Relevant bibliographies by topics / Math teaching and learning

Academic literature on the topic 'Math teaching and learning'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Math teaching and learning"

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Garnett, Katherine. "MATH LEARNING DISABILITIES: TEACHING AND LEARNERS." Journal of Reading, Writing, and Learning Disabilities International 3, no. 1 (January 1987): 1–8. http://dx.doi.org/10.1080/0748763870030102.

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Marco-Bujosa, Lisa. "Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math is More Than “Just Math”." International Journal of Technology in Education 4, no. 2 (March 3, 2021): 247–86. http://dx.doi.org/10.46328/ijte.41.

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Education reforms in the United States and abroad have increased efforts to improve student interest and capacity in STEM (science, technology, engineering, and mathematics). Despite these attempts, students still have little opportunity to engage in STEM learning in K-12 education. This qualitative case study was designed to investigate how incorporating STEM into teacher education can promote STEM teaching as well as enhance math instruction. The study took place in the fourth year of an undergraduate teacher education program spanning a secondary math and science Methods course and student teaching. Guided by the framework of sensemaking, individual interviews, teaching artifacts, and written reflections for four teachers were analyzed to identify moments of dissonance that pushed participants to reach new understandings about the learning and teaching of math. Findings indicated that learning to teach math through the lens of STEM shifted pre-service teachers’ instructional emphasis in two ways: 1) figuring out math vs. learning about math; and 2) teaching math through authentic STEM contexts as opposed to focusing purely on mathematics. However, experiences in student teaching can either enhance or stifle these gains. Findings suggest the role of teacher education in promoting STEM education by shifting prospective teachers’ mindsets about mathematics and teaching.
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Figg, Candace, Anjali Khirwadkar, and Shannon Welbourn. "Making ‘Math Making’ Virtual." Brock Education Journal 29, no. 2 (September 4, 2020): 30. http://dx.doi.org/10.26522/brocked.v29i2.836.

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Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.
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Divakaran, Anu. "Enhancing Math Learning Using Synchronous Online Teaching." Artha - Journal of Social Sciences 14, no. 1 (January 1, 2015): 27. http://dx.doi.org/10.12724/ajss.32.3.

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In today’s world, digital technology enables us to access knowledge from anywhere, anytime and learn at our pace. This online learning process when made interactive and collaborative can lead to effective learning. Synchronous online learning satisfies these requirements of online and distant learning with focus on the quality of instruction and how effectively learners are engaged. As the name implies, synchronous learning allows instruction and learning to happen in real-time, but not necessarily in the same place. It provides all the advantages of digital, online and distant learning with an added benefit of bringing human interaction to the learning environment which is not available in an asynchronous learning platform. This paper focuses on using synchronous learning environment to enhance mathematics learning. While an abundant source of materials are available online related to mathematics, support from the teacher is always an added advantage especially since mathematics includes problem-solving and logical reasoning. The students will remain engaged and motivated in a synchronous learning environment than in an asynchronous one since immediate feedback is highly appreciated by the students when faced with a critical and challenging concept. If both the teacher and the students are familiar with the use of the synchronous technology tools, synchronous learning can combine the benefits of both face-to-face and online digital learning while bringing the learners together through collaborative learning. Collaboration brings in new ideas and methods of learning. Hence it is inevitable that the present educators make use of this opportunity to humanize online and distant learning by familiarizing themselves with efficient tools and making use of the discoveries and inventions in the field of education, computer science, anthropology, and psychology. There are many tools and software packages available for implementing synchronous learning, and the choice depends on the type of interactions and the pedagogy preferred by the teacher.
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Stoica, Adrian. "Using Math Projects in Teaching and Learning." Procedia - Social and Behavioral Sciences 180 (May 2015): 702–8. http://dx.doi.org/10.1016/j.sbspro.2015.02.181.

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Olsen, James R. "Five Keys for Teaching Mental Math." Mathematics Teacher 108, no. 7 (March 2015): 543–47. http://dx.doi.org/10.5951/mathteacher.108.7.0543.

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Buchler, Justin. "Teaching Quantitative Methodology to the Math Averse." PS: Political Science & Politics 42, no. 03 (June 26, 2009): 527–30. http://dx.doi.org/10.1017/s1049096509090842.

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ABSTRACTMany political science students struggle in quantitative methods courses because they have never been taught how to learn math. Learning math is different from learning in other fields, so the techniques students have used successfully in other classes are inappropriate in mathematically oriented classes. However, most students have never been told this, so they blame their difficulty with math on the impenetrability of the subject rather than tactical studying errors. This brief article discusses some of the reasons that common studying techniques do not work in quantitative methodology classes, and discusses some simple techniques to help students develop learning habits that are better suited to quantitative courses.
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Zhong, Keyu, Qifang Luo, Yongquan Zhou, and Ming Jiang. "TLMPA: Teaching-learning-based Marine Predators algorithm." AIMS Mathematics 6, no. 2 (2021): 1395–442. http://dx.doi.org/10.3934/math.2021087.

