Relevant bibliographies by topics / Maths

Contents

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

Academic literature on the topic 'Maths'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Maths"

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Munro, John. "Editorial: Maths difficulties & maths teaching." Australian Journal of Learning Disabilities 8, no. 4 (December 2003): 2–3. http://dx.doi.org/10.1080/19404150309546739.

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Bankov, Kiril, and Victor Bryant. "Advancing Maths for AQA Discrete Maths 2." Mathematical Gazette 86, no. 506 (July 2002): 350. http://dx.doi.org/10.2307/3621891.

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Crawford, David, and Victor Bryant. "Advancing Maths for AQA: Discrete Maths 1." Mathematical Gazette 85, no. 503 (July 2001): 347. http://dx.doi.org/10.2307/3622052.

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Metje, N., H. L. Frank, and P. Croft. "Can't do maths—understanding students' maths anxiety." Teaching Mathematics and its Applications: An International Journal of the IMA 26, no. 2 (June 1, 2007): 79–88. http://dx.doi.org/10.1093/teamat/hrl023.

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Mohd Noh, Noor Atiqah, Aini Marina Ma’rof, and Yusni Mohamad Yusof. "IMPACT OF GROWTH MINDSET INTERVENTION (GMI) IN ATTITUDE TOWARDS MATHS AMONG SECONDARY SCHOOL STUDENTS." International Journal of Education, Psychology and Counseling 8, no. 51 (September 11, 2023): 148–62. http://dx.doi.org/10.35631/ijepc.851010.

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Attitude toward maths is shaped by cognitive components such as beliefs and perception. By having a positive attitude, students are more likely to embrace challenges, seek out new opportunities to learn, and develop resilience in the face of setbacks. This can open doors to a wide range of career opportunities and improve academic performance. Therefore, this study aimed to investigate the impact of a growth mindset intervention (GMI) on secondary school students' attitudes towards maths by using quasi-experimental design. A total of 69 form two students from two secondary schools in Kedah, Malaysia participated and were randomly assigned to the control (n=35) or treatment group (n=34). The GMI module, consisting of seven sessions covering seven topics, was implemented in the treatment group. Data were analyzed using descriptive and inferential statistics in SPSS Version 26. Descriptive analysis indicated that the respondents had a moderate level of attitude towards maths. To evaluate the effectiveness of the intervention, Multivariate Analysis of Covariance (MANCOVA) was used, while controlling for covariate variables such as math's score and gender. The results showed a significant improvement (p < .05) in the treatment group's attitudes towards maths compared to the control group in the post-test. This study highlights the importance of creating a growth-mindset-oriented classroom environment and integrating growth mindset elements into maths teaching to enhance students' beliefs about their abilities and intelligence.
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Drukker, M. L., and Alan Lawson. "Everyday Maths." Mathematical Gazette 69, no. 447 (March 1985): 51. http://dx.doi.org/10.2307/3616456.

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Sanders, Susan E. "Maths Talk." Mathematical Gazette 72, no. 461 (October 1988): 235. http://dx.doi.org/10.2307/3618268.

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Door, Eric, and Alan Bloomfield. "People Maths." Mathematical Gazette 75, no. 473 (October 1991): 353. http://dx.doi.org/10.2307/3619513.

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Sanders, Susan E. "Maths Talk." Mathematical Gazette 77, no. 479 (July 1993): 268. http://dx.doi.org/10.2307/3619736.

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Mason, H., and Paul Harrison. "Livewire Maths." Mathematical Gazette 84, no. 499 (March 2000): 148. http://dx.doi.org/10.2307/3621519.

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Dissertations / Theses on the topic "Maths"

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Valtersson, Lisa. "How adult migrant students learn maths. : Adult students understanding and engaging with maths." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123476.

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The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.
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Jordan, S. A. "Mathematical competencies in children with specific maths, reading and comorbid maths and reading difficulty." Thesis, Queen Mary, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501291.

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Webb, Paul, and Pam Austin. "Family Maths and Complexity Theory." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81109.

