Relevant bibliographies by topics / Middle school students Mathematics

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

Academic literature on the topic 'Middle school students Mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Middle school students Mathematics"

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Malloy, Carol E. "Mathematics Projects Promote Students' Algebraic Thinking." Mathematics Teaching in the Middle School 2, no. 4 (February 1997): 282–88. http://dx.doi.org/10.5951/mtms.2.4.0282.

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Teachers in all curricular areas, especially science, have encouraged students to develop projects to extend their knowledge of specific phenomena. As middle school mathematics teachers grapple with methods to help students enhance algebraic thinking, they should consider the power of the mathematics project. My experiences with students have demonstrated that mathematics projects must be structured as investigations in which students work cooperatively and where the mathematics in the proj-ects is substantial. Projects can provide middle school students with the opportunity to investigate, conjecture, and reach mathematical conclusions that require algebraic thinking, as recommended in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This article describes how various projects helped middle school students harness their experiences and construct mathematical conclusions through algebraic thinking Students employed algebraic thinking as they used number patterns and verbal rules to “explore the interrelationships of these representations” (NCTM 1989, 102) and reach conclusions in their projects.
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Wang, Jia, and Pete Goldschmidt. "Importance of Middle School Mathematics on High School Students' Mathematics Achievement." Journal of Educational Research 97, no. 1 (September 1, 2003): 3–17. http://dx.doi.org/10.1080/00220670309596624.

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Bispo, R. B., and L. C. Macarello. "Perception of middle school students on mathematics." Scientific Electronic Archives 13, no. 3 (March 1, 2020): 67. http://dx.doi.org/10.36560/1332020938.

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This work aimed to evaluate the perception of high school students about the importance of mathematics as well as analyze the teaching methodology that they play to be more efficient in the process of teaching learning. The research was carried out in the month of March 2019, at the Escola Estadual João Paulo I - Escola Plena, in the city of Paranaíta, MT, through the application of a questionnaire with 1st, 2nd and 3rd year high school students. 111 interviewed. The questions were about taste for math discipline, ease of learning content, how differentiated classes help in learning, what resources aid most in learning, whether discipline is important, and how it can help students change their Living conditions. We can conclude that the high school students of E. E. João Paul I like math and recognize their importance both for day-to-day use and for the future. Although students have preferences for classes outside the school context, they are aware that the theory is also important for their learning.
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Hasbi, M., A. Lukito, and R. Sulaiman. "Mathematical Connection Middle-School Students 8th in Realistic Mathematics Education." Journal of Physics: Conference Series 1417 (December 2019): 012047. http://dx.doi.org/10.1088/1742-6596/1417/1/012047.

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Koirala, Hari P., and Phillip M. Goodwin. "Middle-Level Students Learn Mathematics Using the U.S. Map." Mathematics Teaching in the Middle School 8, no. 2 (October 2002): 86–90. http://dx.doi.org/10.5951/mtms.8.2.0086.

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Middle school educators have widely accepted the importance of interdisciplinary curricula (Cook and Martinello 1994), and Principles and Standards for School Mathematics argues that mathematics should be linked with other subject areas at all levels (NCTM 2000). According to Principles and Standards, “thinking mathematically involves looking for connections, and making connections builds mathematical understanding” (p. 274). Therefore, connecting mathematics to other disciplines has become particularly important.
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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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Kaba, Yasemin, and Sare Şengül. "The relationship between middle school students’ mathematics anxiety and their mathematical understanding." Pegem Eğitim ve Öğretim Dergisi 8, no. 3 (April 29, 2018): 599–622. http://dx.doi.org/10.14527/pegegog.2018.023.

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Development of mathematical understanding is an active process involving mathematical structures and actions. Why do students not understand mathematics? What are the reasons for that? Students have some difficulties to understand mathematics and one of them is anxiety. Mathematics anxiety is defined as an uncomfortable feeling experienced when performing a mathematical task, which is seen as an obstacle to learning mathematics. For this reason, the aim of this study was to investigate the relationship between middle school students’ mathematics anxiety and their mathematical understanding. In addition to this, possible relationship was analyzed according to gender and grade levels variables. The relational screening model was used. The study was carried out with 466 middle school students. “Determining the Mathematical Understanding Levels Scale” and “Mathematics Anxiety-Apprehension Survey” were used as data collection instruments. According to the results of the study, there was a significant strong positive correlation between middle school students’ mathematics anxiety and their mathematical understanding. On the other hand, the results showed no significant differences between students’ mathematics anxiety and their mathematical understanding with respect to gender. However, the findings revealed significant differences in both students’ mathematics anxiety and their mathematical understanding with respect to grade levels.
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Baxter, Juliet A., John Woodward, Deborah Olson, and Janet Robyns. "Blueprint for Writing Middle School Mathematics." Mathematics Teaching in the Middle School 8, no. 1 (September 2002): 52–56. http://dx.doi.org/10.5951/mtms.8.1.0052.

