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Examining Factors Of Success In Math
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Book Synopsis Examining Factors of Success in Math by : Darla R. Kelberlau-Berks
Download or read book Examining Factors of Success in Math written by Darla R. Kelberlau-Berks and published by . This book was released on 2015 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the complex topic of the Achievement Gap that exists with many African American male students. Parting company with previous studies of the under-achievement of African American students, this study considered factors that have led to success in high school math achievement by listening to the voices of six African American male students. Using in-depth individual interviewing as a methodology, the study investigated the students' perspectives on the impact of the teacher, instructional strategies, and the students' own beliefs about their math abilities. The following themes were found to be significant to the success of these six African American males: a) Factors related to self (including ideas related to attitude towards math, view of own mathematical abilities, and the role of race). b) Factors related to the teacher (including engaging learning tasks, positive classroom environment, and a display of care for students). c) Factors related to the support of learning (including access to help, involvement in school, and other supporting adults). Contrary to other research findings, the role of race was not clearly identified as a significant factor.
Book Synopsis Examining Mathematics Practice Through Classroom Artifacts by : Lynn T. Goldsmith
Download or read book Examining Mathematics Practice Through Classroom Artifacts written by Lynn T. Goldsmith and published by Allyn & Bacon. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering an innovative framework, this book helps teachers learn how to use classroom artifacts to assess students' mathematical thinking and students' understanding of mathematical content. Teachers need to be able to diagnose what their students do and don't understand about mathematics. This book helps teachers become more analytic about their students' thinking by showing them how to use student artifacts to evaluate what is happening in the classroom. Focusing on elementary through middle grades, chapters investigate what classroom artifacts are, how to interpret them and ways to use these data to improve mathematics instruction.
Book Synopsis Conditions Beyond Teaching that Affect Learning Mathematics by : Sandra Maitz Nichols
Download or read book Conditions Beyond Teaching that Affect Learning Mathematics written by Sandra Maitz Nichols and published by . This book was released on 1995 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mathematical Cognition and Understanding by : Katherine M. Robinson
Download or read book Mathematical Cognition and Understanding written by Katherine M. Robinson and published by Springer Nature. This book was released on 2023-05-31 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on elementary and middle school children’s understanding of mathematics as well as the cognitive aspects involved in the development of mathematical knowledge, skills, and understanding. Children’s success in and understanding of mathematics stem from factors beyond the mathematics curriculum. Researchers are increasingly becoming aware of the necessity to consider a complex set of variables when accounting for large individual differences in mathematics achievement. These chapters contribute to how both researchers and educators can consider the multidimensionality of skills involved in developing mathematical knowledge in the middle school years as well as to how this knowledge can be used to enhance practices in the mathematics classroom. Topics include the cognitive and spatial skills involved in mathematics knowledge, the role of motivation in mathematics learning, the neurological processes and development of children’s mathematics skills, the development of understanding of arithmetic and fraction concepts, the factors relating to children’s word problem success, and techniques to promote mathematics understanding. This book and its companion, Mathematical Teaching and Learning, take an interdisciplinary perspective to mathematical learning and development in the elementary and middle school years. The authors and perspectives in this book draw from education, neuroscience, developmental psychology, and cognitive psychology. The book will be relevant to scholars/educators in the field of mathematics education and also those in childhood development and cognition. Each chapter also includes practical tips and implications for parents as well as for educators and researchers.
Book Synopsis Mathematics Success and Failure Among African-American Youth by : Danny Bernard Martin
Download or read book Mathematics Success and Failure Among African-American Youth written by Danny Bernard Martin and published by Routledge. This book was released on 2000 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brings together theory & methods from cultural & cog. perspectives to examine forces contributing to why a dispropriate no. of African-Amer. students don't reach their potential in math & are then underrepresented in professions requiring math skills.
Book Synopsis Threats to Success in Mathematics: Examining the Combined Effects of Choking Under Pressure and Stereotype Threat by :
Download or read book Threats to Success in Mathematics: Examining the Combined Effects of Choking Under Pressure and Stereotype Threat written by and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Management Association, Information Resources Publisher :IGI Global ISBN 13 :1605669873 Total Pages :2130 pages Book Rating :4.6/5 (56 download)
Book Synopsis Networking and Telecommunications: Concepts, Methodologies, Tools, and Applications by : Management Association, Information Resources
Download or read book Networking and Telecommunications: Concepts, Methodologies, Tools, and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2010-01-31 with total page 2130 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This multiple-volume publications exhibits the most up-to-date collection of research results and recent discoveries in the transfer of knowledge access across the globe"--Provided by publisher.
