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The Role Of Problem Solving Ability And Reading Comprehension Skill In Predicting Growth Trajectories Of Mathematics Achievement Between Esb And Nesb Students
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Book Synopsis The Role of Problem Solving Ability and Reading Comprehension Skill in Predicting Growth Trajectories of Mathematics Achievement Between ESB and NESB Students by : Alvin Vista
Download or read book The Role of Problem Solving Ability and Reading Comprehension Skill in Predicting Growth Trajectories of Mathematics Achievement Between ESB and NESB Students written by Alvin Vista and published by . This book was released on 2012 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Associations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives by : Sarit Ashkenazi
Download or read book Associations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives written by Sarit Ashkenazi and published by Frontiers Media SA. This book was released on 2017-10-05 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Converging evidence demonstrates a strong link between reading and mathematics: multiple cognitive processes are shared between reading and mathematics, including the representation and retrieval of symbolic information, attention, working memory, and cognitive control. Additionally, multiple brain networks are involved in both math and reading, and last, common genetic factors might influence both reading and math. Hence, it comes as no surprise that there are meaningful associations between (aspects of) math and reading abilities. Moreover, comorbidity rates between math learning disabilities (MD) and reading disabilities (RD) are high (up to 66%) and prevalence rate of the comorbid condition is reported to be more common than the prevalence rate of isolated math learning disabilities. Accordingly, the goal of the research topic is to explore the underline mechanisms of this overlap between reading and math. The research topic aims to include the following topics: • Genetics - it has been found that both RD and MD are based on genetic factors and run in families. Moreover, math problem solving shares significant genetic overlap with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Hence, this topic will explore the shared and unique genetic risk factors to RD and MD, In addition to shared and unique genetic influence on reading and math. • Neural perspective - converging evidence from both structural and multiple functional imaging studies, involving a wide range of numerical tasks, points to the intraparietal sulcus (IPS) as a core region that involve in quantity manipulation. However, several additional brain areas, such as frontoparietal and temporoparietal areas were found to be involved in numerical tasks. Individuals with MD show deficits in a distributed, set of brain regions that include the IPS, fusiform gyrus in posterior brain regions and pre frontal cortex regions. Similarly, converging evidence indicate that the left hemisphere regions centered in the fusiform gyrus, temporoparietal cortex, and pre frontal cortex regions are strongly involve in typical reading and present lower activity, connectivity or abnormal structure in RD. Thus, there is a meaningful neural overlap between reading and math. Hence, the authors can submit empirical studies on the role of several of brain regions that are involved in math and reading (commonality and diversity) both in the typical and a-typical development. • Cognitive factors that play role in mathematics and reading, and comorbidity between RD and MD - There is a long lasting debate whether MD and RD originate from unique cognitive mechanisms or not. Multiple cognitive processes are shared between reading and mathematics. Therefore, impairments in any one of domain-general skills could conceivably play an important role in both pure and comorbid conditions. Moreover, it has been suggested that phonological processing has a significant role in some aspects of numerical processing such as retrieval of arithmetical facts. • Education - it will be interesting to look at the effect of interventions that aim to improve reading (such as phonological awareness) and there transfer effect on improving mathematical processing. Alternatively, it will be good to test whether math interventions will improve reading.
