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Journal articles on the topic 'Year 11 Mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Bond, Rod, David Green, and Barbara Jaworski. "Motivating Years 12 and 13 study of mathematics: researching pathways in Year 11." Research in Mathematics Education 12, no. 2 (September 2010): 153–54. http://dx.doi.org/10.1080/14794802.2010.496981.

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2

Kirkham, Jane, Elaine Chapman, and Helen Wildy. "Factors considered by Western Australian Year 10 students in choosing Year 11 mathematics courses." Mathematics Education Research Journal 32, no. 4 (July 17, 2019): 719–41. http://dx.doi.org/10.1007/s13394-019-00277-y.

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Hudáková, Jana, and Eva Králová. "11. Creative Interdisciplinary Math Lessons by Means of Music Activities." Review of Artistic Education 12, no. 2 (March 1, 2016): 290–96. http://dx.doi.org/10.1515/rae-2016-0035.

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Abstract The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integrati

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Fomina, Tatiana. "Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 29, 2017): 33–40. http://dx.doi.org/10.18844/prosoc.v4i6.2909.

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This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy

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Paul, Fredric. "Soundoff: An Integrated Approach for Secondary School Mathematics." Mathematics Teacher 79, no. 4 (April 1986): 236–38. http://dx.doi.org/10.5951/mt.79.4.0236.

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In 1972, after many years of concern and dissatisfaction with the traditional three-year high school mathematics program of geometry sandwiched between algebra (Math 9) and algebra-trigonometry (Math 11), the Bureau of Mathematics of the New York State Education Department decided to investigate a possible alternative approach. In June of that year, an ad hoc committee of the state's mathematics educators developed an outline for a three-year curriculum aimed at bringing together the various branches of mathematics previously treated as independent, year-long courses. Most of the traditional c

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Deater-Deckard, Kirby, Shereen El Mallah, Mido Chang, Michael A. Evans, and Anderson Norton. "Student behavioral engagement during mathematics educational video game instruction with 11–14 year olds." International Journal of Child-Computer Interaction 2, no. 3 (September 2014): 101–8. http://dx.doi.org/10.1016/j.ijcci.2014.08.001.

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Topping, Keith, Jean Campbell, Walter Douglas, and Andrea Smith. "Cross-age peer tutoring in mathematics with seven- and 11-year-olds: influence on mathematical vocabulary, strategic dialogue and self-concept." Educational Research 45, no. 3 (December 2003): 287–308. http://dx.doi.org/10.1080/0013188032000137274.

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Warren, Elizabeth, and Eva deVries. "Young Australian Indigenous Students' Engagement with Numeracy: Actions That Assist to Bridge the Gap." Australian Journal of Education 53, no. 2 (August 2009): 159–75. http://dx.doi.org/10.1177/000494410905300205.

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Many young Indigenous Australian students continue to underachieve in Western mathematics. National test results indicate that they are two years behind their peers. Success in mathematics is important to Indigenous students as it leads to employment opportunities and can assist in identifying power differences among socio-economic classes (Gustein, 2003). The focus of this paper is the preparatory year. One-on-one interviews were conducted with 48 students (average age 4 years and 11 months) at the commencement and completion of the preparatory year. Pre-and post-intervention test results of

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Nicholas, Karen, and Jo Fletcher. "What supports 11- to 13-year-old Pasifika students in mathematics learning in New Zealand classrooms?" Education 3-13 45, no. 1 (May 27, 2015): 68–82. http://dx.doi.org/10.1080/03004279.2015.1048269.

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Montgomery, Alice, and Leslie J. Francis. "Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls." Psychological Reports 78, no. 3 (June 1996): 787–93. http://dx.doi.org/10.2466/pr0.1996.78.3.787.

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A sample of 392 girls between the ages of 11 and 16 years attending a state-maintained single-sex Catholic secondary school completed six semantic differential scales of attitudes toward school and toward lessons concerned with English, music, religion, mathematics, and sports, together with information about paternal employment and their personal practice of prayer. The relationship between personal prayer and attitude toward school after controlling for age and social class was positive.

