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The Effects Of Math Trails On Student Attitudes And Mathematics Achievement In A Lower Track Geometry Classroom
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Book Synopsis The Effects of Math Trails on Student Attitudes and Mathematics Achievement in a Lower Track Geometry Classroom by : Claudia J. Dicken
Download or read book The Effects of Math Trails on Student Attitudes and Mathematics Achievement in a Lower Track Geometry Classroom written by Claudia J. Dicken and published by . This book was released on 2003 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis EXAMINING THE EFFECTS OF GENERAL LEVEL COURSE ELIMINATION AND TRACKING ON STUDENT GROWTH AND ACHIEVEMENT IN A SUBURBAN HIGH SCHOOL MATHEMATICS PROGRAM by : Brian E. Ellis
Download or read book EXAMINING THE EFFECTS OF GENERAL LEVEL COURSE ELIMINATION AND TRACKING ON STUDENT GROWTH AND ACHIEVEMENT IN A SUBURBAN HIGH SCHOOL MATHEMATICS PROGRAM written by Brian E. Ellis and published by . This book was released on 2014 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advisor: John Gould, Ph.D.
Book Synopsis School, Classroom/teacher, and Student Effects on Students' Mathematics Achievement by : Jeongmi Kim
Download or read book School, Classroom/teacher, and Student Effects on Students' Mathematics Achievement written by Jeongmi Kim and published by . This book was released on 2006 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Outcome-based Education Effects on Math Attitudes by : Nancy C. Wondrasch
Download or read book Outcome-based Education Effects on Math Attitudes written by Nancy C. Wondrasch and published by . This book was released on 1992 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Using Writing in the Math Classroom on Student Achievement in Math by : Dawn E. Digmann
Download or read book The Effects of Using Writing in the Math Classroom on Student Achievement in Math written by Dawn E. Digmann and published by . This book was released on 2007 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: The demands of local, state, and national mandates on the classroom teacher became overwhelming to me. I decided that it must be possible to work towards several goals without doing several tasks. As a result, I implemented writing would affect student achievement. The study was implemented with 22 pre-calculus students during the first nine-week term of 2007-2008 school year at Benton Community Schools. Existing student attitudes towards math were assessed with a survey at the beginning of the study and reassessed at the conclusion of the study. A pretest of pre-calculus concepts was given at the beginning and at the conclusion of the study. Questions were split between skill-based questions, which required a numeric response, and conceptual-based questions, which required a numeric response, and conceptual-based questions, which required a written explanation. Students also wrote in a journal an average of two times per week. Two formal writing assignments were also given throughout the nine-week study. Results showed an increase in the number of students showing a positive attitude towards math along with an increase in student achievement. These results may be due to the implementation of writing in the mathematic curriculum.
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 Tracking and Student Perspectives by : Susan Amoroso
Download or read book Tracking and Student Perspectives written by Susan Amoroso and published by . This book was released on 2019 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the increasingly technological world we inhabit, mathematical literacy is more important than ever for individual and national success. Unfortunately, we are failing to adequately prepare students for success in mathematics. The purpose of this study was to determine if increasing the use of reform practices in low-track math classes can help to narrow the mathematics achievement gap for minority and low-income students. The researcher examined math course placement data and conducted a survey of student perceptions. The mixed methods study was conducted in one Southern California middle school where the practice of tracking is deeply ingrained in the district. Participants in the survey were 358 eighth-graders assigned to three general education math courses. A series of chi-square tests of association were used to evaluate the course placement data. The researcher concluded that there is a relationship between students' race and socioeconomic status and course placement. A series of two-sample t tests was used to analyze survey results. The researcher found that Hispanic and low-income students, as well as students in the low-track course, perceived lower teacher expectations than their peers. No significant differences were found in student perceptions of the use of reform practices by course placement, socioeconomic status, or race, with one exception. Black students were found to perceive a higher frequency of use of reform practices than their peers. While this study, in general, found no significant differences in student perceptions of the use of reform practices, this study did not seek to measure the actual frequency of use of reform practices. As such, more research is warranted to determine if increasing the use of reform practice can help to narrow the achievement gap.