Book Synopsis Affect and Mathematics Education by : Markku S. Hannula
Download or read book Affect and Mathematics Education written by Markku S. Hannula and published by Springer. This book was released on 2019-06-03 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
Book Synopsis Learning Mathematics Successfully by : Clark J Hickman
Download or read book Learning Mathematics Successfully written by Clark J Hickman and published by IAP. This book was released on 2019-09-01 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.
Book Synopsis Teaching Math to Multilingual Students, Grades K-8 by : Kathryn B. Chval
Download or read book Teaching Math to Multilingual Students, Grades K-8 written by Kathryn B. Chval and published by Corwin Press. This book was released on 2021-01-07 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction.
Book Synopsis Post Hoc Discernment of Developmental Mathematics Noncognitive Factors and Concept Transfer by : Stephanie Nicole Baker
Download or read book Post Hoc Discernment of Developmental Mathematics Noncognitive Factors and Concept Transfer written by Stephanie Nicole Baker and published by . This book was released on 2016 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt: One purpose of this study was to determine if students in a non-traditional developmental mathematics course improved on five developmental mathematics noncognitive factors—math equanimity, math mindset, math self-efficacy, math belongingness, and college belongingness—believed to be relevant to student success. I also examined if changes in these factors predicted course achievement. Another purpose was to explore whether or not Foundations students would transfer their knowledge to place value problems involving varied bases and contexts. A final purpose was to investigate the utility of then-surveys that retrospectively measure participants’ pre-intervention noncognitive factors. In response to policy pressures to increase completion rates, community colleges are experimenting with research-based strategies that create demand for learning, increase students’ competence valuation, and improve their productive persistence. The New Mathways Project’s Foundations of Mathematical Reasoning course is built around one such strategy. In this exploratory study (N = 597), I investigated the impact of using Foundations on the development of students’ noncognitive factors and on mathematical success. My student measures included: pre-post-then-surveys of noncognitive factors, math course grades, math final exam grades, percent attendance, a place value assessment of transfer, and one-on-one interviews. I used multilevel models to analyze my quantitative research questions and created evidence markers for qualitative analysis of the transfer assessment. I conducted interviews to provide additional insight. Students significantly improved their math equanimity, but had stable, mid-range scores on the other factors. Positive changes in math self-efficacy and low initial math equanimity were associated with higher grades. Pre-surveys of equanimity may be more accurate than then-surveys, but pre-surveys of math mindset, math self-efficacy, and math belongingness may be interchangeable with then-surveys. Contrary to popular findings, the then-surveys did not provide larger estimates of program effects than pre-surveys. Overall, students evidenced minimal transfer. Interviewees exhibited greater changes in noncognitive factors and evidenced more transfer than other students. This study provides valuable information for the potential users of the NMP materials. It contributes to, and points out complications with, transfer research. Lastly, it adds to research on retrospective measures, which are rarely used in mathematics education research.
Book Synopsis Interest in Mathematics and Science Learning by : Ann Renninger
Download or read book Interest in Mathematics and Science Learning written by Ann Renninger and published by . This book was released on 2015-04-19 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest in Mathematics and Science Learning, edited by K. Ann Renninger, Martin Nieswandt, and Suzanne Hidi, is the first volume to assemble findings on the role of interest in mathematics and science learning. As the contributors illuminate across the volume's 22 chapters, interest provides a critical bridge between cognition and affect in learning and development. This volume will be useful to educators, researchers, and policy makers, especially those whose focus is mathematics, science, and technology education.
Book Synopsis Emergence and Innovation in Digital Learning by : George Veletsianos
Download or read book Emergence and Innovation in Digital Learning written by George Veletsianos and published by Athabasca University Press. This book was released on 2016-06-01 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational systems worldwide are facing an enormous shift as a result of sociocultural, political, economic, and technological changes. The technologies and practices that have developed over the last decade have been heralded as opportunities to transform both online and traditional education systems. While proponents of these new ideas often postulate that they have the potential to address the educational problems facing both students and institutions and that they could provide an opportunity to rethink the ways that education is organized and enacted, there is little evidence of emerging technologies and practices in use in online education. Because researchers and practitioners interested in these possibilities often reside in various disciplines and academic departments the sharing and dissemination of their work across often rigid boundaries is a formidable task. Contributors to Emergence and Innovation in Digital Learning include individuals who are shaping the future of online learning with their innovative applications and investigations on the impact of issues such as openness, analytics, MOOCs, and social media. Building on work first published in Emerging Technologies in Distance Education, the contributors to this collection harness the dispersed knowledge in online education to provide a one-stop locale for work on emergent approaches in the field. Their conclusions will influence the adoption and success of these approaches to education and will enable researchers and practitioners to conceptualize, critique, and enhance their understanding of the foundations and applications of new technologies.
