Relevant bibliographies by topics / Mathematics in the national curriculum

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics in the national curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Mathematics in the national curriculum"

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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (May 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.
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Hobbs, David, Paul Dowling, and Richard Noss. "Mathematics versus the National Curriculum." Mathematical Gazette 75, no. 473 (October 1991): 363. http://dx.doi.org/10.2307/3619525.

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Whetton, David, L. Bostock, S. Chandler, A. Shepherd, and E. Smith. "STP National Curriculum Mathematics 10B." Mathematical Gazette 84, no. 499 (March 2000): 154. http://dx.doi.org/10.2307/3621527.

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Shiu, Christine. "Mathematics in the National Curriculum." Curriculum Journal 1, no. 1 (May 1990): 15–23. http://dx.doi.org/10.1080/0958517900010104.

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Hamidy, Anwaril, J. Jailani, and Fathur Rahman. "The Effect of National Examination and Curriculum on Students’ Performance in Solving TIMSS Model Mathematics Problems." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 8, no. 1 (June 30, 2020): 1. http://dx.doi.org/10.33394/j-ps.v8i1.1991.

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This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two ways analysis of variance. Data analysis revealed that there were significance main effect of national examination and curriculums, also interaction effect between of them on mathematic achievement. There were significance main effect of national examination and curriculums on content domain. But, there was no significance interaction effect between of them on performance in solving geometry. There were significance main effect of national examination and curriculums on cognitive domain. But, there was no significance interaction effect between of them on knowing thinking level.
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Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (May 1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.
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McClure, Elizabeth, L. Bostock, S. Chandler, A. Shepherd, and E. Smith. "STP National Curriculum Mathematics: Book 10A." Mathematical Gazette 83, no. 498 (November 1999): 541. http://dx.doi.org/10.2307/3620995.

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Burton, Leone. "Managing Mathematics in the National Curriculum." Management in Education 4, no. 1 (January 1990): 35–37. http://dx.doi.org/10.1177/089202069000400112.

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Bobis, Janette. "International Update: a National Australian Statement on Mathematics." Arithmetic Teacher 40, no. 8 (April 1993): 486–87. http://dx.doi.org/10.5951/at.40.8.0486.

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A National Statement on Mathematics for Australian Schools (Australian Education Council and the Curriculum Corporation 1991) wa released in July 1991. This document is the result of a collaborative project whose recommendations are to be implemented by the State and Territory Government education systems in Australia. It does not prescribe a panicularcurriculum but supplies a framework around which system and schools in the proces of planning can structure their mathematic curriculum.
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Hatfield, Mary M., and Gary G. Bitter. "Communicating Mathematics." Mathematics Teacher 84, no. 8 (November 1991): 615–22. http://dx.doi.org/10.5951/mt.84.8.0615.

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Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.
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Dissertations / Theses on the topic "Mathematics in the national curriculum"

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O'Driscoll-Tole, Kim. "The development of spatial competence within the mathematics curriculum at age 11-14." Thesis, University of Strathclyde, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367229.

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Koshy, Valsa. "Implementing the National Curriculum in mathematics : an investigation of teachers perceptions of changes." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337752.

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Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.

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Mosala, Olehile Lazarus. "Problems encountered by educators regarding the implementation of the national curriculum statement in mathematics." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/173.

