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Articles de revues sur le sujet « Learn math »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 31 juillet 2025

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1

Hassinger-Das, Brenna, Nancy C. Jordan, and Nancy Dyson. "Reading Stories to Learn Math." Elementary School Journal 116, no. 2 (2015): 242–64. http://dx.doi.org/10.1086/683986.

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Erickson, Joan J. "To Play or to Learn?" International Journal of Cyber Behavior, Psychology and Learning 5, no. 1 (2015): 56–74. http://dx.doi.org/10.4018/ijcbpl.2015010105.

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Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational im

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Kinser-Traut, Jennifer Y. "Why Math?" Mathematics Teacher 112, no. 7 (2019): 526–30. http://dx.doi.org/10.5951/mathteacher.112.7.0526.

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Lawson, Alyssa P., Arineh Mirinjian, and Ji Y. Son. "Can Preventing Calculations Help Students Learn Math?" Journal of Cognitive Education and Psychology 17, no. 2 (2018): 178–97. http://dx.doi.org/10.1891/1945-8959.17.2.178.

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Understanding how struggling students approach math is vital to designing effective math lessons. Many low achieving students rely on a weak knowledge of procedures and attempt calculations without adequate consideration of the problem. We investigated how enabling or preventing premature calculations affected learning math. Students were presented with explanations of math problems that either contained numbers, thus allowing for calculations, or contained variables, thus preventing the possibility of calculations. In Experiment 1, we asked students to learn from a conceptual explanation and

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KAYYIS, RAHMATIKA. "WHAT MATH STUDENTS NEED TO LEARN ENGLISH?" INOVISH JOURNAL 4, no. 1 (2019): 84. http://dx.doi.org/10.35314/inovish.v4i1.949.

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This research aims to analyse the needs in the process of learning English and to know the specific information about content and material needed by math students. This research is descriptive qualitative and conducted in the third semester of the Mathematics Education Department of STKIP Muhammadiyah Pringsewu Lampung. It was qualitative descriptive research by collecting data from interviews and documentation. The results show that English is important for professional needs because it is needed in all fields. In addition, speaking and grammar are difficult aspects for students. The basic la

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Green, Daniel, and Thomas Kearney. "Penguin Math." Mathematics Teaching in the Middle School 21, no. 2 (2015): 114–20. http://dx.doi.org/10.5951/mathteacmiddscho.21.2.0114.

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Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how male Emperor penguins are able to survive in Antarctica. In so doing, it addresses measurement, applies geometry, and helps foster problem-solving skills, all within a real-life context.

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Bay-Williams, Jennifer M., and Stefanie Livers. "Supporting Math Vocabulary Acquisition." Teaching Children Mathematics 16, no. 4 (2009): 238–46. http://dx.doi.org/10.5951/tcm.16.4.0238.

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Barta, James, Lucas Sánchez, and Jacob Barta. "Math in the Milpa." Teaching Children Mathematics 16, no. 2 (2009): 90–97. http://dx.doi.org/10.5951/tcm.16.2.0090.

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Deshpande, Dr Renuka. "Math-Lab: A Math Companion." International Journal for Research in Applied Science and Engineering Technology 13, no. 4 (2025): 2682–88. https://doi.org/10.22214/ijraset.2025.68816.

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MathLab is a substitute knowledge curriculum vitae designed to help students from elementary to high school with their studies. It offers a variety of interactive and AI-powered features to help students better understand and solve complex math problems. Key features include AI Tutor, where students can learn or review topics and even upload news to enhance learning; Air Solve, where students can draw math problems in the air and the system will instantly answer; Quick Solve, an AI-based video generator that creates videos that solve given problems and explain the solution, allowing students t

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Switzer, J. Matt. "Bridging the Math Gap." Mathematics Teaching in the Middle School 15, no. 7 (2010): 400–405. http://dx.doi.org/10.5951/mtms.15.7.0400.

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Apple, Michael W. "What Policy Can Learn from the Math Wars." Educational Policy 16, no. 3 (2002): 448–56. http://dx.doi.org/10.1177/08904802016003005.

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Warkentin, Don R. "Finger Math in Geometry." Mathematics Teacher 93, no. 4 (2000): 266–68. http://dx.doi.org/10.5951/mt.93.4.0266.

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To gesture or not to gesture; is that really the question? Try out my technique in your geometry classrooms. You may be pleased to learn that the careful and conscious use of finger math will reinforce meaning for many of your mathematics students.

