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Journal articles on the topic 'Maths'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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

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8

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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9

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

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10

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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11

Whetton, David, Alan Graham, and Barrie Galpin. "Calculator Maths." Mathematical Gazette 84, no. 499 (March 2000): 151. http://dx.doi.org/10.2307/3621523.

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12

Door, E. A., Mark Riddington, and Martin Grier. "Maths 5." Mathematical Gazette 70, no. 452 (June 1986): 157. http://dx.doi.org/10.2307/3615791.

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13

Ashurst, F. G., Mark Riddington, and Martin Grier. "Maths 4." Mathematical Gazette 70, no. 451 (March 1986): 59. http://dx.doi.org/10.2307/3615843.

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14

Glenn, John, and Elaine Richards. "Practical Maths." Mathematical Gazette 70, no. 454 (December 1986): 314. http://dx.doi.org/10.2307/3616207.

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15

Ireson, Gren. "Missing maths." Physics World 6, no. 3 (March 1993): 24. http://dx.doi.org/10.1088/2058-7058/6/3/23.

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16

Hewson, Claire. "Monster maths!" Practical Pre-School 2018, Sup213 (October 2018): 11–12. http://dx.doi.org/10.12968/prps.2018.sup213.11.

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17

David, Anthony. "Maths-Whizz." Primary Teacher Update 2012, no. 7 (April 2012): 56. http://dx.doi.org/10.12968/prtu.2012.1.7.56a.

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18

Williams, Helen. "Talking maths." Practical Pre-School 2003, no. 41 (September 2003): 6. http://dx.doi.org/10.12968/prps.2003.1.41.40175.

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19

Clay, Ann. "Matching maths." Practical Pre-School 2008, no. 89 (June 2008): 5. http://dx.doi.org/10.12968/prps.2008.1.89.38302.

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20

Davis, John. "Mysterious maths." 5 to 7 Educator 2010, no. 63 (March 2010): xiv—xvi. http://dx.doi.org/10.12968/ftse.2010.9.3.46445.

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21

Kemp, Martin. "Merz's maths." Nature 392, no. 6678 (April 1998): 765. http://dx.doi.org/10.1038/33817.

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22

Percy, Nicola. "Maths frustrations." Physics World 18, no. 7 (July 2005): 17. http://dx.doi.org/10.1088/2058-7058/18/7/28.

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23

Newmark, Peter. "Maths prize." Nature 332, no. 6166 (April 1988): 672. http://dx.doi.org/10.1038/332672c0.

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24

Coles, Peter. "French maths." Nature 330, no. 6149 (December 1987): 595. http://dx.doi.org/10.1038/330595c0.

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25

French, Andy. "Missing maths." Physics World 33, no. 10 (November 2020): 27ii. http://dx.doi.org/10.1088/2058-7058/33/10/26.

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26

Dawson, G. P. "Maths Encounters." Aboriginal Child at School 19, no. 4 (September 1991): 37–53. http://dx.doi.org/10.1017/s0310582200007574.

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27

Radford, Tom. "Pasta maths." New Scientist 212, no. 2838 (November 2011): 36. http://dx.doi.org/10.1016/s0262-4079(11)62792-9.

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28

Broady, Paul. "Poor maths?" New Scientist 196, no. 2634 (December 2007): 19. http://dx.doi.org/10.1016/s0262-4079(07)63142-x.

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29

Bing, Tom, and Edward Redish. "Misleading maths." New Scientist 197, no. 2641 (February 2008): 18. http://dx.doi.org/10.1016/s0262-4079(08)60275-4.

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30

Jacobs, Jerry. "Trekker maths." New Scientist 192, no. 2580 (December 2006): 21. http://dx.doi.org/10.1016/s0262-4079(06)61261-x.

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31

Majumder, Partha P. "Lockdown Maths." Resonance 25, no. 4 (April 2020): 485–90. http://dx.doi.org/10.1007/s12045-020-0965-3.

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32

Majumder, Partha P. "Lockdown Maths." Resonance 25, no. 4 (April 2020): 491–93. http://dx.doi.org/10.1007/s12045-020-0966-2.

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33

Padman, Rachael. "Natural maths." New Scientist 216, no. 2888 (October 2012): 29. http://dx.doi.org/10.1016/s0262-4079(12)62766-3.

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34

Devlin, Keith. "Fringe maths." Nature 387, no. 6636 (June 1997): 868. http://dx.doi.org/10.1038/43114.

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35

O'Connor, Rosemary. "Maths function." Nursery World 2024, no. 2 (February 2, 2024): 37–38. http://dx.doi.org/10.12968/nuwa.2024.2.37.

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Executive functions play an important role in early maths, says Rosemary O'Connor, from a University of Oxford team who have developed a programme to embed these crucial mental skills into fun maths activities

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36

Domski, Mary. "Evolving maths." Endeavour 32, no. 2 (June 2008): 39–41. http://dx.doi.org/10.1016/j.endeavour.2008.04.007.

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37

Spreckelsen, Megan, Emma Dove, Ilse Coolen, Annelot Mills, Ann Dowker, Kathy Sylva, Daniel Ansari, Rebecca Merkley, Victoria Murphy, and Gaia Scerif. "Let's Talk About Maths: The Role of Observed “Maths‐Talk” and Maths Provisions in Preschoolers' Numeracy." Mind, Brain, and Education 13, no. 4 (October 25, 2019): 326–40. http://dx.doi.org/10.1111/mbe.12221.

