Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Attitudes towards mathematics, mathematics attitude scale, to determine students’.

Author: Keengwe, Jared
Publisher: IGI Global
ISBN: 1522563326
Category : Education
Languages : en
Pages : 441

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Book Description
Global awareness and competency has become an essential part of higher education and professional development. Expanding beyond the traditional ideas of learning and education, it is important to provide research that will help students prepare for the global future. The Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work is a pivotal reference source that provides vital research on the intersection of life and work skills in higher education and professional development. While highlighting topics such as research engagement, learning assessment, and multicultural competence, this publication explores the preparation of twenty-first century learners, as well as the methods of promoting critical and creative thinking. This book is ideally designed for educators, academicians, education administrators, researchers, and upper-level students seeking current research on global knowledge and skills in contemporary education and organizations.

Author: Kip Wood
Publisher:
ISBN:
Category : Equations
Languages : en
Pages : 120

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Book Description
Because of an emerging body of research and a wealth of classroom experiences, the National Council of Teachers of Mathematics adopted representation as a process standard in 2000 to add to the four previously adopted (1989) process standards - problem solving, reasoning and proof, connections, and communication. The purpose of this study was to determine the effect of using multiple representations on learning to solve equations at the grade 11 level. The sources of data included three unit test scores for two different groups over a seven-week period prior to the treatment and a test score for the two groups after the treatment. Because of small class sizes (23 and 26), the statistical results need to be verified in future studies with larger groups. However, the results of this study indicate that students benefit from a multi-representational approach to equation solving. Students in the experimental group chose the graphing method of solving equations more often than the algebraic method and had more success with graphing compared to the algebraic approach. However, on some questions, students in the experimental group scored lower with the graphical method than the algebraic method. These results indicate that teachers need to weigh the benefits of teaching mathematical concepts with more than one representation against the costs of the learning demands placed on the student.

Author: Kip Wood
Publisher:
ISBN:
Category : Equations
Languages : en
Pages : 0

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Book Description
Because of an emerging body of research and a wealth of classroom experiences, the National Council of Teachers of Mathematics adopted representation as a process standard in 2000 to add to the four previously adopted (1989) process standards - problem solving, reasoning and proof, connections, and communication. The purpose of this study was to determine the effect of using multiple representations on learning to solve equations at the grade 11 level. The sources of data included three unit test scores for two different groups over a seven-week period prior to the treatment and a test score for the two groups after the treatment. Because of small class sizes (23 and 26), the statistical results need to be verified in future studies with larger groups. However, the results of this study indicate that students benefit from a multi-representational approach to equation solving. Students in the experimental group chose the graphing method of solving equations more often than the algebraic method and had more success with graphing compared to the algebraic approach. However, on some questions, students in the experimental group scored lower with the graphical method than the algebraic method. These results indicate that teachers need to weigh the benefits of teaching mathematical concepts with more than one representation against the costs of the learning demands placed on the student.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 506

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Book Description

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Because of an emerging body of research and a wealth of classroom experiences, the National Council of Teachers of Mathematics adopted representation as a process standard in 2000 to add to the four previously adopted (1989) process standards - problem solving, reasoning and proof, connections, and communication. The purpose of this study was to determine the effect of using multiple representations on learning to solve equations at the grade 11 level. The sources of data included three unit test scores for two different groups over a seven-week period prior to the treatment and a test score for the two groups after the treatment. Because of small class sizes (23 and 26), the statistical results need to be verified in future studies with larger groups. However, the results of this study indicate that students benefit from a multi-representational approach to equation solving. Students in the experimental group chose the graphing method of solving equations more often than the algebraic method and had more success with graphing compared to the algebraic approach. However, on some questions, students in the experimental group scored lower with the graphical method than the algebraic method. These results indicate that teachers need to weigh the benefits of teaching mathematical concepts with more than one representation against the costs of the learning demands placed on the student.