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Koshy, Valsa, and Ron Casey. "Actualizing Mathematical Promise: Possible contributing factors." Gifted Education International 20, no. 3 (December 2005): 293–305. http://dx.doi.org/10.1177/026142940502000305.

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The study reported in this paper is intended to highlight some factors which may contribute to the fulfillment of mathematical talent with special reference to pupils aged 10–11 within inner-city schools. The findings are based on the authors' experience of setting up and evaluating a Mathematics Enrichment Programme (MEP) over a period of 2 years. The context of this study, funded by the Department of Education and Skills within the Excellence in Cities initiative, is the on-going efforts of the British government to identify gifted pupils and make effective provision for them. The findings r

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Maree, J. G., J. M. Molepo, J. H. Owen, and R. Ehlers. "Problem-based approach to mathematics in grades 9 and 11 in the Limpopo Province." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 24, no. 4 (September 23, 2005): 124–33. http://dx.doi.org/10.4102/satnt.v24i4.181.

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Teachers of schools in the central region of the Limpopo Province of South Africa received training in a problem-based approach to the teaching and learning of mathematics and introduced these principles into their classes. Follow-up visits to schools took place on a monthly basis for one year. 800 learners in Grades 9 and 11 completed the Study Orientation Questionnaire in Mathematics (SOM). Mean age in Grade 11 was 17.5 yr. (SD = 1.4), and in Grade 9, 15.1 yr., (SD = 1.2). The differences between the post- and pre-test marks for the two groups were compared. The means for marks in mathematic

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Haworth, Claire M. A., Yulia Kovas, Stephen A. Petrill, and Robert Plomin. "Developmental Origins of Low Mathematics Performance and Normal Variation in Twins from 7 to 9 Years." Twin Research and Human Genetics 10, no. 1 (February 1, 2007): 106–17. http://dx.doi.org/10.1375/twin.10.1.106.

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AbstractA previous publication reported the etiology of mathematics performance in 7-year-old twins (Oliver et al., 2004). As part of the same longitudinal study we investigated low mathematics performance and normal variation in a representative United Kingdom sample of 1713 same-sex 9-year-old twins based on teacher-assessed National Curriculum standards. Univariate individual differences and DeFries-Fulker extremes analyses were performed. Similar to our results at 7 years, all mathematics scores at 9 years showed high heritability (.62–.75) and low shared environmental estimates (.00–.11)

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Ni Shuilleabhain, Aoibhinn. "Developing mathematics teachers’ pedagogical content knowledge in lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 212–26. http://dx.doi.org/10.1108/ijlls-11-2015-0036.

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Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in thi

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Russo, James, Toby Russo, and Anne Roche. "Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films." Education Sciences 11, no. 10 (September 27, 2021): 588. http://dx.doi.org/10.3390/educsci11100588.

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Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story boo

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Niemi, Hannele, and Shuanghong Jenny Niu. "Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199143. http://dx.doi.org/10.1177/1834490921991432.

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The aim of this study was to uncover how digital storytelling advances students’ self-efficacy in mathematics learning and what kinds of learning experiences contribute to self-efficacy. Four Chinese classes with 10- to 11-year-old students ( N = 121) participated in the project. The mathematics learning theme was geometry. Quantitative data was collected with questionnaires. The qualitative data was based on teachers’ and students’ interviews and observations. Both data sets showed that the students’ self-efficacy increased significantly during the project. The most important mediator was stu

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Casinillo, Leomarich F., and Emily L. Casinillo. "Modelling Experiences And Its Factors In General Mathematics: The Case Of Grade 11 Students." Indonesian Journal Of Educational Research and Review 3, no. 2 (June 26, 2020): 25. http://dx.doi.org/10.23887/ijerr.v3i2.25670.