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The importance of family involvement is highlighted by findings that parents’ behaviours, beliefs and attitudes affect children’s behaviour in a major way. The Family Maths programme, which is the focus of this study, provides support for the transformative education practices targeted by the South African Department of Education by offering an intervention which includes teachers, learners and their families in an affirming learning community. In this study participating parents were interviewed to investigate their perceptions of the Family Maths programme mainly in terms of their engagement, enjoyment and confidence levels. The major themes and ideas that were generated in this study include the development of positive attitudes, parents and children working and talking together, and the skills exhibited by Family Maths facilitators. These findings are analysed within the parameters of complexity science and the pre-requisite conditions for developing a complex learning community, viz. internal diversity, redundancy, decentralized control, organised randomness and neighbour interactions.
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Ashley, Diane. "CBL aids in maths/OR /." Leeds : University of Leeds, School of Computer Studies, 2003. http://www.leeds.ac.uk/cgi-bin/library/compst.pl?CAT=BSC&FILE=200304/ashley.pdf.

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Tyndale-Biscoe, Jane. "Young pupils experiencing difficulty with maths : an exploration of their perceptions of maths and an evaluation of the impact of a key stage one maths intervention." Thesis, University of East London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550451.

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This mixed methods research involved an original exploration of the views of a small group of children in years one and two, regarding their perceptions of maths and themselves as mathematicians. The views of their teachers were also gathered for additional information. Of particular interest was an evaluation of the effects of a Key Stage One maths intervention, devised by an Educational Psychology Service (EPS), on the pupils' views and their approach to maths. The research was approached from a pragmatic epistemological position which allowed for the flexibility of using a combination of both qualitative and quantitative methods. Social Cognitive theory provided a relevant theoretical background for the research. Within this, the concept of self-efficacy (Bandura, 1977,1986) provides a useful framework to aid understanding of the factors which affect learning. Previous research has shown that self-efficacy influences academic motivation, learning, and achievement (e. g. Bandura, 1997). The main emphasis was on the qualitative aspect of the research. This involved the use of semi-structured interviews with the pupils and their teachers which were undertaken before and after the pupils had been involved in the maths intervention group. The data derived from these interviews was then analysed using thematic analysis, following the recommendations specified by Braun and Clarke (2006). Quantitative scaling questions about their views of maths were also carried out with the pupils, before and after they had taken part in the maths intervention. Additional visual resources were provided to facilitate the pupils' responses. Findings from the thematic analysis of the qualitative data indicated that following the intervention, the pupils' perceptions of maths and themselves as mathematicians were more positive. Teachers also perceived an increase in the pupils' confidence and understanding of basic maths skills after the intervention. Statistical analysis of the quantitative data using a Wilcoxon test, revealed a statistical significance in changes between pre and post intervention responses. The limitations and further implications for the research regarding EP practice and the importance of pupils' perceptions for learning in maths are considered.
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Moloko, Oarabile Hope. "FireFly: A Bayesian Approach to Source Finding in Astronomical Data." Master's thesis, Faculty of Science, 2019. https://hdl.handle.net/11427/31797.

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Efficient and rigorous source finding techniques are needed for the upcoming large data sets from telescopes like MeerKAT, LSST and the SKA. Most of the current source-finding algorithms lack full statistical rigor. Typically these algorithms use some form of thresholding to find sources, which leads to contamination and missed sources. Ideally we would like to use all the available information when performing source detection, including any prior knowledge we may have. Bayesian statistics is the obvious approach as it allows precise statistical interrogations of the data and the inclusion of all available information. In this thesis, we implement nested sampling and Monte Carlo Markov Chain (MCMC) techniques to develop a new Bayesian source finding technique called FireFly. FireFly employs a technique of switching ‘on’ and ‘off’ sources during sampling to deal with the fact that we don’t know how many true sources are present. It therefore tackles one of the critical questions in source finding, which is estimating the number of real sources in the image. We compare FireFly against a Bayesian evidence-based search method and show on simulated astronomical images that FireFly outperforms the evidence-based approach. We further investigate two implementations of FireFly: the first with nested sampling and the second with MCMC. Our results show that MCMC FireFly has better computational scaling than the nested sampling version FireFly but the nested sampling version of FireFly appears to perform somewhat better than MCMC FireFly. Future work should examine how best to quantify FireFly performance and extend the formalism developed here to deal with multiwavelength data.
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Méndez, Isla Miguel Alfonso. "Dark matter searches with cosmic-ray detectors and the Square Kilometre Array." Doctoral thesis, Faculty of Science, 2020. http://hdl.handle.net/11427/32379.

