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Letteratura scientifica selezionata sul tema "Strategies in Mathematics"

Autore: Grafiati

Pubblicato: 7 giugno 2025

Ultima modifica: 2 agosto 2025

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Articoli di riviste sul tema "Strategies in Mathematics"

1

Rahim, Mohd Bekri. "Teaching Strategies in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 12, SP8 (2020): 671–76. http://dx.doi.org/10.5373/jardcs/v12sp8/20202569.

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Marcel, Uwintije, and Faustin Mugiraneza Dr. "Influence of Teaching Strategies on Students' Competences in Mathematics in Public Secondary Schools of Rwanda." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 10, no. 4 (2023): 158–68. https://doi.org/10.5281/zenodo.10205682.

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<strong>Abstract:</strong> This research assessed the influence of teaching strategies towards student's competences in Rwandan public secondary schools. Specifically, the study has to find out preferred mathematics teaching strategies in selected Rutsiro public secondary schools, and to assess the relationship between mathematics' teaching strategies and student's competences in Rutsiro public secondary schools. The study intends to assist teachers to improve their teaching strategies that directly empower students' competences. The researcher used descriptive survey design for the first and

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Marcel, Uwintije, and Faustin Mugiraneza Dr. "Teaching Strategies for Students' Competences in Mathematics in Public Secondary Schools of Rwanda." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 11, no. 1 (2024): 101–8. https://doi.org/10.5281/zenodo.10722145.

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<strong>Abstract:</strong> This research assessed the influence of teaching strategies towards student’s competences in Rwandan public secondary schools. Specifically, the study has to examine the current status of teaching strategies and students ‘competences in mathematics from selected Rutsiro Public Secondary Schools. The study intends to assist teachers to improve their teaching strategies that directly empower students’ competences. The researcher used descriptive survey design for the first and the second research question and the correlation research design was used t

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Liu, Xiu Hong. "Study on College Mathematics Education and Teaching Strategies." Advanced Materials Research 403-408 (November 2011): 1648–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1648.

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In order to improve the quality of college mathematic education, cultivating rational thinking of people, and improving the quality of nation, this paper make a comprehensive and systematic survey and analysis on college mathematic education. Results show that the team-constructer and quality of students in university have been changed, and it is not optimistic for mathematic learning of students. For the above problems, it is important and necessary to adjust the teaching content, improving teaching methods and means, promoting the cultural ideas and history of mathematics, and show humanisti

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Vazquez, M. Dorinda Mato, Rocío Chao, and Aurelio Chao. "Strategies to prevent anxiety towards mathematics." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2017): 99–104. http://dx.doi.org/10.18844/prosoc.v2i11.1909.

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SIA, Alberto R. "Strategies in Problem Solving in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 11, no. 09-SPECIAL ISSUE (2019): 48–51. http://dx.doi.org/10.5373/jardcs/v11/20192534.

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Ghatpande, Kalpana Abhay. "Innovative Teaching Strategies in Mathematics and Statistics." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (2019): 323–26. http://dx.doi.org/10.31142/ijtsrd20331.

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宋, 晓秋. "Infiltration Strategies of Mathematical Culture in College Mathematics Teaching." Creative Education Studies 12, no. 11 (2024): 597–601. http://dx.doi.org/10.12677/ces.2024.1211843.

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Akgun, Levent. "Pre-service elementary mathematics teachers' problem solving strategies." International Journal of Academic Research 6, no. 2 (2014): 178–85. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.27.

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Erbay, Gunes. "NAVIGATING MATHEMATICAL OBSTACLES: EIGHTH GRADE STUDENTS' JOURNEY IN OVERCOMING LEARNING CHALLENGES IN MATHEMATICS." Global Journal of Humanities and Social Sciences 03, no. 03 (2024): 01–07. http://dx.doi.org/10.55640/gjhss-social-326.

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This study delves into the challenges encountered by eighth-grade students while learning mathematics and examines the strategies they employ to overcome these hurdles. Through qualitative analysis, data were collected from interviews, observations, and surveys conducted among a sample group of eighth-grade students. The findings shed light on various impediments such as conceptual difficulties, lack of motivation, and anxiety towards mathematics. Additionally, the study highlights effective techniques utilized by students to navigate these obstacles, including peer collaboration, engaging tea

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Tesi sul tema "Strategies in Mathematics"

1

Koong, May-kay Maggie. "Development of addition strategies in young children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033672.

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Mustoe, Leslie. "Strategies for teaching engineering mathematics." Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/15428.