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Student’s experiences in learning plays an essential role in producing quality academic achievement. This study aimed to develop multiple regression models on the students’ experiences in learning mathematics in regards to its influencing factors. A simple random sampling of 112 grade 11 students in the first semester of school year 2018-2019 from Visayas State University were used as the respondents of this study. Result of the study reveals that grade 11 students’ learning experience in general mathematics is challenging and logical. However, it is found out that it is satisfying and rewardi

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Casinillo, Leomarich Fortugaliza, May Ann E. Palen, Emily L. Casinillo, and Paulo G. Batidor. "Assessing Senior High Student’s Learning Experiences in Mathematics." Indonesian Journal of Educational Studies 23, no. 1 (June 2, 2020): 44. http://dx.doi.org/10.26858/ijes.v23i1.13437.

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In this study, the learning experience and its cognitive factors of Mathematics among senior high school students of Visayas State University were investigated using a correlational research approach. A complete enumeration of 222 grade 11 and 12 senior high students in the second semester of school year 2018-2019 were used as the participants of the survey. Using a developed structured questionnaire, a primary data was employed. Results showed that the mathematics attitude of students influence their learning experience and academic performance. Mathematics anxiety has a negative effect on th

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Kirkham, Jane, and Elaine Chapman. "Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors." Journal of Educational and Developmental Psychology 10, no. 1 (April 23, 2020): 43. http://dx.doi.org/10.5539/jedp.v10n1p43.

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Girls continue to be underrepresented in Year 11 and 12 intermediate and advanced mathematics courses in Australia, which has implications for their future educational opportunities and career aspirations. The present study compared the choices of 84 Year 10 girls and boys from one school for their Year 11 mathematics course, with their teachers&rsquo; recommendations for the same. Findings indicated that while most participants made course selections aligned with their teachers&rsquo; recommendations, girls tended to under-aspire and boys tended to over-aspire in their choice decision

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20

Radtka, Catherine. "How Place and Audience Matter: Perspectives on Mathematics Plural Identities from Late 1950s French and English Middle School Textbooks." Science in Context 29, no. 4 (December 2016): 473–521. http://dx.doi.org/10.1017/s0269889716000211.

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ArgumentIn this paper, I argue that studying school textbooks is a fruitful way to investigate mathematical conceptions in different national contexts. These sources give access to the written production of an extended mathematical milieu whose members write for various audiences. By studying the case of late 1950s French and English textbooks issued for a growing audience of 11- to 15-year-old pupils, I show that a plurality of conceptions was projected at the time onto pupils and their teachers in both national contexts. I link this diversity to contemporaneous debates regarding mathematics

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Mosothwane, Modise. "Teachersâ€™ Perceptions of Essential Mathematics Concepts in Teacher Education Mathematics Courses." JOURNAL OF SOCIAL SCIENCE RESEARCH 10, no. 4 (November 30, 2016): 2241–47. http://dx.doi.org/10.24297/jssr.v10i4.4708.

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This study investigates pre-service teachersâ€™ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachersâ€™ responses .The results of the study suggest that student teachers perceived â€˜history of mathematics, modelling,

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Holopainen, Leena, and Airi Hakkarainen. "Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education." Journal of Learning Disabilities 52, no. 6 (August 6, 2019): 456–67. http://dx.doi.org/10.1177/0022219419865485.

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This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city ( N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students’ reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper second

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Dirkzwager, A. "Testing with Personal Probabilities: 11-Year-Olds Can Correctly Estimate their Personal Probabilities." Educational and Psychological Measurement 56, no. 6 (December 1996): 957–71. http://dx.doi.org/10.1177/0013164496056006004.

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24

Johnston, Sue. "Choosing Mathematics ‘You Need it Even if You Don't Want to Do it’." Australian Journal of Education 38, no. 3 (November 1994): 233–49. http://dx.doi.org/10.1177/000494419403800304.

