Journal articles: 'Learn math'

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Hassinger-Das, Brenna, Nancy C. Jordan, and Nancy Dyson. "Reading Stories to Learn Math." Elementary School Journal 116, no. 2 (December 2015): 242–64. http://dx.doi.org/10.1086/683986.

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Erickson, Joan J. "To Play or to Learn?" International Journal of Cyber Behavior, Psychology and Learning 5, no. 1 (January 2015): 56–74. http://dx.doi.org/10.4018/ijcbpl.2015010105.

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Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational implications include helping educators (a) select Internet math games with a heightened awareness of Internet games' motivational factors and concept-building potential during gameplay and (b) incorporate game-based technology to foster meaningful immersion when students explore mathematical concepts.

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Kinser-Traut, Jennifer Y. "Why Math?" Mathematics Teacher 112, no. 7 (May 2019): 526–30. http://dx.doi.org/10.5951/mathteacher.112.7.0526.

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Lawson, Alyssa P., Arineh Mirinjian, and Ji Y. Son. "Can Preventing Calculations Help Students Learn Math?" Journal of Cognitive Education and Psychology 17, no. 2 (April 1, 2018): 178–97. http://dx.doi.org/10.1891/1945-8959.17.2.178.

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Understanding how struggling students approach math is vital to designing effective math lessons. Many low achieving students rely on a weak knowledge of procedures and attempt calculations without adequate consideration of the problem. We investigated how enabling or preventing premature calculations affected learning math. Students were presented with explanations of math problems that either contained numbers, thus allowing for calculations, or contained variables, thus preventing the possibility of calculations. In Experiment 1, we asked students to learn from a conceptual explanation and found that preventing calculations was beneficial, especially for students with less prior experience in math. In Experiment 2, when the lesson was procedures-focused, we found that preventing calculations did not have the same beneficial effect. Students with less prior experience performed poorly compared to those with more experience. Given students' prior math experience and their usual approach to problem-solving, we can facilitate learning by blocking maladaptive approaches.

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KAYYIS, RAHMATIKA. "WHAT MATH STUDENTS NEED TO LEARN ENGLISH?" INOVISH JOURNAL 4, no. 1 (June 29, 2019): 84. http://dx.doi.org/10.35314/inovish.v4i1.949.

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This research aims to analyse the needs in the process of learning English and to know the specific information about content and material needed by math students. This research is descriptive qualitative and conducted in the third semester of the Mathematics Education Department of STKIP Muhammadiyah Pringsewu Lampung. It was qualitative descriptive research by collecting data from interviews and documentation. The results show that English is important for professional needs because it is needed in all fields. In addition, speaking and grammar are difficult aspects for students. The basic laws of mathematics as materials are needed the most.

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Green, Daniel, and Thomas Kearney. "Penguin Math." Mathematics Teaching in the Middle School 21, no. 2 (September 2015): 114–20. http://dx.doi.org/10.5951/mathteacmiddscho.21.2.0114.

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Many students are not motivated to learn mathematics when textbook examples contain largely nonexistent contexts or when the math is not used to solve significant problems found in real life. This article's project explores how male Emperor penguins are able to survive in Antarctica. In so doing, it addresses measurement, applies geometry, and helps foster problem-solving skills, all within a real-life context.

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Bay-Williams, Jennifer M., and Stefanie Livers. "Supporting Math Vocabulary Acquisition." Teaching Children Mathematics 16, no. 4 (November 2009): 238–46. http://dx.doi.org/10.5951/tcm.16.4.0238.

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Barta, James, Lucas Sánchez, and Jacob Barta. "Math in the Milpa." Teaching Children Mathematics 16, no. 2 (September 2009): 90–97. http://dx.doi.org/10.5951/tcm.16.2.0090.

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Switzer, J. Matt. "Bridging the Math Gap." Mathematics Teaching in the Middle School 15, no. 7 (March 2010): 400–405. http://dx.doi.org/10.5951/mtms.15.7.0400.

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Apple, Michael W. "What Policy Can Learn from the Math Wars." Educational Policy 16, no. 3 (July 2002): 448–56. http://dx.doi.org/10.1177/08904802016003005.

