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Relevant bibliographies by topics / Numeric skills

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Academic literature on the topic 'Numeric skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Numeric skills"

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Виситаева and Maret Visitaeva. "Classifying Skills for Development of the 5th–6th-Classes Students’ Mathematical Capabilities Within the Numeric Line Format." Profession-Oriented School 2, no. 4 (2014): 9–15. http://dx.doi.org/10.12737/5571.

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The author has developed the method to classify skills, underpinning mathematical capabilities development among the 5th–6th-classes students, which facilitate studying mathematics for the numeric line. The classification consists of two blocks, separately for basic and for advanced study, namely: familiarity with the basic skills and methods for general learning activities; familiarity with methods of creative learning activity; operating with decimal numeric system, with numerical and literal expressions, with common fractions, decimal fractions, positive and negative numbe

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Pigarev, A. Yu. "NUMERIC STRUCTURE SKILLS DEVELOPMENT VIA COMPUTER SIMULATORS." Otkrytoe i distantsionnoe obrazovanie, no. 4(64) (December 1, 2016): 39–43. http://dx.doi.org/10.17223/16095944/64/6.

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Peters, Ellen, Mary Kate Tompkins, Melissa A. Z. Knoll, Stacy P. Ardoin, Brittany Shoots-Reinhard, and Alexa Simon Meara. "Despite high objective numeracy, lower numeric confidence relates to worse financial and medical outcomes." Proceedings of the National Academy of Sciences 116, no. 39 (2019): 19386–91. http://dx.doi.org/10.1073/pnas.1903126116.

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People often laugh about being “no good at math.” Unrecognized, however, is that about one-third of American adults are likely too innumerate to operate effectively in financial and health environments. Two numeric competencies conceivably matter—objective numeracy (ability to “run the numbers” correctly; like literacy but with numbers) and numeric self-efficacy (confidence that provides engagement and persistence in numeric tasks). We reasoned, however, that attaining objective numeracy’s benefits should depend on numeric confidence. Specifically, among the more objectively numerate, having m

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Peters, Ellen, and Alan Castel. "Numerical representation, math skills, memory, and decision-making." Behavioral and Brain Sciences 32, no. 3-4 (2009): 347–48. http://dx.doi.org/10.1017/s0140525x09990847.

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AbstractThe consideration of deliberate versus automatic processing of numeric representations is important to math education, memory for numbers, and decision-making. In this commentary, we address the possible roles for numeric representations in such higher-level cognitive processes. Current evidence is consistent with important roles for both automatic and deliberative processing of the representations.

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Awaliyah, Hikmah. "The Relationship between Numeric Ability and Students' Critical Thinking Skills in Physics Subjects." Jurnal Pendidikan Fisika 7, no. 2 (2019): 235–44. http://dx.doi.org/10.26618/jpf.v7i2.2082.

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This research was an ex-post facto with correlational analysis that aimed to analyze and testing the level of numerical ability and critical thinking skill was achieved by the students of X class at SMA Negeri 8 in Gowa and the relationship between the two variables. Population this research were all students of X class at SMA Negeri 8 in Gowa, the sampling technique was random sampling obtained 92 respondens. The data was analyzed by descriptive statistical analysis and inferential statistical analysis included normality test, linearity test and the correlation of product moment test. Based o

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Vasilyeva, Marina, Elida Laski, Aleksandr Veraksa, Lindsey Weber, and Daria Bukhalenkova. "Distinct Pathways From Parental Beliefs and Practices to Children’s Numeric Skills." Journal of Cognition and Development 19, no. 4 (2018): 345–66. http://dx.doi.org/10.1080/15248372.2018.1483371.

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Kawiwati, Ni Nyoman. "THE EFFECT OF LEARNING MODELS AND CRITICAL THINKING SKILLS TOWARD MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ NUMERIC APTITUDE." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 1, no. 1 (2015): 75. http://dx.doi.org/10.21009/jisae.011.06.

