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Performance On Mathematics Word Problems As Related To English Language Proficiency And Problem Format
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Book Synopsis Performance on Mathematics Word Problems as Related to English Language Proficiency and Problem Format by : Hala Mikati
Download or read book Performance on Mathematics Word Problems as Related to English Language Proficiency and Problem Format written by Hala Mikati and published by . This book was released on 2017 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Performance on Mathematical Word Problems as Related to Format and Selected Aptitude Variables by : Juhaynah Ramiz Musharrafiyyah
Download or read book Performance on Mathematical Word Problems as Related to Format and Selected Aptitude Variables written by Juhaynah Ramiz Musharrafiyyah and published by . This book was released on 1989 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: This study was designed to study primarily the relationship between the format of presentation of the problem and performance in solving word problems. It also intended to investigate the relationship of certain aptitude variables such as field independence, spatial visualisation, reasoning ability and English proficiency to performance in solving word problems. The interaction of each of these aptitudes and the format of presentation of the problem was of particular interest. In addition, this study tried to explore the sex-related differences associated with performance in solving word problems and with measures of the aptitude variables. Sample and Method The sample of this study consisted of 91 students in the third intermediate class at two middle class schools in Has Beirut, Saint Mary Orthodox School and National Protestant College. The aptitude measures that were used are: (1) The Midden Figure test was used as a measure of field independence, (2) The Punched Holes test was used to measure spatial visualisation, (3) Reasoning Test and (4) English proficiency test. Moreover, students were presented with three versions of the problem tests. Each version contained three formats (verbal, drawn and telegraphic). Data Analysis A repeated-measures design was used to study the effsct of problem format on students' performance, the relationship of the aptitude variables and the interactions between the aptitude measures and the problem format. Sex differences were studied using a t-test. Results: The problem format had no significant effect on the students' performance. Students with high spatial visualisation ability, high reasoning ability and who were proficient in English performed signi¬ficantly well in all the problem tests. However, field independence had no effect on the students performance. No interaction between any of the aptitude measures and the problem format. Finally, sex differences were found in spatial visualisation, field independence and verbal problem format in favor of males.
Book Synopsis Beliefs: A Hidden Variable in Mathematics Education? by : G.C. Leder
Download or read book Beliefs: A Hidden Variable in Mathematics Education? written by G.C. Leder and published by Springer Science & Business Media. This book was released on 2005-12-28 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The volume is intended for researchers in the field, as well as for mathematics educators teaching the next generation of students.
Book Synopsis Effects of a Mathematics Word Problems Intervention for English Learner Students with Mathematics Difficulty by : Brenda L. Zaparolli
Download or read book Effects of a Mathematics Word Problems Intervention for English Learner Students with Mathematics Difficulty written by Brenda L. Zaparolli and published by . This book was released on 2020 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary aim of this dissertation study was to determine whether English language learners (ELs) who received word-problem intervention (e.g., Pirate Math) demonstrated statistical differences in word-problem solving performance compared to their non-English language learner peers (non-ELs). My study (i.e., the present study) is part of a parent study funded by the Institute for Education Sciences (Powell, Berry & Barnes, 2020) designed to test the efficacy of a word-problem intervention (e.g., Pirate Math) for students with or at-risk for mathematics difficulties (MD) and to understand the role of algebraic reasoning within a word-problem intervention. Participants were third-grade students from the local school district. I analyzed data from two cohorts of the parent study (i.e., 2016-2017 and 2017-2018). In previous research, Pirate Math has successfully improved the word-problem solving performance of students in second and third grade (Fuchs, Powell, et al., 2014; Fuchs, Zumeta, et al., 2010; Powell, Berry, et al., 2019. While schema tutoring is a promising intervention, the efficacy of Pirate Math for third-grade students in the process of learning a new language and experience MD (i.e., Els with MD) is less known. With this dissertation study, I contribute to the growing body of research that examines the effects of randomized-controlled trials on a particular subgroup of students (i.e., EL students with or at-risk for MD). The school district determined EL status using an English proficiency test. In the parent study, the research team screened students on a word-problem measure (Jordan & Hanich, 2000), and using a cut-off score of 25th percentile, identified students as experiencing MD and regarded them eligible for the study. The research team randomly assigned eligible students to Pirate Math intervention or business-as-usual comparison group (BaU). Using one outcome measure of word problems (Texas Word Problems by Powell & Berry, 2015), I hypothesized that at posttest, the Pirate Math students would outperform the BaU students on the outcome measure. Using regression, I conducted a moderation analysis to examine whether language status moderates the intervention's effectiveness for ELs and non-ELs. Given that ELs perform at lower rates in mathematics, a significant need exists to understand ELs' performance on word problems and how it differs from the performance of their native English-speaking peers. In the concluding chapter, I discuss the study’s findings, implications for practice, and recommendations for future research
Book Synopsis Vocabulary Instruction by : Edward J. Kame'enui
Download or read book Vocabulary Instruction written by Edward J. Kame'enui and published by Guilford Press. This book was released on 2012-05-10 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Download or read book Word Problems written by Stephen K. Reed and published by Routledge. This book was released on 1998-12 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research by cognitive psychologists and mathematics educators has often been compartmentalized by departmental boundaries. Word Problems integrates this research to show its relevance to the debate on the reform of mathematics education. Beginning with the different knowledge structures that represent rule learning and conceptual learning, the discussion proceeds to the application of these ideas to solving word problems. This is followed by chapters on elementary, multistep, and algebra problems, which examine similarities and differences in the cognitive skills required by students as the problems become more complex. The next section, on abstracting, adapting, and representing solutions, illustrates different ways in which solutions can be transferred to related problems. The last section focuses on topics emphasized in the NCTM Standards and concludes with a chapter that evaluates some of the programs on curriculum reform.