Book Synopsis The Effect of Tracking on Student Mathematical Achievement Growth at a Select School District in Suburban Chicago, Illinois by : Adam Law
Download or read book The Effect of Tracking on Student Mathematical Achievement Growth at a Select School District in Suburban Chicago, Illinois written by Adam Law and published by . This book was released on 2014 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In this quantitative study, mathematics scores from a standardized measure were used to compare the mathematical achievement growth of students from a select elementary school (N=217) during years in which students received mathematics instruction in their regular, heterogeneously grouped classroom with a year in which students received mathematics instruction in tracked classrooms. Additionally, the mathematical achievement growth of tracked students from the select school was compared to the mathematical achievement growth of untracked students at a comparison school (N=203). Results of this study determined that tracking had a negative effect on students' mathematical achievement growth."--Abstract.
Book Synopsis The Effects of Math Confidence/study Skills Instruction on the Mathematics Achievement Attitudes and Study Skills Behavior of Remedial Math College Students by : Orian Langley Hight
Download or read book The Effects of Math Confidence/study Skills Instruction on the Mathematics Achievement Attitudes and Study Skills Behavior of Remedial Math College Students written by Orian Langley Hight and published by . This book was released on 1993 with total page 744 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Tracking Effort and Achievement by : Heather Schulz
Download or read book Tracking Effort and Achievement written by Heather Schulz and published by . This book was released on 2006 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of the Use of Dynamic Geometry Software on Student Achievement and Attitudes Towards Mathematics by :
Download or read book The Impact of the Use of Dynamic Geometry Software on Student Achievement and Attitudes Towards Mathematics written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Sixty-eight ninth-grade geometry students used The Geometer's Sketchpad twice a week for three weeks. Results showed no significant impact on either achievement or student attitudes.
Book Synopsis The Motivational Effects of a GPS Mapping Project on Student Attitudes Toward Mathematics and Mathematical Achievement by : Lisa Diane Buck
Download or read book The Motivational Effects of a GPS Mapping Project on Student Attitudes Toward Mathematics and Mathematical Achievement written by Lisa Diane Buck and published by . This book was released on 2009 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate how student attitudes and mathematical achievement would be affected by a mathematics-based GPS mapping project. The participants were 75 ninth-grade students taking algebra 1A. These students were freshmen at a small, rural 9-12 high school located in the southeast. Two different methods for assessing attitudes were used, and one method for measuring mathematical achievement was used. The Attitudes Toward Mathematics Inventory (ATMI) is a 40-item mathematics attitude survey that was administered to the entire study population in both a pre-treatment and post-treatment format. A GPS Attitude Survey was administered to the treatment group at the end of the study. The mathematics diagnostics portion of the New Century Education system was used for the entire population in a pretest/posttest format. The treatment consisted of GPS mapping activities that incorporated solving algebra problems with the relatively new sport of geocaching. The students had to solve correctly the equations that would provide the latitude and longitude of their next clue for completing the activity. The quantitative data were analyzed using a three-way ANOVA for the surveys and a ANCOVA for the NCE mathematics diagnostic test. Results indicated that there was a small gain for the ATMI and the NCE mathematics diagnostics test by the control group. In addition, information gained with informal interaction with the students indicated that most of them enjoyed doing GPS activities to the point that they did not consider themselves to be "doing math." Based upon the formal and informal assessments of this study, it is suggested that students would benefit by the incorporation of more mathematics-based GPS mapping activities into the curriculum.
Book Synopsis The Effects of Curriculum-based Measures on Elementary Math Achievement by : George Bickert
Download or read book The Effects of Curriculum-based Measures on Elementary Math Achievement written by George Bickert and published by . This book was released on 2011 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held publicly accountable for the academic performance and progress of all students. Since implementation of the law, much attention has been focused on the "achievement gap," that is, any differences in performance between groups of students. Students associated with the achievement gap typically come from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency (English Language Learners). The purpose of this study was to examine the effect of using curriculum-based measures (CBMs) on math achievement, particularly ELL students. Eight elementary schools in northwestern New Mexico, divided into two groups (control and experimental) of four schools each, used the same state-approved, core math curriculum, were compared using a quasi-experimental research design. In addition to the regular core curricular materials, the experimental schools were provided with weekly CBMs, containing sample questions developed from the state's performance standards. Each weekly CBM included at least one question from each of the five broad math strands: number and operations, algebra, geometry, measurement, and data and probability. Fourth (N = 283) and fifth grade (N = 294) students who had continuous enrollment for the duration of the experiment served as subjects. Successive regular administrations of the New Mexico Standards Based Assessment math subtest served as the pre- and posttest measures. Analysis of covariance tests, with the pretest as the covariate, revealed no significant treatment effects for either the fourth or fifth grade students through the use of CBMs as a supplement to the core math curriculum. The significant effects, supported by previous research, were the school and, especially, the teacher for both grades. In this study, the effects of the classroom teacher were of more importance to student achievement than either the school a child attended or what curriculum program or process a given school employed.
