Relevant bibliographies by topics / Schools Mathematics Project

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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 'Schools Mathematics Project'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Schools Mathematics Project"

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Kaput, Jim. "Projects: SimCalc Project." Mathematics Teacher 96, no. 2 (February 2003): 158. http://dx.doi.org/10.5951/mt.96.2.0158.

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The SimCalc Project, partially supported for almost ten years by the National Science Foundation, is a research project involving colleagues from several universities, many middle schools, and high schools. Its goal is to use innovative but affordable technology and instructional materials to democratize access to the mathematics of change and variation. It includes, for example, ideas underlying calculus, beginning in the middle school through algebra and onward into university calculus. SimCalc approaches involve a growing mix of visually editable graphs that control dynamic simulations, visualization and data-import tools, and curriculum materials that use these software capabilities, as well as such traditional ones as function graphers. These strategies address the basic ideas of rate, slope as rate, linear functions, simultaneous conditions, interpreting graphs and modeling word problems (including more realistic ones than those that appear in most textbooks), the idea of average, mixture problems, equations, signed numbers and areas, variables and variation, and so on. They also include such ideas as periodicity, velocity and position, and rate and totals connections, including the slope and area ideas underlying the fundamental theorem of calculus.
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Naslund, Beverly. "Projects: Math and Science Solutions (MASS) Project." Mathematics Teacher 96, no. 3 (March 2003): 222. http://dx.doi.org/10.5951/mt.96.3.0222.

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The Math and Science Solutions (MASS) project is an Eisenhower Professional Development Grant that connects schools in diverse settings throughout Illinois using a variety of learning technologies. The goal of the MASS project is to improve instruction and student learning in middle school and high school mathematics and science classrooms by helping to increase teachers' content knowledge, technology integration skills, and engaged learning knowledge, in addition to creating a forum for collaboration on classroom and curricular ideas. A learning network has been formed by connecting mathematics and science teachers and administrators with faculty and preservice teachers from Western Illinois University, in Macomb, Illinois.
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Sergeeva, Elena. "Role of Projects in the Study of Mathematics." SHS Web of Conferences 50 (2018): 01157. http://dx.doi.org/10.1051/shsconf/20185001157.

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Today, it is difficult to imagine the education of children at schools and universities without the use of a project-based approach. Pupils and students carry out projects in all subjects on a variety of topics. Mathematics is one of the most difficult subject at schools. Mathematics is the most abstract subject out of all studied at school, and this is one of the reasons for difficulties the students face. This may be solved by introducing projects showing the applied value of mathematics, its relationship to other subjects, and to life in general. Projects help students to better understand the topic, to demonstrate their creativity. While implementing the project tasks students develop their cognitive skills, ability to independently navigate in the information space, ability to independently produce and design knowledge and many others. Students also carried out cross-disciplinary projects, which clearly demonstrated the relation of mathematics to everyday life and to other subjects. Then, scientific and practical conference was held based on the results of the projects.
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Muñoz, Lilia, Vladimir Villarreal, Itza Morales, Joseph Gonzalez, and Mel Nielsen. "Developing an Interactive Environment through the Teaching of Mathematics with Small Robots." Sensors 20, no. 7 (March 30, 2020): 1935. http://dx.doi.org/10.3390/s20071935.

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The article is the product of the study “Development of innovative resources to improve logical-mathematical skills in primary school, through educational robotics”, developed during the 2019 school year in three public schools in the province of Chiriquí, Republic of Panama. The teaching-learning process in students is influenced by aspects inside and outside the classroom, since not all schools have the necessary resources to deliver content or teaching material. The general objective of the project is to design, develop and implement educational robotics to improve logical-mathematical skills aimed at preschool and first grade students in public schools, using programmable educational robots. For this, a set of resources and activities were developed to improve the logical-mathematical skills of the initial stages, in public schools, obtaining significant results. Playful activities favor the teaching-learning process. Considering the analysis of the results made on the data obtained through the applied collection instruments, it can be argued that in general terms the values indicate that the students obtained a favorable level of performance in the different challenges proposed. The project has allowed the academic community to have an application of great value that allows teaching about the conservation of natural sites. The project only covers the area of mathematics in preschool and first grade.
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Boaler, Jo, and Sarah Kate Selling. "Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impacton Adults' Lives." Journal for Research in Mathematics Education 48, no. 1 (January 2017): 78–105. http://dx.doi.org/10.5951/jresematheduc.48.1.0078.