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Sonday, Arlene W. "Language Skills Seminars: Adult Dyslexics Learn to Learn." Learning Disabilities Research & Practice 1, no. 2 (1986): 90–96. https://doi.org/10.1177/093889828600100205.

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The written language problems of millions of adolescents and adults with dyslexia are too often unrecognized or unaddressed by existing remedial programs. Language Skills Seminars (LSS), a private venture, was developed for this population primarily to remediate written language and math skills deficits. This article describes the LSS program, the guidelines for group formation, and the benefits of such grouping. Since the primary role of LSS has been to remediate language deficits, the paper focuses on the word attack/spelling course and its implementation. Also noted are the positive psychol

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Ryden, Robert. "Astronomical Math." Mathematics Teacher 92, no. 9 (1999): 786–92. http://dx.doi.org/10.5951/mt.92.9.0786.

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High school mathematics teachers are always looking for applications that are real and yet accessible to high school students. Astronomy has been little used in that respect, even though high school students can understand many of the problems of classical astronomy. Examples of such problems include the following: How did classical astronomers calculate the diameters and masses of Earth, the Moon, the Sun, and the planets? How did they calculate the distances to the Sun and Moon? How did they calculate the distances to the planets and their orbital periods? Many students are surprised to lear

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Vajiac, Bogdan. "Math Roots: Can a Sixth Grader Do Trig." Mathematics Teaching in the Middle School 15, no. 3 (2009): 176–80. http://dx.doi.org/10.5951/mtms.15.3.0176.

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Can sixth graders learn trigonometry? Although this material is taught at the high school and college levels, most sixth graders are smart enough to learn it. In fact, South Korean, Romanian, and American schools abroad introduce basic trigonometry in middle school. U.S. schools can do it, too. With the right preparation, any student can learn a bit of trigonometry; a simple curiosity is enough to get started.

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Student. "COMPULSORY SCIENCE AND MATH?" Pediatrics 83, no. 3 (1989): A92. http://dx.doi.org/10.1542/peds.83.3.a92a.

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"Why should we allow 13-year-old children to decide whether they will or will not study science and mathematics?" . . . "We compel children to learn to read, after all." As things stand, he added, only 15 percent of American high school students study physics, only 30 percent study chemistry and only 55 percent study algebra.

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Scalise, Nicole R., Mary DePascale, Nadia Tavassolie, Claire McCown, and Geetha B. Ramani. "Deal Me in: Playing Cards in the Home to Learn Math." Education Sciences 12, no. 3 (2022): 190. http://dx.doi.org/10.3390/educsci12030190.

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Recent meta-analyses have demonstrated a significant association between children’s early math achievement and their experiences with math at home, including their caregivers’ talk about math. However, few studies have investigated the relations between caregiver math talk and children’s learning with experimental designs. Eighty-six children (M = 5.0 years) and their caregivers were randomly assigned to play either a numeracy or a shape card game at home for six weeks. Data were collected on children’s number and shape knowledge and families’ math talk during gameplay. There was substantial p

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Stump, Sheryl L. "Learning to Lead/Leading to Learn." Teaching Children Mathematics 20, no. 3 (2013): 146–53. http://dx.doi.org/10.5951/teacchilmath.20.3.0146.

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Elementary and middle school teachers in a graduate class learned to use the PRIME Leadership Framework to focus on established principles, engaging with their colleagues, and specific tasks and challenges that math coaches face.

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Thames, Mark Hoover, and Deborah Loewenberg Ball. "What math knowledge does teaching require?" Teaching Children Mathematics 17, no. 4 (2010): 220–29. http://dx.doi.org/10.5951/tcm.17.4.0220.

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Cerbito, Adonis. "The Mediating Effect of Attitude toward Mathematics between Online Learning Readiness and Satisfaction." Psychology and Education: A Multidisciplinary Journal 22, no. 5 (2024): 567–73. https://doi.org/10.5281/zenodo.12791138.

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Online learning is perceived differently by students than face-to-face or traditional learning. Because the pandemic has sickened many people, students can still attend school whenever they want. Online math classes are less popular with students who aren't ready to learn in a new way. This study examined whether math attitudes affect online learning readiness. The study looked at 153 STEM high school students' performance in an entirely online math class. We used self-reporting tools like the OLRS, ATMI, and the online learning satisfactory scale to gather data (OLSS). According to OLS regres

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Lach, Tisa M., and Lynae E. Sakshaug. "Let's Do Math: Wanna Play?" Mathematics Teaching in the Middle School 11, no. 4 (2005): 172–76. http://dx.doi.org/10.5951/mtms.11.4.0172.