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Ryden, Robert. "Astronomical Math." Mathematics Teacher 92, no. 9 (December 1999): 786–92. http://dx.doi.org/10.5951/mt.92.9.0786.

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High school mathematics teachers are always looking for applications that are real and yet accessible to high school students. Astronomy has been little used in that respect, even though high school students can understand many of the problems of classical astronomy. Examples of such problems include the following: How did classical astronomers calculate the diameters and masses of Earth, the Moon, the Sun, and the planets? How did they calculate the distances to the Sun and Moon? How did they calculate the distances to the planets and their orbital periods? Many students are surprised to learn that most of these questions were first answered, often quite accurately, using mathematics that they can understand.

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Warkentin, Don R. "Finger Math in Geometry." Mathematics Teacher 93, no. 4 (April 2000): 266–68. http://dx.doi.org/10.5951/mt.93.4.0266.

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To gesture or not to gesture; is that really the question? Try out my technique in your geometry classrooms. You may be pleased to learn that the careful and conscious use of finger math will reinforce meaning for many of your mathematics students.

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Vajiac, Bogdan. "Math Roots: Can a Sixth Grader Do Trig." Mathematics Teaching in the Middle School 15, no. 3 (October 2009): 176–80. http://dx.doi.org/10.5951/mtms.15.3.0176.

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Can sixth graders learn trigonometry? Although this material is taught at the high school and college levels, most sixth graders are smart enough to learn it. In fact, South Korean, Romanian, and American schools abroad introduce basic trigonometry in middle school. U.S. schools can do it, too. With the right preparation, any student can learn a bit of trigonometry; a simple curiosity is enough to get started.

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Student. "COMPULSORY SCIENCE AND MATH?" Pediatrics 83, no. 3 (March 1, 1989): A92. http://dx.doi.org/10.1542/peds.83.3.a92a.

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"Why should we allow 13-year-old children to decide whether they will or will not study science and mathematics?" . . . "We compel children to learn to read, after all." As things stand, he added, only 15 percent of American high school students study physics, only 30 percent study chemistry and only 55 percent study algebra.

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Thames, Mark Hoover, and Deborah Loewenberg Ball. "What math knowledge does teaching require?" Teaching Children Mathematics 17, no. 4 (November 2010): 220–29. http://dx.doi.org/10.5951/tcm.17.4.0220.

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Scalise, Nicole R., Mary DePascale, Nadia Tavassolie, Claire McCown, and Geetha B. Ramani. "Deal Me in: Playing Cards in the Home to Learn Math." Education Sciences 12, no. 3 (March 9, 2022): 190. http://dx.doi.org/10.3390/educsci12030190.

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Recent meta-analyses have demonstrated a significant association between children’s early math achievement and their experiences with math at home, including their caregivers’ talk about math. However, few studies have investigated the relations between caregiver math talk and children’s learning with experimental designs. Eighty-six children (M = 5.0 years) and their caregivers were randomly assigned to play either a numeracy or a shape card game at home for six weeks. Data were collected on children’s number and shape knowledge and families’ math talk during gameplay. There was substantial participant attrition (42% did not return completed materials), however, both an intent-to-treat analysis of the sample that received study materials and a subgroup analysis of study completers showed that children who played the shape game significantly improved their shape naming and matching skills relative to children who played the number game. Children who played the number game did not significantly improve their numerical skills relative to children who played the shape game. Mathematical talk during gameplay varied between families but was correlated over time within families. Caregivers’ and children’s talk about matching cards by shape or color predicted children’s learning from the shape game. The results suggest that despite receiving uniform instructions and materials, there was significant variability in children’s home math experiences that predicted their learning from the card game.

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Lach, Tisa M., and Lynae E. Sakshaug. "Let's Do Math: Wanna Play?" Mathematics Teaching in the Middle School 11, no. 4 (November 2005): 172–76. http://dx.doi.org/10.5951/mtms.11.4.0172.

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Several articles have extolled the virtue of using games in mathematics class to explore various topics or skills. This article describes how an action research study was implemented to learn how students interacted with games in three important areas of mathematics.