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In a previous study of 2 schools in England that taught mathematics very differently, the first author found that a project-based mathematics approach resulted in higher achievement, greater understanding, and more appreciation of mathematics than a traditional approach. In this follow-up study, the first author contacted and interviewed a group of adults 8 years after they had left the 2 schools to investigate their knowledge use in life. This showed that the young adults who had experienced the 2 mathematics teaching approaches developed profoundly different relationships with mathematics knowledge that contributed towards the shaping of different identities as learners and users of mathematics (Boaler & Greeno, 2000). The adults from the project-based school had also moved into significantly more professional jobs, despite living in one of the lowest income areas of the country. In this article, we consider the different opportunities that the 2 school approaches offered for longterm relationships with mathematics and different forms of mathematical expertise that are differentially useful in the 21st century (Hatano & Oura, 2003).
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Muir, Tracey. "It's in the bag: Parental involvement in a numeracy at-home program." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 27–33. http://dx.doi.org/10.1177/183693911203700205.

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THIS PAPER DESCRIBES A project conducted with the parents of children in early childhood classes from two different district high schools 1 . The project investigated the perceptions held by these parents in relation to mathematics education, and used an intervention program designed to encourage them to engage in numeracy activities with their child. Preliminary results indicated that, although the parents were not necessarily familiar with contemporary numeracy classroom practices, they were able to describe and evaluate their children's mathematical understandings. The findings add to the limited research available on the ways parents can support their child's mathematical education at home through encouraging home–school community partnerships. 1 District high schools in this context refers to rural schools with classes ranging from Kindergarten–Year 10.
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Boaler, Jo. "Open and Closed Mathematics: Student Experiences and Understandings." Journal for Research in Mathematics Education 29, no. 1 (January 1998): 41–62. http://dx.doi.org/10.5951/jresematheduc.29.1.0041.

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This paper reports on 3-year case studies of 2 schools with alternative mathematical teaching approaches. One school used a traditional, textbook approach; the other used open-ended activities at all times. Using various forms of case study data, including observations, questionnaires, interviews, and quantitative assessments, I will show the ways in which the 2 approaches encouraged different forms of knowledge. Students who followed a traditional approach developed a procedural knowledge that was of limited use to them in unfamiliar situations. Students who learned mathematics in an open, project-based environment developed a conceptual understanding that provided them with advantages in a range of assessments and situations. The project students had been “apprenticed” into a system of thinking and using mathematics that helped them in both school and nonschool settings.
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Ewing, Bronwyn, Thomas J. Cooper, Annette R. Baturo, Chris Matthews, and Huayu Sun. "ContextualisingtheTeachingandLearningofMeasurementwithinTorres Strait Islander Schools." Australian Journal of Indigenous Education 39, no. 1 (2010): 11–23. http://dx.doi.org/10.1375/s1326011100000880.

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AbstractA one-year mathematics project that focused on measurement was conducted with six Torres Strait Islander schools and communities. Its key focus was to contextualise the teaching and learning of measurement within the students' culture, communities and home languages. Six teachers and two teacher aides participated in the project. This paper reports on the findings from the teachers' and teacher aides' survey questionnaire used in the first Professional Development session to identify: a) teachers' experience of teaching in the Torres Strait Islands, b) teachers' beliefs about effective ways to teach Torres Strait Islander students, and c) contexualising measurement within Torres Strait Islander culture, communities and home languages. A wide range of differing levels of knowledge and understanding about how to contextualise measurement to support student learning were identified and analysed. For example, an Indigenous teacher claimed that mathematics and the environment are relational, that is, they are not discrete and in isolation from one another, rather they interconnect with mathematical ideas emerging from the environment of the Torres Strait communities.
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Bobis, Janette. "International Update: a National Australian Statement on Mathematics." Arithmetic Teacher 40, no. 8 (April 1993): 486–87. http://dx.doi.org/10.5951/at.40.8.0486.

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A National Statement on Mathematics for Australian Schools (Australian Education Council and the Curriculum Corporation 1991) wa released in July 1991. This document is the result of a collaborative project whose recommendations are to be implemented by the State and Territory Government education systems in Australia. It does not prescribe a panicularcurriculum but supplies a framework around which system and schools in the proces of planning can structure their mathematic curriculum.
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Abidin, Zaenal, Arif Cahyo Utomo, Vira Pratiwi, and Laely Farokhah. "PROJECT-BASED LEARNING - LITERACY IN IMPROVING STUDENTS’ MATHEMATICAL REASONING ABILITIES IN ELEMENTARY SCHOOLS." JMIE (Journal of Madrasah Ibtidaiyah Education) 4, no. 1 (June 1, 2020): 39. http://dx.doi.org/10.32934/jmie.v4i1.170.