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Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2011
This study examines the problems encountered by educators regarding the implementation of the National Curriculum Statement in mathematics in grades 10-12. The first aim of the study was to provide solutions to problems regarding training experienced by FET mathematics educators. The second aim was to identify problem areas in the NCS that frustrate mathematics educators teaching in the FET band and to identify areas that appeal to these educators. The third aim was to provide guidelines to assist educators with lesson planning in mathematics in the FET band. The fourth aim was to provide guidelines for appropriate assessment in mathematics in the FET band. The fifth aim was to provide guidelines for the effective integration of OBE in the teaching of mathematics in the FET band. The field work was executed by administering a questionnaire to a randomly selected sample of fifty two educators teaching in the FET band. Interviews were semi-structured, flexible and yielded additional information to that of the questionnaire. The questions of the interview were directly related to the objectives of the study and followed a given sequence that was adhered to in each interview process. The researcher arranged to interview one educator from each of the 15 randomly selected schools in the Motheo-district, but only 10 educators responded positively in the interview process, other educators could not avail themselves on that day. The researcher analysed the responses according to the respondent‟s personal particulars. Descriptive analysis of the sample data for section B of the questionnaire were then done, using respondent counting, percentages and the average for the responses of each statement. This study revealed that educators differ in terms of the problems that they encountered in implementing the NCS in mathematics. The findings from this study pointed out problems such as educators receiving inadequate training on implementing the NCS in mathematics. It was also revealed that educators had not been visited by the departmental officials in their schools for monitoring the implementation of the NCS in mathematics. The last finding showed that teaching and learning support material arrived late during 2008 and that there was a large shortage of such material. The result of the study provides invaluable baseline information with regard to the problems encountered by the educators in the implementation of the NCS in mathematics. On the basis of the findings of this study, a number of recommendations for the implementation of curriculum change in mathematics on FET level are given in Chapter 5.
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Markward, David C. Pancrazio Sally B. Dossey John A. "The study of teachers' beliefs concerning the National Council of Teachers of Mathematics curriculum and evaluation standards for school mathematics." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720810.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 31, 2006. Dissertation Committee: Sally B. Pancrazio, John A. Dossey (co-chairs), Dianne Ashby, Harold E. Ford, Ronald S. Halinski. Includes bibliographical references (leaves 151-160) and abstract. Also available in print.
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Harris, Susan. "Computers in schools and at home : gender differences in use, teaching and achievement within the results for England in the Third International Mathematics and Science Study (TIMSS)." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310464.

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Palmberg, Björn. "The influence of national curricula and national assessments on teachers’ beliefs about the goals of school mathematics." Doctoral thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-88067.

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What students should learn in school and therefore also what teachers should teach is an important issue worldwide. Mathematics teaching (and teaching in other subjects) is often regulated by some form of governing text in a written curriculum communcating a set of standards. Another common mean through which policy is communicated is assessments, which for example can convey policy by communicating desirable outcomes in student learning. A common problem with regulating what teachers do through policy means is that it often is difficult to achieve intended changes. This study investigates the impact of a national reform in Sweden initiated in 1994, introducing mathematical competency goals by communicating them through the national curriculum and national assessments. The study is based on analysis of data obtained from the Swedish Schools Inspectorate (SSI), which conducted a quality review of upper secondary school mathematics teaching. During this quality review, the SSI collected data on a representative sample of 145 upper secondary mathematics teachers through interviews, observations, and surveys. This was done in 2009 and 2010, which means that the reform from a time perspective has had ample time to exert influence on teachers. In the study the data obtained from the SSI was analyzed in order to answer two questions:  have teachers changed their beliefs about the goals of upper secondary school mathematics in line with the intentions of the reform, and why have, or have they not, changed their beliefs about the goals of upper secondary school mathematics in line with the intentions of the reform? In research on teachers’ reception of policy messages, similar to the one introduced in Sweden, it has been found that a common response to these messages is that teachers are positive to the message. However, although positive, teachers have often been found to only adopt superficial properties of the reform while still maintaining a highly traditional view of teaching and the goals of teaching, not consistent with the intentions of the reform. Therefore, the questions in this study were examined by using a model that can explain why teachers, when confronted with a reform message, change their beliefs in profound or superficial ways, or not at all. Through analysis of the SSI-data, measures on constructs of the model were obtained, and with statistical means it was examined whether the model can account for the changes in teachers’ beliefs about the goals of upper secondary school mathematics. The results of the study suggest that the Swedish reform has had a relatively small impact, and that the model can give an explanation to why some Swedish upper secondary teachers of mathematics have changed their beliefs in line with the reform, some have changed them in superficial ways, and some have not changed them in any discernable way. Whether teachers perceive the reform as entailing an important and non-trivial change for them seems to be of utmost importance. The results of this study suggest that if teachers do not perceive this, they will not process the message deeply, which by the results of this study suggest that there is little chance for them to change their beliefs in a profound way. If they however do perceive the message as entailing an important and non-trivial change, this study suggests that chances are greater that teachers will change their beliefs in line with the reform. Teachers’ interest in the subject and their perceptions of the usefulness of the documents communicating the message are then in this study suggested to be important factors influencing whether teachers will process the reform message systematically, which in turn heavily influences whether they will change their beliefs in a profound way. One practical implication, suggested by this study is that when policy communicates a new and non-trivial message with the intention of influencing teachers, it is important that the message is communicated clearly. Such clarity makes it more difficult for a teacher to superficially interpret the message as being in accordance with the teacher’s earlier beliefs, and thus not entail any need for change. However, to attain such clarity of a complex message is not an easy task to accomplish.
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Moreno, Alcazar Maria Teresa. "Alignment of cognitive demand Peruvian national assessment, mandated curriculum, teaching and textbook in second grade math /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 142 p, 2007. http://proquest.umi.com/pqdweb?did=1362513661&sid=44&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Sehole, Lorraine Mmabyalwa. "Mathematics difficulties experienced by National Certificate (Vocational) Level 2 students in the learning of functions." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78493.