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This thesis is an account of experiments into the teaching of mathematics to engineering undergraduates which have been conducted over twenty years against a background of changing intake ability, varying output requirements and increasing restrictions on the formal contact time available. The aim has been to improve the efficiency of the teaching-learning process. The main areas of experimentation have been the integration in the syllabus of numerical and analytical methods, the incorporation of case studies into the curriculum and the use of micro-based software to enhance the teaching proce

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Moutsios-Rentzos, Andreas. "University mathematics students : thinking styles and strategies." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2285/.

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This study concentrates on the relationship between the students’ thinking styles (Stenberg, 1999) and the strategies (Kirby, 1988) the students employ when dealing with exam-type questions in mathematics. Thinking styles are the “preferred way[s] of using the ability one has” (Sternberg, 1999, p. 8) and are conceptualised to be relatively stable over time and context. A strategy is the “combination of tactics, or a choice of tactics, that forms a coherent plan to solve a problem” (Kirby, 1988, p. 230-231). The students’ attainment, the nature of task and the students’ views are also considere

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Swan, Paul, and Linda Marshall. "Mathematics games: Time wasters or time well spent?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80997.

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Globally education authorities are placing increasing emphasis on the development of literacy and numeracy in primary schools. This paper reports on research designed to assist teachers to improve the numeracy of their students by making the use of mathematics games a more focused aspect of the teaching and learning experience in mathematics. Classroom experience and anecdotal evidence suggest that games are often used without really focussing on the mathematics involved in playing the game,and are justified simply on the basis of children having ‘fun’. In this paper we report on the use of on

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Eriksson, Isabelle. "Lärares arbete med problemlösning i grundskolan : problemlösning som mål eller medel?" Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-62554.

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Syftet med denna studie var att försöka ta reda på hur lärare ser på problemlösning i matematikundervisningen och hur de väljer att göra den mer central i matematikundervisningen. Ambitionen var att finna lärarnas syn på problemlösning och strategier för hur de integrerar det i undervisningen. Jag valde att använda mig av fenomenografiska intervjuer som metod då den har som syfte att lyfta uppfattningar kring fenomenet. Tre lärare intervjuades, varav en undervisar i förskoleklass, en i årskurs 1 och en i årskurs 4. Utifrån studien framkommer det av resultatet att lärarna har som syfte att utve

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Heron, Michele. "How does Self-Regulation impact student’s use of Mathematical Strategies in a Remedial Mathematics Course?" Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1290048945.

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Galante, Dianna Rich Beverly Susan. "Web-based mathematics an examination of assessment strategies implemented in the online mathematics classroom /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088022.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed January 5, 2006. Dissertation Committee: Beverly Rich (chair), Sherry Meier, Norma Presmeg. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.

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Young, Po-yuk. "Profile of good computational estimators related mathematical variables and common strategies used." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14420478.

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Klingler, Kelly Lynn. "Mathematic Strategies for Teaching Problem Solving: The Influence of Teaching Mathematical Problem Solving Strategies on Students' Attitudes in Middle School." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5381.

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The purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word problems. A relationship from the Mathematics Attitudes survey scores on students' attitudes towards problem s

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Lescault, Julia M. Rich Beverly Susan. "Problem-solving strategies of eighth-grade accelerated mathematics students." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064533.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 7, 2006. Dissertation Committee: Beverly S. Rich (chair), Sherry L. Meier, Graham A. Jones, George A. Padavil, Larry D. Stonecipher. Includes bibliographical references (leaves 166-172) and abstract. Also available in print.

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Libri sul tema "Strategies in Mathematics"

1

Widener, Sandra, and Kate Kinsella. Mathematics: Reading strategies. Globe Fearon, 2001.

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Drab, Fackler Janis K., Pickett Linda H, and Shell Education, eds. Strategies for teaching mathematics. Shell Education, 2010.

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Griese, Birgit. Learning Strategies in Engineering Mathematics. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17619-8.

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Associates, Inc Curriculum. Comprehensive assessment of mathematics strategies. Curriculum Associates, 2006.

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Associates, Inc Curriculum. Comprehensive assessment of mathematics strategies. Curriculum Associates, 2006.

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Sullivan, Peter. Teaching mathematics: Using research-informed strategies. ACER Press, 2011.

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1937-, Kenney Joan M., and Association for Supervision and Curriculum Development., eds. Literacy strategies for improving mathematics instruction. Association for Supervision and Curriculum Development, 2005.

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Whitin, David Jackman. Living and learning mathematics: Stories and strategies for supporting mathematical literacy. Heinemann, 1990.

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Stephen, Krulik, ed. Problem-solving strategies in mathematics: From common approaches to exemplary strategies. World Scientific, 2015.