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38

Evans, Danielle, and Andy P. Field. "Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education." Royal Society Open Science 7, no. 10 (October 2020): 200975. http://dx.doi.org/10.1098/rsos.200975.

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Maths attainment is essential for a wide range of outcomes relating to further education, careers, health and the wider economy. Research suggests a significant proportion of adults and adolescents are underachieving in maths within the UK, making this a key area for research. This study investigates the role of children's perceptions of the school climate (children's affect towards school and student–teacher relationships), their attitudes towards maths and teacher characteristics as predictors of maths attainment trajectories, taking the transition from primary to secondary education into consideration. Two growth models were fit using secondary data analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). The first model, which looked at predictors of maths attainment in primary education, found significant associations only between positive maths attitudes and increased maths attainment. The second model, which looked at predictors of maths attainment in secondary education, found significant associations between increased maths attainment and positive maths attitudes, decreased school belonging, positive student–teacher relationships and increased teacher fairness. The findings suggest that the secondary education school environment is particularly important for maths attainment.

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39

Szczygieł, Monika, and Krzysztof Cipora. "Lęk przed matematyką przyszłych nauczycieli edukacji przedszkolnej i wczesnoszkolnej. Jak uczyć, kiedy sama się boję?" Problemy Wczesnej Edukacji 33, no. 2 (June 30, 2016): 89–101. http://dx.doi.org/10.5604/01.3001.0009.4827.

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Maths anxiety is considered to be one of the important predictors of maths achievements. Numerous studies indicate that a teacher’s maths anxiety as well as teaching methods may be one of the causes of maths anxiety in children. Data obtained from American college students indicate that students choosing majors in pre-service education are characterised by very high levels of maths anxiety. In the presented paper we aimed at comparing maths anxiety in female students – future pre-service education teachers and female students in other faculties. Our study shows that future pre-service teachers are characterised by considerably higher maths anxiety. The results are discussed in the context of possible interventions targeted on future teachers that may eventually lead to an increase in children’s maths achievements.

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40

Alias, Zulianis, Mohd Fairuz Jafar, and Marini Kasim. "THE RELATIONSHIP BETWEEN MATHS ANXIETY, ATTITUDE TOWARDS MATHEMATICS AND MATHS PROBLEM-SOLVING SKILLS AMONG PRIMARY SCHOOL PUPILS IN KEDAH." International Journal of Modern Education 5, no. 16 (March 31, 2023): 28–40. http://dx.doi.org/10.35631/ijmoe.516003.

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Pupils in primary schools faced as much daunting and foreboding experiences in Maths. Maths anxiety and attitude towards Mathematics are psychological indicator of poor Maths problem solving skills. This study investigated the relationship between Maths anxiety, attitude towards Maths and Maths problem-solving skills among primary pupils in Kedah state. A questionnaire was developed based on Math Anxiety Questionnaire Children, Attitudes Towards Problem-Solving Skills and a Mathematical problem-solving test administered to 450 primary school pupils. Data were analysed using IBM Statistics and Smart-PLS version 4 software. Results indicated that Maths anxiety and attitude towards Mathematics had a direct influence on Math problem solving.. This research highlighted Maths anxiety as an important factor on Maths problem solving skills as well as pupils’ attitudes towards Mathematics, and teachers should consider this factor an important construct to consider when examining sources of individual differences in Math problem solving skills.

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41

Watson, Nicola. "Maths for real." Early Years Educator 22, no. 9 (April 2, 2021): 36. http://dx.doi.org/10.12968/eyed.2021.22.9.35.

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Changes to the Maths Early Learning Goals place an emphasis on supporting children to gain a depth of knowledge and a secure understanding of numbers to ten. Space, shape and measure now form part of a holistic approach to the subject rather than representing a separate goal, says Nicola Watson.

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42

Miller, Malcolm, Anicius Manlius Severinus Boethius, and Calvin M. Bower. "Myths and Maths." Musical Times 131, no. 1773 (November 1990): 599. http://dx.doi.org/10.2307/966186.

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43

Whetton, D. R., and Bill Ridgway. "Maths at Work." Mathematical Gazette 71, no. 455 (March 1987): 73. http://dx.doi.org/10.2307/3616308.

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44

Lord, Nick. "Maths Miscellany 5." Mathematical Gazette 79, no. 485 (July 1995): 427. http://dx.doi.org/10.2307/3618344.

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45

Duffin, Janet, Ruth Merttens, and Jeff Vass. "Sharing Maths Cultures." Mathematical Gazette 75, no. 473 (October 1991): 362. http://dx.doi.org/10.2307/3619524.

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46

Jones, Stephen, and MEW Group. "Exploring Pure Maths." Mathematical Gazette 77, no. 480 (November 1993): 374. http://dx.doi.org/10.2307/3619787.

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47

Tweed, Brian, R. Christon, and P. Newton. "Everyday Maths Practice." Mathematical Gazette 74, no. 469 (October 1990): 304. http://dx.doi.org/10.2307/3619845.

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48

Lord, Nick, John Bibby, Mike Jones, Mike Jones, and John Bibby. "Fun Maths 1994!" Mathematical Gazette 79, no. 484 (March 1995): 179. http://dx.doi.org/10.2307/3620056.

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49

Rumley, Fay E. "Project Maths Update." Mathematical Gazette 75, no. 472 (June 1991): 215. http://dx.doi.org/10.2307/3620268.

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50

Barbour, Robert, and Tony Gardiner. "Maths Challenge 1." Mathematical Gazette 85, no. 503 (July 2001): 342. http://dx.doi.org/10.2307/3622047.

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