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Beyond gravitational evidence for dark matter, a set of search techniques are employed in the present thesis within the particle dark matter paradigm. Under the possibility of dark matter annihilating into particles of the Standard Model of Particle Physics, we study the products of annihilation with cosmic-ray detectors, such as AMS, Fermi-LAT and PAMELA, and radio telescopes, such as the SKA. In this work, we focus on the positron fraction measured in the Solar System due to dark matter annihilating in the dark matter galactic halo, but also on radio signals from the Milky Way and dwarf spheroidal galaxies. Our main purpose is to constrain the dark matter parameter space under the light of the latest experimental data for cosmic-rays and the new sensitivities reached in radio astronomy. Furthermore, we discuss some of the most promising locations and synchrotron frequencies to search for dark matter with masses around the TeV scale. The analysis presented in this thesis lies in setting constraints on modelindependent dark matter. However, some specific dark matter candidates in the context of extra-dimensional theories are considered as well. Indeed, brane fluctuations, dubbed branons, are new degrees of freedom appearing in flexible brane-world models. These new fields behave as standard weakly interacting massive particles with a significant associated thermal relic density and would explain dark matter observational features.
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CAPOZUCCA, ANDREA. "Public engagement, storytelling and complexity in maths communication." Doctoral thesis, Urbino, 2018. http://hdl.handle.net/11576/2656845.

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Evangelopoulou, Polyxeni. "A case study on Maths Dance : The impact of integrating dance and movement in maths teaching and learning in preschool and primary school settings." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-117682.

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The use of kinaesthetic experiences associated with dance to support learning of curricular mathematics has been little represented in the available literature. Maths Dance is an approach to teaching and learning mathematics through dance and movement. The objectives of the study are related to assessing the impact of Maths Dance on students’ cognitive, affective and physical developmental areas in preschool and primary school settings. The investigation of the case study on Maths Dance took place in London, UK, with the participation of four teaching staff members, who were interviewed in detail, and thirty students of Reception, Year 2 and Year 3 classes, out of which eleven students were interviewed. All thirty students were observed once during three Maths Dance sessions, one session per each age group.      Based on a qualitative research approach, the data are analysed and discussed below around seven themes in relation to the theories of constructivism, Dienes’s theory of learning mathematics, Gardner’s theory of Multiple Intelligences and educational neuroscience. According to the main findings, students and teaching staff members express positive attitudes regarding most aspects of the research questions. Specifically, Maths Dance is believed to improve students’ maths skills, critical thinking and creativity, as well as enhance student motivation, socio-emotional and motor skills. The pleasant nature of the activities is also highlighted, an element that is believed to make this method adequate for students of low achievement in maths.  However, the small sample size, in addition to the fact that Maths Dance has recently started being implemented in schools, does not permit generalization of the results.
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Christian, Murray. "Constant Mean Curvature 1/2 Surfaces in H2 × R." Doctoral thesis, Faculty of Science, 2019. http://hdl.handle.net/11427/31318.