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The learning difficulties prevalent among mathematics students are widely documented. This case study explores the difficulties experienced by National Certificate (Vocational) Level 2 mathematics students at a Technical and Vocational Education and Training (TVET) College in Gauteng in the learning of functions. The primary research question was: What conceptual and procedural knowledge difficulties do NC(V) L2 students experience when learning the concept of functions in mathematics? Qualitative data was generated from the students (n=17) through lesson observations, test responses and interviews. The convenient sample of students all belonged to one L2 mathematics class. The findings revealed that the students experience conceptual knowledge difficulties in terms of defining a function, identifying functions, translating between representations of functions, and interpreting the behaviour of a function. The findings also revealed procedural knowledge difficulties prevalent among the students. The errors that students committed in this regard included factorisation errors, structural errors, misapplication and modification of the rules. In general, the findings indicated that the students in this sample lack procedural knowledge and conceptual understanding of functions. The lesson observations revealed a prevalence of several misconceptions regarding functions among the students which were seemingly not recognised nor remedied by the teacher. The teacher’s instructional practices thus appeared to be among the possible sources of the difficulties that the students experience in the learning of functions. This finding was also confirmed by the students during the interviews. Shaky foundations from previous grades were also a factor.
Dissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
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Arendse, Nicole. "A study of the constitution of Grade 8 mathematics within the context of the Revised National Curriculum Statement in five Western Cape schools." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14094.

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This dissertation is an investigation into the constitution of school mathematics within the context of the Revised National Curriculum Statement in a selection of Grade 8 mathematics lessons in five working-class schools in the Western Cape Province of South Africa. The study is located within the broad framework of the sociology of education, specifically drawing on Bernstein's (1996) sociological theory of education and his pedagogic device. This study focuses on the way in which the content of the evaluative rule of the pedagogic device is realised in the particular selection of schools. My theoretical framework relies on of the work of Davis (2010a, 2010b, 2010c, 2011a, 2011b, 2011c, 2012, 2013a & 2013b) and Bernstein (ibid.). These theoretical resources were drawn on to describe and analyse the mathematical activity in the five schools as well as serving as a means for generating analytical resources for describing the constitution of mathematics. In my analysis I present an account of the computational activity of teachers and their learners and the regulation of mathematical activity in fifteen Grade 8 mathematics lessons. I use these descriptions of computational activity to discuss the realisation of content against a general background of curriculum reform that has de-emphasised explicit use of formal definitions. I explore what mathematical content was recognised and constituted in relation to topics announced by teachers and use the mathematics encyclopaedia as a resource to ascertain the content that substitutes for formal mathematical definitions, axioms and propositions.
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Books on the topic "Mathematics in the national curriculum"

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Burghes, D. N. National curriculum mathematics. Edited by Deft John, Hiscocks John, Tapson Frank, and Price Nigel 1948-. London: Heinemann, 1993.