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Because of the concern about gender differences in participation in various school subjects and the policies to redress those differences, the reasons and processes for choosing subjects are an important consideration in the gender equity debate. In this paper, data from interviews with Year 11 girls are analysed to highlight some of the complexity of choosing mathematics in the post-compulsory years of schooling. Campaigns to encourage girls to choose mathematics and the impact these have had on subject choices are presented as being problematic. The importance of mathematics is justified in

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Cooper, Barry, and Máiréad Dunne. "Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing." Sociological Review 46, no. 1 (February 1998): 115–48. http://dx.doi.org/10.1111/1467-954x.00092.

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Mathematics is a central part of the school curriculum. Alongside studies in the dominant language of a society, success and failure in the discipline play an important role in the distribution of opportunities to children and young people. Until fairly recently, in England and elsewhere, success in primary school mathematics was achieved by demonstrating a capacity to memorise, reproduce and use relatively simple algorithms. However, in recent years, there has been considerable change in primary school mathematics with an increasing stress being laid, at least rhetorically, on understanding,

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Adorf, H. M. "Hubble Space Telescope image restoration in its fourth year." Inverse Problems 11, no. 4 (August 1, 1995): 639–53. http://dx.doi.org/10.1088/0266-5611/11/4/003.

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Permatasari, Lintang. "Improving the Ability to Solve Mathematical Problems based on Higher Order Thinking Skills (HOTS) through Team Assisted Individualization (TAI)." Hipotenusa : Journal of Mathematical Society 2, no. 1 (June 17, 2020): 6–11. http://dx.doi.org/10.18326/hipotenusa.v2i1.6-11.

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The research aims to improve the ability of students insolving problems based on Higher Order Thinking Skills (HOTS) subjects Mathematics material bangun ruang sisi datar with the use of learning models Team Assisted Individualization (TAI). This research uses the Research method Classroom Action (CAR) with two cycles, where each cycle consists of four stages, namely planning, implementation, observation, and reflection. Data analysis using the percentage formula, if completeness is ≥ 85%, the cycle is terminated sign that the research has been successful. Based on research that has been done,

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Sayal, Kapil, Christine Merrell, Peter Tymms, and Adetayo Kasim. "Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up." Journal of Attention Disorders 24, no. 1 (January 2, 2015): 66–72. http://dx.doi.org/10.1177/1087054714562588.

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Objective: For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Method: A 6-year follow-up of 4- to 5-year-olds ( N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. Re

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Shorrocks-Taylor, Diane, and Melanie Hargreaves. "Measuring the Language Demands of Mathematics Tests: The case of the statutory tests for 11-year-olds in England and Wales." Assessment in Education: Principles, Policy & Practice 7, no. 1 (March 2000): 39–60. http://dx.doi.org/10.1080/713613324.

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Nur, Fitriani, Fitria Fitria, Nur Khalisah Latuconsina, Lisnasari Andi Mattoliang, and Ahmad Farham Majid. "KESESUAIAN ANTARA RENCANA PELAKSANAAN PEMBELAJARAN DENGAN PELAKSANAAN PEMBELAJARAN PADA GURU MATEMATIKA KURIKULUM 2013." Idaarah: Jurnal Manajemen Pendidikan 4, no. 1 (June 21, 2020): 100. http://dx.doi.org/10.24252/idaarah.v4i1.13602.

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The study aims to find out the suitability of the mathematics teachers’ lesson plan with the 2013 curriculum, the mathematics teachers’ learning implementation with the 2013 curriculum, and the lesson plan with the mathematics teacher’s learning activities with the 2013 curriculum. The study used descriptive research with qualitative approach. The research subjects were 3 mathematics teachers of class X in the State Senior High School (SMAN) 11 Makassar. The documentation, observation sheet, and interview guidelines were the instruments used in this study. The analysis results of the lesson pl

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Opstad, Leiv. "Success in business studies and mathematical background: the case of Norway." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.

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Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied u

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Gerber, Brian L., Edmund A. Marek, and Ellice P. Martin. "Designing Research-Based Professional Development for Elementary School Science and Mathematics." Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/908014.