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This thesis lies in the field of constant mean curvature (cmc) hypersurfaces and specifically cmc 1/2 surfaces in the three-manifold H 2 × R. The value 1/2 is the critical mean curvature for H 2 × R, in that there do no exist closed cmc surfaces with mean curvature 1/2 or less. Daniel and Hauswirth have constructed a one-parameter family of complete, cmc 1/2 annuli that are symmetric about a reflection in the horizontal place H 2 × {0}, the horizontal catenoids. In this thesis we prove that these catenoids converge to a singular limit of two tangent horocylinders as the neck size tends to zero. We discuss the analytic gluing construction that this fact suggests, which would create a multitude of cmc 1/2 surfaces with positive genus. The main result of the thesis concerns a key step in such an analytic gluing construction. We construct families of cmc 1/2 annuli with boundary, whose single end is asymptotic to an end of a horizontal catenoid. We produce these families by solving the mean curvature equation for normal graphs off the end of a horizontal catenoid. This is a non-linear boundary value problem, which we solve by perturbative methods. To do so we analyse the linearised mean curvature operator, known as the Jacobi operator. We show that on carefully chosen weighted H¨older spaces the Jacobi operator can be inverted, modulo a finite-dimensional subspace, and provided the neck size of the horizontal catenoid is sufficiently small. Using these linear results we solve the boundary value problem for the mean curvature equation by a contraction mapping argument.
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Books on the topic "Maths"

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Harrison, Paul, Bill Domoney, Liz Ransford, and Christine Symonds. Maths (Maths 2000). Nelson Thornes Ltd, 2004.

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Harrison, Paul, Bill Domoney, Liz Ransford, and Christine Symonds. Maths (Maths 2000). Nelson Thornes Ltd, 1995.

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Harrison, Paul, Bill Domoney, Liz Ransford, and Christine Symonds. Maths (Maths 2000). Nelson Thornes Ltd, 1995.

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Harrison, Paul, Bill Domoney, Liz Ransford, and Christine Symonds. Maths (Maths 2000). Nelson Thornes Ltd, 2004.

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Domoney, Bill. Maths (Maths 2000). Nelson Thornes Ltd, 2004.

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Harrison, Paul, Bill Domoney, Liz Ransford, and Christine Symonds. Maths (Maths 2000). Nelson Thornes Ltd, 2004.

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Ramesh, Sooriyalingam. 11plus Maths: Maths. Independently Published, 2019.

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Harrison, Paul, Bill Domoney, Liz Ransford, and Christine Symonds. Maths (Maths 2000). Nelson Thornes Ltd, 2004.

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Harrison, Paul, Bill Domoney, Liz Ransford, and Christine Symonds. Maths (Maths 2000). Nelson Thornes Ltd, 2004.

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Domoney, Bill. Maths (Maths 2000). Nelson Thornes Ltd, 2004.

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Book chapters on the topic "Maths"

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Dionne, Jean-Philippe. "Maths." In Presentation Skills for Scientists and Engineers, 71–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66069-7_8.

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Coben, Diana, and Elizabeth Atere-Roberts. "Maths refreshers." In Calculations for Nursing and Healthcare, 66–101. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-58021-3_4.

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Coben, Diana, and Elizabeth Atere-Roberts. "Maths refreshers." In Carefree calculations for healthcare students, 54–93. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13479-3_4.

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Bolding, Molly. "GCSE Maths." In The Online Tutor's Toolkit, 175–85. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003211648-14.

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Pound, Linda, and Trisha Lee. "Real maths!" In Teaching Mathematics Creatively, 65–79. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003055396-5.

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Pound, Linda, and Trisha Lee. "Giant maths." In Teaching Mathematics Creatively, 96–107. 3rd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003055396-7.

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Ineson, Gwen, and Sunita Babbar. "Mental maths." In Debates in Mathematics Education, 169–81. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2020] | Series: Debates in subject teaching: Routledge, 2020. http://dx.doi.org/10.4324/9780429021015-14.

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Collins, Margaret. "Learning Maths." In Children's Voices, 227–43. London: Routledge, 2023. http://dx.doi.org/10.4324/9781315168692-18.

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Hornigold, Judy. "Maths anxiety." In All About Dyscalculia: A Practical Guide for Primary Teachers, 13–22. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003326625-3.

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Breach, Mark. "Preliminaries." In Fundamental Maths, 1–9. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36624-4_1.