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Stump, Sheryl L. "Learning to Lead/Leading to Learn." Teaching Children Mathematics 20, no. 3 (October 2013): 146–53. http://dx.doi.org/10.5951/teacchilmath.20.3.0146.

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Elementary and middle school teachers in a graduate class learned to use the PRIME Leadership Framework to focus on established principles, engaging with their colleagues, and specific tasks and challenges that math coaches face.

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Rosenberg, Mitchell. "Teacher to Teacher: Learn about Statistics—Math League Baseball." Arithmetic Teacher 41, no. 8 (April 1994): 459–61. http://dx.doi.org/10.5951/at.41.8.0459.

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I wanted an enjoyable but practical way to introduce concepts of statistics to my sixth graders while reinforcing fundamental arithmetic skills. This activity gives students hands-on experience in solving real-world problems while granting them the power to own and operate their own major league baseball team. The project took ten days and is easy to do.

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Rickard, Laura N., and Colette Wilson. "Lettuce Learn Math: Teaching Mathematics with Seeds and Centimeters." Mathematics Teaching in the Middle School 11, no. 8 (April 2006): 368–77. http://dx.doi.org/10.5951/mtms.11.8.0368.

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To the reader contemplating the relationship between lettuce cultivation and mathematical concepts, visualize marking off a rectangle that is 32 feet long and 12 feet wide. Imagine driving 14 pieces of rebar (metal concrete reinforcing bar) into the ground at even intervals on the long sides of the rectangle.

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Small, Marian S. "Do You Speak Math?" Arithmetic Teacher 37, no. 5 (January 1990): 26–29. http://dx.doi.org/10.5951/at.37.5.0026.

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Educators and parents are all aware of the importance of regularly talking to children to enhance their language development in particular and their intellectual growth in general. These experiences give children opportunities to experiment with language, to interact with others through a language medium, and to participate meaningfully in the world of ideas. When children learn language, they take pleasure in using words they hear from others in arrangements that express their own unique ideas and thoughts. They do not simply repeat sentences; they create them.

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Lamberg, Teruni, and Carolyn Andrews. "Integrating literature and math." Teaching Children Mathematics 17, no. 6 (February 2011): 372–76. http://dx.doi.org/10.5951/tcm.17.6.0372.

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First-grade teacher Carolyn loves literature. She finds that reading stories to her students sparks their imaginations and motivates them to learn. Wanting to leverage their enthusiasm, Carolyn researched how to use literature in math class. She learned that stories establish familiar, interesting, realworld scenarios where students can explore mathematics within context and communicate their thinking in ways that makes sense to them (Moyer 2000). Storybooks present opportunities to examine mathematics in ways that reflect children's own experiences and interests and to talk about math in a “natural context” (Moyer 2000; McDuffie and Young 2003).

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Urick, Angela, Alison S. P. Wilson, Timothy G. Ford, William C. Frick, and Meredith L. Wronowski. "Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter." Educational Administration Quarterly 54, no. 3 (March 13, 2018): 396–438. http://dx.doi.org/10.1177/0013161x18761343.

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Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourth-grade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on OTL math instruction in the classroom and teacher participation in math professional development. Content-specific resources indirectly influenced both OTL math instruction and content through teacher preparedness. Conclusions: The results of this study demonstrate a potential framework through which school leaders can support the preparedness of teachers in providing students with equitable access to coherent, focused, and rigorous math content.

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Susanti, Eka, and Siti Kumawati. "Learning with Mak Karjo Media to Increase Student Motivation for Learning Materials Trigonometry High School Students." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 537–41. http://dx.doi.org/10.14421/icse.v3.558.

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Math learning is growing as the times evolve. More and more media is used to enhance student learning motivation. This assessment aims to create a math learning design that can increase the motivation of learning students through Math card matchmaking (Mak Karjo) in high school students. As for the use is a descriptive method and the post facto method ex. The descriptive method used is with the development of pre-existing research results. While the method ex post facto, that is to assess the use of Media card soul mate in improving the motivation to learn high school students. Mak Karjo is the length of mathematics with a matchcard, so the media used is the media of a soul mate filled with sin, cos, and tan. Results show that the application of Mak Karjo in trigonometric learning motivates students in learning because learning is designed in such a way that it can create a pleasant learning atmosphere.

