Relevant bibliographies by topics / School: School of Mathematics, Statistics and Computer Science

Academic literature on the topic 'School: School of Mathematics, Statistics and Computer Science'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Mathematics, Statistics and Computer Science"

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Sanusi, Abdulmuahymin, and Muhammad Muhammad. "APPLICATION OF CANONICAL CORRELATION ANALYSIS ON SCIENCE PRODUCTION." International Journal of Engineering Technologies and Management Research 3, no. 8 (January 30, 2020): 15–24. http://dx.doi.org/10.29121/ijetmr.v3.i8.2016.65.

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The development of any given nation is behind its advancement in science and technology; this can be achieved through the upbringing of the new generation on the knowledge related to science and technology by putting in all efforts, factors and mechanisms that will easily aid the better understanding and interest in science and technology. This research work tends to investigate the production of science in some selected schools in Gombe state, Nigeria; that offer science as their core subjects. Three factors were used; School output [i.e. the grades obtained in science subjects(Mathematics(MTH), Physics(PHY), Chemistry(CHM) and Biology(BIO)], the School input [i.e. Averagely Equipped Library and Laboratory for Science (AELAL), Science teachers’ years of teaching experience (STYTE), Instructional Hours on Science subjects per week (INSHR) and students’ teacher ratio (STR)] and Environmental input [i.e. The number of text books on science possessed by students (NTBS), hour spent studying science outside school hours (HRSS), home leaning aids on science such as computer, science dictionary est. (HLAS) and home extra moral teacher on science(HETS)]. Two sets were formed, Set-A (school output) and Set-B (school input and environmental input).The data used is obtained through the questionnaire distributed to the random selected school. The research work adopts the use of Descriptive statistics to verify the normality of the data and Canonical Correlation Analysis to investigate the relationship between the sets of the data. Three Canonical roots were obtained and only two are statistically significant, the first showing a strong positive correlation coefficient between the sets of data, indicating the impact of the School and Environmental inputs on the school output. However, improvement on the School and Environmental inputs will equally improve the production of Science in the selected schools as a case study and some other schools in the states at large.
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Nuriakhmetov, R. R. "VISUALIZATION OF DATA AND RESULTS AS А METHODOLOGICAL BASIS OF APPLIED STATISTICS TEACHING." Bulletin of Siberian Medicine 13, no. 4 (August 28, 2014): 81–88. http://dx.doi.org/10.20538/1682-0363-2014-4-81-88.

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Traditional methods of teaching in medical high school of informatics as computer sciences and statistics as a section of high mathematics contradict to requirements of modern applied medicine and a medical science. A research objective is revealing of the reasons of the given discrepancy and its elimination ways. Similar discrepancy was revealed earlier by foreign researchers studying efficiency of the statistic school programs. The revealed laws appeared to be extended to a technique of teaching of statistics in a high medical school. Pursuing this aim the tests of educational achievements developed by the author were applied on the students of medical and biologic department of the Siberian State Medical Universirty that trained on specialities of “biophysics" and “biochemistry". The fundamental problem of statistical education is that symbols used by these science concern to the objects, which students still have to design. As a substantiation of this conclusion serves the ontosemiotical approach to working out of the maintenance of a course. In the article there are considered the approaches to the permission of the given contradiction, based on the experience of teaching of statistics in foreign schools and on the wor­kings out of the author. In particular the conclusion about necessity of revision the tradition of using professional statistical packages and introduction of a special educational software. To working out the maintenance of a learning course it is offered to more widely apply the historical approach which concrete definition is represented by a principle of a guided reinvention.
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Dogo, P., I. T. Tyoor, M. Joseph, E. I. Sulai, G. Huseyn, and Y. D. Samaila. "Assessment of Availability, Teachers’ Proficiency and Challenges of ICT Integration in Teaching Secondary School Mathematics and Science in Bauchi State, Nigeria." Kashere Journal of Education 2, no. 2 (March 11, 2022): 34–41. http://dx.doi.org/10.4314/kje.v2i2.5.

