Journal articles on the topic 'School: School of Mathematics and Statistics'
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Voit, Wolfgang, and Arne C. Bathke. "Statistics and Probability at Secondary Schools in the Federal State of Salzburg: An Empirical Study." Austrian Journal of Statistics 44, no. 1 (December 11, 2014): 17–24. http://dx.doi.org/10.17713/ajs.v44i1.12.
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Knowledge about the practical use of statistics and probability in today's mathematics instruction at secondary schools is vital in order to improve the academic education for future teachers. We have conducted an empirical study among school teachers to inform towards improved mathematics instruction and teacher preparation. The study provides a snapshot into the daily practice of instruction at school. Centered around the four following questions, the status of statistics and probability was examined. Where did the current mathematics teachers study? What relevance do statistics and probability have in school? Which contents are actually taught in class? What kind of continuing education would be desirable for teachers? The study population consisted of all teachers of mathematics at secondary schools in the federal state of Salzburg.
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DAĞDELEN, Merve, and Avni YILDIZ. "The Relationship between the Secondary School Students’ Mathematics Anxiety and Mathematical Literacy Self-Efficacy." Journal of Computer and Education Research 10, no. 20 (December 21, 2022): 636–55. http://dx.doi.org/10.18009/jcer.1165625.
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The research aims to determine the difference between secondary school students’ mathematics anxiety with mathematics literacy self-efficacy level and study these connections. The relational screening model in the research population comprises 32 secondary schools in the 2020-2021 academic years in Esenyurt province, Istanbul. Research samplings comprise 1682 students that are chosen with the stratified sampling method from nine different secondary schools in Esenyurt province. Data was gathered by the ‘’Secondary School Mathematics Literacy Self-Efficiency Scale’’ and ‘‘Mathematics Anxiety-Apprehension Survey’’. For data analysis, descriptive statistics, Sperman Correlation Analysis and statistical techniques are used. As a result of the analysis, secondary school students’ mathematics anxiety is higher than average, and their mathematics literacy self-efficacy is also significantly higher. After the examination of the relationship between the scales, it was determined that there is a positive relationship between mathematics anxiety and mathematics literacy self-efficacy.
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Williamson, Alan G. "SMP Statistics, Student's Book, School Mathematics Project." Mathematical Gazette 82, no. 495 (November 1998): 523. http://dx.doi.org/10.2307/3619918.
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Sari, Rosalia Hera Novita, and Ariyadi Wijaya. "Mathematical literacy of senior high school students in Yogyakarta." Jurnal Riset Pendidikan Matematika 4, no. 1 (May 30, 2017): 100. http://dx.doi.org/10.21831/jrpm.v4i1.10649.
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The aim of this research is to describe mathematical literacy of Senior High School students in Yogyakarta. This research was a survey using quantitative design. The population was all of Senior High School students in Yogyakarta. The sampling was a combination of stratified random sampling and cluster random sampling. The sample was 813 students the 10th grade of Senior High School. These schools include high, average and low category based on the score in the national examination of mathematics subject. The data collection was by a test. The student was tested with 13 items of mathematical literacy problems. The analysis of those data used descriptive statistics including mean, standard deviation, maximum and minimum score, total score, and also test statistics z (). The research finding reveals that mathematical literacy of Senior High School students in Yogyakarta is in a very low category. Mathematical literacy of Senior High School students for understanding indicator belong to low category and for the other indicators of process belongs to very a low category.
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Rudik, Anna. "INNOVATIVE TECHNOLOGIES OF COMPETENCE ORIENTED TRAINING OF FUTURE TEACHERS OF MATHEMATICS FOR TECHNOLOGY IN THE CONDITIONS IN PROFILE SCHOOL." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 226–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-226-229.
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In the article the substantiation of selection of innovative pedagogical technologies and application for competence-oriented preparation of future teachers of mathematics for technologicalization of educational process in the conditions of profile school is carried out. Innovative educational and information technologies are analyzed, which comprehensively contribute to the formation of professional readiness of future mathematics teachers to the technologicalization of the educational process in the profile school in the system of professional training in higher education institutions. Promising innovative pedagogical, educational and information technologies that acquire further relevance in the educational environment are identified. It is proved that the introduction of training courses for future mathematics teachers on the use of innovative educational technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments and mathematical statistics. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologize the educational process in a specialized school. The introduction of training courses for future mathematics teachers on the use of innovative educational and information technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments in specialized schools. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologicalize the educational process in a specialized school.
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Hayden, Robert W., and Farid Kianifard. "Preparing High School Mathematics Teachers to Teach Statistics." American Statistician 46, no. 4 (November 1992): 290. http://dx.doi.org/10.2307/2685316.
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Hayden, Robert W., and Farid Kianifard. "Preparing High School Mathematics Teachers to Teach Statistics." American Statistician 46, no. 4 (November 1992): 290–95. http://dx.doi.org/10.1080/00031305.1992.10475908.
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Mahwish Shehzadi, Dr. Tahira Batool, and Dr. Tahira Kalsoom. "A Comparative Study of Public and Private Secondary Schools Students on Academic Achievement, Engagement and Self-Regulation in Mathematics." sjesr 5, no. 4 (December 11, 2022): 92–98. http://dx.doi.org/10.36902/sjesr-vol5-iss4-2022(92-98).
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Self-regulation is about getting ready to take challenges regarding education. Self-regulated learning removes disinterest and demotivation regarding academics. Objective of the study was to compare public and private sector secondary school students on academic achievement, mathematics’ engagement and self-regulation. The descriptive research design was used to find out difference in public and private sector secondary school students on academic achievement in mathematics, mathematics’ engagement and self-regulation in students learning. Three research instruments were used in present survey study. Students’ engagement in mathematics classroom, a questionnaire on self-regulated learning, mathematics achievement test were used to investigate the impact of self-regulated learning on students’ achievement and engagement in mathematics classroom in public and private sector secondary schools. By using proportionate random sampling technique, eighty schools were selected from the list of schools taken from internet sources.. Both descriptive (Mean Score) and inferential statistics (t-test) were employed. Findings of the study were obtained by comparing self-regulation, engagement and mathematics achievement that in private secondary school students were better than public sector secondary schools. This study might be helpful for school administrators.
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Brelias, Anastasia. "A High School Statistics Class Investigates the Death Penalty." Mathematics Teacher 108, no. 9 (May 2015): 704–8. http://dx.doi.org/10.5951/mathteacher.108.9.0704.
