Bibliografie tematiche / Year 11 Mathematics

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Letteratura scientifica selezionata sul tema "Year 11 Mathematics"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 19 febbraio 2022

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Articoli di riviste sul tema "Year 11 Mathematics"

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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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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Tesi sul tema "Year 11 Mathematics"

Türnüklü, Elif Beymen. "Mathematics teachers' assessment practices and formative assessment : a study of teachers of 11-14 year olds in Turkey and England." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30944.

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Teacher assessment and formative assessment have a crucial place in the teaching and learning process. Their value especially was increased due to the changing perspectives of educational assessment in the last decade. This study therefore, has been designed to identify, examine and compare secondary mathematics teachers' assessment practices and formative assessment in Turkey and England. For this study multiple case studies, approached under the qualitative paradigm were chosen as the main approach. Semi-structured interviewing and non-participant observation (being a complete observer) were

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Peard, Robert, and mikewood@deakin edu au. "The Effect of social background on the development of probabilistic concepts." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.154933.

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This research explores how the social backgrounds of a group of students contributed to their intuitive knowledge in probabilistic reasoning, and influenced their processing of the associated mathematics. A group of Year 11 students who came from families for whom the phenomenon of track gambling formed an important part of their cultural background was identified. Another group consisting of students in the same mathematics course (Year 11 Maths in Society) but from families for whom the phenomenon of gambling in any form was totally absent from their social backgrounds was identified. Twenty

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Kwang, Teong Su. "The effect of metacognitive training on the mathematical word problem solving of Singapore 11-12 year olds in a computer environment." Thesis, University of Leeds, 2000. http://etheses.whiterose.ac.uk/813/.

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This study aims to establish the extent to which metacognitive training plays a part in Singapore primary students' word problem solving in a computer environment. The study involved 142 Singapore 11 to 12-year-old students from two primary schools. The study adopts a two-phase design, combining a quasi-experimental design and a case study design. For the quasi-experimental design, analysis of students' mathematical achievement test data is used to investigate the relationship between metacognitive training, students' level of mathematical achievement and their mathematical word problem solvin

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Kerridge, Susan. "A study into the improvement in the mathematical academic attainment of low attainers in Year 7 (11–12 year olds) when accelerated learning is used as a teaching pedagogy in the classroom." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3500/.

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As a practitioner with over 20 years of classroom experience, I felt that low attainers in mathematics had a fear of failure and that this had a negative effect on the pupils‟ academic attainment. In order to address this I instigated a pilot study with low attainers in year 7 using accelerated learning. The pilot study used descriptive narrative to capture the teacher‟s and pupils‟ responses and in the vignettes presented the reader will see how these fears were addressed. Statistical analysis of pupils‟ academic attainment demonstrated unequivocally that pupils in the experimental group had

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Mubark, Ma’Moon Mohammad. "Mathematical Thinking And Mathematics Achievement Of Students In The Year 11 Scientific Stream In Jordan." 2005. http://hdl.handle.net/1959.13/24864.

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The first aim of this study was to identify important aspects of mathematical thinking, and to investigate the relationships between the different aspects of mathematical thinking and mathematics achievement. The second aim was to examine possible gender and school location (urban, suburban, and rural) differences related to aspects of mathematical thinking and mathematics achievement. Two assessments were developed that were suitable for students in the Year 11 scientific stream in Jordan. One test was for aspects of mathematical thinking and the other for mathematics achievement, the latter

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Libri sul tema "Year 11 Mathematics"

Maths for 10-11 year olds. London: Letts, 1996.

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Maths for 10-11 year olds. London: Letts Educational, 1990.

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International Conference on Applied Mathematics and Mathematical Physics (2000 Shahjalal University of Science and Technology, Sylhet, Bangladesh). Proceedings of International Conference on Applied Mathematics and Mathematical Physics: An event of international mathematic year 2000, 11-15 September, 2000. Sylhet: Dept. of Mathematics, Shahjalal University of Science & Technology, 2000.

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Burndred, Stafford. National curriculum mathematics attainment tests: Key stage 3 (11-14 year olds). 2nd ed. London: DP Publications, 1993.

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Burndred, Stafford. National curriculum mathematics attainment tests: Key stage 3 (11-14 year olds). London: DP, 1992.

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Mills, Steve. Language book 2: Using maths vocabulary for 9-11 year olds. Oxford: Heinemann, 1999.

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Askew, Mike. Using and applying mathematics for 7 to 11 year olds: Teaching and learning strategies. Oxford: Heinemann, 1997.