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Several articles have extolled the virtue of using games in mathematics class to explore various topics or skills. This article describes how an action research study was implemented to learn how students interacted with games in three important areas of mathematics.

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Rosenberg, Mitchell. "Teacher to Teacher: Learn about Statistics—Math League Baseball." Arithmetic Teacher 41, no. 8 (1994): 459–61. http://dx.doi.org/10.5951/at.41.8.0459.

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I wanted an enjoyable but practical way to introduce concepts of statistics to my sixth graders while reinforcing fundamental arithmetic skills. This activity gives students hands-on experience in solving real-world problems while granting them the power to own and operate their own major league baseball team. The project took ten days and is easy to do.

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Rickard, Laura N., and Colette Wilson. "Lettuce Learn Math: Teaching Mathematics with Seeds and Centimeters." Mathematics Teaching in the Middle School 11, no. 8 (2006): 368–77. http://dx.doi.org/10.5951/mtms.11.8.0368.

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To the reader contemplating the relationship between lettuce cultivation and mathematical concepts, visualize marking off a rectangle that is 32 feet long and 12 feet wide. Imagine driving 14 pieces of rebar (metal concrete reinforcing bar) into the ground at even intervals on the long sides of the rectangle.

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Small, Marian S. "Do You Speak Math?" Arithmetic Teacher 37, no. 5 (1990): 26–29. http://dx.doi.org/10.5951/at.37.5.0026.

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Educators and parents are all aware of the importance of regularly talking to children to enhance their language development in particular and their intellectual growth in general. These experiences give children opportunities to experiment with language, to interact with others through a language medium, and to participate meaningfully in the world of ideas. When children learn language, they take pleasure in using words they hear from others in arrangements that express their own unique ideas and thoughts. They do not simply repeat sentences; they create them.

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Lamberg, Teruni, and Carolyn Andrews. "Integrating literature and math." Teaching Children Mathematics 17, no. 6 (2011): 372–76. http://dx.doi.org/10.5951/tcm.17.6.0372.

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First-grade teacher Carolyn loves literature. She finds that reading stories to her students sparks their imaginations and motivates them to learn. Wanting to leverage their enthusiasm, Carolyn researched how to use literature in math class. She learned that stories establish familiar, interesting, realworld scenarios where students can explore mathematics within context and communicate their thinking in ways that makes sense to them (Moyer 2000). Storybooks present opportunities to examine mathematics in ways that reflect children's own experiences and interests and to talk about math in a “n

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Urick, Angela, Alison S. P. Wilson, Timothy G. Ford, William C. Frick, and Meredith L. Wronowski. "Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter." Educational Administration Quarterly 54, no. 3 (2018): 396–438. http://dx.doi.org/10.1177/0013161x18761343.

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Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information ha

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Susanti, Eka, and Siti Kumawati. "Learning with Mak Karjo Media to Increase Student Motivation for Learning Materials Trigonometry High School Students." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 537–41. http://dx.doi.org/10.14421/icse.v3.558.

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Math learning is growing as the times evolve. More and more media is used to enhance student learning motivation. This assessment aims to create a math learning design that can increase the motivation of learning students through Math card matchmaking (Mak Karjo) in high school students. As for the use is a descriptive method and the post facto method ex. The descriptive method used is with the development of pre-existing research results. While the method ex post facto, that is to assess the use of Media card soul mate in improving the motivation to learn high school students. Mak Karjo is th

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_, Ilmadi, and Yulianti Rusdiana. "PENGGUNAAN MICROSOFT MATH 4.0 UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK." Jurnal Karya Pendidikan Matematika 6, no. 2 (2019): 15. http://dx.doi.org/10.26714/jkpm.6.2.2019.15-19.