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The lower mathematical reasoning abilities of elementary school students are the background of this research. This happens because students have not been properly facilitated to develop the ability mathematical of reasoning. Mathematics learning can develop reasoning ability well because mathematics learning has systematic concepts and conceptual relationships. This will have an impact on logical, systematic and rational ways of thinking. Therefore, teachers must be able to choose learning models that can facilitate the ability of mathematical reasoning. One learning model that can be used is the literacy project-based learning model. This study aimed to determine the effectiveness of improving the ability of mathematical reasoning students who obtain literacy project-based learning. The design of this research was used pretest-posttest non-equivalent control group. Based on research results, conclusions can be drawn about the effectiveness of learning that includes n-gain, minimum completeness criteria, and mastery learning. Literacy project-based learning has been effective in facilitating reasoning abilities. That is because literacy project-based learning can present contextual material with literacy works that are made and invited to carry out the process of thinking about the use of mathematical contexts in daily life. Furthermore, students can connect mathematical material with real-life contexts and can make reasoning to interpret learning well.
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Dissertations / Theses on the topic "Schools Mathematics Project"

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Frias, Ramon. "Science Scores in Title I Elementary Schools in North Georgia: A Project Study." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1098.

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The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p < 0.0001). The data also showed CRCT scores in high-stakes subjects between TI and NTI students converging but science CRCT scores between TI and NTI students diverging. The self-report survey indicated no significant differences between TI and NTI teachers' instructional science time (t (107) = 1.49, p = 0.137). A teacher development project was designed to focus on improving teacher science content knowledge and pedagogical content knowledge through a formal introduction to the nature of science. With increasing global science competition, science is more relevant than ever, and communities need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students.
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Govender, Indren. "The integration of technology in mathematics at secondary schools in the Western Cape to enhance learner performance: an evaluation of the Khanya Project." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9131_1267666625.

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There is a dire need to transform Mathematics education in the schooling system in South Africa as this is evident by the poor learner performance in the Mathematics examination results. There is a high failure rate in Mathematics at schools and the number of learners taking Mathematics up to the grade twelve level is on the decline. This study investigates the integration of computer technology in Mathematics education to improve learner performance.

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Biggs, Ellyn M. "Evaluation of a professional development program on integrating technology into middle schools : classroom environment and student attitudes." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=116042.

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The Alliance+ project is a teacher professional development program that integrates technology into mathematics and science lessons. The effectiveness of this innovative program was evaluated in terms of students‟ perceptions of the classroom learning environment and their attitudes towards science/mathematics. The sample consisted of 759 students of seven mathematics/science teachers (four Alliance+ participants and three non-participants) in one middle school in Miami-Dade County, Florida. The students responded to learning environment scales based on the Constructivist Learning Environment Survey (CLES) and the What Is Happening In this Class? (WIHIC) questionnaires to assess their perceptions of the classroom learning environment. Additionally, they responded to an attitude scale modeled on the Test Of Science-Related Attitudes (TOSRA) to assess their attitudes towards mathematics/science. It was found that Alliance+ teachers were more successful than the non-Alliance+ teachers in promoting a classroom environment with more cooperation among students during the science/mathematics lessons. Additionally, Alliance+ professional development model was differentially effective for mathematics and science teachers in terms of three learning environment scales (namely, Teacher Support, Cooperation, and Critical Voice), but not in terms of students‟ attitudes to science. In terms of Cooperation, Alliance+ teachers were more effective than non-Alliance+ teachers for mathematics, but comparable in effectiveness to non-Alliance+ teachers for science. For Critical Voice, Alliance+ teachers were slightly more effective than non-Alliance+ teachers for mathematics, but considerably less effective than non-Alliance+ teachers for science.
In terms of Teacher Support, Alliance+ were less effective than non-Alliance+ teachers for science, but comparable in effectiveness to non-Alliance+ teachers for mathematics. However, teachers who did not participate in the Alliance+ project were more effective than the teachers who participated in the Alliance+ project in providing a positive learning environment in which the students perceived more teacher support and in promoting positive attitudes towards science/mathematics. Qualitative data results revealed that the Alliance+ teachers had not received sufficient support from their school administrators and Alliance+ trainers and lacked the resources that were necessary for them to implement the project successfully, which could possibly be an explanation for the quantitative results in favor of the non-Alliance+ teachers. This study also investigated outcome-environment associations. It was found that associations existed between students‟ attitudes towards science/mathematics and their perceptions of the classroom leaning environment (especially personal relevance, teacher support, and cooperation).
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Lawrence, Tracy Jean. "Assessing high school students' conceptions of the size, age, and distance of astronomical objects." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2525.