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Rumack, Aaron, and Rebecca Robichaux-Davis. "Making Math Social." Mathematics Teaching in the Middle School 24, no. 4 (January 2019): 196. http://dx.doi.org/10.5951/mathteacmiddscho.24.4.0196.

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Teachers, students, and parents might wonder: Why should we make mathematics a social pursuit? Although individual study and reflection are important parts of any discipline, providing a culture of learning mathematics socially enhances sense making for students. According to NCTM's Principles to Actions: Ensuring Mathematical Success for All (2014), learning through discourse, activity, and interaction related to meaningful problems is a foundational principle for effective mathematics teaching.
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Ambarini, Ririn, Arso Setyaji, and Sri Suneki. "Teaching Mathematics Bilingually for Kindergarten Students with Teaching Aids Based on Local Wisdom." English Language Teaching 11, no. 3 (February 1, 2018): 8. http://dx.doi.org/10.5539/elt.v11n3p8.

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Language and Mathematics are both skills and knowledge that need to master well so that it can be the provision for students’ future life when mingling with the community or society. Because of that the integration of teaching both language and Mathematics in bilingual Math learning will give many benefits to the students. They will learn not only how to interact with others by improving their communication skills but also how to develop their Math concepts and skills. Moreover students will also get lots of advantages by learning Mathematics bilingually. This study aimed to find out the development of the students’ English for Math ability in numbers and number sense in which the process of teaching learning is equipped with teaching aids based on local wisdom. The participants were 30 kindergarten students. The study used descriptive qualitative method and the results revealed that the teaching learning activities with teaching aids designed based on local wisdom have a significant effect on the development of both kindergarten students’ performance in English for Math activities and their love toward the local products found in their surrounding environment.
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Dissertations / Theses on the topic "Math teaching and learning"

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Couch, Kathryn. "Math Teachers' Experiences Learning and Teaching Math." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2280.

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Abstract In a charter school in the Southwest United States, elementary students were struggling to attain proficiency in math and have been failing to meet the standards in math on the Arizona Instrument to Measure Standards test. As a result, these students may not have been prepared for more advanced math courses as they continued their schooling, and this failure to attain proficiency in math may continue to impact the school's ability to make adequate yearly progress. The purpose of this explanatory case study was to explore the perspectives of elementary math teachers toward teaching math, their preparation to teach math, and the possible influences they may have on their students' math skills development. The theoretical framework was self-efficacy theory. Data were gathered through questionnaires completed by 5 participants teaching kindergarten through 5th grade and through the investigation of archival data of their students' achievement test scores. Emerging themes were coded to record and organize relevant information. The participants indicated that they did not feel prepared to teach elementary math when entering the classroom after their teacher preparation programs and that they want to gain more content knowledge and learn more strategies to teach math. Social change may occur as the elementary math teachers are given a voice concerning the teaching of math, and this voice could be used in producing staff development and improving instruction.
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McBryde, Joan Horton. "Assisting the learning disabled through the use of math manipulatives." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/670.

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Jones, Nicole P. "Teachers' Theories of Teaching and Learning and the Use of Math Interventions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3788.

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Despite the academic gap between students with learning disabilities (LD) and their nondisabled peers, schools continue to educate students with LD in regular education classrooms. In secondary math classes, such as Algebra 1, students with LD have high percentages of failure. The purpose of this cross-sectional study was to examine the relationship between teachers' personal theories of teaching and learning and their use of math interventions. Fox's (1983) theoretical framework of teaching and learning was used as a conceptual lens. Surveys were administered to 20 high school math teachers in an urban Northeastern U.S. school district. An ordinal logistic regression statistical test was used to analyze relationships between teachers' personal theories of teaching and learning and their use of math interventions, years of experience, gender, ethnicity, and age. A statistically significant relationship was found between teachers' years of experience and their use of math interventions, p = .031. Teachers with 6 or more years of teaching experience self-reported using math interventions more frequently than did teachers with 5 or fewer years of teaching experience. Recommendations for future research include examining why teachers with more years of teaching self-reported using math interventions more than did less experienced teachers and the impact, if any, of the use of math interventions on students with LD's academic performance in Algebra 1. This study can lead to positive social change by providing college and university secondary math candidates with training on how to use math intervention to teach algebra to students with LD.
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Strohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.