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Quinn, Robert J., and Lynda R. Wiest. "Reinventing Scrabble with Middle School Students." Mathematics Teaching in the Middle School 5, no. 4 (December 1999): 210–13. http://dx.doi.org/10.5951/mtms.5.4.0210.

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Which letters of the alphabet occur most often in the English language? Which occur least often? The answers to these questions are essential to code breakers as they attempt to crack complex ciphers (Rosen 1988). This information can also help students understand the structure of language and form strategies when playing word games. The word game described in this article offers a context for integrating mathematics and linguistics and performing statistical analyses. Middle school students enjoy games that allow them to improve their mathematics skills in nonthreatening settings (Braxton et al. 1995). Further, games provide an opportunity for students to work cooperatively and use problemsolving skills (Leonard and Tracy 1993).
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Norvaiša, Rimas. "The aims of teaching mathematics: mathematical literacy vs mathematical reasoning." Lietuvos matematikos rinkinys 61 (March 15, 2021): 8–14. http://dx.doi.org/10.15388/lmr.2020.22472.

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We discuss different alternatives of the content of school mathematics. According to the prevalent public opinion in Lithuania school mathematics can be oriented either to the academic mathematics or to the applications of mathematics. In reality the second alternative means lowering of the level of teaching in the hope that school mathematics will be accessible to all students. While the content oriented to the academic school mathematics is accessible only to gifted students. In this article we describe a middle alternative content which we call school mathematics based on mathematical reasoning. We argue that such school mathematics serves all students and makes acquaintance with mathematical reasoning and with applications of mathematics to the real world. Reasoning makes mathematics reasonable for all.
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Dissertations / Theses on the topic "Middle school students Mathematics"

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Wares, Arsalan Jones Graham A. Cottrill James F. "Middle school students' construction of mathematical models." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064487.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 30, 2006. Dissertation Committee: Graham A. Jones, James Cottrill (co-chairs), Linnea Sennott. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.
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Vaughn, Christy H. "Middle School Mathematics Students' Perspectives on the Study of Mathematics." WALDEN UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3494607.

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Vaughn, Christy H. "Middle School Mathematics Students' Perspectives on the Study of Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/980.

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This qualitative study addressed the perceptions toward the study of mathematics by middle school students who had formerly been in a remedial mathematics program. The purpose of the study was to explore the past experiences of nine students in order to determine what is needed for them to feel successful in mathematics. The conceptual framework of the study was grounded in philosophies of motivation, including achievement goal theory, self-worth theory, self-efficacy theory, expectancy-value theory, and attribution theory. The study used a phenomenological research design to answer the key research question, which focused upon the experiences of students and the meaning that was given to these experiences. Data were collected and analyzed from individual interviews with 9 students and a focus group session. The findings of the study revealed that participants' past experiences influenced their current attitudes about the study of mathematics. Perceptions of mathematical ability, history of success or failure with grades, and the influence of the teacher and peers in the learning environment most influenced students' attitudes about mathematics. Moreover, current feelings impact the degree to which a student puts forth effort in the study of mathematics, and the relationship with the mathematics teacher had the greatest impact on student attitudes. To improve the perceptions that students have about the study of mathematics, expanded professional development opportunities may bring increased awareness of students' perceptions of the study of mathematics, and develop remedial mathematics programs that remove the negative stigma associated with them. The research study could lead to social change as its purpose is to improve student achievement in mathematics through changes in the remedial mathematics program.
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Gray, Paul Gray. "Enrollment Patterns in Advanced Middle School Mathematics Classes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2823.