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_, Ilmadi, and Yulianti Rusdiana. "PENGGUNAAN MICROSOFT MATH 4.0 UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK." Jurnal Karya Pendidikan Matematika 6, no. 2 (September 30, 2019): 15. http://dx.doi.org/10.26714/jkpm.6.2.2019.15-19.

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This study aims to improve students' understanding of mathematical concepts through the use of Ms Math 4.0 software in the learning process. This research was conducted using a quasi-experimental method with a quantitative approach. There are two sample groups in this study: the experimental group which was carried out using Ms Math 4.0 and the control group with conventional learning. The method used is quasi-experimental using the Mann Whitney U test for data analysis. From the analysis results obtained: 1) Understanding the concept of students who learn by using Ms Math 4.0 software is higher than those who do not use software; 2) Understanding the concept of students with high, medium and low initial ability who learn by using Ms Math 4.0 software is higher than students who study with conventional learning.

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Albano, Anthony D., and Michael C. Rodriguez. "Examining Differential Math Performance by Gender and Opportunity to Learn." Educational and Psychological Measurement 73, no. 5 (May 6, 2013): 836–56. http://dx.doi.org/10.1177/0013164413487375.

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Greene, Gary. "Math-Facts Memory Made Easy." Arithmetic Teacher 33, no. 4 (December 1985): 21–25. http://dx.doi.org/10.5951/at.33.4.0021.

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There comes a time when children in the primary grades are expected to increase the speed and accuracy with whlch they perform computational tasks. Mastery of basic addition and subtraction facts greatly facilitates a student's ability to achieve this objective. Although some children are able to learn math facts without individualized instruction, others require extensive support. For the latter students, teachers typically prescribe extra drill-and-practice activities (e.g., flash cards), often leading to disappointing and frustrating results for both the teacher and the child.

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Rahmawan, Andi Dian, and Nendra Mursetya Somasih Dwipa. "Pembelajaran Berbasis Teknologi Informasi dan Komunikasi Pada Mata Pelajaran Bahasa Inggris dan Matematika." Abdimas Dewantara 2, no. 1 (March 4, 2019): 36. http://dx.doi.org/10.30738/ad.v2i1.2825.

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Both Math and English are the two subjects that most of students have difficulty on it. To understand Math requires logical thinking that most of students do not have. To understand English, in which the written and sound are different with our first language, requires habit to hear and write English a lot. Students need to be accustomed to using English on everyday activities. In fact, most of students tend to use Javanese or Indonesian to communicate to others. Teachers also get difficulties on motivating students to learn Math and English for the better future. Some students have struggled to learn them, but still, the results are not satisfying.Observing this phenomenon, as the lecturers of English and Math, we are trying to help the teachers on giving material with the different point of views. We introduced different approaches on giving exposure to students about Math and English. English will be taught by employing Podcast, math will be introduced by using Geogebra. It is expected that teachers and students will have another perspectives; we can say that the teachers may have another style of teaching and students will get additional learning styles.

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Myers, Kayla D., Susan O. Cannon, and Sarah Bridges-Rhoads. "Math is in the Title." International Review of Qualitative Research 10, no. 3 (November 2017): 309–26. http://dx.doi.org/10.1525/irqr.2017.10.3.309.

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An ongoing experiment in (un)learning the humanist subject in qualitative and post qualitative inquiry, this writing-reading-thinking explores the tensions that two doctoral students and an assistant professor grapple with through an undirected/directed reading course and beyond. The paper takes up and troubles conventional academic writing practices that aim to present knowledge as finished and neatly packaged for consumption, pushing against the stable academic subject. We intend for the reader to experiment and play in the manuscript and to think with multiple fragments together. We hold a persistent wondering about how to teach and learn to think differently—how to “untrain” researchers as St. Pierre (2016b) says.