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Vickers, K. M. National curriculum mathematics. Chiddingstone Causeway: Canterbury Educational, 1993.

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Vickers, K. M. National curriculum mathematics. Chiddingstone Causeway: Canterbury Educational, 1993.

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Vickers, K. M. National curriculum mathematics. Chiddington Causeway: Canterbury Educational, 1991.

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Vichers, K. M. National curriculum mathematics. Chiddingstone Causeway: Canterbury Educational, 1993.

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Vickery, K. M. National curriculum mathematics. Tunbridge Wells: Canterbury Educational, 1994.

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Vickers, K. M. New National Curriculum mathematics. Cheltenham: Stanley Thornes, 1996.

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Tipler, M. J. New national curriculum mathematics. Cheltenham: Thornes, 1998.

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National Curriculum Mathematics (National Curriculum Mathematics). Nelson Thornes Ltd, 1992.

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Vickers, K. M., M. J. Tipler, and H. L. Van Hiele. National Curriculum Mathematics (National Curriculum Mathematics). Nelson Thornes (Publishers) Ltd, 1991.

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Book chapters on the topic "Mathematics in the national curriculum"

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Anderson, Judy. "Forging New Opportunities for Problem Solving in Australian Mathematics Classrooms through the First National Mathematics Curriculum." In Mathematics Curriculum in School Education, 209–29. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_11.

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Hino, Keiko, and Fumi Ginshima. "Incorporating National Assessment into Curriculum Design and Instruction: An Approach in Japan." In Mathematics Education – An Asian Perspective, 81–103. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6312-2_5.

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Don-Hee, Lee. "Mathematics Education in the National Curriculum—with Some Reflections on Liberal Education." In The Proceedings of the 12th International Congress on Mathematical Education, 63–72. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_8.

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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study, 103–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.
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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Mathematical Modelling." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 3–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_1.

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AbstractThe integration of applications and mathematical modelling into mathematics education plays an important role in many national curricula (Kaiser, 2020; Niss et al., 2007), and thus an increasing role in teacher training.
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Ferrini-Mundy, Joan. "National Standards, Local Control of Curriculum: Setting the Course of Mathematics Education in the United States." In Proceedings of the Ninth International Congress on Mathematical Education, 126–27. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_19.

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Olfos, Raimundo, Masami Isoda, and Soledad Estrella. "Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile." In Teaching Multiplication with Lesson Study, 25–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.

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AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.
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Silver, Edward A. "Toward Understanding the Influence of Curriculum Resources on Students’ Mathematics Learning: Cross-National Perspectives on What Matters Where, When, and for Whom." In What Matters? Research Trends in International Comparative Studies in Mathematics Education, 115–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51187-0_6.

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Mathematics Curriculum." In Best Practices In Gifted Education, 173–89. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-24.

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Krogh, Suzanne L., and Pamela Morehouse. "Mathematics." In The Early Childhood Curriculum, 166–203. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-9.

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Conference papers on the topic "Mathematics in the national curriculum"

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Lott, Johnny W. "Struggles with the beginnings of a national curriculum in the United States." In THE 5TH INTERNATIONAL CONFERENCE ON RESEARCH AND EDUCATION IN MATHEMATICS: ICREM5. AIP, 2012. http://dx.doi.org/10.1063/1.4724113.

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Li, Zhangpei, and Changun Park. "Initial Discussion on the 2015 Revised National High School Mathematics Curriculum of South Korea." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.363.