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Conference papers on the topic "Maths"

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PAPPALARDO, F., S. MOTTA, P. L. LOLLINI, and E. MASTRIANI. "MATHS AGAINST CANCER." In Proceedings of the 5th International ISAAC Congress. WORLD SCIENTIFIC, 2009. http://dx.doi.org/10.1142/9789812835635_0129.

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Brannigan, Vincent, and Judy Brown. "Bottle top maths." In the Symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/2331812.2331815.

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Lavery, Thomas. "PRIMARY MASTERCLASS MATHS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1550.

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Ballatore, Maria Giulia, Luca Damonte, and Anita Tabacco. "Maths Games without Frontiers." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.43.

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The use of games in higher education significantly benefits cognitive, motivational, affective, and sociocultural perspectives. This paper describes a mathematical challenge for first-year STEM students at the “College of Merit Camplus”, located in different cities in Italy from South to Nord, during the autumn of 2020 and 2021. Students in pairs play different puzzler games to reinforce mathematical prerequisites and basic knowledge. Due to the pandemic situation, non-digital games were forced to adjust to the remote environment. On the one hand, moving online was a challenge both from the organisational side and for the students that sometimes need to cooperate from different locations. On the other end, approaching the games remotely allowed students from colleges all around Italy to participate. The work describes and comments on each game in detail, considering the students’ performance. In general, it can be stated that students liked the playful experience, although they found themselves not wholly confident with some topics and the related time restriction. These games, first-of-all helped review and train the basic concepts; therefore, the students have a better approach to studying the first Mathematical course at the University. They found the games’ dynamics helpful in highlighting some simple tricks and common mistakes.
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Santos, Ana Moura, and Domenico Brunetto. "Designing Maths Interactive Lessons." In 2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2021. http://dx.doi.org/10.1109/cispee47794.2021.9507208.

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Steele, N. C. "Engineering maths is alive!" In IEE Colloquium on Teaching of Mathematics for Engineering. IEE, 1997. http://dx.doi.org/10.1049/ic:19970459.

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Herráez-Aguilar, Diego, Ramiro Perezan, Miguel Ángel González, and María Arroyo-Hernández. "EXPLAINING MATHS THROUGH CHEMISTRY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1590.

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Likhanov, M. "Maths Anxiety Does Not Moderate The Link Between Spatial And Maths Ability." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.21.

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Anghel, Gheorghe, and Iulia andreea Anghel. "LEARNING MATHS ON THE INTERNET." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-159.

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,,The average teacher speaks. The good teacher explains and demonstrates. The perfect teacher inspires" says William George Ward- English theologian and mathematician. Nowadays, however, it is becoming more and more difficult for a teacher to reach perfection, be it in the smallest amount. If we are wondering why is this happening, a quick glimpse at the surrounding reality will come with the answer. Computer, tablets, smart phones, all connected to the Internet, come in the aid of all those wanting to find certain information. In such a context, teachers only have two choices left: to give up or to upgrade their teaching methods so that they fit in this highly technological era. A dedicated teacher would always pick the second option. Having as a purpose to teach their students how to learn and communicate, today's teacher is supposed to prepare, organise and guide all learning activities in a proper environment, facilitating the usage and the access to the newest technologies. The traditional teaching methods can no longer cope with the present information avalanche, so teachers must have innovative approaches that allow students to use information and communication technologies. Computer usage in the process: teaching-learning-assessment is one skill that has to be present in each teacher's portfolio. For this main reason, the present article which comes as an extension to the other two:,,Visual solutions for learning in the virtual environment" and ,,Trends in developing visual educational content in mathemathics and physics" provides a creative solution for all those interested in understanding more than just written mathematic formulas, for those in the search of freely experimenting an interactive way of learning in the assitance of a virtual environment and educational softwares.
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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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Reports on the topic "Maths"

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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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Jackson, Karen. Dealing with students' diverse skills in maths and stats. The Economics Network, December 2012. http://dx.doi.org/10.53593/n2250a.