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Salsabila, Zahrina, Lintang Ega Shavira, and Ibrahim Ibrahim. "The Influence of Learning Mathematics in Online Learning on the Results of Mid-Semester Assessment." AlphaMath : Journal of Mathematics Education 8, no. 1 (May 5, 2022): 11. http://dx.doi.org/10.30595/alphamath.v8i1.12118.

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This research is a quantitative analytical survey research with an explanatory method in which the researcher attempts to explain to what extent the effect of learning mathematics on the results of mid-semester assessments for class VIII students in one of the junior high schools in Tangerang Regency. The sample of this research is students in class VIII. The sample selection was done randomly by taking 31 students from a total of 70 students. In collecting data related to student learning, we distributed a simple questionnaire by google form and to obtain data on the results of the mid-semester assessment of our students, we collaborated with the mathematics teacher in charge of the school. The results of this study stated that the way students learn in learning mathematics, especially in online learning, is said to have an effect of 11.45% on the results of the students' midterm assessment. the way to learn in online learning is divided into four sub categories of learning methods, including: how to take math lessons online, how to learn math independently at home, how to study math textbooks, and how to face math exams. Of these four sub-categories, three of them are in the good category in their implementation, while the sub-category of how to learn in online learning is in the sufficient category which indirectly means that there is still a need for re-evaluation related to the mechanism for implementing mathematics online learning.

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White, Paula A., Adam Gamoran, John Smithson, and Andrew C. Porter. "Upgrading the High School Math Curriculum: Math Course-Taking Patterns in Seven High Schools in California and New York." Educational Evaluation and Policy Analysis 18, no. 4 (December 1996): 285–307. http://dx.doi.org/10.3102/01623737018004285.

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Previous studies have indicated that students enrolled in the general math track do not take as much math and do not learn as much math as students in college-preparatory math courses ( Gamoran, 1987 ; Oakes, 1985 ; Porter, 1989 ). State, district, and school initiatives in California and New York have been developing mechanisms to address this problem of inequality by creating new transition math courses and eliminating the general math track. This study examines course-taking patterns of students in seven high schools in California and New York that have attempted to enroll lower level math students in more meaningful initial math courses. By examining students’ transcripts, the success of various policy options to upgrade the math curriculum are evaluated. Our data indicate that the new transition math courses meet with partial success in providing a common curriculum to students with diverse math preparation.

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Tillema, Erik S. "Math for Real: A Three-Girl Family." Mathematics Teaching in the Middle School 15, no. 5 (December 2009): 304–5. http://dx.doi.org/10.5951/mtms.15.5.0304.

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Mr. and Mrs. Ortenzi want to have three children. They have picked out three names for a boy and three names for a girl. Since Mrs. Ortenzi wants to have three girls, she would like to learn about the chance that this might occur. To help her determine her chance of having three girls, solve the problems below.

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Sellers, Patricia A. "From the classroom: The trouble with long division." Teaching Children Mathematics 16, no. 9 (May 2010): 516–20. http://dx.doi.org/10.5951/tcm.16.9.0516.

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The fourth graders were ready to learn long division; however, their teachers were hesitant to begin the unit—just as they are every year. In a grade-level meeting with the school's math consultant, the teachers voiced their typical concerns. The math consultant was a university mathematics education professor spending a semester of sabbatical working with teachers to find ways to help elementary-aged students get excited about doing math and about learning to make sense of math through problem-solving activities.

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Pettrey, Katherine V., Renee E. Lastrapes, and Paul Mooney. "Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders." Beyond Behavior 31, no. 1 (February 28, 2022): 65–75. http://dx.doi.org/10.1177/10742956211072480.

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The present article provides educators of students with emotional and behavioral disorders with information on how to develop students’ math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming.

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Sonnenschein, Susan, Claudia Galindo, Shari R. Metzger, Joy A. Thompson, Hui Chih Huang, and Heather Lewis. "Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities." Child Development Research 2012 (October 10, 2012): 1–13. http://dx.doi.org/10.1155/2012/851657.