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The problem investigated in this study is that U.S. minority and low socioeconomic status (SES) student participation in advanced academic classes continues to lag behind that of Caucasian and economically advantaged students. The purpose of this project study was to investigate the participation gaps between minority and low SES students compared with non-minority and high SES students in advanced mathematics courses in the study district's middle school. The theoretical framework for the study was gap-analysis theory. A quantitative gap analysis of existing student test score data was conducted, utilizing a secondary analysis of existing Iowa Test of Basic Skills data from 347 middle school students, with 196 students classified as low SES and 129 as minority. Descriptive statistics and 2 one-sample chi square tests were used to examine differences by ethnicity and SES subgroups and to test whether the distributions of students who met the district's 70th-percentile cut-score were different than the hypothesized distribution of equal proportions. The results demonstrated significant enrollment gaps between minority and low SES students versus non-minority and high SES students. The study findings informed a policy recommendation project that offered suggestions for the current mathematics testing and enrollment program at the study site. Implications for social change include providing research-based findings to the administration at the local site on the enrollment gaps for minority and low SES students which may inform future decisions about enrollment policies for advanced mathematics courses.
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Bishop, Joyce Wolfer Otto Albert D. Lubinski Cheryl Ann. "Middle school students' understanding of mathematical patterns and their symbolic representations." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803721.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 1, 2006. Dissertation Committee: Albert D. Otto, Cheryl A. Lubinski (co-chairs), John A. Dossey, Cynthia W. Langrall, George Padavil. Includes bibliographical references (leaves 119-123) and abstract. Also available in print.
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Johnson, Angela. "The Effects of Mathematics Manipulatives on Middle Childhood Students." Ohio Dominican University Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1337271589.

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Glasner, David P. "The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.

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Andrusiak, Richard A. "Real-time Classroom Factors Impacting Middle-school Students' Attitudes Toward Mathematics." Thesis, New England College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933664.

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While research studies have revealed an association between students’ attitudes toward mathematics and achievement in mathematics, divergent results shift the research focus to the construct of attitudes and from a normative approach to a qualitative approach. This mixed-methods multiple-case phenomenological study captured the real-time classroom origins of eight attitude profiles through the use of the experiencing sampling method (ESM). A total of 75 students, representing one low-, one middle-, and one high-performing middle school in New Hampshire, participated in the ESM study and 11 students were interviewed. A total of 477 random classroom moments were captured and 3988 students’ statements were coded. Quantitative results revealed differences in the distributions of attitude profiles across performance levels and the proportion of students within certain attitude profiles. Results suggest that students’ attitudes change over time, and the distribution of the number of attitude changes does not differ across performance levels. Eight themes emerged from a holistic coding process, and a systematic coding process resulted in detailed descriptions of the eight attitude profiles. Students tended to exhibit positive self-perceptions as learners toward mathematics and their perceived competence was linked to the success they experienced. Test and quizzes dominated classroom activities among all four attitude profiles with a negative emotional dimension. The analysis revealed differences in classroom activities and their impacts on the various profiles, including the use of technology, real-world connections, quizzes and tests, homework, working problems, and students’ perceptions of their teachers, the enjoyment of mathematics, and the difficulty of the material.

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Kurt, Gonul. "Middle Grade Students." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607012/index.pdf.

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The aim of the study is two fold: (1) to determine middle grade students&rsquo
abilities in translating among representations of fractions concept and (2) to investigate the effect of grade level and gender on students&rsquo
abilities in translating among representations. In this study the &ldquo
Translations among Representations Abilities Test (TRAT)&rdquo
was developed and used as a measuring instrument. The study was conducted in 19 randomly selected public elementary schools throughout Yenimahalle and Ç
ankaya districts of Ankara with a total of 1456 sixth, seventh, and eight grade students in 2005-2006 fall semester. Each student&rsquo
s responses which were considered as incorrect were examined according to their grade levels. Based on the findings, the most frequent incorrect response types, the easiest, and the most difficult items were identified. In addition to these findings, two-way analysis of variance model (ANOVA) was used in order to investigate the effects of grade level and gender on students&rsquo
total scores on the TRAT. To the results of the examinations of students&rsquo
responses, it was seen that students&rsquo
abilities in translating among representations of fractions were low. The most frequent incorrect responses were seen in translations which include number line models and region models representing improper fractions. The lowest mean score was belonged to the sixth graders
while the highest mean score was belong to the eighth graders. Results of the statistical analyses revealed that grade level had a statistically significant main effect on students&rsquo
abilities in translating among representations. Additionally, it was seen that, female students had higher mean scores on the TRAT than males.
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Alexander, Candace Y. "Factors which influence low-income Afican American middle school students in mathematics." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/45.