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Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the Midwest participated. Seven students participated in interviews, and nine students participated in two focus group discussions. Data analysis involved in vivo coding of transcribed interviews and focus groups. Key results included students' perceptions of increased engagement and interactions, as well as more in-depth learning in flipped environments. Increased critical thinking was related to both instructional strategies employed and students' ability to self-regulate learning. Concepts of peer collaboration shifted as students viewed learning environments and sources of expertise as more extensive in the flipped environment. This study contributes to positive social change by providing educators and researchers with a deeper understanding of the importance of ensuring students are competent in using social technology tools that encourage students to interact both socially and academically in order to help them become more self-directed learners.
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George, John H. "Preparing Math Deficient University Students for STEM Achievement and Sustainable Learning." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369580586.

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Zhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.

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Unobskey, Arthur. "Driving a Rigorous Analysis and Implementation of Effective Teaching Practices by Middle School Math Teachers." Thesis, Boston College, 2009. http://hdl.handle.net/2345/626.

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Thesis advisor: Robert J. Starratt
Often educational researchers believe that the way to get teacher groups to improve their own teaching is to have them work in groups, share common assessments, look at the results, and choose the approach of the teacher who achieved the most success. Teachers, however, often resist this approach to identifying a "best practice" because it creates a competitive climate in which one teacher will be identified as the best. Conversations about teaching, when they do occur, thus often remain superficial. Teachers most often say to each other that they respect each other's approach; when they do disagree, they focus briefly on ideological differences and then move on to another topic before identifying the specific instructional techniques that work. This dynamic persists in all schools, but particularly in high performing schools in which most students are succeeding, teachers choose to avoid these difficult conversations and thus avoid close examination of their practices. This study examines a leadership project that strove to draw teachers into fruitful conversations about best practice by diminishing competitiveness within the group. Rather than asking them to compare student performance on common assessments, and identify the teacher whose students did the best, the Principal/Researcher focused teachers on the goal of establishing a common approach to teaching certain math topics. In order to find this common approach, teachers had to examine their practices very closely, adopting some new ones but keeping the ones that worked. Rather than the work of one teacher, the "best practice" that the group members chose was a synthesis of strong teaching methods from all members of the group
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Crespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.

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Monye, Joseph Ifeanyi. "Effects of Direct Instruction Common Core Math on Students With Learning Disabilities." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251535.

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U.S. students with learning disabilities’ math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson’s theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4-group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pre-testing and intervention. Results of ANOVAs were significant at the α-levels of .05 (F (1,78) = 233.66 p < .001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students’ graduation rates and promoting students’ engagement in school and beyond.

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Vacaretu, Ariana-Stanca. "Teaching and learning high school mathematics through an interdisciplinary approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83141.

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Books on the topic "Math teaching and learning"

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Clements, Douglas H., and Julie Sarama. Learning and Teaching Early Math. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528.

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Math learning wheels. New York: Scholastic Professional Books, 1998.

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Julie, Sarama, ed. Learning and teaching early math: The learning trajectories approach. New York, NY: Routledge, 2009.

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Math time: The learning environment. Norman, Okla: Educational Enrichment, 1997.

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Griffiths, Rachel. Math makes sense: Teaching and learning in context. Portsmouth, NH: Heinemann, 1994.

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Miller, Marcia K. Quick-and-easy learning games: Math. New York: Scholastic Professional Books, 1996.

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Tobin, Catherine D. HM math learning and study skills program. Edited by National Association of Secondary School Principals (U.S.) and National Council of Teachers of Mathematics. Reston, VA: National Association of Secondary School Principals, 1993.

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Calculation station: Learning center projects for math. Torrance, Calif: Totline Publications, 1998.

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Math learning centers for the primary grades. West Nyack, N.Y: Center for Applied Research in Education, 1992.

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Gurganus, Susan Perry. Math instruction for students with learning problems. Boston: Pearson/Allyn and Bacon, 2007.

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Book chapters on the topic "Math teaching and learning"

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Clements, Douglas H., and Julie Sarama. "Young Children and Mathematics Learning." In Learning and Teaching Early Math, 1–17. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-1.

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Clements, Douglas H., and Julie Sarama. "Geometric Measurement." In Learning and Teaching Early Math, 246–59. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-10.

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Clements, Douglas H., and Julie Sarama. "Geometric Measurement 1." In Learning and Teaching Early Math, 260–78. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-11.

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Clements, Douglas H., and Julie Sarama. "Other Content Domains." In Learning and Teaching Early Math, 279–302. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-12.

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Clements, Douglas H., and Julie Sarama. "Mathematical Processes and Practices." In Learning and Teaching Early Math, 303–11. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-13.

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Clements, Douglas H., and Julie Sarama. "Cognition, Affect, and Equity." In Learning and Teaching Early Math, 312–37. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-14.