Book Synopsis Impact of Inquiry-based Teaching on Student Mathematics Achievement and Attitude by :
Download or read book Impact of Inquiry-based Teaching on Student Mathematics Achievement and Attitude written by and published by . This book was released on 2006 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2002, University of Cincinnati faculty members from the College of Engineering and the College of Education, Criminal Justice, and Human Services proposed the Science and Technology Enhancement Program Project (STEP) to improve students' learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students' achievement in and attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The mathematics achievement test scores and a survey measuring students' attitudes toward mathematics were obtained for both groups of students. An effect on mathematics achievement was significant at p
Book Synopsis Math Attitudes and Achievement by : Piper Harris
Download or read book Math Attitudes and Achievement written by Piper Harris and published by . This book was released on 2022 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt: There exist considerable achievement gaps in mathematics, where White and Asian students outperform Black and Latinx students across a variety of mathematics assessments. Research demonstrates that students' beliefs about mathematics exert considerable influence on their performance in the subject: students with negative beliefs about math tend to perform significantly worse in mathematics than students with positive math beliefs. The present research investigated whether students' perceptions of same-ethnic peers in their math classrooms serves a protective role for the math achievement of students with negative beliefs about the subject. The findings show that students with more negative beliefs about mathematics (i.e. high anxiety, low belonging, low importance, and low perceived competence) receive significantly poorer math grades than students with positive math attitudes. Moreover, perceived same-ethnic representation in math class had an unexpected moderating effect in the relationship between students' beliefs about math and their actual achievement. When African American students reported they did not belong in math, were not competent in the subject, or had a high level of math anxiety, their math grades worsened when they also perceived there to be a high proportion of same-ethnic peers in their math course. The findings suggest researchers should take a more nuanced approach to exploring the protective function of perceived racial/ethnic representation.
Book Synopsis The Effects of Instruction in Recreational Mathematics on Attitudes and Beliefs about Mathematics of High School, Low-achieving Mathematics Students by : Rita Barger
Download or read book The Effects of Instruction in Recreational Mathematics on Attitudes and Beliefs about Mathematics of High School, Low-achieving Mathematics Students written by Rita Barger and published by . This book was released on 1999 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study was designed to see whether using recreational mathematics topics as a curriculum supplement would affect high school students' attitudes and beliefs about mathematics. Recreational mathematics--defined as mathematics presented in a spirit of play--has been used mostly with gifted students. This study attempted to extend the knowledge base to its effects on low achievers. The results supported previous work that showed that attitudes and beliefs are difficult to change. The treatment had only limited effect on attitudes and slightly larger effects on beliefs. Several unexpected gender differences emerged, however. All students enrolled in Consumer Mathematics I at an urban/suburban midwestern high school (N = 81) were included in the study. Seven attitudes and 9 beliefs were surveyed using a researcher-designed questionnaire administered at the beginning and end of the 1-semester class. Achievement was monitored using a test over the mathematics content of the course. Treatment students worked on recreational mathematics during 1 or 2 class periods--an average of 50 to 75 minutes per week--for 13 weeks. Control students spent equivalent time extending or practicing the consumer mathematics content. Results showed that, at the .05 level of confidence, recreational mathematics was effective in changing only 1 of 7 attitudes--concern about the opinions of others--with females in the control group demonstrating increased concern, while treatment females and all males showed a decline. The treatment also was successful in changing beliefs about the amount of time necessary to work mathematics problems, showing that treatment students were willing to spend more time on a problem. Gender-treatment interaction effects were found on beliefs about time, about mathematics being a male domain, and about mathematics being driven by rules. No differences were observed in achievement, indicating that the supplements to the regular curriculum did not harm treatment students.
Book Synopsis The Effects of Student Composition of Mathematical Verbal Problems on Student Problem Solving Performance by : Richard David Lodholz
Download or read book The Effects of Student Composition of Mathematical Verbal Problems on Student Problem Solving Performance written by Richard David Lodholz and published by . This book was released on 1980 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