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This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, and Caucasian parents in the United States, the majority were Chinese or Caucasian. Several important findings emerged from this study. Parents’ beliefs about math development and their role in fostering it were significantly related to children’s math activities. There was important variability and relatively limited participation of children in math activities at home. There were age-related differences in children’s engagement in math activities. Chinese and Caucasian parents showed somewhat similar beliefs about how children developed math. Although further research is needed to confirm the findings with a larger sample and to include measures of children’s math competencies, these findings are an important step for developing home-based interventions to facilitate children’s math skills.

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Malloy, Carol. "Reflections on Practice: Perimeter and Area through the van Hiele Model." Mathematics Teaching in the Middle School 5, no. 2 (October 1999): 87–90. http://dx.doi.org/10.5951/mtms.5.2.0087.

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IN MANY CLASSROOMS, MATHEMATICS IS TAUGHT by using examples to show students how to solve problems, then having the students complete large numbers of similar problems (Battista 1999). This process, called “parrot math” by O'Brien (1999), overlooks research showing that students (1) develop knowledge through interaction between the student and the knowledge, (2) do not think like adults, and (3) learn well through social interaction. Disregarding current research on how students learn mathematics and continuing the use of “parrot math” can be harmful to students' broader understanding of mathematical relationships (O'Brien 1999; Battista 1999).

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Geist, Eugene A., Melani W. Duffrin, and Sara M. Overholt. "Eating up mathematics." Teaching Children Mathematics 17, no. 9 (May 2011): 568–72. http://dx.doi.org/10.5951/teacchilmath.17.9.0568.

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Young children regularly learn important math concepts from examining the world around them. As a matter of fact, for the first five years of life, they construct math through everyday interactions with parents and care givers (Geist 2008). Daily activities, such as snack time and lunch, can serve as mathematical opportunities. When children distribute plates or crackers, they learn oneto- one correspondence. When they have a bowl of raisins, a parent can ask, How many? and count them with the child. And when cooking food, the mathematical opportunities increase exponentially.

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Donoahue, Zoe. "Opening the World of Mathematics: The Daily Math Discussion." Teaching Children Mathematics 22, no. 7 (March 2016): 428–33. http://dx.doi.org/10.5951/teacchilmath.22.7.0428.

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Mateus-Nieves, Enrique, and Edison Ferney Chala Castillo. "Instrumentalization vs Instrumentation of Microlearning in a Math Class." Al-Ta lim Journal 28, no. 3 (December 26, 2021): 190–203. http://dx.doi.org/10.15548/jt.v28i3.690.

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The study aims to innovate the teaching and learning process of mathematics with a group of elementary school students from a rural population of Colombia, where the use of information and communications technology resources, as well as internet access in limited. The teachers implement microlearning so that children learn to solve arithmetic problems. The experience is descriptive with a non-probabilistic convenience sampling, developed from the creation and application of a virtual learning object whose pedagogical strategy was the use of microlearning. The study shows that the use of information and communications technology resources assist the students to learn mathematics. It also develops the office content, skill to interpret, know and solve mathematical problems from everyday situation to students

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Era Setiyawati, Endang Fauziati, Darsinah, Minsih, and Yenny Prastiwi. "Problem Solving Errors in Mathematics Story Questions." JPI (Jurnal Pendidikan Indonesia) 11, no. 3 (August 25, 2022): 466–79. http://dx.doi.org/10.23887/jpiundiksha.v11i3.46980.

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Daily problems are often expressed in the form of math story problems. However, mathematics is often seen as scary because it is difficult to learn, causing errors in doing math story problems. The aims of this study is analyses the types of problem-solving errors in solving math story problems and analyses the factors that cause problem solving errors in solving math story problems. This research is a type of qualitative research with a case study approach. The subjects in this study were elementary school students in grade 5 with the object of research being student errors in answering math story questions. Data collection techniques using question answer sheets and interviews. The data analysis technique uses Miles and Huberman interactive data analysis techniques. The results showed that reading errors were 39%, comprehension errors were 81%, transformation errors were 88%, process skill errors as much as 90%, and writing errors in the final answer (encoding errors) as much as 90%. Cognitive factors that cause problem solving errors in math story problems are: memory weakness; the weakness of understanding; and weak analysis. The non-cognitive factors that cause problem-solving errors in math story problems are how students learn and how to teach teachers. Based on the results of the study, teachers need to improve students' abilities to reduce process skill errors and writing errors in the final answer.