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Clements, Douglas H., and Julie Sarama. "Early Childhood Mathematics Education." In Learning and Teaching Early Math, 338–57. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-15.

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Clements, Douglas H., and Julie Sarama. "Instructional Practices and Pedagogical Issues." In Learning and Teaching Early Math, 358–404. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-16.

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Clements, Douglas H., and Julie Sarama. "Quantity, Number, and Subitizing." In Learning and Teaching Early Math, 18–35. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-2.

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Clements, Douglas H., and Julie Sarama. "Verbal and Object Counting." In Learning and Teaching Early Math, 36–66. Third edition. | New York, NY : Routledge, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003083528-3.

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Conference papers on the topic "Math teaching and learning"

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Imas, Olga, Viktoriya Kaminskaya, and Anna Sherstneva. "Teaching math through blended learning." In 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318081.

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Mbasu, Zachariah, Thomas Mawora, and David Stern. "Statistics in math camps." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17604.

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It is generally agreed that statistics is an important discipline to be introduced at school level. However, only small components of the subject and a narrow scope are introduced at primary and secondary school level curriculum in Kenya. This paper discusses the emerging prominence of statistics sessions at Math Camps in Africa. It shows how maths camp student participants have developed the knowledge and skills to support further learning of important statistical concepts. This has involved hands on sessions where students interact with real data sets.
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Widasari, Sri Rizqi, Rikrik Triwiaty, Kabia Nur Lestari, Diajeng Tyas Pinru Phytanza, and Arti Budiarti. "Cooperative Learning in Math Teaching for Students with Learning Difficulties." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007052109930997.

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Papancheva, Rumyana. "DISCOVER AND EXPERIENCE MATH. DYNAMIC CLASSROOM MODEL APPLICATION IN TEACHING AND LEARNING PRIMARY SCHOOL MATH." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2142.

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Al Hashlamoun, Nafeth. "ANALYSING THE TEACHING EXPERIENCES OF INSTRUCTORS USING ITUNESU WHEN TEACHING FOUNDATION MATH 020 CLASSES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2289.

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Campos, Helena, and Ana Margarida Costa. "MATH MAGIC AS AN EDUCATIONAL RESOURCE IN TEACHING AND LEARNING MATHEMATICS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1490.

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La Fortuna, Annaletizia, Paola Morando, and Maria Luisa Spreafico. "HANDS-ON AND GAME-BASED ACTIVITIES FOR TEACHING MATH IN PRISON." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0400.

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Malacká, Zuzana, and Iveta Ilavská. "2020, A CRITICAL YEAR FOR TEACHING OF MATH AT UNIVERSITY IN ŽILINA." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0948.

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Pinto, Carla, Jorge Mendonça, Susana Nicola, and Lurdes Babo. "IMPACT OF A NEW TEACHING FRAMEWORK FOR MATH COURSES IN HIGHER EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2561.

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Topin, Luiz Oscar, Regina Barwaldt, Bruna dos Santos Freitas, and Joelson Sartori. "The Use of Deep Learning to Support Math Teaching and Learning for the Blind." In 2019 8th Brazilian Conference on Intelligent Systems (BRACIS). IEEE, 2019. http://dx.doi.org/10.1109/bracis.2019.00076.

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Reports on the topic "Math teaching and learning"

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Chen, Runying. Teaching Merchandising Math: Aligning Four Perspectives on Learning Environments. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-753.

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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4

Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4409.

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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international study on the quality of education PISA (Programme for International Student Assessment) which stimulated the development of the problem of using AR in mathematics teaching. Within the limits of realization of research work of students of the Borys Grinchenko Kyiv University the AR-application on mathematics is developed. To create it used tools: Android Studio, SDK, ARCore, QR Generator, Math pattern. A number of markers of mathematical objects have been developed that correspond to the school mathematics course (topic: “Polyhedra and Functions, their properties and graphs”). The developed AR tools were introduced into the process of teaching students of the specialty “Mathematics”. Prospects of research in development of a technique of training of separate mathematics themes with use of AR have been defined.
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5

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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6

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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Abstract:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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7

Kopot, Caroline, and Jaleesa Reed. Teaching Retail Math to Generation Z: A Student-Centered Approach to Retail Math. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8364.

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8

Griffiths, Rebecca, Matthew Chingos, and Christine Mulhern. Can Online Learning Improve College Math Readiness? New York: Ithaka S+R, December 2015. http://dx.doi.org/10.18665/sr.275477.

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9

Gries, David, and Fred B. Schneider. Teaching Math More Effectively, Through the Design of Calculational Proofs. Fort Belvoir, VA: Defense Technical Information Center, March 1994. http://dx.doi.org/10.21236/ada278226.

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10

Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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