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Recommendations for reforming high school mathematics curricula emphasize the importance of engaging students in mathematical investigations of societal issues (CCSSI 2010; NCTM 2000). Proponents argue that these investigations can positively influence students' social awareness and their perceptions of the use of mathematics for understanding societal problems (Frankenstein 1997; Gutstein 2006; Skovsmose 1994). In this article, I share results from my analysis of high school students' experiences as they participated in an investigation of racial bias and the death penalty. Although this classroom investigation took place about ten years ago, the lessons from students' experiences are still relevant today.
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Yang, Kai-Lin. "AN EXPLORATORY STUDY OF TAIWANESE MATHEMATICS TEACHERS' CONCEPTIONS OF SCHOOL MATHEMATICS, SCHOOL STATISTICS, AND THEIR DIFFERENCES." International Journal of Science and Mathematics Education 12, no. 6 (February 21, 2014): 1497–518. http://dx.doi.org/10.1007/s10763-014-9519-z.
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Kalobo, Lukanda. "The Relation between the Teaching of Mathematics and Statistics in the Republic of South Africa." ATHENS JOURNAL OF EDUCATION 9, no. 2 (January 4, 2022): 339–52. http://dx.doi.org/10.30958/aje.9-2-9.
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The purpose of this study is to explore the relation between the teaching of Mathematics and the teaching of Statistics at high school level in the South African Context. The study also examines and analyses examples of statistical teaching situations from both a mathematical and a statistical perspective with view to reveal the links between the teaching of Mathematics and teaching of Statistics. A non-empirical method or conceptual method was followed to achieve the purposes of the study. The study reveals the cardinal links between the teaching of Mathematics and teaching of Statistics. Hence the call to educators to acknowledge the symbiosis to enhance the teaching and promote an awareness of the ways in which Statistics is presented and aligned in the South African Mathematics high school Curriculum. Keywords: teaching mathematics, teaching statistics, high school, South Africa context
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Hamizah Amiruddin, Nurul Syahmi, Noraini Ahmad, and Siti Salwana Mamat. "Exploring Students’ Self-Efficacy and Anxiety Towards Mathematics Problem Solving During Open and Distance Learning (ODL)." Mathematical Sciences and Informatics Journal 3, no. 1 (May 31, 2022): 39–55. http://dx.doi.org/10.24191/mij.v3i1.18265.
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Although mathematics is seen as a crucial precursor to success in modern society, many students still struggle with real mathematical fear. They feel anxious when they engage in solving mathematical problems, especially in the last two years when the learning environment has changed due to the epidemic. One of the affective factors that can influence mathematical anxiety is the beliefs of students about their own ability to resolve issues called self-efficacy. The aim of this research is to explore student self-efficacy and anxiety in solving math problems among high school students during open and distance learning (ODL). The research used a quantitative analytical approach. A survey of 138 students was carried out on forms 1 and 4 at one of the secondary schools in Kota Bharu, Kelantan. The survey follows Diana May's Mathematical Questionnaire on SelfEffectiveness and Anxiety (MSEAQ). The data were analyzed in SPSS using descriptive statistics, an independent sample t-test, and a simple linear regression. The results showed that descriptive statistics had a lower level of self-efficacy and a higher level of mathematical anxiety among Form 1 and Form 4 students. An independent sample t-test revealed no significant difference between lower and upper secondary school students in self-efficacy and anxiety towards mathematics problem solving which means that lower and upper secondary school students can have the same level of mathematics self-efficacy and anxiety. Simple linear regression shows a moderately significant negative linear relationship between mathematics self-efficacy and anxiety. This paper presents an overview of students' self-efficacy and anxiety toward math subjects during secondary school.
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Bichi, Ado Abdu, Aisha Hassan Suleiman, and Hauwa Ali. "Students’ achievement in mathematics: Analysing the influence of gender and school nature." Contemporary Educational Researches Journal 9, no. 3 (September 10, 2019): 50–56. http://dx.doi.org/10.18844/cerj.v9i3.4293.
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This study examined students’ achievement in senior secondary school mathematics qualifying examination in Kano State, the influence of sex and schools nature on their achievement in mathematics has been assessed. Ex-post facto research design was adopted for the study. A pro forma was used to collect data from a sample of 300 students, selected using stratified random sampling procedure from the science secondary schools in Kano state Nigeria. The data collected were the students’ performances in mathematics achievement test. The data were analysed using descriptive statistics and independent sample t-test to test the hypotheses at 0.05, level of significance. Overall results showed that students performed below average and a significant gender difference exists in mathematics performance. Similarly, a significant difference was also observed with respect to schools nature (boarding and day schools); day school students performed above better than boarding school students. The implication of this finding is that despite government continuous efforts, the academic achievement of students in mathematics through above hypothetical pass mark fell below the required average mark for admission into Nigerian universities. It was recommended among others that teachers should regularly motivate students to develop a good study habit and test them on the various mathematics concepts and feedback provided should be used to prepare them for credible achievement in mathematics at both internal and external examinations.
Keywords: Gender; mathematics; school nature; students’ performance
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DUPUIS, DANIELLE N., AMANUEL MEDHANIE, MICHAEL HARWELL, BRANDON LEBEAU, DEBRA MONSON, and THOMAS R. POST. "A MULTI-INSTITUTIONAL STUDY OF THE RELATIONSHIP BETWEEN HIGH SCHOOL MATHEMATICS ACHIEVEMENT AND PERFORMANCE IN INTRODUCTORY COLLEGE STATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 11, no. 1 (May 31, 2012): 4–20. http://dx.doi.org/10.52041/serj.v11i1.337.
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In this study we examined the effects of prior mathematics achievement and completion of a commercially developed, National Science Foundation-funded, or University of Chicago School Mathematics Project high school mathematics curriculum on achievement in students’ first college statistics course. Specifically, we examined the relationship between students’ high school mathematics achievement and high school mathematics curriculum on the difficulty level of students’ first college statistics course, and on the grade earned in that course. In general, students with greater prior mathematics achievement took more difficult statistics courses and earned higher grades in those courses. The high school mathematics curriculum a student completed was unrelated to statistics grades and course-taking. First published May 2012 at Statistics Education Research Journal: Archives
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Ozkan Hidiroglu, Yeliz, Caglar Naci Hidiroglu, and Abdurrahman Tanriogen. "The Relationship between Technology Literacies and Proactive Personalities of Secondary School Mathematics Teachers." International Journal of Technology in Education and Science 5, no. 4 (September 28, 2021): 648–72. http://dx.doi.org/10.46328/ijtes.255.