Book Synopsis Achievement and Self-efficacy of Students with English as a Second Language Based on Problem Type in an English Language-based Mathematics Curriculum by :
Download or read book Achievement and Self-efficacy of Students with English as a Second Language Based on Problem Type in an English Language-based Mathematics Curriculum written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who are learning English as a second language (ESL) have lower performance on mathematics problems based in language than students who are fully fluent in English. Students performance on word-based mathematics problems is directly related to their English reading comprehension and language fluency (Abedi & Lord, 2001; Brown, 2005; Hofstetter, 2003). This places students who are not fully fluent in English at a disadvantage in the mathematics classroom. Students self-efficacy beliefs also impacts their mathematics performance and motivation. The self-efficacy of students who are not fluent in English may be negatively impacted by their struggle with language. For this exploratory study, image-based mathematics problems were created to communicate problem solving questions with pictures instead of language or computational symbols. This problem format was investigated as a potential alternative to word-based or computation-based problems. Grade 6 students registered in ESL level 2, ESL level 4, and not registered in ESL, completed a mathematics task with four computation problems, four language-based problems, and four image-based problems. During a follow-up interview, students solution strategies and thought processes were explored further. The results of this study indicated that the inclusion of wordless mathematics problems, such as image-based problems, assisted some of the students who were learning basic English interpersonal communication skills. As nonroutine problems, image-based mathematics also encouraged complex thought and mathematics understanding. Students in ESL Level 2 demonstrated higher self-efficacy beliefs on image-based problems than word problems.
Book Synopsis Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System by : Otilia C. Barbu
Download or read book Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System written by Otilia C. Barbu and published by . This book was released on 2010 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of the study was to investigate the impact of English text difficulty on English learners' math word problem solving. Booklets containing eight word problems and 5 point Likert-type rating scale items were given to 41 students. The students were asked to solve 8 math word problems written in English, and varying in grade level readability (vocabulary and grammatical complexity) as well as in the math operation (e.g., arithmetic, simple algebra). The researcher provided the students with hints as needed to ensure that students found the correct solution. The results showed that both English difficulty and Math level difficulty contributed to the students' poor achievements. Based on the results, some suggestions for improvements to an existing Web based math instructional software aimed at helping ELL students (called Animal Watch) have been made.
Book Synopsis Cognitively Diagnostic Assessment by : Paul D. Nichols
Download or read book Cognitively Diagnostic Assessment written by Paul D. Nichols and published by Routledge. This book was released on 2012-12-06 with total page 469 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the past two or three decades, research in cognitive science and psychology has yielded an improved understanding of the fundamental psychological nature of knowledge and cognitive skills that psychological testing attempts to measure. These theories have reached sufficient maturity, making it reasonable to look upon them to provide a sound theoretical foundation for assessment, particulary for the content of assessments. This fact, combined with much discontentedness over current testing practices, has inspired efforts to bring testing and cognitive theory together to create a new theoretical framework for psychological testing -- a framework developed for diagnosing learners' differences rather than for ranking learners based on their differences. This volume presents some initial accomplishments in the effort to bring testing and cognitive theory together. Contributors originate from both of the relevant research communities -- cognitive research and psychometric theory. Some represent collaborations between representatives of the two communities; others are efforts to reach out in the direction of the other community. Taking fundamentally different forms, psychometric test theory assumes that knowledge can be represented in terms of one or at most a few dimensions, whereas modern cognitive theory typically represents knowledge in networks -- either networks of conceptual relationships or the transition networks of production systems. Cognitively diagnostic assessment is a new enterprise and it is evident that many challenging problems remain to be addressed. Still, it is already possible to develop highly productive interactions between assessment and instruction in both automated tutoring systems and more conventional classrooms. The editors hope that the chapters presented here show how the reform of assessment can take a rigorous path.
Download or read book 501 Math Word Problems written by and published by Learning Express (NY). This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Want to develop better math skills when working with word problems? This updated edition can help anyone who wants to improve scores, supplement a current course of study, or brush up on basic problem-solving skills before taking a standardized math test. 501 Math Word Problems provides what people need most to improve their basic math skills quickly and effectively-practice! Gaining familiarity with this specific question type is a proven technique for increasing test scores. This book allows the student to implement a step-by-step approach to each math word problem encountered, avoiding the possibilities for careless mistakes. The format makes this book a valuable study tool for the SAT, GRE, GMAT, and other standardized tests.