Book Synopsis The Role of Reading Proficiency in Mathematics Achievement Score and Coursetaking Disparities by : Cynthia Lynnel Jiban
Download or read book The Role of Reading Proficiency in Mathematics Achievement Score and Coursetaking Disparities written by Cynthia Lynnel Jiban and published by . This book was released on 2006 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Mathematics Verbal Problem Solving Through Reading Instruction Among Low Achieving Students in the Eighth Grade by : Wallace J. Rowsell
Download or read book A Study of Mathematics Verbal Problem Solving Through Reading Instruction Among Low Achieving Students in the Eighth Grade written by Wallace J. Rowsell and published by c1978. This book was released on 1978 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major purpose of this study was to determine if special instruction in specific reading skills could significantly improve low achieving students' ability to solve mathematical verbal problems. Three questions were explored: -- 1) Does instruction in specific reading skills cause improvement in mathematical verbal problem-solving among low achieving grade eight students? -- 2) Is there a relationship between sex and mathematical verbal problem-solving ability? -- 3) Is there an interaction effect on mathematical verbal problem-solving ability between the sex of the students and the instructional treatment used with those students? -- The subjects of the study were 36 grade eight low achieving students from the Integrated Central High School, Stephenville, Newfoundland. These 36 students were randomly assigned to one of two treatment groups--an experimental group and a control group--18 students in each group. The experimental group consisted of 12 boys and 6 girls, while the control group consisted of 11 boys and 7 girls. The special instruction (experimental) treatment group received 30 lessons of instruction in the specific reading skills involved in mathematical verbal problem-solving, while the supervised (control) group received 30 lessons of solving verbal problems using methods they had learned in the past with no emphasis on these reading skills taught to the experimental group. Analysis of results indicated that students in both groups improved from pretest to posttest on the investigator's designed Verbal Problem Test and the Canadian Test of Basic Skills subtest on problem-solving. However, the experimental group's mean scores were significantly higher than mean scores for the control group on both posttests, which indicated a positive relationship between the specific reading skills treatment and ability to solve mathematical verbal problems. No significant difference was found to support the conclusion that the sex of a student influenced mathematical verbal problem-solving ability; nor did the investigator find any significant interaction between the instructional treatment and the sex of the student. -- The major conclusion of this study was that instruction in specific reading skills significantly improved students' ability to solve mathematical verbal problems.
Book Synopsis The Groove of Growth by : Tyler W. Watts
Download or read book The Groove of Growth written by Tyler W. Watts and published by . This book was released on 2014 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: A number of studies, both small scale and of nationally-representative student samples, have reported substantial associations between school entry math ability and later elementary school achievement. However, questions remain regarding the persistence of the association between early growth in math ability and later math achievement due to the increasing complexity of math knowledge required to be successful in middle and high school. The current study relates both preschool level math skills and growth in math skills over kindergarten and 1st grade to math achievement measured into adolescence. Although it was expected that the association between early math growth and later achievement would decline over time, the study found that early math growth across kindergarten and 1st grade predicts age 15 math achievement as strongly as it predicts 3rd grade achievement. The study results imply the need for high quality math instruction and interventions during the period in which students first begin their primary schooling, as growth during in math ability during early elementary school appears to pay large dividends for achievement into adolescence. Tables and figures are appended.
Book Synopsis Assessment for Learning: Meeting the Challenge of Implementation by : Dany Laveault
Download or read book Assessment for Learning: Meeting the Challenge of Implementation written by Dany Laveault and published by Springer. This book was released on 2016-08-15 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.
Book Synopsis Variations in Student Development Trajectories in Reading and Mathematics: A Multilevel Growth Mixture Model Approach by :
Download or read book Variations in Student Development Trajectories in Reading and Mathematics: A Multilevel Growth Mixture Model Approach written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Lack of student achievement has long been a cause of national concern. The No Child Left Behind (NCLB) act of 2001 represents the latest attempt to both correct past educational inequities and to improve the competitiveness of American education. NCLB mandates that all students must meet proficiency standards by the 2013-14 school year. To determine whether students are on track to meet this goal, NCLB uses the metric of Adequate Yearly Progress (AYP). Presently, AYP appears to be set in terms of what is required to meet the 2013-14 goal with no consideration of how student growth and development actually occurs. Moreover, this type of goal assumes that all students can develop or progress at the same rate, in other word, "one size fits all." This study sought to examine this "one size fits all" assumption through the examination of unobserved heterogeneity in student growth trajectories. Specifically, this study sought to determine whether student growth trajectories in reading and mathematics between grade 3 and grade 8 could be adequately described by either single or multiple classes of growth using a multi-level growth mixture modeling approach. Further, the study examined the effects of gender, socio-economic status, ethnicity, parental education, and Local Educational Area (LEA) funding upon these growth trajectories. In terms of classes of growth trajectories, the results clearly suggest the existence of multiple classes of growth for both reading and mathematics. All individual level covariates influenced either membership in a growth class or the latent growth factors or both class membership and growth factors. In contrast, LEA level funding covariates effects were in general not supported. Relationships, for the most part, were consistent across primary and replication samples. Lastly, implications for educational practice, educational policy, IndustrialD rganization psychology, and research are discussed along with the limitations of the present s.