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This study aims to improve students' understanding of mathematical concepts through the use of Ms Math 4.0 software in the learning process. This research was conducted using a quasi-experimental method with a quantitative approach. There are two sample groups in this study: the experimental group which was carried out using Ms Math 4.0 and the control group with conventional learning. The method used is quasi-experimental using the Mann Whitney U test for data analysis. From the analysis results obtained: 1) Understanding the concept of students who learn by using Ms Math 4.0 software is high

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TASHMATOVA, ORMONOY RAKHIMOVNA, and HUSNIDA XAFIZALIYEVNA MELIYEVA. "Methods of working with problem in elementary school mathematics." International Journal of Academic Research in Business, Arts & Science ( IJARBAS.COM ) 2, no. 3 (2020): 32–43. https://doi.org/10.5281/zenodo.3707022.

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Thornton, Carol A., and Margaret A. Toohey. "Basic Math Facts: Guidelines for Teaching and Learning." Learning Disabilities Research & Practice 1, no. 1 (1985): 44–57. https://doi.org/10.1177/093889828500100106.

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Memorizing basic facts is difficult for many learning-disabled (LD) students. Recent research and curriculum development projects in Australia and the United States have investigated ways to make teaching and learning the facts easier. Research results and implications from four major projects are presented. Ten specific guidelines are then given and illustrated by examples from addition. Special emphasis is on modifying the sequence of instruction and the presentation of learning tasks within that sequence to match the learning style and needs of individual students. Suggestions for developin

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Albano, Anthony D., and Michael C. Rodriguez. "Examining Differential Math Performance by Gender and Opportunity to Learn." Educational and Psychological Measurement 73, no. 5 (2013): 836–56. http://dx.doi.org/10.1177/0013164413487375.

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Greene, Gary. "Math-Facts Memory Made Easy." Arithmetic Teacher 33, no. 4 (1985): 21–25. http://dx.doi.org/10.5951/at.33.4.0021.

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There comes a time when children in the primary grades are expected to increase the speed and accuracy with whlch they perform computational tasks. Mastery of basic addition and subtraction facts greatly facilitates a student's ability to achieve this objective. Although some children are able to learn math facts without individualized instruction, others require extensive support. For the latter students, teachers typically prescribe extra drill-and-practice activities (e.g., flash cards), often leading to disappointing and frustrating results for both the teacher and the child.

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Rahmawan, Andi Dian, and Nendra Mursetya Somasih Dwipa. "Pembelajaran Berbasis Teknologi Informasi dan Komunikasi Pada Mata Pelajaran Bahasa Inggris dan Matematika." Abdimas Dewantara 2, no. 1 (2019): 36. http://dx.doi.org/10.30738/ad.v2i1.2825.

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Both Math and English are the two subjects that most of students have difficulty on it. To understand Math requires logical thinking that most of students do not have. To understand English, in which the written and sound are different with our first language, requires habit to hear and write English a lot. Students need to be accustomed to using English on everyday activities. In fact, most of students tend to use Javanese or Indonesian to communicate to others. Teachers also get difficulties on motivating students to learn Math and English for the better future. Some students have struggled

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YC, Waliyati, Ira Lestary, Jihan Amira, Lucia Rini Sugiarti, and Fendy Suhariadi. "Influence of self-efficacy and peer social support on high school students' motivation to learn mathematics." Cendikia : Media Jurnal Ilmiah Pendidikan 15, no. 6 (2025): 366–73. https://doi.org/10.35335/cendikia.v15i6.6396.

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The purpose of this study is to examine the relationship between high school students' self-efficacy and peer support and their willingness to learn mathematics. One of the main issues facing the education sector is the motivation of high school students to comprehend mathematics. Students' willingness to learn mathematics is thought to be significantly impacted by peer social support. 66 high school students participated in the study, which used a quantitative sample technique. Structural equation modeling (SEM) with a non-specific bootstrapping approach was used to evaluate the data. The fin

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White, Paula A., Adam Gamoran, John Smithson, and Andrew C. Porter. "Upgrading the High School Math Curriculum: Math Course-Taking Patterns in Seven High Schools in California and New York." Educational Evaluation and Policy Analysis 18, no. 4 (1996): 285–307. http://dx.doi.org/10.3102/01623737018004285.

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Previous studies have indicated that students enrolled in the general math track do not take as much math and do not learn as much math as students in college-preparatory math courses ( Gamoran, 1987 ; Oakes, 1985 ; Porter, 1989 ). State, district, and school initiatives in California and New York have been developing mechanisms to address this problem of inequality by creating new transition math courses and eliminating the general math track. This study examines course-taking patterns of students in seven high schools in California and New York that have attempted to enroll lower level math

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Salsabila, Zahrina, Lintang Ega Shavira, and Ibrahim Ibrahim. "The Influence of Learning Mathematics in Online Learning on the Results of Mid-Semester Assessment." AlphaMath : Journal of Mathematics Education 8, no. 1 (2022): 11. http://dx.doi.org/10.30595/alphamath.v8i1.12118.