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Khalil, Bitar, Chamseddine Ali, and Sabra Wafic, eds. Proceedings of the International Conference on the Mathematical Sciences after the year 2000: Beirut, Lebanon, 11-15 January 1999. Singapore: World Scientific, 2000.

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Linda, Terry, ed. Homework helpers: Maths : ages 10-11, key stage 2, year 6. Harlow: Longman, 2000.

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Thomas, Alice, Norman Fisher, David Calvey, and Michael Brown. Cambridge General Mathematics Year 11. University of Cambridge ESOL Examinations, 2000.

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Capitoli di libri sul tema "Year 11 Mathematics"

Pesci, Angela. "Visualization in Mathematics and Graphical Mediators: An Experience with 11-12 Year Old Pupils." In NATO ASI Series, 34–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57771-0_3.

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Barker, Debbie, and Craig Pournara. "Designing Mathematics Tasks for the Professional Development of Teachers Who Teach Mathematics Students Aged 11–16 Years." In Proceedings of the 13th International Congress on Mathematical Education, 701–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_113.

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Kyriakides, Andreas O., Maria Meletiou-Mavrotheris, and Theodosia Prodromou. "Changing Children's Stance towards Mathematics through Mobile Teaching." In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, 122–45. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8714-1.ch006.

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In this chapter, we argue for the importance of embedding computer programming into existing mathematics curricula through the use of educational games apps. We illustrate the apps' opportunities by showing how programming was incorporated into a task undertaken by a group of 10-11 year old students. This was their first experience of computer programming at the primary level. The results of this study contribute to understanding a) the development of students' reasoning about mathematical concepts and procedures throughout the participants' engagement with A.L.E.X. app, and b) students' articulated impressions about educational games apps with mathematical content, including students' acknowledgment of the pedagogical role that an iPad could play.

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Prodromou, Theodosia, Maria Meletiou-Mavrotheris, and Andreas O. Kyriakides. "Students' Kinaesthetic Interactions with a Touch-Enabled Virtual Mapping Tool." In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, 1–23. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8714-1.ch001.

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Recent technology advances have substantially changed the way we teach and learn mathematics providing educators with opportunities for creating novel inquiry-based learning environments by increasing the range and sophistication of possible classroom activities. The affordances provided by mobile technologies can motivate students to engage in authentic problem solving activities that can promote their mathematical learning, and the attainment of important competencies essential in modern society. This chapter reports on the main experiences gained from a study that exploited affordances of tablet devices used by young students (11-year old). Findings from the study indicate that general purpose apps such as Recce that was employed in the current study can scaffold learning of the mathematics curriculum in educationally powerful ways that engage students and promote their mathematical growth.

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Moscardini, Lio. "Collaborating Across the Pond: Cognitively Guided Instruction Project." In Theory and Practice: An Interface or A Great Divide?, 401–5. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.76.

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This paper describes a primary-school (ages 5-11) project implemented in Scotland, based on the United States research from Cognitively Guided Instruction (CGI), and as envisioned by Dr. Lio Moscardini. Three schools, two public and one private, participated in this two-year long initial study that focused on helping teachers to understand the developmental stages pupils naturally progress through in order to understand the mathematics for their class level as defined by the Scottish government. This project provides evidence that a rise in attainment can occur by focusing on teachers’ knowledge, pedagogy, and pedagogical content knowledge in relation to mathematics rather than by focusing on attainment itself. Additionally, this project addresses the teaching and learning of a diverse group of students, i.e. inclusion, low socio-economics.

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"Mathematical Makeovers: Using Existing Mathematics Problems to Promote the Development of Thinking Skills." In Teaching Thinking Skills across the Middle Years, 79–108. David Fulton Publishers, 2014. http://dx.doi.org/10.4324/9780203065341-11.

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Gallea, Sandro, and Roberto Gallea. "A Math E-Learning Course to Improve Pupils’ Performances." In Handbook of Research on Didactic Strategies and Technologies for Education, 763–71. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch066.

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This chapter presents an e-learning teaching/learning activity to support the traditional activities at school. It was developed as a part of a P.O.R. project (Piano Operativo Regionale) of the Regione Sicilia for the Mathematics subject. The experiment was conducted at Libero Grassi school (Istituto Tecnico Commerciale Statale) in Palermo, Italy. The designated e-learning platform is the open source system, Moodle. The main purpose of the formative activity is to reduce students’ educational gap, which may generate “educational debits” at the end of the school year. If the students do not overcome these debits, they are not admitted to the next year. This activity took place during the second four-month term of the 2010/11 academic year. Results were excellent; no students had any educational debits. There was also an improvement in the students’ attitude towards the subject in the collaborative and cooperative approach between the students and the teacher. It was also positive for the rest of the class.