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The aim of this study is to determine the level of technology literacy and proactive personality of secondary school mathematics teachers, the relationship between technology literacy and proactive personalities, and how much of the proactive personality is explained by the technology literacy, according to the perceptions of secondary school mathematics teachers. The study was designed around a relational survey model, which is a quantitative research technique. The population of the study consisted of mathematics teachers working in secondary schools in Turkey and the sample was 380 secondary school mathematics teachers selected by simple random sampling method. Technology Literacy Scale and Proactive Personality Scale were used as data collection instruments. Descriptive statistics, correlation and regression analyses were used to analyse the data. The secondary school mathematics teachers' perceptions about technology literacy and proactive personality were found to be high. In addition, there was a moderate level positive and significant correlation between technology literacy and proactive personality of the secondary school mathematics teachers. Finally, the proactive personality of secondary school mathematics teachers explained their technology literacy at 30.7% level.
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Quinn, Robert J. "Having Fun with Baseball Statistics." Mathematics Teaching in the Middle School 1, no. 10 (May 1996): 780–85. http://dx.doi.org/10.5951/mtms.1.10.0780.
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How often have middle school teachers had to ask students to put away their baseball cards? The lesson described in this article capitalizes on students' interest in sports while providing valuable instruction on a variety of appropriate mathematical topics. Specifically, this lesson meets the recommendations of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) by integrating the study of fractions, decimals, percents, rounding, Cartesian coordinates, probability, and statistics in a cooperative setting that allows students to have fun as they learn.
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Hussin, Husnira Binti, Marina Binti Majid, and Rohayu Binti Ab Wahab. "Relationship of Secondary School Mathematics Achievement with Engineering Mathematics 2 in Polytechnics." Jurnal Konseling dan Pendidikan 6, no. 3 (November 30, 2018): 160. http://dx.doi.org/10.29210/128300.
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Engineering Mathematics 2 is one of the core courses for all diploma-level engineering students in Malaysian Polytechnic. From the statistics obtained, students achievement in the Engineering Mathematics 2 course (DBM2013) is still moderate and less satisfactory. This is because the subject of Engineering Mathematics 2 is mostly related to calculus and only students who have taken Additional Mathematics subject during secondary school had a basic in the Engineering Mathematics 2. Thus, this research was developed to see the relationship and influence of Mathematics subject during secondary school level, especially Additional Mathematics with the subject of Engineering Mathematics 2 in Polytechnic. High school achievement was measured using the Sijil Pelajaran Malaysia (SPM) examination results in Additional and Modern Mathematic subjects. Meanwhile, the results in the polytechnic level were measured from the final result of the Engineering Mathematics 2 course. The research used secondary data obtained from the examination unit from 2442 students of Semester 2 of Diploma in Civil Engineering (JKA), Diploma in Electrical Engineering (JKE) and Diploma in Mechanical Engineering JKM) at Polytechnic Sultan Mizan Zainal Abidin (PSMZA). Data obtained were processed and analyzed using Microsoft Excel 2010 and Statistical Packages For Social Sciences (SPSS) version 23.0 through Easy Linear Regression Analysis. The findings from the regression analysis showed that there was a significant positive correlation between the achievement of Mathematics during secondary schools with the achievement of Engineering Mathematics 2 in polytechnics and it also proved that Additional Mathematics is one of the medium for student’s excellence in Engineering Mathematics 2 at polytechnics.
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T., Giang-Nguyen, Byron Havard, and Barbara Otto. "Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers." European Journal of Educational Research 11, no. 1 (January 15, 2022): 469–80. http://dx.doi.org/10.12973/eu-jer.11.1.469.
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<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>
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YOLCU, AYŞE. "MIDDLE SCHOOL STUDENTS’ STATISTICAL LITERACY: ROLE OF GRADE LEVEL AND GENDER." STATISTICS EDUCATION RESEARCH JOURNAL 13, no. 2 (November 28, 2014): 118–31. http://dx.doi.org/10.52041/serj.v13i2.285.
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This study examined the role of gender and grade level on middle school students’ statistical literacy. The study was conducted in the spring semester of the 2012-2013 academic year with 598 middle-school students (grades 6–8) from three public schools in Turkey. The data were collected using the Statistical Literacy Test, developed based on Watson’s (1997) statistical literacy framework. Two-way ANOVA results revealed no significant grade level differences although female students performed significantly better than male students. The spiral curriculum in middle school mathematics may explain the lack of differences between grades. The higher performance of female students may be related to the linguistic aspects of statistical literacy, in contrast to the situation in school mathematics.
First published November 2014 at Statistics Education Research Journal Archives
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Aduwa, John. "Impact of boarding secondary schools on students’ achievement in mathematics in Bayelsa State, Nigeria." Tropical Journal of Education 2, no. 1/2 (February 28, 2021): 45–55. http://dx.doi.org/10.47524/tje.v2i1.6.
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The study examined the impact of boarding Secondary Schools on students’ achievement in mathematics. The study was conducted in Ogbia Education Zone of Bayelsa State, Nigeria. Two research questions and their corresponding null hypotheses guided the study. A post-test only of quasi- experimental research design was adopted. Furthermore, a purposive sampling technique was used to select a sample size of 219 senior secondary school class 1 (SSS 1) mathematics students from a mixed model boarding secondary school. This school consisted of both boarding and day students. A Mathematics Achievement Test (MAT) was used to collect data from the students after a period of instruction that lasted for one full academic term. All data collected were analysed by the methods of mean, standard deviation and t-test statistics. The finding indicated that the establishment of the model boarding secondary schools by the Bayelsa State Government had a very significant impact on students’ achievement in mathematics. The study recommended that more model boarding secondary schools should be established by the Bayelsa State Government.
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WEILAND, TRAVIS. "THE CONTEXTUALIZED SITUATIONS CONSTRUCTED FOR THE USE OF STATISTICS BY SCHOOL MATHEMATICS TEXTBOOKS." STATISTICS EDUCATION RESEARCH JOURNAL 18, no. 2 (November 30, 2019): 18–38. http://dx.doi.org/10.52041/serj.v18i2.138.
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The consideration of context is crucial in the discipline of statistics. In this paper, I present a Foucauldian discourse analysis (FDA) of two popular high school mathematics textbook series in the United States investigating what contextual situations they construct for the (re)use of statistics. As FDA is a novel approach in statistics education,an extended discussion is provided to help show a rationale for its use and to provide a foundation for others. An important finding is that the contextualized situations presented in both textbook series are predominantly fictional, neutral, and providelimited raw data. The findings have implications for the teaching and learning of statistics in view ofrecent calls for more focus on data and statistical literacy in schools.