Author: Jo Boaler
Publisher: John Wiley & Sons
ISBN: 1119357918
Category : Education
Languages : en
Pages : 304

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Book Description
Engage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the seventh-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same message—that they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual math tasks have been shown to improve student test scores, and more importantly change their relationship with mathematics and start believing in their own potential. The tasks in Mindset Mathematics reflect the lessons from brain science that: There is no such thing as a math person - anyone can learn mathematics to high levels. Mistakes, struggle and challenge are the most important times for brain growth. Speed is unimportant in mathematics. Mathematics is a visual and beautiful subject, and our brains want to think visually about mathematics. With engaging questions, open-ended tasks, and four-color visuals that will help kids get excited about mathematics, Mindset Mathematics is organized around nine big ideas which emphasize the connections within the Common Core State Standards (CCSS) and can be used with any current curriculum.

Author: Amy L. Davis
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 92

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Book Description
In my mathematics teaching experiences, I have found students encountering difficulties in successfully remembering and demonstrating all of the major concepts they have learned during the school year. Whether or not the students actually learn and remember the content is a problem numerous teachers experience. As a result, I decided to implement writing into a lower-level seventh grade math classroom to determine if writing would affect student learning. The study was implemented with sixteen lower-level seventh grade math students during the first ten weeks of the 2008-2009 school year at Northwest Junior High in the Iowa City Community School District. Pre-surveys and post-surveys were given to students to determine their attitudes toward mathematics and writing. A pretest and posttest was also administered to assess the effects writing ad on students' growth and achievement over the en week study. Students used their writing skills to explain their reasoning behind their answers. Students also wrote in a journal an average of two times per week. Results from the study showed a minimal increase in the number of students having a positive attitude towards math along with a minimal increase in student achievement. These results may be due to implementation of writing in the mathematics curriculum.

Author: Diana Kay Vesely
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 58

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Book Description

Author: Asha K. Jitendra
Publisher:
ISBN:
Category :
Languages : en
Pages : 13

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Book Description
Ratio and proportional relationships are of primary importance during the upper elementary and middle school grades (Kilpatrick, Swafford, & Findell, 2001; National Council of Teachers of Mathematics, 1989, 2000; National Mathematics Advisory Panel [NMAP], 2008). These relationships, along with the interrelated topics of fractions, decimals, and percent provide a critical foundation for algebra (NMAP, 2008). Proportionality involves the concept of ratio and is central to topics in mathematics such as linear functions, scale drawings, similarity, trigonometry, and probability. Proportionality is also at the core of many important concepts in the physical and social sciences. Solving even simple proportion problems is challenging for many children and adolescents when they lack understanding of the problem situation and whether a solution strategy is applicable (Adjiage & Pluvinage, 2007; Fujimura, 2001; Lamon, 2007; Lobato et al., 2010; Miyakawa & Winslow, 2009; NMAP, 2008; Tourniaire & Pulos, 1985; Weinberg, 2002). Although students require instruction that supports the development of underlying concepts and flexible procedures to solve proportion problems (NMAP, 2008; Tourniaire & Pulos, 1985), few intervention studies have been conducted to improve students' learning of ratios and proportions. The purpose of this study was to replicate and extend the study of the schema based instruction (SBI) intervention conducted by Jitendra et al. (in press) that demonstrated impact in proportional problem solving for a homogeneous sample. The following research questions were examined: (1) What are the effects of the SBI intervention on seventh-grade students' proportional problem solving immediately following the intervention and eight weeks following treatment; (2) What are the effects of the SBI intervention on problem solving immediately following the intervention and eight weeks following treatment for students receiving special education services; (3) What are the effects of the SBI intervention on seventh-grade students' general mathematical problem solving; (4) What are the effects of the SBI intervention on general mathematical problem solving for students receiving special education services; and (5) Does the treatment moderate students' learning trajectory over time? The consistent effects in previous randomized studies suggest confidence in the positive effects of SBI in enhancing proportional problem solving (PPS) for all students. This study replicated and extended earlier findings thus enhancing external validity. An SBI effect emerged for the immediate PPS test but unlike the original study (Jitendra et al., in press), participants did not maintain this learning over time for the PPS delayed posttest and the GMADE test. Future research, including a larger sample, is needed to confirm for whom and under what conditions the SBI intervention has positive effects. Tables are appended.