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This research is to determine the effect of learning model and critical thinking skills toward mathematics learning achievement of class XI IPA students in senior high school in Gianyar by controlling students’ numeric aptitude. This research used treatment by level 2x2 design and analysis of covariance. The sample was 80 people using multistage random sampling. The results by controlling numeric aptitude are: students learning achievement taught using PAIKEM model is higher than those taught in conventional model. There is an interaction effect between learning model and critical thinking ski

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Kawiwati, NI Nyoman. "THE EFFECT OF LEARNING MODELS AND CRITICAL THINKING SKILLS TOWARD MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ NUMERIC APTITUDE." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 1, no. 1 (2015): 75. http://dx.doi.org/10.21009/jisae.011.06.

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This research is to determine the effect of learning model and critical thinking skills toward mathematics learning achievement of class XI IPA students in senior high school in Gianyar by controlling students’ numeric aptitude. This research used treatment by level 2x2 design and analysis of covariance. The sample was 80 people using multistage random sampling. The results by controlling numeric aptitude are: students learning achievement taught using PAIKEM model is higher than those taught in conventional model. There is an interaction effect between learning model and critical thinking ski

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Marselani, Dina. "Kemampuan Berhitung Anak melalui Media Kartu Angka." Aṭfālunā: Journal of Islamic Early Childhood Education 2, no. 2 (2019): 63–66. http://dx.doi.org/10.32505/atfaluna.v2i2.1249.

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This research was conducted due to the low level of numeracy ability in children of group B in TK Kemala Bhayangkari 13 Padangsidimpuan. The formulation of the problem under study was how to improve children's numeracy skills through numeric media. The research conducted was classroom action research consisting of two observations, each of which consisted of 4 stages, namely planning, implementation, observation, and reflection. The subjects of this study were children of group B in TK Kemala Bhayangkari 13 Padangsidimpuan by using observation sheets. The data analysis used was qualitative dat

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Murphy, Melissa M., and Michèle M. M. Mazzocco. "Rote Numeric Skills May Mask Underlying Mathematical Disabilities in Girls With Fragile X Syndrome." Developmental Neuropsychology 33, no. 3 (2008): 345–64. http://dx.doi.org/10.1080/87565640801982429.

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Dissertations / Theses on the topic "Numeric skills"

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Frazier, Devin. "Examining the Effects of Peer Tutoring on the Early Numeracy Skills and Social Skills of High School Students with Autism Spectrum Disorder." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1560866565684138.

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Batchelor, Sophie. "Dispositional factors affecting children's early numerical development." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/17474.

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Children show large individual differences in numerical skills, even before they begin formal education. These early differences have significant and long-lasting effects, with numerical knowledge before school predicting mathematical achievement throughout the primary and secondary school years. Currently, little is known about the dispositional factors influencing children's numerical development. Why do some children engage with and succeed in mathematics from an early age, whilst others avoid mathematics and struggle to acquire even basic symbolic number skills? This thesis examines the ro

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Alger, Megan W. "Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.

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<p> Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this diss

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De, Silva Chamellé René. "The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/2132.

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This thesis is submitted in fulfilment of the requirements for the Degree Masters in education in the faculty of education and social sciences – Cape Peninsula University of Technology<br>The Western Cape Education Department’s Literacy and Numeracy Strategy 2006-2016 refers to the 2002 assessment (WCED, 2006) of Grade 3 learners. This study found that only 36% of learners were achieving the reading and numeracy outcomes expected of a Grade 3 learner. The vast majority of learners were underperforming two to three years below expectation (WCED Literacy and Numeracy Strategy 2006-2016). Sout

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Jones, Katherine. "Literacy and numeracy support for homeless adults : an exploration of third sector employment and skills provision." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124661/.

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This research is focused on the literacy and numeracy support offered by third sector organisations as part of their efforts to help homeless adults move into employment. Whilst homeless people are increasingly expected to move into work, many face a number of barriers to labour market participation. A small but growing evidence base suggests that one key barrier is poor literacy and numeracy, or ‘basic’ skills. However, research has found that homeless people, alongside other disadvantaged adults, are often excluded from formal opportunities to improve these skills. Third sector homelessness

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Genis, Amelia. "Numbers count: the importance of numeracy for journalists." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52371.