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The study assesses status of integration of Information and Communication Technologies (ICT) in teaching mathematics and science at Public Senior Secondary School in Bauchi Central Educational zone of Bauchi State, Nigeria. The study was aimed to; find out types of available ICT facilities for teaching mathematics and science; establish teacher’s proficiency level of integration of ICT in teaching and learning of Mathematics and Science, and establish challenges faced in the integration of ICT facilities for teaching mathematics and science, Descriptive research design was used for the study. Non Proportional and Purposeful sampling were used for choosing fifty (50) teachers who formed the sample of the study. The sample size was taken from a target population of 250 (20%) mathematics and science teachers. Two instruments were used for data collection. Included were structured and open ended questionnaires and interviews. Data were analyzed using descriptive statistics. Findings revealed high percentage of teacher’s response on the availability of ICT facilities in the study schools, included were white board (74.5 %), laptops (68.6%), printers (56.9%), computer device (50.9%), smart board (50.1 %) and projectors (49.0%). Half (51.0%) of teachers reported internet service and scanning machine not functional. Few teachers (15.7%) reported computers and printers (11.7 %) not functional. Majority (44%) of mathematics and science teachers have a fair knowledge of using ICT facilities to present lesson. Result revealed teachers lack of workshop/seminar on ICT integration (88.2%), students’ ratio to ICT facilities (computers) (86.3%) and lack of time for teachers (58.6%) using ICT during lesson were major challenges. The implication of the study is that effective ICT integration can only be actualized if new initiatives are taken. Thus the study recommended that Mathematics and science teachers should be engaged on professional development training with emphasis on ICT integration in the classroom situation. Stake holders in education sectors and school administrators most ensure effective functions of available ICT facilities in secondary schools.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. "Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools." CTE Workshop Proceedings 7 (March 20, 2020): 578–91. http://dx.doi.org/10.55056/cte.414.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Fakomogbon, Michael Ayodele, Rachael Funmi Adebayo, Mosiforeba Victoria Adegbija, Ahmed Tajudeen Shittu, and Oloyede Solomon Oyelekan. "Subject Specialization and Science Teachers’ Perception of Information and Communication Technology for Instruction in Kwara State." International Journal of Information and Communication Technology Education 10, no. 1 (January 2014): 25–34. http://dx.doi.org/10.4018/ijicte.2014010103.

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This study examined Kwara State secondary school science teachers’ perception of ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government Areas in Kwara State. The data collected through questionnaires tagged Science Teachers Information and Communication Technology Perception Questionnaire (STICOTEPQ) were analysed using frequency count, mean, chi-square and Analysis of Variance (ANOVA) statistics. Findings revealed that (i) the science teachers’ perception of ICT was generally positively low and (ii) there was significant difference in the secondary school science teachers’ perception of ICT for instruction based on their area of specialization{F(3,252) = 50.323, p<0.05}with the Biology teachers having the highest level of perception while the Mathematics teachers had the lowest perception. The implication of this study was that should the secondary school science teachers remain at this level of perception of ICT for instruction, the probability that ICT will be used for classroom instruction in Kwara State is very low. It was therefore recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of ICT for instruction.
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Waits, Bert K., and Franklin Demana. "Soundoff: Manipulative Algebra the Culprit or the Scapegoat?" Mathematics Teacher 81, no. 5 (May 1988): 332–34. http://dx.doi.org/10.5951/mt.81.5.0332.

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Is algebraic manipulation important for students' mathematical understanding? Will students be crippled in subsequent, more advanced courses in mathematics and science if most, or all, algebraic manipulation is removed from high school algebra courses? Champions of the full and unrestricted use of computers and calculators to do algebraic manipulation (e.g., MuMath, Macsyma, HP 28C) argue for a substantial reduction of the time spent teaching algebra manipulation. They would use this time to teach new, modern numerical topics and techniques that foreshadow the study of statistics and computer science. But is the old mathematics bad mathematics? Many conservative mathematicians and mathematics educators argue for the status quo. But have we no way to improve on the old mathematics with new technology? Is it fair to keep students in the dark about modern developments in the field of mathematics.
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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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MIKE, KOBY, and ORIT HAZZAN. "MACHINE LEARNING FOR NON-MAJORS: A WHITE BOX APPROACH." STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 2 (July 4, 2022): 10. http://dx.doi.org/10.52041/serj.v21i2.45.