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Soper, Jean. Use of WinEcon/MathEcon in teaching Maths for Economics. Bristol, UK: The Economics Network, October 2001. http://dx.doi.org/10.53593/n612a.

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Dytham, Siobhan, Claire Crawford, Sarah Cattan, and Rachel Cassidy. How can we increase girls’ uptake of maths and physics A-level? The IFS, August 2018. http://dx.doi.org/10.1920/re.ifs.2019.0149.

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Gupta, Sweta, and Mohamed Abouaziza. Closing England's Maths Attainment Gap through One-to-One Tutoring – Global Solutions. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/ids.2021.050.

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In the aftermath of COVID-related school closures in the UK, students lost two months of learning, but the loss among the 1.7 million disadvantaged students has been much larger at seven months. This disadvantaged gap is almost entirely driven by maths attainment. One-to-one tutoring is proven to be effective at helping students catch up, but private tutoring is most likely to be taken up by children from affluent households, further widening the disadvantaged gap in learning. This report discusses the feasibility of an innovative tutoring delivery model that uses the global graduate market to deliver tutoring at a scale that can solve this problem and a price that schools can afford. While the report discusses the overall opportunity that the emerging market economies of South- and South-East Asia provide, it also presents the Third Space Learning model in Sri Lanka as a case study to investigate the practicalities of the global online tutoring model.
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Harris, Richard. Numeracy is essential to levelling up, but more maths in schools may not be the answer. Royal Geographical Society (with IBG), April 2023. http://dx.doi.org/10.55203/gwrd7995.

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Banerj, Manjistha, Bipasa Banerjee, and Vidya Diwakar. Mitigating Learning Disruption During Covid-19: Evidence from India. Institute of Development Studies, June 2023. http://dx.doi.org/10.19088/cpan.2023.004.

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Long school closures in India during the pandemic caused significant learning disruption, with particularly adverse consequences for marginalised girls and boys. Data from large-scale representative surveys does not show a massive fall in enrolment because of the closures. However, low levels of basic reading and maths skills among school-age children are concerning. In response, various centrally managed interventions took place during the pandemic (e.g. to encourage enrolment, including through social protection). Schools also undertook measures with a more direct bearing on children’s learning. Continued efforts are needed to reach severely disadvantaged children who are not enrolled.
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Rizwan, Maleeha, and Kiyoshi Taniguchi. Strengthening School Teaching in Pakistan. Asian Development Bank, December 2023. http://dx.doi.org/10.22617/brf230611-2.

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This brief outlines how Pakistan could boost teacher numbers and enhance teaching quality by strengthening merit-based career progression and using technology to help improve student learning. Underscoring the disparities between rural and urban schooling, it looks at teacher recruitment, attendance, and training. It explains why Pakistan should focus on bolstering teaching quality, building institutional capacity, and enhancing teacher development in subjects including science and maths. It looks at the need to better incentivize Pakistan’s teachers and assesses how introducing e-learning into the education system may provide cost-effective and affordable ways to strengthen the quality of teaching.
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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Nic Daeid, Niamh, Heather Doran, Lucina Hackman, and Pauline Mack. The Curse of the Burial Dagger Teacher Materials. University of Dundee, September 2021. http://dx.doi.org/10.20933/100001220.

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The Curse of the Burial Dagger is an interactive graphic novel murder mystery, created by the Leverhulme Research Centre for Forensic Science and digital story studio Fast Familiar. Players use maths, logic and critical reasoning skills to assist Susie uncover different types of forensic evidence and weigh up contrasting hypotheses. Can they uncover the events leading up to Lord Hamilton’s death and deduce how he died…before the curse strikes again? These documents are the Teacher/Group lead pack which contain additional resources including: • The Teacher/Group Lead Pack – Teacher walk through – Factsheet – What is Forensic Science? – Factsheet – What is a hypothesis? – Marzipan Calculation – Factsheet and activity – Fingerprint Analysis – Activity – Chromatography investigation • Printable completion certificate • Printable Note paper and fact-sheet
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