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Factors which influence low-income African-American middle school students in Mathematics were examined in this study. Likewise, this study examined the extent to which student achievement in mathematics at the middle school level in a metropolitan Atlanta school district may be explained by certain school and teacher related variables such as instructional strategies, classroom management, teacher expectations, site-based professional learning, and teacher satisfaction with resources and how these factors might impact or cause a difference in student achievement in math as measured by the 2007 Criteria Referenced Competency Test (CRCT) scores. The research presented in this dissertation provides a starting point for developing school plans to improve mathematics instruction. The practices identified reflect a mixture of emerging strategies and practices in long-term use. This study was based on the assumption that instructional strategies, classroom management, teacher expectations, site-based professional learning, and teacher satisfaction with resources would have a significant impact in middle school students’ math achievement. It is presumed that this study would assist leaders in providing quality instruction that would benefit teachers and low income, minority children. This study is expected to further assist principals and/or leaders in providing quality leadership that will benefit middle school teachers in low-income School Wide Title I middle schools and meet the needs of their students. The significance of this study is in assistance that it can give administrators in structuring site-based professional learning and development programs along with arranging for monitoring and communication methods that will meet the needs of teachers and students. Additionally, this research will add to a body of scholarship and may cause individuals to examine and put into place, or remove certain policies and practices in middle school math classes. As a final point, this research will determine the need for additional research. The methodology employed a quantitative, quasi-experimental, ex-post facto design to review possible variables that may affect student achievement in mathematics grades six through eight. The researcher found that there was no relationship between student achievement in mathematics and the independent variables. The only significant relationship found in this study was that there was a relationship between student achievement in mathematics as measured by the CRCT and teacher preparation. Teachers with college or university based preparation had students with higher student achievement performance levels.
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Books on the topic "Middle school students Mathematics"

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Science activities for middle school students. 2nd ed. Boston: McGraw-Hill, 2000.

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Building powerful numeracy for middle and high school students. Portsmouth, NH: Heinemann, 2011.

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Dalton, Stephanie. Enacting instructional conversation with Spanish-speaking students in middle school mathematics. Santa Cruz, Calif: National Center for Research on Cultural Diversity and Second Language Learning, 1995.

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Saul, Mark E. The peak in the middle: Developing mathematically gifted students in the middle grades. Reston, VA: NCTM, 2010.

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Saul, Mark E. The peak in the middle: Developing mathematically gifted students in the middle grades. Reston, VA: NCTM, 2010.

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Making math connections: Using real-world applications with middle school students. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2007.

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Salvadori, Mario George. Math games for middle school: Challenges and skill-builders for students at every level. Chicago, Ill: Chicago Review Press, 1998.

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Understanding middle school math: Cool problems to get students thinking and connecting. Portsmouth, NH: Heinemann, 2009.

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Henderson, Ronald W. Mathematics and middle school students of Mexican descent: The effects of thematically integrated instruction. [Santa Cruz, Calif.]: National Center for Research on Cultural Diversity and Second Language Learning, 1992.

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Voolich, Erica Dakin. A peek into math of the past: Mathematical historical investigations for middle school and pre-algebra students. Parsippany, N.J: Dale Seymour, 2001.

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Book chapters on the topic "Middle school students Mathematics"

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Zahner, William, and Judit Moschkovich. "The Social Organization of a Middle School Mathematics Group Discussion." In Modeling Students' Mathematical Modeling Competencies, 373–83. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_32.

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Battista, Michael T., Leah M. Frazee, and Michael L. Winer. "Analyzing the Relation Between Spatial and Geometric Reasoning for Elementary and Middle School Students." In Visualizing Mathematics, 195–228. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98767-5_10.

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Østergaard, Maria Kirstine. "How to Design an Activity That Influences Middle School Students’ Beliefs About Mathematics as a Discipline." In Theorizing and Measuring Affect in Mathematics Teaching and Learning, 101–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50526-4_10.