Book Synopsis Reading Comprehension and Its Effect on Math Problem Solving by :
Download or read book Reading Comprehension and Its Effect on Math Problem Solving written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This project analyzed whether poor reading comprehension skills will affect the achievement of third grade students in the area of mathematics problem solving. This is a problem facing teachers and administrators because problem solving is a key component of state assessments. Moreover, students in the United States typically score lower in mathematics than language arts on these assessments. An initial awareness of this problem originated in the work setting, and was then carefully scrutinized through an extensive review of the literature. Upon examining the literature, the writer observed that other related factors may be affecting mathematics problem solving. This paper then focused on four main areas: the language and personalization of mathematics word problems, comorbid mathematics and reading learning disorders, working memory and information processing, and metacognition and mathematics problem solving. After careful analysis of these four areas, it was determined by the writer that poor comprehension skills can create mathematics problem solving difficulties for students. A solution was then designed that combined several strategies revealed in the literature. The solution complements the Everyday Mathematics curriculum that is currently implemented in the setting. Specifically, the solution entails the creation of a number story guide, which would incorporate the language of mathematics, the reinforcement of metacognitive skills, and the presentation of math in a real world context.
Book Synopsis Academic Skills and Long-Run Outcomes by : Tyler W. Watts
Download or read book Academic Skills and Long-Run Outcomes written by Tyler W. Watts and published by . This book was released on 2017 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics and reading skills are targeted by wide-ranging educational policies in hopes that boosting academic achievement will improve adult attainments. Relying on theories of skill building, researchers and policy-makers have pursued the idea that early gains in skills will lead to the acquisition of later skills, and this skill-building trajectory should lead to adult economic success. In this dissertation, I examined this long-run academic skill acquisition process in mathematics by investigating several approaches to promoting mathematics achievement during the preschool and elementary school years. I then turned to the hypothesis that boosting academic achievement during the schooling years should lead to greater economic success in adulthood.In the first study, I investigated whether early math learning impacted later math achievement in a sample of children recruited for participation in a preschool mathematics intervention program. To generate causal estimates of the impact of early learning on later achievement, I leveraged random assignment to the preschool mathematics program as an instrument for gains in early math skills. I found some indication that instrumented gains in early math skills affected math achievement measured 6 to 7 years later, but estimates were smaller than had been reported in previous correlational studies. These findings suggested that theories of skill building may have over predicted the long-run returns to early investments in mathematical skill development.In the second study, I evaluated the effects of a 2-year intervention that encouraged second- and third-grade teachers to individualize instruction in mathematics. Individualized instruction is thought to help students at all achievement levels gain skills through tailoring instruction to the individual needs of each student. Results suggested that the intervention had little impact on math achievement at both grades assessed, and I found no impact of spending two consecutive years in individualized math instruction. However, teacher implementation was poor, suggesting that teachers may be resistant to programs that encourage them to differentiate instruction in mathematics.The final study examined the link between adolescent achievement test scores and adult earnings. Although many studies have reported links between test scores and earnings (e.g.., Currie & Thomas, 2001; Murnane et al., 2000), most studies have only controlled for simple demographic characteristics (e.g., race, gender), leaving concerns that reported estimates might contain substantial bias. Using nationally representative data from the United Kingdom, I found that adolescent math and reading scores predicted adult earnings through age 50, but results were highly sensitive to the inclusion of a large set of controls (e.g., IQ, personality, parenting characteristics). Although fully-controlled estimates were still positive and significant, my results suggest that using the correlation between test scores and earnings to project educational program impacts may lead to biased predictions.In final chapter, I discuss the implications of these findings for educational theory and policy. In particular, I suggest that theories of skill building need revision and more work is needed to understand the mechanisms that connect academic skills to important life outcomes.
Book Synopsis The Relationship Between Mathematics Achievement and Working Memory Across Education Level by : Naomi Elise Perlman Iguchi
Download or read book The Relationship Between Mathematics Achievement and Working Memory Across Education Level written by Naomi Elise Perlman Iguchi and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examined the relationship between mathematics achievement and working memory and whether this relationship changes across levels of math education. In addition to the effect of working memory on overall math achievement, its effect on three specific areas of math achievement were investigated, including knowledge of basic math facts, calculation skills and application of math concepts. Participants included 136 children and adolescents (age 6-16) who had undergone a comprehensive psychological evaluation. Results indicate that greater auditory working memory capacity predicts a higher level of math achievement in all areas. Auditory working memory explained unique variance, above and beyond the contributions of verbal and nonverbal reasoning and processing speed, in overall math achievement, fact fluency and applied problems, but not calculation skills. The variance in achievement in overall math, fact fluency and calculation skills explained by variance in working memory remained stable across two age groups representing elementary and secondary levels of education. The relationship between these two constructs increased across age for applied problem solving skills. These results provide evidence for the theory that both elementary and secondary level math achievement rely on auditory working memory. Theoretical and practical implications of these results, as well as directions for future research, are discussed.