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The purpose of this research study is to identify student conceptions about the size, distance, and age of various objects associated with space science. After reviewing the literature related to this study, there seems to be a need for continued research at the high school level in the field of astronomy conceptualization.
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Jacksin, Melonie Ann. "Integrating internet technology to support fraction instruction in the elementary classroon." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1704.

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Price, Jamie, and Laura Robertson. "Project-based Learning in the Middle School Classroom: An Integration of Science, Math, and Literacy Aligned to State Standards." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1317.

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For this session, we will higlight project-based learning (PBL) as a method for integrating science, math, and literacy while addressing state curriculum standards for each subject area. PBLs prompt students to interact with science, math, and literacy in a way that enhances the connection between all three subject areas and provides a real-world context for learning. In this session, we will provide ideas and strategies to begin developing PBLs for your classroom and share example PBLs that integrate math, science, and literacy at the middle school level.
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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.

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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.
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Clarkson, Lesa Maria Covington. "The effects of the connected mathematics project on middle school mathematics achievement /." ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Deragisch, Patricia Amelia. "Electronic portfolio for mathematical problem solving in the elementary school." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1299.

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Electronic portfolio for mathematical problem solving in the elementary school is an authentic assessment tool for teachers and students to utilize in evaluating mathematical skills. It is a computer-based interactive software program to allow teachers to easily access student work in the problem solving area for assessment purposes, and to store multimedia work samples over time.
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Chappell, Julie. "Project CHILD and non-Project CHILD School Performance on FCAT Reading, Mathematics and Writing." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2197.

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Project CHILD (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILD learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCAT) using results from fifteen charter schools in the state of Florida, seven participating in Project CHILD and eight non-participating charter schools for the 2008-2009 school-year. Dispersion statistics such as range and standard deviation as well as independent t tests are computed to compare the percentage of students in grades three to five scoring levels 3 and higher on the reading and mathematics portions, and fourth grade students scoring a 3.5 or higher on the writing assessment of the FCAT. Project CHILD schools had smaller ranges and standard deviations in the majority of the comparisons. Descriptively, this suggests that students in the Project CHILD schools are performing closer to the school average. There were no statistically significance differences between the Project CHILD schools and non-Project CHILD schools for grade level comparisons, nor on any grade level aggregate outcomes (i.e., grades 3-5 school FCAT reading, mathematics, or writing mean). However moderate effect sizes were seen for reading in grade four and writing assessments in grade four. The non-statistically significant findings were likely due to low power, and the moderate effect sizes suggest evidence of practical significance.
M.S.
Department of Child, Family and Community Sciences
Education
Early Childhood Development and Education MS
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Books on the topic "Schools Mathematics Project"

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Kleijne, Wim. Evaluation of mathematics teaching in secondary schools: A SICI-project. [S.l.]: SICI, 2002.

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Carleton Roman Catholic School Board. The transition years project, grades 7,8,9: English, mathematics, science, career education, 1990-1992. [Nepean , ON]: The Board, 1993.

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Reese, Clyde M. NAEP 1996 mathematics state report for Department of Defense domestic dependent elementary and secondary schools. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Laura, Jerry, Ballator Nada, Educational Testing Service, and National Center for Education Statistics., eds. NAEP 1996 mathematics state report for Department of Defense domestic dependent elementary and secondary schools. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Reese, Clyde M. NAEP 1996 mathematics state report for Department of Defense domestic dependent elementary and secondary schools. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Reese, Clyde M. NAEP 1996 mathematics state report for Department of Defense domestic dependent elementary and secondary schools. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Project, School Mathematics, ed. Mathematical methods: The School Mathematics Project. Cambridge: Cambridge University Press, 1998.

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Rampey, B. D. The nation's report card: Trial urban district assessment : mathematics 2005. Washington, D.C: U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Statistics, 2006.

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Project, School Mathematics, ed. Functions: The School Mathematics Project. Cambridge: Cambridge University Press, 1991.

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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.

