated training program, is efficient in decreasing young children’s math anxiety, also improving number sense and math performance. This offers valuable insights regarding the natural progression of the interrelationships between math anxiety and math performance. The program has the potential to become a valuable tool to be used within the classroom by educators, within the family by parents or by children themselves.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!