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Wronowski, Meredith L., Margaret Thornton, Bita Razavi-Maleki, Angelica W. Witcher, and Bryan J. Duarte. "Beyond Tracking: The Relationship of Opportunity to Learn and Diminished Math Outcomes for U.S. High School Students." Teachers College Record: The Voice of Scholarship in Education 124, no. 6 (June 2022): 196–224. http://dx.doi.org/10.1177/01614681221113473.

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Background/Context: In this study, we draw on evolving definitions of opportunity to learn (OTL) to conceptualize mathematics OTL has having two main components: structural OTL, defined by gatekeeping access to specific mathematics courses through the process of tracking, and instructional OTL, defined by the learning experiences of students in their mathematics courses. We also conceptualize both of these aspects of OTL as occurring in the current educational milieu, where sociopolitical factors reward or punish specific school strategies. Purpose/Objective/Research Question/Focus of Study: This study seeks to examine, using an OTL framework, the relationship between high school math teachers’ instructional practices, students’ course tracks in mathematics, students’ perceptions of mathematics, and students’ distal measures of academic attainment, including completion of advanced math coursework and completion of a high school diploma. Research Design: Using latent class analysis, this secondary data analysis analyzed the 2009 High School Longitudinal Study data from the National Center for Educational Statistics to examine mathematics instructional OTL based on math teachers’ objectives of emphasis and its relationship to structural OTL in the form of course tracking. Findings/Results: We identified “Enriched” and “Rote Knowledge and Skills” latent classes of math OTL. Teachers providing Enriched OTL emphasize the widest variety of objectives, including cognitively demanding problem-solving and logic objectives and practical applications of mathematics, while teachers providing Rote Knowledge OTL emphasize basic computation, algorithms, and computation skills. Black students, Hispanic students, and students living in poverty were more likely to be in math OTL classes focused primarily on basic concepts, algorithms, and computation, with little to no emphasis in more applied and cognitively demanding math course objectives, and they were less likely to be enrolled in advanced ninth-grade math courses. Students in Rote Knowledge OTL courses with little to no emphasis in applied and cognitively demanding math course objectives had lower mathematics identity and self-efficacy, and math achievement. Conclusions/Recommendations: This study adds to the literature suggesting that students in the United States experience an opportunity gap rather than an achievement gap, and that opportunity gaps are both structural and instructional. This study also adds to the literature suggesting student sorting systems are inherently unequal and must be addressed through policy, leadership, and cultural shifts in both schools and districts.

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Elder, Cristyn L., and Karen Champine. "Designing High-Impact "Writing-to-Learn" Math Assignments for Killer Courses." Across the Disciplines 13, no. 4 (2016): 1–31. http://dx.doi.org/10.37514/atd-j.2016.13.4.16.

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Turner, Julianne C., and Debra K. Meyer. "Motivating Students to Learn: Lessons from a Fifth Grade Math Class." Middle School Journal 27, no. 1 (September 1995): 18–25. http://dx.doi.org/10.1080/00940771.1995.11496138.

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Jamil, Faiza M. "Spring Showers Bring Many Flowers." Teaching Children Mathematics 23, no. 7 (March 2017): 402–3. http://dx.doi.org/10.5951/teacchilmath.23.7.0402.

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Spring is a great time for learning about nature and an even better time to learn math. Solving these math problems may help your students gear up for gardening and catching butterflies as cool, rainy days give way to colorful blooms and students become eager to spend time outside.

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PRAMARTHA, I. NYM BAGUS, and DEVIANA DEVIANA. "PENGARUH PMRI BERBANTUAN “KNOW-WHAT-LEARN WORKSHEET” TERHADAP SIKAP KEMAMPUAN PEMECAHAN MATEMATIKA." E-Jurnal Matematika 9, no. 1 (January 31, 2020): 57. http://dx.doi.org/10.24843/mtk.2020.v09.i01.p279.