First published November 2019 at Statistics Eduation Research Journal Archives
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Chu, David, and Joan Chu. "A “Simple” Probability Problem." Mathematics Teacher 85, no. 3 (March 1992): 191–95. http://dx.doi.org/10.5951/mt.85.3.0191.
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Probability has been suggested for inclusion in the high school or even junior high school curriculum (for example, probability and statistics is one of the strands in The Mathematics Framework for California Public Schools, Kindergarten through Grade Twelve [Sacramento: California State Department of Education, 1985]). The suggestion appeals to many because probability is viewed as a natural and intuitive subject manageable with very simple mathematics, It is also a good foundation for understanding statistics, which is in prevalent use in today's society. Many teachers are drawn to it because they see all the balls, cards, coins, and dice as ideal teaching tools to make the class interesting.
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Danoebroto, Sri Wulandari. "Students’ Perception on Borobudur Temple as Mathematic Learning Resource." Southeast Asian Mathematics Education Journal 7, no. 1 (June 29, 2017): 77–87. http://dx.doi.org/10.46517/seamej.v7i1.47.
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This study aims to describe junior high school student’s perception of Borobudur Temple as mathematic learning resources. Borobudur Temple is well known as having extraordinary architecture built algorithmically. The parts of Borobudur Temple such as the stupa, statue, and wall carvings (relief) consist of many geometric models. This study employs an ethnomathematics perspective in describing perceptions about cultural artefacts as a mathematical model. The result of this study may be used as a basis for developing meaningful mathematic learning in schools. The sample of the study was 313 students ofjunior high school located near Borobudur Temple. The measure of the sampling adequacy with KMO is 0.86 from which confirms that the number of the sample is sufficient. The data were collected using a questionnaire with Likert scale 1 to 4 with the following range: (1) disagree, (2) neutral, (3) agree, and (4) strongly agree. The exploratory factor analysis yielded three factors of perception of Borobudur Temple as a mathematic model, those are: (1) Borobudur Temple is a geometry model, (2) Borobudur Temple can be used as mathematic learning source at school, and (3) learning mathematics from Borobudur Temple is helpful for students. The total variance reached 49,572%. The value of Cronbach alpha was 0,8204 for the 14 items. The data were analyzed using descriptive statistics to attain average items of mean and average standard deviation for each factor. The result of the research shows that: (1) students agree that Borobudur Temple is a geometry model, (2) Borobudur Temple can be used as mathematic learning source at school, and (3) learning mathematics from Borobudur Temple is helpful for them.
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Oginni, Omoniyi Israel, and Eunice Oluwayemisi Alebiosu. "ICT skills activation for secondary school students and its implication on mathematics proficiency." Integrity Journal of Education and Training 6, no. 2 (April 30, 2022): 56–62. http://dx.doi.org/10.31248/ijet2022.137.
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The study investigated an assessment of ICT skills needed for mathematical proficiency among secondary school students. Mathematics proficiency made up of procedural fluency (PF), conceptual understanding (CU), strategic competence (SC), adaptive reasoning (AR) and productive disposition (PD) were examined in the study. The research design employed was descriptive survey, as it enables the researcher describe the existing situation regarding participants’ opinion towards the integration of Information Communication Technology (ICT) into teaching and learning of mathematics. The population of this study consists of mathematics teachers and students of senior secondary schools in Ado-Ekiti Local Government of Ekiti State. The sample for the study consists of 1000 students selected from 189 public and private secondary schools in Ado-Ekiti. The instrument used in carrying out this research was a questionnaire on the level of students’ use of Information Communication Technology (ICT) and mathematics proficiency. Face and content validity of the instrument was ascertained while the reliability of the instrument was ensured by administering it on 20 students outside the sample used in this study. The Pearson's Product Moment Correlation analysis was used which yielded a reliability co-efficient of 0.80. Data collected were analyzed using the descriptive statistics of frequency, percentage, and inferential statistics such as t-test, regression and analysis of variance. The findings of the study revealed that the procedural fluency in ICT makes students more effective in learning mathematics. Also, there were significant possible correlations among senior secondary school students’ conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition and performance in mathematics. Based on these findings, it was recommended that PF, CU, SC, AR and PD should be applied in order to achieved mathematics proficiency expectations and teachers and students should be skillful in ICT.
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Hasan, Marwan T. "Exploring Investigation of the Impact of Studying Statistics at Enhancing Mathematical Skills during Years of Faculty." Cihan University-Erbil Scientific Journal 5, no. 1 (June 30, 2021): 42–46. http://dx.doi.org/10.24086/cuesj.v5n1y2021.pp42-46.
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Subject of statistics has always known as field related to mathematics and because statistics is commonly taught in schools as part of the mathematics curriculum, it is regarded as a mathematical. In Salahaddin University, entering to department of statistics is limited to students who graduated from science department at high school. Thus, we anticipating students with good knowledge in mathematical level. Students from all stages of the department were encouraged to participate in the exam and their scores were recorded. The objective of this study are to explore whether there is substantial difference between male and female as well as to discover whether the more higher stages enhance their mathematical level of knowledge. Normality test was done on the dataset and if failed to meet it, non-parametric test such as Mann-Whitney U and Kruskal-Wallis test at significant level 0.05.
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Salma, Admi, Dodi Vionanda, Dony Permana, Fadhillah Fitri, Dina Fitria, and Zilrahmi Zilrahmi. "Statistics Topics Training For High School Teachers in Padang." Pelita Eksakta 5, no. 1 (March 31, 2022): 14. http://dx.doi.org/10.24036/pelitaeksakta/vol5-iss1/181.
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One of a part mathematics subjects for high school students is statistics. Some statistics topics were usually studied by university students, but now they are studied by high school students. Teachers have difficulty teaching the topic to students for several reasons. The training is needed in order to improve the ability and knowledge of teachers about the statistics topics . The training was given to high school mathematics teachers in Padang under group named MGMP. There are 25 participans of the training. The results of activity evaluation showed an increase in the knowledge of statistics topics. In conclusion, this activity has been effectively carried out and can help the mathematics teachers to deeply understanding statistical topics
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Firdausy, Masyita Putri, and Abdul Haris Rosyidi. "MATHEMATICAL JUSTIFICATION OF SENIOR HIGH SCHOOL STUDENTS IN STATISTICS." MATHEdunesa 9, no. 2 (July 8, 2020): 297–304. http://dx.doi.org/10.26740/mathedunesa.v9n2.p297-304.