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"Exploration of Mathematics Teacher Education Curriculum in Local Undergraduate Colleges Based on the National Teachers' Qualification Examination." In 2018 International Conference on Education Technology, Economic Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etemss.2018.1622.

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Turian, Emma, and Lidia Filus. "Initiating a Translational Bio-Mathematics Research Seminar for Undergraduate Students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8199.

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The aim of this paper is to illustrate the benefits and the drawbacks of an experimental process on how to develop and teach an interdisciplinary applied math course. The analysis comes from our experience gained during the development and teaching of a temporary seminar called: Mathematical Modeling for Cancer Risk Assessment, implemented at our University. The need for the initiation of such an interdisciplinary course came from an increasing national effort started by Mathematical Association of America’s “Curriculum Foundations Project: Voices of the Partner Disciplines”. Their study found that research in biology and health-related fields has become more quantitatively oriented than in the past, therefore mathematical curricula should incorporate interdisciplinary modulation. Our seminar instruction included: writing and mathematical software skills, content lecture, project development and presentation. Results showed that students best interact with each other if work is performed during class time; mainly if a large project with possible variations is developed in class, so students or groups of students follow using the same pace. Implementing such interdisciplinary course that provided students with appropriate tools and methodologies, contributed to student retention, and increased students’ enthusiasm towards future research programs, carriers, and graduate schools.
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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
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Nolka, Eleni, and Chryssa Sofianopoulou. "GREEK AND PORTUGUESE MATHEMATICS EDUCATION AND PERFORMANCE, THROUGH THE PRISM OF PISA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end025.

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Greece and Portugal are two Southern European countries, with nearly the same population as well as a centralized educational system that follows the same vertical structure. Both countries were deeply affected by the economic crisis during the last decade. Despite being severely hit by the economic crisis, Portugal has advanced to the OECD average level in students’ mathematical performance in the Programme for International Student Assessment (PISA 2018), while Greece has performed below the OECD average. PISA, as one of the most influential international educational surveys, aims to evaluate educational systems and provides a valuable platform for comparisons. Portuguese students outperformed their Greek counterparts by 7 points in the first PISA 2000 and went on to widen the difference by 41 points in PISA 2018. In addition to having increased the average performance in Mathematics, Portugal has managed to reduce the percentage of low-achieving students and at the same time increase the percentage of high-achieving students. According to PISA 2018 reports, Portugal is the only member of OECD that has experienced significant improvement in mathematics performance of their students through its participation in PISA. In contrast, the performance of Greek 15-year-old students in mathematics has not improved and has remained below the OECD average since it participated in PISA. What national strategies have been set up and implemented in Portugal so as to foster student’s mathematical literacy competencies? A clear curriculum, students’ regular assessment, teachers’ training and the Action Plan for Mathematics. But despite that fact, the Mathematics performance of Greek 15-year-olds students in PISA in all cycles of PISA remains below the respective OECD average, in contrast with Portugal, that has registered a quantum leap (Crato, 2020). The main aim of this research is, through a recording of the Greek and Portuguese students’ mathematics achievements in PISA and at the same time of the Mathematics Education in both countries, through available policy documents and research reports, to comment on the current outcomes of the two educational systems and their students’ performance in Mathematics.
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Pinnell, Margaret, Rebecca Blust, Jayne Brahler, and Margy Stevens. "Making Connections Between Service and Engineering in K-12 Education." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49990.

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This paper will summarize the findings obtained through the work of a National Science Foundation (NSF) sponsored grant entitled, “Making Connections: Resources for K-12 Service-learning and Experiential Learning in STEM Disciplines.” The objective of this grant was to encourage K-12 educators to incorporate service-learning into the science and math curriculum by providing an easy-to-use resource. It was hoped that the use of service-learning in the science and math curriculum would help promote the entry of women and minorities into the Science, Technology, Engineering and Mathematics (STEM) fields, increase the potential pool of engineers and scientists in the United States, contribute to the development of STEM educators and enhance cultural sensitivity, ethics and social responsibility in future STEM workers. The methodology used to develop, assess and refine the web based resource will be discussed. Additionally, the research design and inferential statistics used to assess the impact of service-learning on K-12 students’ perceptions of STEM careers will be presented.
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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey, and Tuyen Duddles. "Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.