Book Synopsis Toward an Implementation Model of Mathematics Word Problem Solving for English Language Learners by : Ricardo Rosa
Download or read book Toward an Implementation Model of Mathematics Word Problem Solving for English Language Learners written by Ricardo Rosa and published by . This book was released on 1999 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between English Language Learners' Mathematics Problem Solving Strategies and the Mathematics Register by : Sarah Reeves Frederickson
Download or read book The Relationship Between English Language Learners' Mathematics Problem Solving Strategies and the Mathematics Register written by Sarah Reeves Frederickson and published by . This book was released on 2019 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study followed three Hispanic and three Marshallese students' participation in a seventh grade pre-algebra unit over the course of four weeks. Pre-assessment items indicated that the students had difficulty with aspects of the mathematics register. Their teacher employed an interpretation of the gradual release model of instruction in which direct strategies for translating word problems into equations with unknowns were modeled prior to students doing similar problems on their own. In these situations, students showed some success in solving similar problems. However, post-assessment results indicated that none of the six students were able to successfully solve open response problems similar to the problems that were covered during the instructional unit. The main difference between the post-assessment problems and the pre- and during instruction problems was that the students were not directed to set up an equation prior to trying to solve the problem. Students were not able to apply procedures related to the mathematics register to solve contextualized problems when they were not given specific methods on how to set up the equations in advance of trying to solve the word problems. They struggled to set up an appropriate equation to represent the situation and appeared bound by the equation used to set up the situation in lieu of another strategy that might have produced a correct answer, underscoring the complexities involved in making sense of algebraic content.
Book Synopsis Teaching Mathematics in Multilingual Classrooms by : J.B. Adler
Download or read book Teaching Mathematics in Multilingual Classrooms written by J.B. Adler and published by Springer Science & Business Media. This book was released on 2005-12-21 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The author captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms: code-switching, mediation, and transparency. She provides a sharp analysis and strong theoretical grounding, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings and offers a direct challenge to dominant research on communication in mathematics classrooms.
Book Synopsis Diversity Dimensions in Mathematics and Language Learning by : Annemarie Fritz
Download or read book Diversity Dimensions in Mathematics and Language Learning written by Annemarie Fritz and published by Walter de Gruyter GmbH & Co KG. This book was released on 2021-06-08 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: Wie hängen sprachliche und mathematische Entwicklung zusammen? Dieser Frage wird derzeit mit großem Interesse aus unterschiedlichen Perspektiven nachgegangen. Dieser Sammelband vereint Erkenntnisse aus Psychologie, Neurowissenschaften, Mathematikdidaktik, (Psycho-)Linguistik und Mehrsprachigkeitsforschung. Der interdisziplinäre Ansatz bietet einen umfassenden Blick auf den aktuellen Forschungsstand, dargestellt von national und international renommierten Forschenden. Das Buch gliedert sich in drei Teile. Der erste Teil „Modelle und Theorien“ fasst theoretische Überlegungen zusammen und stellt Strukturen für Forschung und Praxis bereit. Dieser Teil dient dazu, den Grundstein für die anderen Teile sowie für zukünftige Forschung zu legen. Der zweite Teil „Kindergartenalter“ sowie der dritte Teil „Grundschulalter“ decken empirische Befunde über die Korrelation zwischen Sprache und mathematischem Lernen in der jeweiligen Altersgruppe ab. Ein besonderer Fokus liegt hierbei auf dem Aspekt der Mehrsprachigkeit. Damit bietet dieser Sammelband eine große Bandbreite fachspezifischen Wissens für Bildungswissenschaftler*innen, Lehramtsstudierende, Psycholog*innen und Forschende zur Mehrsprachigkeit.
Book Synopsis Helping Children Learn Mathematics by : National Research Council
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Book Synopsis Linguistic and Cultural Influences on Learning Mathematics by : Rodney R. Cocking
Download or read book Linguistic and Cultural Influences on Learning Mathematics written by Rodney R. Cocking and published by Routledge. This book was released on 2013-03-07 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: The combined impact of linguistic, cultural, educational and cognitive factors on mathematics learning is considered in this unique book. By uniting the diverse research models and perspectives of these fields, the contributors describe how language and cognitive factors can influence mathematical learning, thinking and problem solving. The authors contend that cognitive skills are heavily dependent upon linguistic skills and both are critical to the representational knowledge intimately linked to school achievement in mathematics.
Book Synopsis Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education by : Deborah Loewenberg
Download or read book Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education written by Deborah Loewenberg and published by Rand Corporation. This book was released on 2003-04-15 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: A clear need exists for substantial improvement in mathematics proficiency in U.S. schools. The RAND Mathematics Study Panel was convened to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel identified three areas for focused R&D: development of teachers' mathematical knowledge used in teaching; teaching and learning of skills needed for mathematical thinking and problem-solving; and teaching and learning of algebra from kindergarten through the 12th grade.