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Data science is a new field of research, with growing interest in recent years, that focuses on extracting knowledge and value from data. New data science education programs, which are being launched at a growing rate, are designed for multiple levels, beginning with elementary school pupils. Machine learning is an important element of data science that requires an extensive background in mathematics. While it is possible to teach the principles of machine learning as a black box, it might be difficult to improve algorithm performance without a white box understanding of the underlaying learning algorithms. In this paper, we suggest pedagogical methods to support white box understanding of machine learning algorithms for learners who lack the needed graduate level of mathematics, particularly high school computer science pupils.
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Ziatdinov, Rushan, and James R. Valles. "Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics." Mathematics 10, no. 3 (January 27, 2022): 398. http://dx.doi.org/10.3390/math10030398.

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GeoGebra is an interactive geometry, algebra, statistics, and calculus application designed for teaching and learning math, science, and engineering. Its dynamic interface allows its users to accurately and interactively visualize their work, models, and results. GeoGebra employs the synthesis of three key features: modeling, visualization, and programming (MVP). Many studies have shown the positive effects of GeoGebra on the efficiency and effectiveness of learning and teaching topics related to science, technology, engineering, and mathematics. In this study, we discuss how GeoGebra provides an environment for learning that is very interactive and collaborative between the learner and the instructor. We also show how integrating GeoGebra into the learning scheme can help improve the skills and knowledge of school and university students in numerous advanced mathematical courses, such as calculus, mathematical statistics, linear algebra, linear programming, computer-aided design, computer-aided geometric design, analytic and projective geometry, and graphical representation. Therefore, this study shows the effectiveness of GeoGebra and its MVP key features in science and engineering, particularly in topics related to mathematics. Each key feature of GeoGebra is thoroughly analyzed, and further analyses, along with how GeoGebra can be helpful in different topics, are discussed.
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Salahot, Ester Damiano. "The Effects of Mathematics Anxiety on Mathematics Performance among Secondary School Students in Tanzania: A Case of Arusha City Council." International Journal of Scientific Research and Management 10, no. 12 (December 27, 2022): 425–36. http://dx.doi.org/10.18535/ijsrm/v10i12.m001.

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The continuous trend of poor mathematics performance in Tanzania has developed different stakeholders' attention, including the Government, to research the possible causes of poor performance. The presence of mathematics anxiety among students is believed to have an impact on students' performance in Mathematics. In this study, the researcher aimed to investigate the effects of Mathematics Anxiety on Mathematics Performance Among Secondary Schools Students in Tanzania. The study employed a sample size of 396 students from six secondary schools in the Arusha City Council. The researcher collected data through structured questionnaires with closed-ended questions distributed to respondents. Respondents' mathematics terminal examination marks were used in this study. The collected data were analysed using descriptive (percentages and mean) and inferential statistics (correlation and multiple regression analysis). The results generally revealed a significant effect of mathematics anxiety on mathematics performance among secondary school students at a 0.05 level of significance (P-Value 0.00 2- tailed). A correlation coefficient r = 0.304 indicate a significant moderate positive relationship between the effects of mathematics anxiety and mathematics performance. The regression equation indicates that mathematics anxiety affects mathematics performance by 46.6% when other factors remain constants. Based on the findings, it was recommended that mathematics teachers be aware of the possibility of mathematics anxiety among their students. Also, further studies that involve a large sample should be conducted to re-confirm the assertion.
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Dissertations / Theses on the topic "School: School of Mathematics, Statistics and Computer Science"

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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Success through Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81097.

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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.
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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Successthrough Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 575 - 578, 2012. https://slub.qucosa.de/id/qucosa%3A1823.

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We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.
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Sahama, Tony. "Some practical issues in the design and analysis of computer experiments." Thesis, Victoria University, Melbourne, 2003. https://eprints.qut.edu.au/60715/1/Sahama_2003compressed.pdf.

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Deterministic computer simulations of physical experiments are now common techniques in science and engineering. Often, physical experiments are too time consuming, expensive or impossible to conduct. Complex computer models or codes, rather than physical experiments lead to the study of computer experiments, which are used to investigate many scientific phenomena of this nature. A computer experiment consists of a number of runs of the computer code with different input choices. The Design and Analysis of Computer Experiments is a rapidly growing technique in statistical experimental design. This thesis investigates some practical issues in the design and analysis of computer experiments and attempts to answer some of the questions faced by experimenters using computer experiments. In particular, the question of the number of computer experiments and how they should be augmented is studied and attention is given to when the response is a function over time.
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Goble, Terence Melvin. "The development of a computer based modelling environment for upper secondary school geography classes." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021561/.