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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.
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Yilmaz, Emin, and Abhijit Nagchaudhuri. "Winning the ASEE 2006 Robotics Design Competition: Guiding Students to Success." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42258.

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Robotics Model Design Competition sponsored by the Two Year College Division (TYCD) of American Society for Engineering Education (ASEE) provides an avenue for freshman and sophomore student teams in two year as well as four year colleges and universities to participate in a creative engineering design project. Historically Black Colleges and University - Undergraduate Program (HBCU-UP) at National Science Foundation (NSF) have provided support for development of ACTION (Advanced Curriculum and Technology-based Instructional Opportunities Network) at UMES. The ACTION program promotes inquiry based active learning and research projects among undergraduate STEM (Science, Technology, Engineering and Mathematics) majors. Engineering, Technology, and Mathematics students responded enthusiastically when the authors proposed the idea of participating in the (ASEE) 2006 Robotic Model Design Competition at one of the American Society for Mechanical Engineers (ASME) student section meetings at UMES in the fall of 2005. (The authors serve as the advisors for ASME student section chapter at UMES). The student leader of the section quickly put together a team of five freshman and sophomore engineering, engineering technology and mathematics students to develop a proposal to UMES ACTION program. The authors supported the proposal development efforts. The proposal got funded and provided the resources for project execution and travel. A team of eleven freshmen and sophomore students from Engineering, Engineering Technology and Mathematics departments of University of Maryland Eastern Shore (UMES) participated in the American Society for Engineering Education’s (ASEE) 2006 Robotics Model Design Competition project. The event was sponsored by the Two-year College Division (TYCD) of ASEE and was open to freshman and sophomore student teams from two year as well as four year colleges and universities. The competition required teams to design and build an autonomous robot capable of delivering ping pong balls to each of four corner pockets located on an 8ft×8ft plywood track in a sequence. Each team was evaluated on the basis of a written report, an oral presentation, and scores obtained from the best two runs out of four runs on the racing track. Sixteen student teams across the nation participated in the event. UMES entered two teams in the competition who called themselves “Hawks 1” and “Hawks 4”. The student team “Hawks 1” won the competition. Video clips of both design projects as they executed the specified task at the 2006 ASEE Robotics Model Design Competition can be viewed at: http://www.umes.edu/asme/robots.htm. This paper describes the design projects “Hawks 1” and “Hawks 4” and its relevance to ABET learning outcomes.
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Spunde, Walter G. "Challenging the mathematics curriculum." In the international conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/144045.144138.

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Reports on the topic "Mathematics in the national curriculum"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Daro, Phil, Frederic Mosher, and Tom Corcoran. Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction. Consortium for Policy Research in Education, January 2011. http://dx.doi.org/10.12698/cpre.2011.rr68.

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Fleisch, Brahm Fleisch, Felix Maringe Maringe, John Gultig Gultig, and Stephanie Allais Allais. Curriculum Reform, Assessment and National Qualifications Frameworks. Toronto, Ontario Canada: Mastercard Foundation, February 2019. http://dx.doi.org/10.15868/socialsector.35774.

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Brecher, K. Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993. Office of Scientific and Technical Information (OSTI), March 1994. http://dx.doi.org/10.2172/10157495.

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Chu, M. S. Y., M. W. Kozak, J. E. Campbell, and B. H. Thompson. A self-teaching curriculum for the NRC/SNL (Nuclear Regulatory Commission/Sandia National Laboratory) low-level waste performance assessment methodology. Office of Scientific and Technical Information (OSTI), January 1991. http://dx.doi.org/10.2172/6049453.

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, July 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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