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A partnership including 11 school districts, a university, service agency, and private nonprofit education organization formed a collaborative partnership to improve teaching and learning in elementary school science and mathematics. The partnership designed research-based professional development for 150 teachers of grades 3–5. The professional development resulted in statistically significant increases for those elementary school teachers on math and science competency tests over a two-year period. The professional development was the vehicle for providing teachers with professional developm

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Schoenfeld, Alan H. "Explorations of Students' Mathematical Beliefs and Behavior." Journal for Research in Mathematics Education 20, no. 4 (July 1989): 338–55. http://dx.doi.org/10.5951/jresematheduc.20.4.0338.

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A questionnaire with 70 closed and 11 open questions was administered to 230 mathematics students enrolled in Grades 10 through 12, the majority of whom were enrolled in the traditional year-long 10th-grade course in plane geometry. Sections of the questionnaire dealt with the students' attributions of success or failure; their comparative perceptions of mathematics, English, and social studies; their view of mathematics as a discipline; and their attitude toward mathematics. The data, which are closely tied to a series of classroom and protocol studies, suggest the resolution of contradictory

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Tarr, James E., Douglas A. Grouws, Óscar Chávez, and Victor M. Soria. "The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses." Journal for Research in Mathematics Education 44, no. 4 (July 2013): 683–729. http://dx.doi.org/10.5951/jresematheduc.44.4.0683.

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We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-level hierarchical linear models of scores on 3 end-of-year outcome measures: a test of common objectives, an assessment of problem solving and reasoning, and a standardized achievement test. Stud

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Gavin, M. Katherine, Tutita M. Casa, Jill L. Adelson, Susan R. Carroll, Linda Jensen Sheffield, and Ann Marie Spinelli. "Project M3: Mentoring Mathematical Minds—A Research-Based Curriculum for Talented Elementary Students." Journal of Advanced Academics 18, no. 4 (August 2007): 566–85. http://dx.doi.org/10.4219/jaa-2007-552.

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To date, there has been very little research-based mathematics curriculum for talented elementary students. Yet the gifted education and mathematics literature suggest support for curriculum that is both enriched and accelerated with a focus on developing conceptual understanding and mathematical thinking. Project M3: Mentoring Mathematical Minds is a 5-year Javits research grant project designed to create curriculum units with these essential elements for talented elementary students. These units combine exemplary teaching practices of gifted education with the content and process standards p

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Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools." International Journal of Educational Reform 27, no. 1 (January 2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.

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This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differen

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Kovarik, Dina N., Davis G. Patterson, Carolyn Cohen, Elizabeth A. Sanders, Karen A. Peterson, Sandra G. Porter, and Jeanne Ting Chowning. "Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers." CBE—Life Sciences Education 12, no. 3 (September 2013): 441–59. http://dx.doi.org/10.1187/cbe.12-11-0193.

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We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic con

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Vinha, Luís Gustavo do Amaral, Camila Akemi Karino, and Jacob Arie Laros. "Factors Associated with Mathematics Performance in Brazilian Basic Education." Psico-USF 21, no. 1 (April 2016): 87–100. http://dx.doi.org/10.1590/1413-82712016210108.

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Abstract Several studies have indicated that student performance is strongly influenced by school context. Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. The information of 4,338,885 students who participated in the Brazilian national assessment of educational progress of 2009 was used. Multilevel analysis showed an intra-class correlation of .27 and .19 for the 5th grade of elementary school and 9th grade of middle school, the last year of middle sch

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English, Lyn D., and Donna T. King. "Designing an Earthquake-Resistant Building." Teaching Children Mathematics 23, no. 1 (August 2016): 47–50. http://dx.doi.org/10.5951/teacchilmath.23.1.0047.