Book Synopsis That's Not Math! An Examination of the Role of Reading Comprehension in Mathematics Word Problem Solving by : Aishwarya Nair
Download or read book That's Not Math! An Examination of the Role of Reading Comprehension in Mathematics Word Problem Solving written by Aishwarya Nair and published by . This book was released on 2022 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "Reading comprehension plays a particularly complex role in mathematics education. Word problems have emerged as a prevalent form of knowledge assessment within the mathematics curriculum. This places a significant emphasis on reading in a contextual form, which begs the question- Is math ability influenced by reading comprehension, and what are some underlying factors across reading and math that contribute to math problem-solving? The current thesis explores these themes in two ways- examining problem-solving profiles of students based on reading and arithmetic performance and employing these findings to design and implement an effective intervention for problem-solving in mathematics. The first study examines the hypotheses that fluent readers and strong comprehenders will exhibit better performance on math word problems, irrespective of their arithmetic abilities. Data were collected on standardized reading, math measures, and WASI-II Matrix Reasoning from 72 students across grades four (n = 39; 18 females) and five (n = 35; 17 females). Results identified two components of reading (Fluency, Comprehension) and three components of Math (Numeracy, Spatial Reasoning, Applied Problem Solving) as unique indicators of these domains using Principal Component Analysis (PCA). Subsequent regression analysis indicated a significant effect for the PCA components model, F (6, 65) = 4.23, p
Book Synopsis The Influence of Cognitive Abilities on Mathematical Problem Solving Performance by : Abdulkadir Bahar
Download or read book The Influence of Cognitive Abilities on Mathematical Problem Solving Performance written by Abdulkadir Bahar and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. No significant difference was found between girls and boys in cognitive abilities including general intelligence, general creativity, working memory, mathematical knowledge, reading ability, mathematical problem solving performance, verbal ability, quantitative ability, and spatial ability. After controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 53.3% (CTBS) of the variance in MPSP in closed problems as a whole. Mathematical knowledge and general intelligence were found to be the only variables that contributed significant variance to MPSP in closed problems. Similarly, after controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 46.3% (CTBS) of the variance in mathematical problem solving performance in open-ended problems. General creativity and verbal ability were found to be the only variables that contributed significant variance to MPSP in open problems. The author concluded that closed and open-ended problems require different cognitive abilities for reaching correct solutions. In addition, when combining all of these findings the author proposed that the relationship between cognitive abilities and problem solving performance may vary depending on the structure (type) and content of a problem. The author suggested that the content of problems that are used in instruments should be analyzed carefully before using them as a measure of problem solving performance.
Book Synopsis Thinking Mathematically Through Discussions of Reading Comprehension Strategies by : Tri Tran Nguyen
Download or read book Thinking Mathematically Through Discussions of Reading Comprehension Strategies written by Tri Tran Nguyen and published by . This book was released on 2009 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Problem solving is an integral part of mathematical learning. The process of mathematical reasoning can be traced back to early primary grade levels. As students get older, mathematical reasoning continues to be one of the leading components in mathematics. According to the National Council of Teachers of Mathematics (NCTM) standards (2008), mathematical reasoning combines the abilities to establish mathematical conjectures, process mathematical arguments and apply various types of representations. In order to establish these abilities, problem solving requires more instruction than the drill and practice approach. From my previous student teaching to my current teaching experience, I have noticed both strong and weak math students struggle in the problem solving process. Students seem to sigh upon the ideas of justifications and explanations within their solution and prefer computing strictly with numbers. However, these students were capable of doing mathematics and making sense of the concepts. As an educator, the challenge rested on devising a shift in thinking for students to understand the value of problem solving. How can I connect components in mathematical reasoning into the students' daily activities while enhancing the understanding of the process in problem solving? I narrowed my curiosity to connecting reading comprehension as an embedded approach in the mathematical problem solving approach. In my search to understand a relationship between reading comprehension and mathematical reasoning, I centered my research on using a mathematical reading circle similar to the idea of a literature circle to bridge the connection. Particularly, I was interested in understanding how different reading comprehension strategies can impact the learning and understanding of problem solving. These series of curiosities and interests led me to my research question: how does the implementation of specific reading strategies: monitor/clarify, visualization, question, and summarization in a mathematical reading circle change 5 th grade students' comprehension skills to solve word problems?