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Book chapters on the topic "Schools Mathematics Project"

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Hart, Eric. "Discrete mathematical modeling in the secondary curriculum: Rationale and examples from The Core-Plus Mathematics Project." In Discrete Mathematics in the Schools, 265–80. Providence, Rhode Island: American Mathematical Society, 2000. http://dx.doi.org/10.1090/dimacs/036/20.

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Wittmann, Erich Christian. "Operative Proofs in School Mathematics and Elementary Mathematics." In Connecting Mathematics and Mathematics Education, 223–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_11.

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AbstractThis paper gives an account of the conceptual and practical approach to “operative proofs” that has been developed in the Mathe 2000 project. By means of some typical learning environments, this notion and its theoretical background are explained.
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Little, Chris. "The School Mathematics Project: Some Secondary School Assessment Initiatives in England." In New ICMI Study Series, 85–97. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-0980-4_8.

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Even, Ruhama, and Shai Olsher. "Teachers as Participants in Textbook Development: The Integrated Mathematics Wiki-book Project." In Mathematics Curriculum in School Education, 333–50. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_16.

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McDougall, Douglas, and Sue Ferguson. "Building Capacity in Grade 9 Mathematics: Case Studies from a Collaborative Inquiry Project in Applied Level Mathematics." In Teaching and Learning Secondary School Mathematics, 125–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_14.

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Papakonstantinou, Anne, and Adem Ekmekci. "The Rice University School Mathematics Project: Supporting Excellence in K-16 Mathematics Since 1987 (Survey)." In Advances in Mathematical Sciences, 361–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42687-3_24.

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Borromeo Ferri, Rita. "Mathematical Modeling Days and Projects: Go for More." In Learning How to Teach Mathematical Modeling in School and Teacher Education, 121–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68072-9_6.

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MacGillivray, Helen, and Lionel Pereira-Mendoza. "Teaching Statistical Thinking Through Investigative Projects." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 109–20. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_14.

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Frischemeier, Daniel. "Design, Implementation, and Evaluation of an Instructional Sequence to Lead Primary School Students to Comparing Groups in Statistical Projects." In Early Mathematics Learning and Development, 217–38. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1044-7_13.

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Vomvoridi-Ivanović, Eugenia, Maura Varley Gutiérrez, Gabriel Viego, Ksenija Simić-Muller, and Lena Licón Khisty. "Teacher Development in After-School Mathematics Contexts: Insights from Projects that Capitalize on Latinas/os’ Linguistic and Cultural Resources." In Explorations of Educational Purpose, 251–63. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4304-5_17.

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Conference papers on the topic "Schools Mathematics Project"

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Naz, Afrin, Mingyu Lu, Kenan Hatipoglu, and Karen Rambo-Hernandez. "Employing project-based learning to address the Next Generation mathematics standards in high schools." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757359.

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Turian, Emma, and Lidia Filus. "Initiating a Translational Bio-Mathematics Research Seminar for Undergraduate Students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8199.

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The aim of this paper is to illustrate the benefits and the drawbacks of an experimental process on how to develop and teach an interdisciplinary applied math course. The analysis comes from our experience gained during the development and teaching of a temporary seminar called: Mathematical Modeling for Cancer Risk Assessment, implemented at our University. The need for the initiation of such an interdisciplinary course came from an increasing national effort started by Mathematical Association of America’s “Curriculum Foundations Project: Voices of the Partner Disciplines”. Their study found that research in biology and health-related fields has become more quantitatively oriented than in the past, therefore mathematical curricula should incorporate interdisciplinary modulation. Our seminar instruction included: writing and mathematical software skills, content lecture, project development and presentation. Results showed that students best interact with each other if work is performed during class time; mainly if a large project with possible variations is developed in class, so students or groups of students follow using the same pace. Implementing such interdisciplinary course that provided students with appropriate tools and methodologies, contributed to student retention, and increased students’ enthusiasm towards future research programs, carriers, and graduate schools.
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Skiba, Christopher, Richard Boutwell, and William Boze. "Reaching Out to the Future Generation of Shipbuilders and Shipbuilding Leaders." In SNAME Maritime Convention. SNAME, 2008. http://dx.doi.org/10.5957/smc-2008-p14.