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Justification is the process of justifying a claim that is supported with evidence. Justification is the center of mathematics. Justification plays an important role in learning because it can help students improve understanding of mathematical concepts. By using a qualitative approach, this study aims to analyze the mathematical justification of high school students in solving problems on statistical topics. This research was conducted on 122 high school students by giving justification test questions on the topic of statistics resulted in 17% (21 students) included in the level justification level 3, 16% (19 students) included in level 2, 47% (47 students) included in level 1, and 20% (25 students) the rest are included in level 0. Further analysis was carried out to see the mathematical justification process by each level. The mathematical justification process consists of three stages, 1) the process of recognition; 2) the development process (building-with), and 3) understanding (awareness) process. Level 3 and level 2 students can recognize the problem and determine the right strategy to solve the problem, level 3 and level 2 students are also able to execute the strategy and interpret the results of the calculations they have done. The difference in level 3 and level 2 students lies in the understanding the concepts they have. Level 1 students can recognize problems and determine solution strategies. Although level 1 students can recognize and do calculations well, level 1 students fail in interpreting the results of calculations performed. While students who are level 0 are not able to recognize the problem, so level 0 students do not carry out the justification process.
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Istihapsari, Vita, Iwan Junaedi, and Mulyono Mulyono. "Comparing school mathematics curriculum between Switzerland and Indonesia." Bulletin of Applied Mathematics and Mathematics Education 1, no. 2 (December 10, 2021): 105–12. http://dx.doi.org/10.12928/bamme.v1i2.4475.
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Comparing a curriculum with the other more developed countries is essential for benchmarking the quality of education in the country. Switzerland deserves to be the object of comparison with the world's second-ranked Human Development Index. This article aims to compare the current curriculum in Indonesia, namely the 2013 curriculum, with the current curriculum in Switzerland, especially on school mathematics. The focus of the comparison lies in (1) school mathematics curriculum and (2) school mathematics content. This research is a qualitative research type of library research. We conducted a literature study, paid attention to the relevance of the literature, and analyzed it using data presentation, data reduction, and concluding. The results showed that with the education system in Switzerland, which emphasizes vocational education, the school mathematics curriculum places more emphasis on problem-solving. The contents are numbers, algebra, geometry, probability and statistics, changes and relationships, and problem-solving. Meanwhile, in Indonesia, the school mathematics curriculum is designed for every level of education with problem-based learning, project-based learning, and discovery learning models. School mathematics content includes numbers, algebra, geometry, relations and functions, statistics, and probability.
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Bruni, James V., and Helene J. Silverman. "Developing Concepts in Probability and Statistics—and Much More." Arithmetic Teacher 33, no. 6 (February 1986): 34–37. http://dx.doi.org/10.5951/at.33.6.0034.
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In recent years school mathematics programs have included an increasing emphasis on probability and statistics. Many of the activities suggested in these programs offer wonderful opportunities to involve students in active learning experiences in which they perform experiments using a variety of manipulative materials (e.g., coins, spinners, dice, and cards). These activities are highly motivational and certainly lend themselves to the use of manipulative materials. However, all too often such activities tend to become supplementary or enrichment experiences that are quite limited in scope and isolated from the rest of the school mathematics program, and the connection between using manipulative materials and learning basic mathematical concepts is weak.
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Saila, Nurul, Faridahtul Jannah, Dzaky Isyuniandri, and Ani Sulianti. "Penerapan Pembelajaran Kooperatif Tipe NHT Ditinjau dari Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Dasar." Journal on Education 5, no. 2 (January 19, 2023): 3444–57. http://dx.doi.org/10.31004/joe.v5i2.1025.
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The background of this research is the importance of students' mathematical problem-solving abilities in learning mathematics. This study aims to determine how to increase elementary school students' mathematical problem solving abilities through the application of NHT type cooperative learning and to increase elementary school students' mathematical problem solving abilities through conventional (expository) learning. This research is a quasi-experimental research with Pretest-Postest Control Group design. The research instrument is a test of mathematical problem solving ability. This research was conducted at a public elementary school with A accreditation. The population of this study was students of SDN Kanigaran 3 Probolinggo, East Java, with two classes of fifth grade students as respondents. VA class students as the experimental class and VB class students as the control class. The data in this study were analyzed using descriptive statistics and inferential statistics. The results of this study indicate: (a) the average mathematical ability of elementary school students through NHT type cooperative learning is better than that of elementary school students through conventional (expository) learning, and (b) the improvement of elementary school students' mathematical abilities through cooperative learning type NHT is better than elementary school students through conventional learning (expository).
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FERNÁNDEZ, MARÍA SOLEDAD, CARLOS POMILIO, GERARDO CUETO, JULIETA FILLOY, ADELIA GONZALEZ-ARZAC, JIMENA LOIS-MILEVICICH, and ADRIANA PÉREZ. "IMPROVING SKILLS TO TEACH STATISTICS IN SECONDARY SCHOOL THROUGH ACTIVITY-BASED WORKSHOPS." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (February 29, 2020): 106–19. http://dx.doi.org/10.52041/serj.v19i1.124.
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Though statistics is covered in secondary-school curricula, it is usually limited to few lessons and mainly taught in a procedural approach. There seems to be a gap between the education of mathematics teachers and the demands on their practice. Learning statistics from a mathematical perspective does not qualify to teach the subject properly. Therefore, we developed a pedagogical intervention that consists in a training program for teaching aimed at mathematics pre-service teachers and focused on activity-based learning. Two workshops and a web-site were designed: first, to improve competencies in teaching statistics at secondary level, and second, to positively influence attitudes towards statistics. Workshops about descriptive statistics and probability were focused on real-data analysis from media, games, and simulations. Over several years, more than 500 teachers attended these workshops, which were positively evaluated in terms of content, relevance, and applicability. A follow-up survey 2–5 years later showed that most teachers are teaching statistics in their classes, which can be seen as great step forward to bring statistics into the classroom.
First published February 2020 at Statistics Education Research Journal Archives
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Mohammad Tohir. "PENINGKATAN KOMPETENSI GURU PEMBINA OLIMPIADE MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA KABUPATEN MADIUN." As-Sidanah : Jurnal Pengabdian Masyarakat 1, no. 2 (October 15, 2019): 199–26. http://dx.doi.org/10.35316/assidanah.v1i2.587.