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"Writing about mathematics." In Creative Teaching: Mathematics in the Early Years and Primary Classroom, 88–104. David Fulton Publishers, 2007. http://dx.doi.org/10.4324/9780203826294-11.

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"Knowing and Understanding Mathematics: Concerning a Theory of Instruction." In Mathematics Teaching in the Early Years, 41–66. Routledge, 2013. http://dx.doi.org/10.4324/9780203062500-11.

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"Shape and space." In Mathematics in Early Years Education, 127–56. Routledge, 2013. http://dx.doi.org/10.4324/9780203810385-11.

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Atti di convegni sul tema "Year 11 Mathematics"

Pushkov, V., and S. Zavjalov. "The natives of Smolensk province – first-year students of Moscow university of 1917." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1793.978-5-317-06529-4/89-95.

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In 1917 Smolensk province stood on the second place by the quantity of sophomores of the Moscow university next to Vladimir province (139 and 158 students correspondingly). 7 districts out from 11 were represented. Mainly graduators of gymnasia and the Seminary entered the university. For the first time 8 girls became students. Principally the social structure of students included petty bourgeoisie, clergy and peasantry. Most part of students entered physics and mathematics department, much smaller part entered medical department and ones of law and of linguistics and history.

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Ławrynowicz, Julian, Tatsuro Ogata, and Osamu Suzuki. "Differential and integral calculus for a Schauder basis on a fractal set (I) (Schauder basis 80 years after)." In Lvov Mathematical School in the Period 1915-45. Warsaw: Institute of Mathematics Polish Academy of Sciences, 2009. http://dx.doi.org/10.4064/bc87-0-11.

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Latifah, Leny, Yusi Dwi Nurcahyani, Suryati Kumorowulan, and Diah Yunitawati. "Iodine Deficiency Associated with Adolescent Cognitive Performance in Endemic Iodine Deficiency Endemic Area." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.24.

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ABSTRACT Background: Iodine deficiency is one of the most important public health problems in the world today, especially among children and pregnant women who are considered to be the highest-risk groups. These diseases hinder the socio-economic development of the affected areas. This study aimed to determine iodine deficiency associated with adolescent cognitive performance in endemic iodine deficiency endemic area. Subjects and Method: This is a cross-sectional study conducted in Bulu district, Temanggung. A sample of 120 adolescents range age 11-14 years old was selected by cluster samplin

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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in acad

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Patil, Parimal A., Prasanna Chidambaram, M. Syafeeq Bin Ebining Amir, Pankaj K. Tiwari, Debasis P. Das, Mahesh S. Picha, M. Khaidhir B A Hamid, and Raj Deo Tewari. "FEP Based Model Development for Assessing Well Integrity Risk Related to CO2 Storage in Central Luconia Gas Fields in Sarawak." In International Petroleum Technology Conference. IPTC, 2021. http://dx.doi.org/10.2523/iptc-21472-ms.

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Abstract Underground storage of CO2 in depleted gas reservoirs is a greenhouse gas reduction technique that significantly reduces CO2 released into the atmosphere. Three major depleted gas reservoirs in Central Luconia gas field, located offshore Sarawak, possess good geological characteristics needed to ensure long-term security for CO2 stored deep underground. Long-term integrity of all the wells drilled in these gas fields must be ensured in order to successfully keep the CO2 stored for decades/centuries into the future. Well integrity is often defined as the ability to contain fluids witho

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Ebuzeme, Ifeanyichukwu, Oladipo Olatunji, and Babatope Olufemi. "Factorial Design Validation of an Environmentally Benign Water-Based Drilling Fluid from Sweet Potato Peels at Elevated Temperatures." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/207097-ms.

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Abstract In recent years, several research types have been carried out to produce environmentally-benign drilling fluid additives using locally sourced substances. Still, the formulation of a more effective and cheaper viscosifier for a better hole cleaning ability that lowers risk in lost circulation zones, especially at higher temperatures, remains a critical research subject. This study examines the use of Sweet Potato Peels Extract (PPE), a more readily available by-product, as a drilling fluid additive. A 23 factorial experiment that considers temperature, PPE and Xanthan Gum (X.G.) as fa

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