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Dobie, Tracy E. "A Sociocultural Examination of Utility Value in Mathematics: The Role of Interdependence in Middle School Students’ Perceptions of Usefulness." In ICME-13 Monographs, 67–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13761-8_4.

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Kintz, Tara. "The Effect of the No Child Left Behind Accountability Mechanisms on Middle School Mathematics Teaching and Student Performance." In Learning and Doing Policy Analysis in Education, 117–61. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-933-6_6.

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Sondergeld, Toni A., Andrea R. Milner, Laurence J. Coleman, and Thomas Southern. "Lessons from the Field: Examining the Challenges and Successes of a Mathematics and Science Program Using Acceleration and Enrichment for Gifted Urban Middle School Students." In Secondary STEM Educational Reform, 75–101. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137002228_4.

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Ruday, Sean. "Assessing Students’ Knowledge." In The Middle School Grammar Toolkit, 167–74. Second edition. | New York, NY : Routledge, 2020.: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003004141-13.

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Dore, Elizabeth D., and Deborah H. McMurtrie. "Who Are Middle School Students?" In Our Diverse Middle School Students, 3–7. New York, NY : Routledge, 2021.: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003052371-1.

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Hastedt, Dirk. "School Factors." In Mathematics Achievement of Immigrant Students, 123–60. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_6.

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Robbins, Janice I. "Technology, Students, and Novels." In Advanced Reading Instruction in Middle School, 171–81. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232902-14.

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Conference papers on the topic "Middle school students Mathematics"

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Yuan, Guiping. "Survey on Mathematics Anxiety of Junior Middle School Students." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.9.

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Wilhelm, Jennifer Anne, Merryn Cole, Emily Driessen, and Samantha Ringl. "Middle school students’ contextualized geometric spatial understandings." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-223.

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Masfingatin, Titin, Swasti Maharani, Intan Sari Rufiana, and Ardhi Sanwidi. "Mathematics Communication of Middle School Students in Solving Geometry Problems Based on Spatial Intelligence." In SEMANTIK Conference of Mathematics Education (SEMANTIK 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.135.

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Barut, Maria E. O., and Ariyadi Wijaya. "Examining Middle School Student’s Lower Order Thinking Skill." In 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210305.052.

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Zintgraff, Cliff, and Ed Fuller. "WhyPower and Careers with Mathematics: How Middle School Students Responded in a Virtual World." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.144.

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Meagher, Michael S., Jennifer Lovett, and Allison McCulloch. "Middle school students’ development of an understanding of the concept of function." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-373.

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Lawler, Brian R., and Dorothy Y. White. "Distinctions in preservice teachers’ asset-based noticings of middle school students’ mathematical strengths." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-282.

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Woodward, Jerry. "Foundational algebraic reasoning in the schemes of middle school students with learning disabilities." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-40.

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Pratiwi, Bellita, and Linda Primana. "The Relationship between Teachers' Fostering Relevance Behavior and Middle School Students' Cognitive Engagement in Mathematics." In Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/uipsur-17.2018.1.

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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey, and Tuyen Duddles. "Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.

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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.
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Reports on the topic "Middle school students Mathematics"

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Fischer, Kelly. Cultivating Environmental Stewardship in Middle School Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.560.

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Schau, C., N. Mattern, R. Weber, and K. Minnick. Assessing middle school students` understanding of science relationships and processes. Final report. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/420384.

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Osborn, Debra, and Robert Reardon. Using the Self-Directed Search: Career Explorer With High-Risk Middle School Students. Florida State University Libraries, August 2004. http://dx.doi.org/10.17125/fsu.1525973192.

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Reif, R. J., and C. R. Lock. Program to enrich science and mathematics experiences of high school students through interactive museum internships. Office of Scientific and Technical Information (OSTI), November 1998. http://dx.doi.org/10.2172/674612.

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Measure, Edward M., and Edward Creegan. Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada577062.

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Freed, Andrew. The Effects of Multiple Thematic Layers on Web Map Use by Middle School Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.306.

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

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Brecher, K. Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993. Office of Scientific and Technical Information (OSTI), March 1994. http://dx.doi.org/10.2172/10157495.

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Ramirez, Jorge. Weekend Spanish Immersion Camp: A Non-Traditional Teaching World Language to Middle School American Students. Portland State University Library, June 2020. http://dx.doi.org/10.15760/etd.7348.

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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, April 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.
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