Book Synopsis Learning and Teaching in Aboriginal and Torres Strait Islander Education by : Neil Harrison
Download or read book Learning and Teaching in Aboriginal and Torres Strait Islander Education written by Neil Harrison and published by . This book was released on 2021-08-19 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teach your students practice-based strategies from local voices and perspectives.Learning and Teaching in Aboriginal and Torres Strait Islander Education, fourth edition, is designed to equip pre-service teachers with strategies to help improve learning outcomes of students, and demonstrates strategies on how to include Aboriginal and Torres Strait Islander perspectives and voices in their teaching. The text 'keeps things local' and works closely with the local community to deliver a successful teaching and learning experience in Aboriginal and Torres Strait Islander education.This new edition has been revised to address the increased focus on teaching reading and writing, new ways of embedding Aboriginal and Torres Strait Islander knowledge in the curriculum, and how to monitor and support the emotional health and wellbeing of students. It includes case studies, examples and a range of voices and personal stories from students, pre-service teachers and Aboriginal and Torres Strait Islander community members to convey the richness and diversity of Australian classrooms.NEW TO THIS EDITIONNew chapters:Chapter 5: Teaching reading and writing with Aboriginal and Torres Strait Islander childrenChapter 6: Trauma-aware schooling practices for supporting studentsChapter 7: Ways of teaching Traditional KnowledgeChapter 8: Building community partnershipsNew case studies from Aboriginal and Torres Strait Islander students and teachers that show how topics such as language awareness and student engagement are implemented in real classrooms and communities.An expanded focus on Learning from Country, including suggestions for suitable videos and assignments.
Book Synopsis Dorland's Dictionary of Medical Acronyms and Abbreviations E-Book by : Dorland
Download or read book Dorland's Dictionary of Medical Acronyms and Abbreviations E-Book written by Dorland and published by Elsevier Health Sciences. This book was released on 2015-07-24 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: Medical acronyms and abbreviations offer convenience, but those countless shortcuts can often be confusing. Now a part of the popular Dorland’s suite of products, this reference features thousands of terms from across various medical specialties. Its alphabetical arrangement makes for quick reference, and expanded coverage of symbols ensures they are easier to find. Effective communication plays an important role in all medical settings, so turn to this trusted volume for nearly any medical abbreviation you might encounter. Symbols section makes it easier to locate unusual or seldom-used symbols. Convenient alphabetical format allows you to find the entry you need more intuitively. More than 90,000 entries and definitions. Many new and updated entries including terminology in expanding specialties, such as Nursing; Physical, Occupational, and Speech Therapies; Transcription and Coding; Computer and Technical Fields. New section on abbreviations to avoid, including Joint Commission abbreviations that are not to be used. Incorporates updates suggested by the Institute for Safe Medication Practices (ISMP).
Book Synopsis Equal Resources, Equal Outcomes? by : Julian R. Betts
Download or read book Equal Resources, Equal Outcomes? written by Julian R. Betts and published by Public Policy Instit. of CA. This book was released on 2000-02-01 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Classroom Management in Teacher Education Programs by : Jonathan Ryan Davis
Download or read book Classroom Management in Teacher Education Programs written by Jonathan Ryan Davis and published by Springer. This book was released on 2017-09-22 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book investigates the impact of integrating culturally relevant and pedagogically dynamic classroom management strategies into the curriculum of an urban secondary education pre-service methods course. The book begins by framing the problem of integrating classroom management into the lives of those learning to teach impact. It then examines multiple case studies of students from the study’s control cohort who did not have classroom management coursework in their methods course. After breaking down the challenges encountered by the control students, the book offers DCMA as a framework from which teacher educators might create an integrative methods course. The book then analyzes students from the study’s experimental cohort and how they benefited from such an integrative course throughout their teacher preparation and into their first year of teaching.