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Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. This article is a comprehensive Earthquake Engineering activity that includes the Designing an earthquake-resistant building problem. The task was implemented in sixth-grade classes (10–11-year-olds). Students applied engineering design processes and their understanding of cross-bracing, tapered geometry, and base isolation to c

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Oppenheimer, Steven B., Jack I. Mills, Ali Zakeri, Trista R. Payte, Avi Lidgi, and MariaElena Zavala. "An Approach to Improving Student Success in Science, Technology, Engineering, and Mathematics (STEM ) Career Pathways." Ethnicity & Disease 30, no. 1 (January 16, 2020): 33–40. http://dx.doi.org/10.18865/ed.30.1.33.

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In this article, we report on an 11-year study that explores approaches to improve student success in college by a five-week summer program in Mathematics and Language Arts for entering freshmen. To recruit students into the program, we invited students accepted at the university and listed as underrepresented and economically disadvantaged (Pell-eligible) by the Office of Institutional Research at California State University, Northridge. The program consisted of all-day Math and English enhancement in mixed ability groups. Results of this program examining Math and English performance at

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Xu, Gang, Qianqian Sheng, Qinggang Xin, Yanxin Song, Gaoyan Zhang, Lin Yuan, Peng Zhao, and Jun Liang. "EEG Assessment in a 2-Year-Old Child with Prolonged Disorders of Consciousness: 3 Years’ Follow-up." Computational Intelligence and Neuroscience 2020 (November 24, 2020): 1–8. http://dx.doi.org/10.1155/2020/8826238.

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A 2-year-old girl, diagnosed with traumatic brain injury and epilepsy following car trauma, was followed up for 3 years (a total of 15 recordings taken at 0, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 14, 19, 26, and 35 months). There is still no clear guidance on the diagnosis, treatment, and prognosis of children with disorders of consciousness. At each appointment, recordings included the child’s height, weight, pediatric Glasgow Coma Scale (pGCS), Coma Recovery Scale-Revised (CRS-R), Gesell Developmental Schedule, computed tomography or magnetic resonance imaging, electroencephalogram, frequency of

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Uchio, Edward, Mihaela Aslan, John Ko, Carolyn K. Wells, Krishnan Radhakrishnan, and John Concato. "Velocity and doubling time of prostate-specific antigen: mathematics can matter." Journal of Investigative Medicine 64, no. 2 (January 14, 2016): 400–404. http://dx.doi.org/10.1136/jim-2015-000008.

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Changes in prostate-specific antigen (PSA) values are often reported as velocity or doubling time. We compared the association of these two calculations—at the time of PSA failure after primary treatment for prostate cancer—with prostate cancer mortality. From a source population of 1313 US Veterans with prostate cancer, including 623 treated with curative intent, the study population included 242 men experiencing biochemical failure, 81 after surgery and 161 after radiation therapy. Clinically relevant calculations of PSA velocity (linear slope) and PSA doubling time (logarithmic slope) were

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Suliman, Ashairi, Mohamed Yusoff Mohd Nor, and Melor Md Yunus. "Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools." GATR Global Journal of Business Social Sciences Review 7, no. 1 (February 20, 2019): 91–97. http://dx.doi.org/10.35609/gjbssr.2019.7.1(11).

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Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementat

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Polukhin, A. A., and M. V. Flint. "IN MEMORY OF PAVEL ANTONOVICH STUNZHAS (1940–2020)." Journal of Oceanological Research 48, no. 4 (December 18, 2020): 172–76. http://dx.doi.org/10.29006/1564-2291.jor-2020.48(4).11.

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The article is dedicated to Pavel A. Stunzhas, a highly qualified specialist in the field of Marine Hydrochemistry, a graduate from the Moscow Institute of Physics and Technology. He was a Senior Researcher at the Laboratory of Biohydrochemistry at the Shirshov Institute of Oceanology Russian Academy of Sciences, PhD on Physics and Mathematics sciences. July 2, 2020, he celebrated his 80th birthday, but by the will of fate and COVD'19, he suddenly passed away on October 29 of this year. He worked at the Institute of Oceanology for 46 years – from the first to the last days of his life.