Book Synopsis Instructional Factors Related to Mathematics Achievement by : Stacey Ann Kosciolek
Download or read book Instructional Factors Related to Mathematics Achievement written by Stacey Ann Kosciolek and published by . This book was released on 2003 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Programmatic Practices that Promote Student Success in Community College Math Developmental Education by : Elizabeth J. Meza
Download or read book Programmatic Practices that Promote Student Success in Community College Math Developmental Education written by Elizabeth J. Meza and published by . This book was released on 2015 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of all college students in the U.S. attend community colleges; almost sixty percent of these students are referred to remedial English, reading or math through means of a standardized placement exam, with math being a the greatest area of need. While these courses, often as many as four in a sequence, are meant to be a boost for students unprepared for college-level coursework, they have low success rates and few students make it through the entire sequence to succeed in a first college-level math course, leaving them far short of graduation or a meaningful credential. While developmental (aka remedial) education, those courses or sequences of courses below the college-level, has received a lot of attention recently due to its high costs and low student success rates, current research has largely failed to document, examine, or classify programmatic approaches to developmental education. This lack of information that would facilitate analysis is due in part to the relatively recent recognition of the problem, but it is also because of the difficulty accessing reliable information about large numbers of programs and the range of definitions, student populations, and perceived quickly shifting innovations (some may go as far as to say educational fads) that developmental education programs encompass. Unfortunately, this lack of a comprehensive picture of developmental education programs has led to either the complete elimination of the programs as unnecessary and perhaps counterproductive for students, or to a focus on a number of disparate approaches with little underlying theory behind them or even agreement as to the problem. This research is centered in 28 Washington state community college campuses and examines a mixed methods approach to answer three main questions: 1) To what extent and in what ways do math developmental program elements vary across institutions? Developmental education may vary widely even within one relatively homogenous state system of community colleges, such as the system in Washington. Programs have differing resources devoted to them, as well as differing pedagogy, intervention strategies and approaches, student referral and advancement policies, etc., and this variation has not even been fully described in previous research. 2) To what extent do student outcomes, as measured by completion of the developmental sequence, completion of a first college-level math course, and highest education reached, vary across the different math developmental education programs, after controlling for student characteristics, among the 28 community colleges in Washington State? What proportion of overall variance is contributed by student characteristics vs. programmatic factors? Wide institutional variation has been found in previous outcomes studies of professional-technical programs leading to terminal associate degrees in Washington, suggesting that institutional or programmatic variables may be contributing significantly to student success or lack of it (Scott-Clayton & Weiss, 2011). 3) What program policies and practices seem to be associated with positive outcomes for developmental education students? Can developmental education programs be categorized in some meaningful way? Is there a "typology" or categorization of programs that identifies characteristics that seem to be associated with either positive or negative results? For example, do schools with better (or worse) results, net of student characteristics, share identifiable programmatic characteristics in terms of policy and practice variables that are positively or negatively associated with student outcomes? I find from this research that strategies such as reducing the total number of courses in developmental education pathways, implementing alternatives to placement in developmental math via standardized tests, and better preparing students for assessment, are associated with greater student success in completing the developmental math sequence and in completing a first college level course. I also find that colleges with these more innovative features are significantly more successful than their more traditional institutional peers in terms of student outcomes. However, I also find no variation between colleges in the outcome of highest education reached, after controlling for student background characteristics. It seems that, at least for this sample, college did not have a significant association with ultimate educational attainment. Diving deeper to examine colleges' policies, practices, and the perspectives of students, faculty, and administrators, I find wide variation in pathways, program structure, assessment policies, connection to advising, tutoring, and institutional research departments, and day-to-day concerns and operations. One commonality is the conviction that teaching that addresses student motivation and confidence in their ability to learn math and peaks their interest, factors not usually examined systematically in higher education policy research, is central to developmental education student success. This research informs strategies for increased college completion for underprepared students. College completion has emerged as of paramount importance in fostering U.S. economic development and global competitiveness, yet if half of college students are unprepared for college work and thus are unlikely to persist to degree completion despite their motivation to attend college, serious attention should be paid to what can be done to increase their odds of success.
Book Synopsis Examining Retention and Academics Success Among Community College Developmental Algebra I Students by : Patricia B. Huber
Download or read book Examining Retention and Academics Success Among Community College Developmental Algebra I Students written by Patricia B. Huber and published by . This book was released on 2006 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Central Tensions by : Katrine Gram Jacobson
Download or read book Central Tensions written by Katrine Gram Jacobson and published by . This book was released on 1998 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