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The objective of this research is to describe the improvement of the competence of Olympic workshop participants in problem-solving of mathematics Olympiad for mathematics teachers of Junior High Schools in the Madiun Regency by using the qualitative descriptive approach. The subjects of this research were 66 participants of junior high school mathematics teachers workshop organized by Mathematics teachers in each junior high school or MGMP in collaboration with the Depatment of Education and Culture of Madiun Regency. The data collection were carried out with a written test in the description form consisting the results of pre-test, post-test, practice questions, presentations from each group and observation results during the workshop. The results indicated that the mathematics Olympiad workshop activities for Junior High School mathematics teachers in Madiun Regency could increase the understanding of workshop participants in solving mathematics Olympiad questions. This improvement could be seen from the answers of practice questions as well as from the presentations session whereas the teachers could clearly describe several topics such as an algebraic, number theory, geometry, combinatorics, and statistics. However, an advanced Olympics workshops are still needed to help the teachers of Junior High School mathematics Olympiad in Madiun Regency.
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Chung, Sueim, and Eun-Jeong Yu. "Current Status of Research and Practice in ESD: Focused on the Secondary School Subject Areas." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 73–93. http://dx.doi.org/10.22251/jlcci.2022.22.13.73.
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Objectives The purpose of this study is to examine the current status of research and practice in ESD focusing on secondary school subjects to reorganize ESD elements around the subject curriculum, which is one axis of the school curriculum. Methods After analyzing the studies that were searched from the keywords ESD from RISS, the study investigated the status of the perception and practice of secondary school teachers teaching Korean language, social studies, mathematics, science, foreign language/Chinese/Liberal arts, physical education/art, practical skills/other subjects nationwide through an online survey. The Excel program and SPSS Statistics 27 program were used for the analysis, trends were identified with descriptive statistics, and statistical significance was examined with one-way ANOVA. Results As a result of the study, although the majority of studies were conducted on elementary school students, comparing only the secondary school level, research was mainly conducted for science and social studies subjects in high schools, and practical/other subjects in middle schools. Teachers in science and social studies, where ESD research is active, responded that the degree of ESD reflection was similar to the general and subject curriculum. Whereas in subjects like Korean language and mathematics, with insufficient ESD research, teachers responded that the degree of ESD reflection was lower in the subject curriculum compared to the general curriculum. Excluding the mathematics department, it can be seen that the subject connection is salient when teaching ESD as a subject learning topic. Regarding the difficulties experienced while practicing ESD, teachers in social studies, foreign language/Chinese/Liberal Arts, physical education/arts, and practical/other subjects chose students' lack of interest and awareness, and mathematics teachers chose teachers’ lack of professionalism. Conclusions The results of this study have great significance in that it explored the necessity of promoting integrated education focusing on the theme of each subject by acknowledging the independence and differentiation of each subject’s unique content and themes in secondary schools like Korea where there is a clear division between subjects.
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Felix Ilori, Olusi. "Gender Imbalance in Teaching Profession and Learning Outcome in Mathematics in Primary Schools in Esan West Local Government Area of Edo State." Randwick International of Education and Linguistics Science Journal 2, no. 1 (March 31, 2021): 89–95. http://dx.doi.org/10.47175/rielsj.v2i1.203.
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The study assessed the imbalances in teaching profession in both public and private Nursery and Primary Schools, Public Secondary schools in Esan West Local Government Area of Edo State to determine the percentage/ ratio of imbalance and its relationship to learning outcome in mathematics at the primary school level. The study employed the descriptive survey research design. The population of the study comprised of all the seventy public and private Nursery and Primary Schools and thirty two public Secondary Schools with six hundred and sixty teachers in Esan West Local Government Area of Edo State. The data generated were analysed using the chi-square statistics. The findings from the study revealed that there was significant gender imbalance in teaching profession in Esan West Local Government Area of Edo State. The worst hit is the public nursery and primary school with an imbalance percentage of 78.87% and 21.13% in favour of female teachers while the private schools have a percentage imbalance of 76.02% and 23.98% in favour of female teachers. The female pupils’ performance in mathematics was better than that of the male pupils. The study revealed that at the secondary school the imbalance was significant at the junior secondary school level and milled at the senior secondary. The study recommended the immediate reversal of the trend of imbalance by employing more male teachers into the public and private nursery and primary schools. This will improve the academic achievement of male pupils in mathematics, hence achieving the best practice in Nigeria education.
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Piccolino, Anthony V. "The Advanced Placement Course in Statistics: Increasing Students' Options." Mathematics Teacher 89, no. 5 (May 1996): 376–77. http://dx.doi.org/10.5951/mt.89.5.0376.
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The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stresses the need to empower all students and to encourage students to study mathematics throughout their four years in high school. For the past forty years, the Advanced Placement program of the College Board has offered students the opportunity to pursue collegiate-level course while in high school. The offering in mathematics consists of a full-year course in either Calculus AB or Calculus BC. Each Advanced Placement course culminates with an examination, typically three hours in duration, for which students may receive college credit or advanced standing when entering college.
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Goldsby, Dianne S. "Lollipop Statistics." Mathematics Teaching in the Middle School 9, no. 1 (September 2003): 12–15. http://dx.doi.org/10.5951/mtms.9.1.0012.
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AS NCTM'S Principles and Standards for School Mathematics (2000) points out, students should work directly with data to understand the fundamentals of statistical ideas. Teachers should also introduce statistics in a way that will capture the attention of students of varying abilities and interests. The constructivist approach to teaching emphasizes the idea that students work better when presented with tasks that are meaningful and relevant; in other words, they expend energy on topics that interest them (Brahier 2000). One way to harness that energy in the classroom is to teach with music, an area of interest for most middle school and high school students. This article describes the use of the 1950s hit “Lollipop” (Ross and Dixon 1986), heard in the movie Stand by Me, as a launching point to introduce ideas of counting, working with frequency tables, and graphing data.
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Anugrahana, Andri. "STUDIES ABOUT MATHEMATICS IN ELEMENTARY SCHOOL VIEWED FROM PREVIOUS AND CURRENT CURRICULUM." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 10, no. 1 (December 2, 2019): 18–28. http://dx.doi.org/10.24176/re.v10i1.3382.