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This research is a quantitative analytical survey research with an explanatory method in which the researcher attempts to explain to what extent the effect of learning mathematics on the results of mid-semester assessments for class VIII students in one of the junior high schools in Tangerang Regency. The sample of this research is students in class VIII. The sample selection was done randomly by taking 31 students from a total of 70 students. In collecting data related to student learning, we distributed a simple questionnaire by google form and to obtain data on the results of the mid-semest

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Sellers, Patricia A. "From the classroom: The trouble with long division." Teaching Children Mathematics 16, no. 9 (2010): 516–20. http://dx.doi.org/10.5951/tcm.16.9.0516.

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The fourth graders were ready to learn long division; however, their teachers were hesitant to begin the unit—just as they are every year. In a grade-level meeting with the school's math consultant, the teachers voiced their typical concerns. The math consultant was a university mathematics education professor spending a semester of sabbatical working with teachers to find ways to help elementary-aged students get excited about doing math and about learning to make sense of math through problem-solving activities.

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Pettrey, Katherine V., Renee E. Lastrapes, and Paul Mooney. "Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders." Beyond Behavior 31, no. 1 (2022): 65–75. http://dx.doi.org/10.1177/10742956211072480.

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The present article provides educators of students with emotional and behavioral disorders with information on how to develop students’ math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming.

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Malloy, Carol. "Reflections on Practice: Perimeter and Area through the van Hiele Model." Mathematics Teaching in the Middle School 5, no. 2 (1999): 87–90. http://dx.doi.org/10.5951/mtms.5.2.0087.

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IN MANY CLASSROOMS, MATHEMATICS IS TAUGHT by using examples to show students how to solve problems, then having the students complete large numbers of similar problems (Battista 1999). This process, called “parrot math” by O'Brien (1999), overlooks research showing that students (1) develop knowledge through interaction between the student and the knowledge, (2) do not think like adults, and (3) learn well through social interaction. Disregarding current research on how students learn mathematics and continuing the use of “parrot math” can be harmful to students' broader understanding of mathe

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Geist, Eugene A., Melani W. Duffrin, and Sara M. Overholt. "Eating up mathematics." Teaching Children Mathematics 17, no. 9 (2011): 568–72. http://dx.doi.org/10.5951/teacchilmath.17.9.0568.

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Young children regularly learn important math concepts from examining the world around them. As a matter of fact, for the first five years of life, they construct math through everyday interactions with parents and care givers (Geist 2008). Daily activities, such as snack time and lunch, can serve as mathematical opportunities. When children distribute plates or crackers, they learn oneto- one correspondence. When they have a bowl of raisins, a parent can ask, How many? and count them with the child. And when cooking food, the mathematical opportunities increase exponentially.

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Era Setiyawati, Endang Fauziati, Darsinah, Minsih, and Yenny Prastiwi. "Problem Solving Errors in Mathematics Story Questions." JPI (Jurnal Pendidikan Indonesia) 11, no. 3 (2022): 466–79. http://dx.doi.org/10.23887/jpiundiksha.v11i3.46980.

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Daily problems are often expressed in the form of math story problems. However, mathematics is often seen as scary because it is difficult to learn, causing errors in doing math story problems. The aims of this study is analyses the types of problem-solving errors in solving math story problems and analyses the factors that cause problem solving errors in solving math story problems. This research is a type of qualitative research with a case study approach. The subjects in this study were elementary school students in grade 5 with the object of research being student errors in answering math

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Myers, Kayla D., Susan O. Cannon, and Sarah Bridges-Rhoads. "Math is in the Title." International Review of Qualitative Research 10, no. 3 (2017): 309–26. http://dx.doi.org/10.1525/irqr.2017.10.3.309.

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An ongoing experiment in (un)learning the humanist subject in qualitative and post qualitative inquiry, this writing-reading-thinking explores the tensions that two doctoral students and an assistant professor grapple with through an undirected/directed reading course and beyond. The paper takes up and troubles conventional academic writing practices that aim to present knowledge as finished and neatly packaged for consumption, pushing against the stable academic subject. We intend for the reader to experiment and play in the manuscript and to think with multiple fragments together. We hold a

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Sonnenschein, Susan, Claudia Galindo, Shari R. Metzger, Joy A. Thompson, Hui Chih Huang, and Heather Lewis. "Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities." Child Development Research 2012 (October 10, 2012): 1–13. http://dx.doi.org/10.1155/2012/851657.