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This thesis describes the development of a specification for a computer based modelling system in geography. The modelling system will be for use in upper secondary school geography classes. The classroom approach to geography reflects the developments within the broader academic discipline. By adopting a systems analysis approach, it is possible to represent models on the computer, from the full range of geographical approaches. The essence of geographical modelling is to be able to use a computer based environment to manipulate, and create, the inter-relationships of the components of a geographical system. The development of the specification for the modelling system, follows an eleven step methodology. This has been adapted and modified from the Research and Development Methodology. It includes a formative evaluation of the prototypes in classroom trials. The possible forms of representation of geographical ideas on the computer are considered. Procedural and declarative models are developed, as prototypes, on a range of software tools. The software tools used, for the initial developments, are the Dynamic Modelling System, spreadsheets and the language, Prolog. The final prototype is developed in a Smalltalk environment. Consideration is also given to the use of both quantitative and qualitative methods of modelling. Model templates are identified which give an underlying structure to a range of geographical models. These templates allow the students to build new models for different geographical areas. Proposals are made for a staged approach which addresses the introduction and use of modelling in the geography classroom. These stages move through the use of simulation, through the modification of the underlying model, to the transfer of the model template to different areas and finally, the building of new models.
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Barkley, Cynthia Vanderwilt. "Math lessons for Fontana High School software." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/935.

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Akpinar, Yavuz. "Computer based interactive environments for learning school mathematics : the implementation and validation of design principles." Thesis, University of Leeds, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343445.

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Deragisch, Patricia Amelia. "Electronic portfolio for mathematical problem solving in the elementary school." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1299.

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Electronic portfolio for mathematical problem solving in the elementary school is an authentic assessment tool for teachers and students to utilize in evaluating mathematical skills. It is a computer-based interactive software program to allow teachers to easily access student work in the problem solving area for assessment purposes, and to store multimedia work samples over time.
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Medina, Eliana C. "Motivating high school students and teachers to create interactive software : can summer workshops affect participants' interest for developing games and animations? /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7731.

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Yum, Kim-hung, and 任劍熊. "Within the IEA Third international Mathematics and Science Study (TIMSS): the relationship between familybackground and mathematics achievement of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959192.

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Gillispie, Lucas B. "Effects of a 3-D video game on middle school student achievement and attitude in mathematics." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/gillispiel/lucasgillispie.pdf.

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Books on the topic "School: School of Mathematics, Statistics and Computer Science"

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Aufaure, Marie-Aude. Business Intelligence: Second European Summer School, eBISS 2012, Brussels, Belgium, July 15-21, 2012, Tutorial Lectures. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013.

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Broy, Manfred. Programming and Mathematical Method: International Summer School. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

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Hoffer, Thomas. Social background differences in high school mathematics and science coursetaking and achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Hoffer, Thomas B. Social background differences in high school mathematics and science coursetaking and achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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1948-, Backhouse Roland C., Crole Roy L, and Gibbons Jeremy 1966-, eds. Algebraic and coalgebraic methods in the mathematics of program construction: International summer school and workshop Oxford, UK, April 10-14, 2000, revised lectures. New York: Springer, 2002.

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Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, DC: U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, DC: U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, DC: U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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DeeAnn, Wright, Hill Susan 1951-, and National Center for Education Statistics., eds. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, D.C: U.S. Dept of Education, Office of Educational Research and Improvement, 1995.

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United States. Office of Educational Research and Improvement. What the Third International Mathematics and Science Study (TIMSS) means for systemic school improvement. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1998.

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Book chapters on the topic "School: School of Mathematics, Statistics and Computer Science"

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Chaisri, Sathapon, Sumalee Chaijaroen, and Sarawut Jackpeng. "The Development of Constructivist Web-Based Learning Environment Model to Enhance Solving Mathematic Problems of Statistics for High School Grade 11." In Lecture Notes in Computer Science, 180–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15273-3_20.

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Weinberg, Andrea, and Leonard Albright. "Integrating biology and mathematics in high school classrooms." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 229–45. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/16.

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Morris, Linda, Cynthia Long, and Jodene Kissler. "A beginning experience: Linking high school biology and mathematics." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 113–18. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/08.

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Yanagimoto, Tomoko. "For the development of mathematics education—from the view-point of computer science." In Information and Communications Technologies in School Mathematics, 65–67. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_7.

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Fefferman, Nina, and Lainie Fefferman. "Mathematical macrobiology: An unexploited opportunity in high school education." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 61–78. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/04.