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The aims of this study is to describe the position of mathematics learning in the curriculum of Kurikulum 2013 (K13) when compared to the previous curriculum. namely Kurikulum Tingkat Satuan Pendidikan (KTSP). This research is literature study, with a qualitative approach. Data was collected by analyzing the K13 and KTSP. The data source is the curriculum that applies in Indonesia, they are k13 and KTSP for elementary schools. Data analysis was carried out by: (1) analyzing the scope of mathematical material by looking at SK and KD class 1 to grade 6 in the KTSP curriculum and curriculum 2013; (2) looking for differences from each material scope in each class, class 1 to grade 6 in the curriculum K7SP and also the K13; and (3) search for material coverage, namely the concept of numbers, geometry, measurement and statistics in the old and new curriculum in elementary school. The results of the study are (I) The analysis of the scope of material in grades 1 through 6 on the 2013 KTSP and curriculum curriculum; The differences in material coverage at each level is class 1 to grade 6, and (3) Material coverage, namely the concepts ,r1 numbers, geometry, measurement and statistics for the K13 and KTSP ellPtielthlfril for elementary school.
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Dede, Yüksel. "Values in Turkish Middle School Mathematics Textbooks." Quality & Quantity 40, no. 3 (June 2006): 331–59. http://dx.doi.org/10.1007/s11135-005-6133-8.
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Sintawati, Mukti, Asih Mardati, and Ginanjar Abdurrahman. "MATHEMATICS LEARNING STRATEGY BOOK ON PEDAGOGICAL CONTENT KNOWLEDGE FOR ELEMENTARY SCHOOL PRE-SERVICE TEACHERS." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 12, no. 2 (June 20, 2022): 200–206. http://dx.doi.org/10.24176/re.v12i2.6808.
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The goal of this study is to describe the impact of a mathematics learning strategy book on elementary school pre-service teacher' pedagogical content knowledge. The research method used is experimental research with poor experimental methods. A one-group pretest-posttest design was used. This study's sample size is 94 pre-service teachers or elementary school teacher education students. Tests and assessment sheets are data collection instruments for measuring PCK. The test is used to determine PK and CK levels. The Quizizz application is used to administer the test, which is in the form of multiple choice questions. PCK is measured using a score sheet. The data is analyzed using descriptive statistics and inferential statistics. To explain the distribution of PCK data, descriptive statistics are used. To test the research hypotheses, inferential statistics are used. The paired sample t-test was used to test the hypothesis. The results show that pre-service teachers' PCK is in the high range. The hypothesis test results show that the mathematics learning strategy book used in learning is effective against pre-service teachers' PCK. Mathematics learning strategy books used in elementary schools not only contain theory and material, but also provide examples of student worksheets based on specific strategies/methods. This is what helps pre-service teachers understand so that it has an impact on increasing PCK.
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Kamid, Kamid, Husni Sabil, Wardi Syafmen, and Elza Triani. "A Study of Problem Based Learning and Mathematics Process Skills in Elementary School." Jurnal Ilmiah Sekolah Dasar 5, no. 2 (August 11, 2021): 359. http://dx.doi.org/10.23887/jisd.v5i2.37157.
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The learning process is inseparable from the learning model, the selection of a good learning model will certainly have a good effect on student responses and student process skills and vice versa. This study aims to determine the comparison of student process skills and student responses to the PBL learning model in SD/MI, and to determine the relationship between student responses to student responses to the PBL learning model and student process skills. This type of research is experimental quantitative research by comparing 4 classes using the PBL model. The sample in this study was 144 students from public elementary schools. There are 2 instruments in this research, namely Process Skills for Science and Problem Based Learning (PBL) models. There are 47 items of process skills questions and 26 items of questions in the learning model that uses a Likert scale 5. This study uses quantitative data analysis with the help of SPSS statistics 25, to find descriptive statistics and inferential statistics. The results of the T test showed that in each school there were differences in process skills and student responses to the PBL learning model. Also, the results from the correlation test in each school showed that students' responses to the PBL learning model had an effect on students' process skills. This can be seen from the value of sig. < 0.05. So, the learning model carried out in each school has an influence on student responses and process skills, and there is a relationship between student responses and process skills.
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Martinie, Sherri. "Families Ask: Data Analysis and Statistics in the Middle School." Mathematics Teaching in the Middle School 12, no. 1 (August 2006): 48–49. http://dx.doi.org/10.5951/mtms.12.1.0048.
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Students are more motivated to learn mathematics when they recognize that it has value. Collecting and analyzing data that is meaningful and interesting to students can emphasize valuable mathematics.
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Awoniyi, Florence C., and Jonathan A. Fletcher. "Senior high school mathematics teachers’ use of school-based assessment guidelines and test scores in the Cape Coast Metropolis of Ghana." Journal of Educational Development and Practice 4, no. 1 (December 1, 2013): 19–40. http://dx.doi.org/10.47963/jedp.v4i.958.
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This paper reports on a study conducted to explore senior high school mathematics teachers’ use of School-Based Assessment (SBA) guidelines and test scores in the Cape Coast Metropolis in Ghana. A total of 110 educators comprising 100 male and 10 female mathematics teachers participated in the study. A questionnaire and an interview schedule were used to collect data for the study and descriptive statistics was used to analyse the data.*- Findings revealed that mathematics teachers in senior high schools in the Cape Coast Metropolis do not follow the School-Based Assessment guidelines on principles of testing in the construction of teacher-made or classroom tests. Very few respondents reported that students’ test scores were used to identify strengths and weaknesses and for remedial teaching. The majority of the respondents still practise the old continuous assessment in which students’ assessment scores were used mainly for promotion/selection, awarding of prizes/ranking, record keeping, providing feedback to parents, generating score for the West African Examinations Council (WAEC), and preparing students for examination. This is because they do not understand the SBA guidelines. Based on the above findings, it was recommended that the Ghana Education Service should facilitate regular in-service training in testing practices for senior high school mathematics teachers in the Metropolis.
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Fidele, Ukobizaba, Ndihokubwayo Kizito, Mukuka Angel, and Uwamahoro Jean. "Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (December 30, 2019): 93–106. http://dx.doi.org/10.4314/ajesms.v15i2.8.
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Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.
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Niwa, Hiro-Sato. "School Size Statistics of Fish." Journal of Theoretical Biology 195, no. 3 (December 1998): 351–61. http://dx.doi.org/10.1006/jtbi.1998.0801.
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Ozdemir, Emine, and Burcu Sezginsoy Seker. "Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes." International Education Studies 10, no. 11 (October 29, 2017): 1. http://dx.doi.org/10.5539/ies.v10n11p1.