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Thesis (MPhil) -- Stellenbosch University, 2001.<br>Bibliography<br>ENGLISH ABSTRACT: Few news subjects or events can be comprehensively covered in the media without numbers being used. Indeed, most reports are essentially 'number stories', or could be improved through the judicious use of numbers. Despite this there are frequent complaints about poor levels of numeracy among journalists. Although numbers are fundamental to virtually everything they write, the most superficial review of South African newspapers indicates that most encounters between journalists and numbers of any sort a

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Swersky, Liz. "Developing Skills for Successful Learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.

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Prinsloo, Juanita Alida. "Worstel joernaliste om syfers te ontsyfer? : ’n gevallestudie van ’n steekproef Suid-Afrikaanse joernaliste se syfervaardighede." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/948.

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Thesis (MPhil (Journalism))--University of Stellenbosch, 2006.<br>ENGLISH ABSTRACT: Most journalists readily acknowledge that they cannot be proud at all of their numeracy. The literature also depicts a rather bleak scenario regarding journalists' use and often misuse of numbers. This matter raises concerns especially in the present century, characterised by a rapid development in the area of science and technology. Numeracy is essential to make sense of those developments that are frequently explained by means of numbers or mathematical and statistical concepts.

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Leacock, Alan Gordon. "Numerical simulation of anisotropic plasticity in stretch formed aluminium alloys." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369949.

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Carpentieri, J. D. "Producing credible evidence and relevant evaluations : integrating skills and practices in the study of adult literacy and numeracy policies and programmes." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1559761/.

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In this integrative paper I identify my contribution to the production of credible and relevant evidence in the fields of adult education in general and adult literacy and numeracy in particular. By ‘credible evidence’ I refer to evidence that can be believed (Schwandt, 2009). By ‘relevant evidence’ I refer to evidence that is useful to policymakers and programme staff. In describing my work, I draw on and extend Berriet-Solliec et al.’s (2014) typology of three types of evidence that may be generated by research: • Type 1: Evidence of presence, e.g. of a problem such as low literacy skills in

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Books on the topic "Numeric skills"

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Russell, Gail. Literacy & numeracy skills. Habilitas Ltd., 1999.

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Sharon, Harrison, and Rousham Laurie, eds. First skills in numeracy. Cambridge University Press, 1998.

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Cheltenham and Gloucester College of Higher Education. Geography Discipline Network (GDN)., Great Britain. Higher Education: Quality and Employability Division., and Great Britain. Department for Education and Employment., eds. Improving students' numeracy skills. Geography Discipline Network, 2000.

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Patmore, Mark. Passing the numeracy skills test. 3rd ed. Learning Matters, 2003.

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Passing the Numeracy Skills Test. Learning Matters, 2000.

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Great Britain. Department for Education and Skills. Skills for life. DfES Publications, 2002.

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Great Britain. Department for Education and Skills. Skills for life. Department for Education and Skills, 2002.

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Chinn, Steve. Informal assessment of numeracy skills: IANS : a diagnostic battery of tests for individual assessments of numeracy skills. Markco, 2000.

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How to pass numerical reasoning tests: A step-by-step guide to learning basic numeracy skills. Kogan Page Limited, 2006.

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How to pass numerical reasoning tests: A step-by-step guide to learning key numeracy skills. 2nd ed. Kogan Page Limited, 2011.

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Book chapters on the topic "Numeric skills"

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Westwood, Peter. "Numeracy and basic mathematical skills." In Commonsense Methods for Children with Special Needs and Disabilities. Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-13.

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Slusser, Emily. "Counting and Basic Numerical Skills." In International Handbook of Mathematical Learning Difficulties. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_31.

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Cipora, Krzysztof, Philipp A. Schroeder, and Hans-Christoph Nuerk. "On the Multitude of Mathematics Skills: Spatial-Numerical Associations and Geometry Skill?" In Visualizing Mathematics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98767-5_18.

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Brannon, Elizabeth M. "Numerical Skill in Animals." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_970.

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Biro, Dora, and Tetsuro Matsuzawa. "Chimpanzee Numerical Competence: Cardinal and Ordinal Skills." In Primate Origins of Human Cognition and Behavior. Springer Japan, 2008. http://dx.doi.org/10.1007/978-4-431-09423-4_10.