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Herbert, Katherine, and James Dyer. "Integrating interdisciplinary science into high school science modules through a preproinsulin example." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 119–46. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/09.

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Malkevitch, Joseph. "Distance and trees in high school biology and mathematics classrooms." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 169–82. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/12.

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Rogers, Maria, and Debbie Yuster. "Insights from math-science collaboration at the high school level." In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 147–54. Providence, Rhode Island: American Mathematical Society, 2011. http://dx.doi.org/10.1090/dimacs/076/10.

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Bradshaw, Karen, and Shannon Milne. "Mapping Computational Thinking Skills to the South African Secondary School Mathematics Curriculum." In Communications in Computer and Information Science, 85–101. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95003-3_6.

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Lubold, Nichola, Erin Walker, Heather Pon-Barry, and Amy Ogan. "Automated Pitch Convergence Improves Learning in a Social, Teachable Robot for Middle School Mathematics." In Lecture Notes in Computer Science, 282–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93843-1_21.

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Conference papers on the topic "School: School of Mathematics, Statistics and Computer Science"

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Shi, Yafei, Yantao Wei, Ting Wu, and Qingtang Liu. "Statistical graph classification in intelligent mathematics problem solving system for high school student." In 2017 12th International Conference on Computer Science and Education (ICCSE). IEEE, 2017. http://dx.doi.org/10.1109/iccse.2017.8085572.

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Rodger, Susan H., Dwayne C. Brown, Michael Hoyle, and Michael Marion. "Integrating computer science into middle school mathematics (abstract only)." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445424.

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Gannon, Ashley, Mohsen Gavahi, Xin Yuan, David Whalley, Sherry Southerland, Christine Andrews-Larson, and Ellen Granger. "Experience with Integrating Computer Science in Middle School Mathematics." In ITiCSE 2022: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3502718.3524787.

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Setiawan, Wawan, Munir, Syamsul Hadi Senen, Eddy Prasetyo Nugroho, Yaya Wihardi, and Eki Nugraha. "Strengthening of Indonesia school of management in the 21st century through the implementation of school management system based information technology and communications integrated." In MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2016): Proceedings of the 3rd International Seminar on Mathematics, Science, and Computer Science Education. Author(s), 2017. http://dx.doi.org/10.1063/1.4983988.

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Joao Gongalves, Maria, and Claus Kaldeich. "E-Learning in the School: Applied to Teaching Mathematics in Portugal." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3069.

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In this paper will be present a snapshot of the situation of teaching and learning Mathematics in Portugal, as well as some statistics which pose the reality of this subject in the school rooms and homes of this country. Further will be present some applications of the Information and Communication Technologies (ICT) to improve the teaching and learning activities of Mathematics, in the school room and at home. Some platforms which support the e-learning will be present too, as motivation to apply these technologies in a larger scale in the education in Portugal or in other countries.
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Li, Cuibai, and Lifang Liu. "The Design and Development of Mathematics MicroLecture for Elementary School." In 2015 International Conference on Computer Science and Intelligent Communication. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/csic-15.2015.118.

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Sánchez, Ernesto, and Jaime García. "Acquisition of notions of statistical variation by in-service teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08405.

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A study with six middle school teachers on the notion of variation in the task of prediction is hereby presented. The SOLO hierarchy in which notions like randomness, structure and variation are included is applied. Variation related activities used in this study arise from the questions used in research on statistical variation but were also adapted to include computer simulation. The notion of no singular event emerged as a key for evaluation of the transition from multi-structural to relational thinking.
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Teng, Tianyi, and Linyan Yu. "Analysis of factors affecting students' participation in sporting opportunities during school by building linear regression model." In International Conference on Statistics, Applied Mathematics, and Computing Science (CSAMCS 2021), edited by Ke Chen, Nan Lin, Romeo Meštrović, Teresa A. Oliveira, Fengjie Cen, and Hong-Ming Yin. SPIE, 2022. http://dx.doi.org/10.1117/12.2628086.

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Ahmed, Gashawa, Jalal Nouri, LeChen Zhang, and Eva Norén. "Didactic Methods of Integrating Programming in Mathematics in Primary School." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366839.

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Tian, Feng. "Review and Analysis on Focus in High School Mathematics in America." In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.204.

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Reports on the topic "School: School of Mathematics, Statistics and Computer Science"

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk, and Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3259.

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The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.
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