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The Office of Naval Research recognizing the importance of education, specifically science and mathematics, embarked nearly a decade ago on their National Naval Responsibility for Naval Engineering program. Since then, academia, industry, and SNAME have increased their individual and collaborative efforts towards reaching out to students in an effort to share the excitement and opportunities available within the marine industry. Recently, in this vein, the Northrop Grumman Shipbuilding Apprentice School Chapter of the Hampton Roads SNAME chapter held a “Boat Design Competition” exposing over 240 high school students from 10 school districts (30 teams from 18 different high schools) to the excitement and knowledge needed to prepare design, construction and engineering packages using guidelines, lectures, and tutorial videos prepared by Apprentices and veteran Naval Architects. This was the first time high school students had the opportunity to compete in a head-to-head competition to design, construct, and operate the best boat relative to a number of prescribed requirements. The program also served to educate Apprentices in leadership, project management, research methods, brainstorming, naval architecture and systems engineering as well as establish a nurturing relationship between student chapter and veteran SNAME members which continues today.
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De Abreu Porcellis, Diego, Marcelo Siedler, and Marizele Garcia. "LUDUS-Desenvolvimento de um Jogo para Auxiliar no Aprendizado de Matemática para Alunos com Autismo." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p615-618.

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The present work was created from the need to develop educational tools that can be used in the Multimedia Resource Rooms of the Bagémunicipal education network, especially with children with autism. The software requirements were defined from meetings with the team of teachers and professionals who work in the Specialized Educational Service of General Emilio Luiz Malletschool, chosen as pilot of this project because it is one of the first schools to be contemplated with the classroom. resources. Among the listed requirements was prioritized to attend students aged 8-12 years and activities related to the four fundamental operations of mathematics: addition, subtraction, multiplication and division. As the purpose of the app is to support the teaching of students in the early grades of elementary school with autism. Thus, after the definition of the contents and the type of application, began to study the autistic universe and its particularities so that it was possible to design and develop an attractive game for this student
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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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Chin, Jessica, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Why Engineering-Based Learning Can Revolutionize STEM Teaching in High Schools." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86355.

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For many years, literature has documented the benefits of project-based learning (PBL) and its impact on student learning especially at the high school level. More often than not however, students are still losing interest in STEM (Science, Technology, Engineering, and Mathematics) education because current educational teaching pedagogies have become antiquated and are not impacting student learning, as it should. With that said, our discovery through elicitation of high school educators has cited the main reason for such disinterest is due to the inability of students to connect STEM abstract concepts and theory with STEM application to appreciate the value of learning STEM. With access to information easier than ever, students are forgetting that learning is not about getting the right answer but understanding how to solve a complex problem. In the past, PBL has benefited students in engaging them in hands-on learning however, with a more complex paradigm shift in student learning style, PBL and lecture-based learning are no longer the most effective methods of teaching. Engineering-based learning has the opportunity and potential to modify STEM education and revolutionize STEM teaching pedagogy by changing the one-size-fits-all model to an individual, student-centered learning approach where education is mass customized. This paper discusses a new teaching pedagogy dubbed Engineering-Based Learning (EBL) that is a more systematic approach to high school STEM teaching for open-ended problems. This paper presents the EBL model, the EBL tools, and its impact thus far on high school students. It also presents sample feedback from both teachers and students and how it has influenced their outlook of engineering and STEM in the real world. The purpose of this paper is also to disseminate this new teaching pedagogy to support the notion that STEM education can be successfully taught and provide students with a structured, systematic, hands-on approach, as well as the appropriate tools and resources allowing them to connect complex STEM theory and real-world application.
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Rychkova, Anna Georgievna. "Project aims at mathematics lessons in initial school." In VI International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80338.

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MALIŠOVÁ, Daniela, and Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools." In Current Trends in Public Sector Research. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.
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Floris, Francesco, Alice Barana, Anna Brancaccio, Alberto Conte, Cecilia Fissore, Marina Marchisio, and Claudio Pardini. "Immersive teacher training experience on the methodology of problem posing and solving in Mathematics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9489.

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In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&amp;S - Problem Posing &amp; Solving - Project of the Italian Ministry of Education, which aims at enhancing the teaching and learning of Mathematics by using new methodologies and technologies. In particular, the focus will be on the work and considerations of the 50 teachers who took part in the project, from both primary and secondary school. They were guided through the individual step-by-step creation of a contextualized problem, following a process guided through stimulus-based questions. This immersive experience brought about the production of valid problems and was full of very stimulating teachers' considerations on the various phases of the problem posing and solving.
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von Solms, Sune, and Hannelie Nel. "STEM project based learning: Towards improving secondary school performance in mathematics and science." In 2017 IEEE AFRICON. IEEE, 2017. http://dx.doi.org/10.1109/afrcon.2017.8095580.

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Reports on the topic "Schools Mathematics Project"

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Smith, Emil, David Reimer, Ida Gran Andersen, and Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.

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This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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