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Jarrett, Denise. Inquiry strategies for science and mathematics learning. Northwest Regional Educational Laboratory, 1997.

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Capitoli di libri sul tema "Strategies in Mathematics"

1

Blackburn, Barbara R., and Bradley S. Witzel. "Rigorous Mathematics Strategies." In Rigor for Students with Special Needs, 2nd ed. Eye on Education, 2021. http://dx.doi.org/10.4324/9780429354953-7.

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Stojanovic, Srdjan. "Advanced Trading Strategies." In Computational Financial Mathematics using MATHEMATICA®. Birkhäuser Boston, 2003. http://dx.doi.org/10.1007/978-1-4612-0043-7_9.

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Martcheva, Maia. "Control Strategies." In Texts in Applied Mathematics. Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7612-3_9.

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Abboud-Blanchard, Maha, and Aline Robert. "Strategies for Training Mathematics Teachers." In Mathematics Classrooms. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-281-5_13.

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Affili, Elisa, Serena Dipierro, Luca Rossi, and Enrico Valdinoci. "Strategies of the First Population." In Frontiers in Mathematics. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-67210-1_7.

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Beauwens, R. "Modified incomplete factorization strategies." In Lecture Notes in Mathematics. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/bfb0090898.

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Bollman, Mark. "Betting Strategies: Why They Don't Work." In Basic Gambling Mathematics, 2nd ed. A K Peters/CRC Press, 2023. http://dx.doi.org/10.1201/9781003358183-6.

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Codding, Robin S., and Ryan Martin. "Tier 3: Intensive Mathematics Intervention Strategies." In Handbook of Response to Intervention. Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7568-3_22.

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Notarnicola, Filippo. "Mathematical Formulation of Bioventing Optimal Design Strategies." In Mathematics in Industry. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23413-7_153.

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Stricker, Christophe. "Simple strategies in exponential utility maximization." In Lecture Notes in Mathematics. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-36107-7_21.

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Atti di convegni sul tema "Strategies in Mathematics"

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He, Su, Zhaoying Chen, and Anxin Zhu. "The relationship between mathematics reverse quotient and mathematics learning strategies in junior high school students." In 2024 14th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2024. https://doi.org/10.1109/itme63426.2024.00194.

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Kaur, Berinderjeet. "Mathematical literacy – A cornerstone of school mathematics." In INTERNATIONAL CONFERENCE ON MODELLING STRATEGIES IN MATHEMATICS: ICMSM 2024. AIP Publishing, 2025. https://doi.org/10.1063/5.0269192.

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Ramadhona, R., and A. Wintarti. "Strategic Flexibility of Pre-Service Mathematics Teachers in Problem Solving: A Literature Review." In 3rd International Conference on Education, Teaching and Learning 2024. iConferences (Pvt) Ltd, 2025. https://doi.org/10.32789/edcon.2024.3107.

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Abstract: A mathematical problem-solving strategy involves understanding and analyzing information, then translating it into mathematical form to find solutions. Strategic flexibility is the ability to use various strategies and being able to change and adapt strategies according to the situation at hand. This study presents a literature review on the strategies employed and strategic flexibility pre-service mathematics teachers in problem-solving. The research uses the Systematic Literature Review method, which consists of three stages, namely planning, conducting, and reporting. The articles

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"Preface: The 2nd International Conference on Mathematics and Mathematics Education (ICMMEd) 2023." In INTERNATIONAL CONFERENCE ON MODELLING STRATEGIES IN MATHEMATICS: ICMSM 2024. AIP Publishing, 2025. https://doi.org/10.1063/12.0036199.

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Bigotte, Emilia, and Vanda Santos. "STRATEGIES FOR SUPPORTING MATHEMATICS IN ENGINEERING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2764.

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Laurens, Theresia, Wilmintjie Mataheru, John N. Lekitoo, and Michael Inuhan. "Using GeoGebra classroom to learn mathematics." In INTERNATIONAL CONFERENCE ON MODELLING STRATEGIES IN MATHEMATICS: ICMSM 2024. AIP Publishing, 2025. https://doi.org/10.1063/5.0269202.

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Mitchell, William F. "Strategies for hp‐adaptive Refinement." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS: International Conference on Numerical Analysis and Applied Mathematics 2008. American Institute of Physics, 2008. http://dx.doi.org/10.1063/1.2990902.

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"Preface: International Conference on Modelling Strategies in Mathematics." In INTERNATIONAL CONFERENCE ON MODELLING STRATEGIES IN MATHEMATICS: ICMSM 2024. AIP Publishing, 2025. https://doi.org/10.1063/12.0036551.