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Mathematics is a critical tool for young people as they confront issues and challenges in personal, occupational, societal, and scientific aspects of their lives. It is thus important to have an understanding of the degree to which young people emerging from school are adequately prepared to apply mathematics to understanding important issues and solving meaningful problems. This study aims to know the effect of Indonesian realistic mathematics education learning (PMRI) using know-what-learn worksheet to students’ attitude and problem solving ability of grade VII SMP Negeri 1 Kuta Utara. This research is a combination research that used concurrent embedded design mixed methods. The population of the research was the students of grade VII of SMP Negeri 1 Kuta Utara in 2016/2017. Two classes as samples were taken from twelve classes with cluster random sampling technique. Data were analyzed using MANOVA. The results of the study shows that (1) PMRI using Know-What-Learn Worksheet Learning positively affected the students’ attitude and math problem solving ability (? = 25.440, p > 0.05), (2) PMRI using Know-What-Learn Worksheet learning process can improve interest in math, understanding, liveliness in the learning process, and math meaningfulness in the daily life of students.

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Zhang, Kaiming. "Intergenerational Transmission of Math anxiety: Discussion About Research of Parents’ and Children’s Math Anxiety." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1776–81. http://dx.doi.org/10.54097/ehss.v8i.4582.

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Math is an abstract and challenging subject, so students may have math anxiety when studying math. Math anxiety might be transmitted intergenerationally. This article discusses research on math anxiety’s intergenerational transmission in three aspects. The first aspect is the factors of parents influencing children’s math anxiety levels. These factors are parents’ math anxiety, intelligence mindset, parent-child relationships, and parental educational involvement. The second aspect is the influence of parental math anxiety on children. Parental anxiety can influence children’s math anxiety, math outcomes, and how much math they learn, and it can affect children as early as kindergarten age. The third aspect is the methods and interventions reducing children’s math anxiety and improving outcomes. Stopping parents with high math anxiety levels, using math applications involving interaction between parents and children, changing fixed mindset to growth mindset, and doing mindfulness are all interventions that can help reduce children’s math anxiety. In conclusion, the intergenerational transmission of math anxiety is critical and represented by factors of parents influencing children’s math anxiety level and the influence of parental math anxiety on children. Parents should use appropriate ways to reduce their children’s math anxiety. Further research should focus on the cause-and-effect relationship between parents’ math anxiety and children.

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Ferguson, Christine. "A Trip to the Circus." Teaching Children Mathematics 22, no. 6 (February 2016): 338–39. http://dx.doi.org/10.5951/teacchilmath.22.6.0338.

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A trip to the circus is so much fun. You will see elephants, tightrope walkers, lions, tigers, and more! But did you know that you could also learn math while you are there? Let's see how much we can learn at the circus.

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Feldhusen, John F. "Precocity and Acceleration." Gifted Education International 17, no. 1 (January 2003): 55–58. http://dx.doi.org/10.1177/026142940301700106.

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Precocious kids have the motivation and the ability to surge ahead of what is normative for their ages and grade levels. Many first and second graders learn to read at levels in the reading curriculum that are typical for third to fifth graders. Some surge ahead in math too hut not as many as get ahead in reading. To get ahead precocious kids need access to advanced material, and that is easier to do in reading than in math. Brief contact without formal instruction often is all precocious kids need to learn and master advanced material.

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Chapman, Carol. "Let's Do It: Fun with Primary Math Centers." Arithmetic Teacher 34, no. 9 (May 1987): 5–7. http://dx.doi.org/10.5951/at.34.9.0005.

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Mathematics centers in primary school classrooms can help pupils learn and have fun at the same time. These centers can be used for both enrichment and reinforcement. In my experience with second- and thirdgrade classes, the centers also give me more time to work with c hildren having difficulty with their daily lesson.

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Wilders, Richard, and Lawrence VanOyen. "Turning Students into Symmetry Detectives." Mathematics Teaching in the Middle School 17, no. 2 (September 2011): 103–7. http://dx.doi.org/10.5951/mathteacmiddscho.17.2.0103.

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Journal articles on the topic 'Learn math'

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