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This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, and Caucasian parents in the United States, the majority were Chinese or Caucasian. Several important f

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Radhiatul Asna. "Analisis Bibliometrik terhadap Bahan Ajar Matematika Berbasis Vosviewer." Jurnal Pengabdian Masyarakat dan Riset Pendidikan 3, no. 1 (2024): 13–21. https://doi.org/10.31004/jerkin.v3i1.346.

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When children learn math, there are various misconceptions and lack of understanding of the ideas. It will be difficult for students to answer math problems if they do not understand the principles they learn in math class. The purpose of this study was to determine the current state of the research field of mathematics teaching materials and to identify potential future research topics. This research methodology uses bibliometric analysis. The research data was obtained through the Publish or Perish software with the Google scholar database, the keywords of mathematics teaching materials and

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Jamil, Faiza M. "Spring Showers Bring Many Flowers." Teaching Children Mathematics 23, no. 7 (2017): 402–3. http://dx.doi.org/10.5951/teacchilmath.23.7.0402.

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Spring is a great time for learning about nature and an even better time to learn math. Solving these math problems may help your students gear up for gardening and catching butterflies as cool, rainy days give way to colorful blooms and students become eager to spend time outside.

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Wronowski, Meredith L., Margaret Thornton, Bita Razavi-Maleki, Angelica W. Witcher, and Bryan J. Duarte. "Beyond Tracking: The Relationship of Opportunity to Learn and Diminished Math Outcomes for U.S. High School Students." Teachers College Record: The Voice of Scholarship in Education 124, no. 6 (2022): 196–224. http://dx.doi.org/10.1177/01614681221113473.

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Background/Context: In this study, we draw on evolving definitions of opportunity to learn (OTL) to conceptualize mathematics OTL has having two main components: structural OTL, defined by gatekeeping access to specific mathematics courses through the process of tracking, and instructional OTL, defined by the learning experiences of students in their mathematics courses. We also conceptualize both of these aspects of OTL as occurring in the current educational milieu, where sociopolitical factors reward or punish specific school strategies. Purpose/Objective/Research Question/Focus of Study: T

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Tillema, Erik S. "Math for Real: A Three-Girl Family." Mathematics Teaching in the Middle School 15, no. 5 (2009): 304–5. http://dx.doi.org/10.5951/mtms.15.5.0304.

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Mr. and Mrs. Ortenzi want to have three children. They have picked out three names for a boy and three names for a girl. Since Mrs. Ortenzi wants to have three girls, she would like to learn about the chance that this might occur. To help her determine her chance of having three girls, solve the problems below.

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PRAMARTHA, I. NYM BAGUS, and DEVIANA DEVIANA. "PENGARUH PMRI BERBANTUAN “KNOW-WHAT-LEARN WORKSHEET” TERHADAP SIKAP KEMAMPUAN PEMECAHAN MATEMATIKA." E-Jurnal Matematika 9, no. 1 (2020): 57. http://dx.doi.org/10.24843/mtk.2020.v09.i01.p279.

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Mathematics is a critical tool for young people as they confront issues and challenges in personal, occupational, societal, and scientific aspects of their lives. It is thus important to have an understanding of the degree to which young people emerging from school are adequately prepared to apply mathematics to understanding important issues and solving meaningful problems. This study aims to know the effect of Indonesian realistic mathematics education learning (PMRI) using know-what-learn worksheet to students’ attitude and problem solving ability of grade VII SMP Negeri 1 Kuta Utara. This

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Donoahue, Zoe. "Opening the World of Mathematics: The Daily Math Discussion." Teaching Children Mathematics 22, no. 7 (2016): 428–33. http://dx.doi.org/10.5951/teacchilmath.22.7.0428.

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Ferguson, Christine. "A Trip to the Circus." Teaching Children Mathematics 22, no. 6 (2016): 338–39. http://dx.doi.org/10.5951/teacchilmath.22.6.0338.

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A trip to the circus is so much fun. You will see elephants, tightrope walkers, lions, tigers, and more! But did you know that you could also learn math while you are there? Let's see how much we can learn at the circus.

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