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Afonso, Carlos, Fábio Ferreira, José Exposto, and Ana I. Pereira. "Comparing clustering and partitioning strategies." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2012: International Conference of Numerical Analysis and Applied Mathematics. AIP, 2012. http://dx.doi.org/10.1063/1.4756254.

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Kucharski, Rafał. "Convergence of optimal strategies under proportional transaction costs." In Advances in Mathematics of Finance. Institute of Mathematics Polish Academy of Sciences, 2008. http://dx.doi.org/10.4064/bc83-0-11.

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Rapporti di organizzazioni sul tema "Strategies in Mathematics"

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Sitabkhan, Yasmin, and Linda M. Platas. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0055.1807.

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This occasional paper examines common instructional strategies in early-grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the rev

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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature

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Noakes, Sierra, Alison Shell, Parker Van Nostrand, Alexis M. Murillo, Pati Ruiz, and Babe Liberman. AI-Powered Innovations in Mathematics Teaching & Learning: Initial Findings. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/229.

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This report discusses findings based on responses to a request for information (RFI) led by the Bill & Melinda Gates Foundation and Digital Promise, which received nearly 200 responses that described a variety of innovative approaches to leveraging artificial intelligence (AI) for mathematics teaching and learning. As AI becomes increasingly prevalent in education, three key questions often drive conversations around this emerging technology: What does AI in education look like today; what are the risks to leveraging AI in education and how might those risks be mitigated; and, what should

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Fonseca, Jodie, Laiba Bahrawar, Margaret M. Dubeck, Yasmin Sitabkhan, Christopher Cummiskey, and Devanshi Unadkat. Girls Have Academic Advantages and So Do Boys: A Multicountry Analysis of Gender Differences in Early Grade Reading and Mathematics Outcomes. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.rr.0049.2305.

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This paper contains a new analysis of gender differences in early grade reading and mathematics outcomes in 19 USAID-funded studies over the past decade from 14 locations in Africa, Asia, Latin America, and the Middle East. The paper addresses gaps in the literature related to learning patterns for girls and boys in lower- and middle-income countries and in early primary school. We analyzed the results from reading and mathematics assessments in grades 2 and 3, including differences in oral reading fluency (ORF) and quantitative comparison scores between boys and girls, as well as differences

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Sharpe, Pamela, Susan Wright, Sirene May Yin Lim, et al. Early intervention of Malay preschool teachers in promoting children’s mathematics learning. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22766.

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The study focused on improving kindergarten teachers’ ability to nurture early numeracy development and learning in K2 children. An intervention involving the experimental group included teachers who had already attended in-service training, as part of the initial pilot project, to assist them to understand pedagogical principles, practices and strategies to assist children’s development of numeracy skills, problem solving and reasoning. Further teacher guidelines, detailed lesson plans and mentorship were also provided on how to implement this in the classroom. The research adopted a pre-test

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Rosero-Bixby, Luis, and Tim Miller. The mathematics of the reproduction number R for Covid-19: A primer for demographers. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2022.res1.3.

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The reproduction number R is a key indicator used to monitor the dynamics of Covid-19 and to assess the effects of infection control strategies that frequently have high social and economic costs. Despite having an analog in demography’s “net reproduction rate” that has been routinely computed for a century, demographers may not be familiar with the concept and measurement of R in the context of Covid-19. This article is intended to be a primer for understanding and estimating R in demography. We show that R can be estimated as a ratio between the numbers of new cases today divided by the weig

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Cruz Grünebaum, Ana Aidé, Kevin Renato Rojas Sandoval, Sophia Verónica Maldonado Bode, Amber Gove, and Jennifer Elizabeth Johnson Oliva. Teacher Researchers in Guatemala: Lessons From an Action Research Experience to Address Educational Gaps in the Classroom. RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.op.0094.2501.

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The purpose of this article is to describe the learnings of primary school teachers in rural Guatemala as a result of an action research experience. This experience took place in the context of the “Basic Education Quality and Transitions” activity, or BEQT, funded by the United States Agency for International Development (USAID) and implemented by RTI International and its partners Funcafé, Funsepa, Wayfree, and the Universidad del Valle de Guatemala (UVG). UVG’s Centro de Investigaciones Educativas (CIE), as an RTI partner, developed and implements the “Teacher Researchers” program. The acti

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/bemw2865.

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Abstract (sommario):

Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic

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Covan, John Morgan, Lisa Sena-Henderson, Rush D. Robinett, III, et al. Final report: mathematical method for quantifying the effectiveness of management strategies. Office of Scientific and Technical Information (OSTI), 2005. http://dx.doi.org/10.2172/876366.

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