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Oonk, Wil, Nico Verloop, and Koeno P. E. Gravemeijer. "Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice." Mathematics Education Research Journal 32, no. 4 (July 4, 2019): 563–88. http://dx.doi.org/10.1007/s13394-019-00269-y.

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Abstract This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective note

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Syyeda, Farhat, and Farhat Syyeda. "A Picture is Worth a Thousand Words: Examining learners’ illustrations to understand Attitudes towards Mathematics." Exchanges: The Interdisciplinary Research Journal 2, no. 2 (April 1, 2015): 234–48. http://dx.doi.org/10.31273/eirj.v2i2.113.

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This article presents my experience of using pictures/images drawn by children as a form of data in research and discusses the merits and implications of employing this method. It comes from research of a mixed method exploratory case study to investigate the attitudes of 11 and 15 year old secondary school students (in the East Midlands) towards Mathematics. The aim of this research was to gain an insight into the emotions, cognition, beliefs and behaviour of learners regarding Maths and the factors which influence their attitude. Besides using the tried and tested data collection tools such

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Denny, Eleanor. "To what extent does participation in extracurricular music affect the future aspirations of 11–12-year-olds? A small-scale investigation." British Journal of Music Education 24, no. 1 (February 9, 2007): 99–115. http://dx.doi.org/10.1017/s0265051706007248.

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I undertook this project as a 12-year-old student while studying research methods at the Children's Research Centre at the Open University. It has already been shown that doing music improves children's Mathematics and English scores. The aim of this study was to find out if it also raises the aspirations of the children taking part. A questionnaire was given out to 80 Year 7 children at two schools in Milton Keynes. Questions investigated the children's musical participation and future aspirations as well as their parents' attitudes and education.The most important findings are that the music

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Cantero, María-José, Raquel Bañuls, and Paz Viguer. "Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program." International Journal of Environmental Research and Public Health 17, no. 20 (October 19, 2020): 7621. http://dx.doi.org/10.3390/ijerph17207621.

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There is clear agreement about the importance of promoting emotional intelligence in school through programs integrated in the academic curriculum. The objective of this study is to analyze the impact of the EDI program on the emotional intelligence trait and on general academic performance, as well as mathematics and language performance. The participants were 5th grade elementary school students between 10 and 11 years old. A quasi-experimental repeated-measures design was used, with a comparison group and four assessment points. The results showed, on the one hand, the effectiveness of a tw

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SHAIKH, YUSUF H., A. R. KHAN, M. I. IQBAL, S. H. BEHERE, and S. P. BAGARE. "SUNSPOTS DATA ANALYSIS USING TIME SERIES." Fractals 16, no. 03 (September 2008): 259–65. http://dx.doi.org/10.1142/s0218348x08004009.

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The record of the sunspot number visible on the sun is regularly collected over the centuries by various observatories for studying the different factors influencing the sunspot cycle and solar activity. Sunspots appear in cycles, and last several years. These cycles follow a certain pattern which is well known. We analyzed monthly and yearly averages of sunspot data observed from year 1818 to 2002 using rescaled range analysis. The Hurst exponent calculated for monthly data sets are 0.8899, 0.8800 and 0.8597 and for yearly data set is 0.7187. Fractal dimensions1 calculated are 1.1100, 1.1200,

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Winston, Bente B., and Matthew T. Zunker. "Activities for Students: How Long Does It Take for a Person to Sober Up? Some Mathematics and Science of DUI." Mathematics Teacher 104, no. 1 (August 2010): 58–61. http://dx.doi.org/10.5951/mt.104.1.0058.

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The number of annual accidents and fatalities related to driving under the influence (DUI) across the United States is staggering. In 2008 alone, drivers under the influence caused 11,773 deaths, representing 32% of all highway fatalities that year. That is an average of one DUI-related death every 45 minutes, a number greater than three times the number of people killed on 9/11 and equivalent to the number of people killed if a large passenger airplane were to crash every week.

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