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The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes of their mathematics anxiety. The study used mixed method research design. The quantitative data for the prospective teachers’ mathematics anxiety-apprehension were collected using the Mathematics Anxiety-Apprehension Scale developed by Ikegulu (1998) and translated into Turkish with validity-reliability analyses by Ozdemir and Gur (2011). The qualitative part of the study used the phenomenological method, and the prospective teachers’ metaphors for aspects of mathematics were collected as data. The participants in the study were third- and fourth-grade prospective teachers studying in the Primary Education Department of the Necatibey Faculty of Education at Balikesir University. They were chosen by simple random sampling. The independent samples t-test was computed to analyze the quantitative data, and descriptive statistics were used for the qualitative data. The study found that the mathematics anxiety-apprehension of prospective primary school teachers who were Anatolian high school graduates was significantly lower. Mathematics anxiety-apprehension did not vary by gender, and the third-grade prospective teachers had significantly higher mathematics anxiety-apprehension. The causes of the prospective primary school teachers’ mathematics anxiety-apprehension were found to be related to teachers, prospective teachers, the examination system, mathematics program-related and school facilities-related causes. The prospective primary school teachers often used metaphors such as life, crossword puzzle, game and human for each sub-theme, and 166 metaphors for mathematics were identified. The themes with the highest number of metaphors were basic principles of mathematics teaching, basic mathematical skills and mathematical knowledge, respectively.
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Juliati, Juliati, Muhammad Firman, and Derry Nugraha. "IMPROVING MATHEMATICAL COMMUNICATION CAPABILITIES BY REALISTIC MATHEMATICS APPROACH." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 3 (September 30, 2018): 338. http://dx.doi.org/10.22460/jiml.v1i3.p338-344.
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The background of this study is the lack of mathematical communication skills (MCS) of junior high school students in Cimahi. This study aims to examine the achievement and improvement of MCS of junior high school students in Cimahi by realistic mathematical approaches. This study involved two groups, namely the experimental group and the control group. All groups were given a pretest and posttest. The experimental group obtained mathematics learning with realistic mathematical approaches as treatment and control groups obtained mathematics learning as usual as a treatment. This research method is an experimental research with pretest-posttest control group design, namely the design of the pretest posttest control group that involves two groups and randomly sampled classes. The population in this study were junior high school students in Cimahi, while the sample consisted of two randomly selected classes. Obtained class VIII M (experimental class) and class VIII K control class. The instrument used was a 5-item MCS description test, then the skills scores MCS students' were analyzed with descriptive and inferential statistics using assistance Minitab 17. Based on the results of the study, it was concluded that the achievement and improvement of students' MCS using mathematical realistic approaches were better than students who used ordinary learning.
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Jones, Dustin L., and Deepak Basyal. "An Analysis of the Statistics Content in Nepali School Textbooks." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 21–34. http://dx.doi.org/10.3126/mefc.v4i4.26356.
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To determine the nature and extent of the statistics content that Nepali students may learn in school, we examined mathematics textbooks for grades 4-10 from five different publishers. All of the tasks in each statistics chapter were examined, for a total of 1755 tasks across 35 textbooks. Each task was classified according to the phases of the statistical problem-solving process (formulate questions, collect data, analyse data, interpret results) that were addressed. Nearly every task required students to analyse data; the other phases were rarely addressed. Additionally, tasks addressing the analysis phase were coded according to analysis activities; the majority of these tasks required students to read a display and perform a mathematical calculation. For each series, at least two-thirds of the statistics tasks followed a similar worked example. Based on these findings, we offer recommendations for teachers, text book writers, and the Curriculum Development Centre.
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Paul, Fredric. "Soundoff: An Integrated Approach for Secondary School Mathematics." Mathematics Teacher 79, no. 4 (April 1986): 236–38. http://dx.doi.org/10.5951/mt.79.4.0236.
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In 1972, after many years of concern and dissatisfaction with the traditional three-year high school mathematics program of geometry sandwiched between algebra (Math 9) and algebra-trigonometry (Math 11), the Bureau of Mathematics of the New York State Education Department decided to investigate a possible alternative approach. In June of that year, an ad hoc committee of the state's mathematics educators developed an outline for a three-year curriculum aimed at bringing together the various branches of mathematics previously treated as independent, year-long courses. Most of the traditional content was retained, although not necessarily at the same grade level; in addition, probability, statistics, logic, and transformation geometry were included in a three-year comprehensive program.
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Lugo-Armenta, Jesús Guadalupe, and Luis Roberto Pino-Fan. "Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic." Mathematics 9, no. 19 (September 28, 2021): 2416. http://dx.doi.org/10.3390/math9192416.
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Statistics education has investigated how to promote formal inferential reasoning from informal inferential reasoning. Nevertheless, there is still a need for proposals that explore and progressively develop inferential reasoning of students and teachers. Concerning this, the objective of this article is to characterize the inferential reasoning that secondary school mathematics teachers show in the practices that they develop to solve problems regarding the Chi-square statistic. To achieve this, we use theoretical and methodological notions introduced by the onto-semiotic approach of mathematics knowledge and instruction. In particular, we have taken a theoretical proposal of levels of inferential reasoning for the Chi-square statistic. Based on the results, the main conclusion was that the proposal above effectively predicted the teachers’ practices, allowing us to distinguish characteristic elements of the levels of inferential reasoning.
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Davis, Ernest Kofi. "Linguistic Influences on Junior High School Students’ Mathematics Word Problem Solving." Ghana Journal of Education: Issues and Practice (GJE) 5 (December 1, 2019): 20–48. http://dx.doi.org/10.47963/gje.v5i.464.
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Mastery of language of instruction is important for the successful teaching and learning of Mathematics since mathematical concepts are communicated through the use of language. The study sought to find Ghanaian Junior High School (JHS) 2 students’ performance in Mathematics word problems. It also investigated the linguistic difficulties students face when solving Mathematics word problems and how their English language proficiency affect their problem-solving procedures. A sequential mixed methods design was employed in the study. The target population was made up of all JHS 2 public school students in the Cape Coast Metropolis in the Central Region of Ghana. One hundred and eighty-seven JHS 2 students were selected from six public schools in the Cape Coast Metropolis through stratified random sampling procedures. Achievement test and interview guide were developed and used for the study. The data collected through the test were analysed using descriptive statistics, while that of the interview were analysed using percentages and presented as narrative description with some illustrative examples from what students said in the process of explaining their procedures. The results from the study showed that students had very weak ability in Mathematics word problem solving. Their performance declined as the difficulty level of the questions increased from primary to JHS. The authors recommended amongst others, the need for Mathematics teachers to pay extra attention to the teaching of word problem solving in Mathematics and in- service and pre-service providers to pay attention to Mathematics word problem in professional development programmes.