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Walter, Matthias. "Numerical analysis." In Multi-Project Management with a Multi-Skilled Workforce. Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-08036-5_7.

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Kleemans, Tijs, Eliane Segers, and Ludo Verhoeven. "Towards a Theoretical Framework on Individual Differences in Numerical Abilities: Role of Home Numeracy Experiences." In Early Childhood Mathematics Skill Development in the Home Environment. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43974-7_5.

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Ball, Jessica, Scott G. Paris, and Rangachar Govinda. "Literacy and Numeracy Skills among Children in Developing Countries." In Learning and Education in Developing Countries. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137455970_2.

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Levy, Rachael, and Nathalie Sinclair. "Young Children Developing Literacy and Numeracy Skills with Technology." In Digital Technologies and Learning in the Early Years. SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526414502.n7.

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Totaram, Rajneel, Krishna Raghuwaiya, Irene Yee Chief, and Anjeela Jokhan. "Developing Numeracy Skills Using Technology-Enhanced Learning Activities in Fiji." In Leadership, Community Partnerships and Schools in the Pacific Islands. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6483-3_11.

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Conference papers on the topic "Numeric skills"

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Mascia, Maria Lidia, Maria Chiara Fastame, Mirian Agus, and Maria Pietronilla Penna. "NUMERACY SKILLS EMPOWERMENT FROM PRESCHOOL." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911c056.

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Geva, Mor, Ankit Gupta, and Jonathan Berant. "Injecting Numerical Reasoning Skills into Language Models." In Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics. Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.acl-main.89.

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Savić, Miloš, Mirjana Ivanović, Zoran Budimac, and Miloš Radovanović. "Do students’ programming skills depend on programming language?" In INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS 2015 (ICNAAM 2015). Author(s), 2016. http://dx.doi.org/10.1063/1.4952025.

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Caligaris, Marta, Georgina Rodríguez, and Lorena Laugero. "TEACHING NUMERICAL ANALYSIS BASED ON MATHEMATICAL SKILLS DEVELOPMENT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1457.

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Caligaris, Marta, and Georgina Rodríguez. "ASSESSING SOFT SKILLS IN A NUMERICAL ANALYSIS COURSE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0380.

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Caligaris, Marta Graciela, Georgina Beatriz Rodríguez, and Lorena Fernanda Laugero. "EVOLUTION OF MATHEMATICAL SKILLS IN STUDENTS OF NUMERICAL ANALYSIS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1671.

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Thacker, Ian. "Numerical estimation skills, epistemic cognition and climate change: mathematical skills and dispositions that can support science learning." 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.42.2020-166.

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Ocean, Jude, and Ian McGrath. "PRE-SERVICE TEACHERS DEVELOPING NUMERACY SKILLS IN NURSES: A CONSTRUCTIVIST APPROACH." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1966.

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Caligaris, Marta, Georgina Rodríguez, Adriana Favieri, and Lorena Laugero. "DEVELOPMENT OF MATHEMATICAL SKILLS DURING NUMERICAL RESOLUTION OF INITIAL VALUE PROBLEMS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1919.

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Ho, Hui-Ru, Bengisu Cagiltay, Nathan Thomas White, Edward M. Hubbard, and Bilge Mutlu. "RoboMath: Designing a Learning Companion Robot to Support Children’s Numerical Skills." In IDC '21: Interaction Design and Children. ACM, 2021. http://dx.doi.org/10.1145/3459990.3460709.

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Reports on the topic "Numeric skills"

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Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into estab

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Kirwan, A. D. Numerical Modeling Study of the Gulf of Mexico Basin: Skill Assessment. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada327750.

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Lipphardt, B. L., and Jr. Numerical Modeling Study of the Gulf of Mexico Basin: Skill Assessment. Defense Technical Information Center, 1996. http://dx.doi.org/10.21236/ada316026.

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, th

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Kantha, Lakshmi. The Role of Ocean Color Data and Primary Productivity Models in Assessing the Skill of Numerical Circulation Models. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada630294.

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and s

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Bhattacharjea, Suman, Sehar Saeed, Rajib Timalsina, and Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.

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Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importan

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