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Journal articles on the topic 'Year 11 Mathematics'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Bond, Rod, David Green, and Barbara Jaworski. "Motivating Years 12 and 13 study of mathematics: researching pathways in Year 11." Research in Mathematics Education 12, no. 2 (September 2010): 153–54. http://dx.doi.org/10.1080/14794802.2010.496981.

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2

Kirkham, Jane, Elaine Chapman, and Helen Wildy. "Factors considered by Western Australian Year 10 students in choosing Year 11 mathematics courses." Mathematics Education Research Journal 32, no. 4 (July 17, 2019): 719–41. http://dx.doi.org/10.1007/s13394-019-00277-y.

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3

Hudáková, Jana, and Eva Králová. "11. Creative Interdisciplinary Math Lessons by Means of Music Activities." Review of Artistic Education 12, no. 2 (March 1, 2016): 290–96. http://dx.doi.org/10.1515/rae-2016-0035.

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Abstract The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integration which was presented during the meeting of 7 European countries in Barcelona in January 2015. Their illustration refers to interconnection of cognitive, affective, and psychomotor goals of both school subjects to develop musical and mathematical abilities of 11 – 12 year old elementary school pupils.
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Fomina, Tatiana. "Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 29, 2017): 33–40. http://dx.doi.org/10.18844/prosoc.v4i6.2909.

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This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils’ mathematics achievement. The sample included 14–16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils’ mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade. Keywords: Self-regulation, math self-efficacy, math interest, achievement;
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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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Deater-Deckard, Kirby, Shereen El Mallah, Mido Chang, Michael A. Evans, and Anderson Norton. "Student behavioral engagement during mathematics educational video game instruction with 11–14 year olds." International Journal of Child-Computer Interaction 2, no. 3 (September 2014): 101–8. http://dx.doi.org/10.1016/j.ijcci.2014.08.001.

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7

Topping, Keith, Jean Campbell, Walter Douglas, and Andrea Smith. "Cross-age peer tutoring in mathematics with seven- and 11-year-olds: influence on mathematical vocabulary, strategic dialogue and self-concept." Educational Research 45, no. 3 (December 2003): 287–308. http://dx.doi.org/10.1080/0013188032000137274.

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8

Warren, Elizabeth, and Eva deVries. "Young Australian Indigenous Students' Engagement with Numeracy: Actions That Assist to Bridge the Gap." Australian Journal of Education 53, no. 2 (August 2009): 159–75. http://dx.doi.org/10.1177/000494410905300205.

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Many young Indigenous Australian students continue to underachieve in Western mathematics. National test results indicate that they are two years behind their peers. Success in mathematics is important to Indigenous students as it leads to employment opportunities and can assist in identifying power differences among socio-economic classes (Gustein, 2003). The focus of this paper is the preparatory year. One-on-one interviews were conducted with 48 students (average age 4 years and 11 months) at the commencement and completion of the preparatory year. Pre-and post-intervention test results of BOEHM (an oral language test), School Entry Number Assessment (SENA) and patterning ability were collected. The pre-and post-intervention test results indicated that, although Australian Indigenous students scored significantly lower on the pre-intervention test with regard to their understanding of number, an intervention focusing, first, on the language of mathematics and, secondly, on representations that support mathematical thinking assisted these students to begin to bridge the gaps in their learning. This paper begins to tease out classroom actions that supported their engagement with and understanding of Western mathematics.
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Nicholas, Karen, and Jo Fletcher. "What supports 11- to 13-year-old Pasifika students in mathematics learning in New Zealand classrooms?" Education 3-13 45, no. 1 (May 27, 2015): 68–82. http://dx.doi.org/10.1080/03004279.2015.1048269.

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Montgomery, Alice, and Leslie J. Francis. "Relationship between Personal Prayer and School-Related Attitudes among 11–16-Year-Old Girls." Psychological Reports 78, no. 3 (June 1996): 787–93. http://dx.doi.org/10.2466/pr0.1996.78.3.787.

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A sample of 392 girls between the ages of 11 and 16 years attending a state-maintained single-sex Catholic secondary school completed six semantic differential scales of attitudes toward school and toward lessons concerned with English, music, religion, mathematics, and sports, together with information about paternal employment and their personal practice of prayer. The relationship between personal prayer and attitude toward school after controlling for age and social class was positive.
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Koshy, Valsa, and Ron Casey. "Actualizing Mathematical Promise: Possible contributing factors." Gifted Education International 20, no. 3 (December 2005): 293–305. http://dx.doi.org/10.1177/026142940502000305.

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The study reported in this paper is intended to highlight some factors which may contribute to the fulfillment of mathematical talent with special reference to pupils aged 10–11 within inner-city schools. The findings are based on the authors' experience of setting up and evaluating a Mathematics Enrichment Programme (MEP) over a period of 2 years. The context of this study, funded by the Department of Education and Skills within the Excellence in Cities initiative, is the on-going efforts of the British government to identify gifted pupils and make effective provision for them. The findings reported in this study draw on the data collected over the 2-year period through the involvement of 11 Local Education Authorities within inner-city areas. A number of components, which may enhance provision for mathematically talented pupils, are identified and should have significance for a wider audience. The terms ‘mathematically promising’, ‘gifted’ and ‘able’ are used interchangeably to refer to children who demonstrate a special aptitude for mathematics.
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Maree, J. G., J. M. Molepo, J. H. Owen, and R. Ehlers. "Problem-based approach to mathematics in grades 9 and 11 in the Limpopo Province." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 24, no. 4 (September 23, 2005): 124–33. http://dx.doi.org/10.4102/satnt.v24i4.181.

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Teachers of schools in the central region of the Limpopo Province of South Africa received training in a problem-based approach to the teaching and learning of mathematics and introduced these principles into their classes. Follow-up visits to schools took place on a monthly basis for one year. 800 learners in Grades 9 and 11 completed the Study Orientation Questionnaire in Mathematics (SOM). Mean age in Grade 11 was 17.5 yr. (SD = 1.4), and in Grade 9, 15.1 yr., (SD = 1.2). The differences between the post- and pre-test marks for the two groups were compared. The means for marks in mathematics were significantly different for the two groups.
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Haworth, Claire M. A., Yulia Kovas, Stephen A. Petrill, and Robert Plomin. "Developmental Origins of Low Mathematics Performance and Normal Variation in Twins from 7 to 9 Years." Twin Research and Human Genetics 10, no. 1 (February 1, 2007): 106–17. http://dx.doi.org/10.1375/twin.10.1.106.

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AbstractA previous publication reported the etiology of mathematics performance in 7-year-old twins (Oliver et al., 2004). As part of the same longitudinal study we investigated low mathematics performance and normal variation in a representative United Kingdom sample of 1713 same-sex 9-year-old twins based on teacher-assessed National Curriculum standards. Univariate individual differences and DeFries-Fulker extremes analyses were performed. Similar to our results at 7 years, all mathematics scores at 9 years showed high heritability (.62–.75) and low shared environmental estimates (.00–.11) for both the low performance group and the full sample. Longitudinal analyses were performed from 7 to 9 years. These longitudinal analyses indicated strong genetic continuity from 7 to 9 years for both low performance and mathematics in the normal range. We conclude that, despite the considerable differences in mathematics curricula from 7 to 9 years, the same genetic effects largely operate at the two ages.
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Ni Shuilleabhain, Aoibhinn. "Developing mathematics teachers’ pedagogical content knowledge in lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 212–26. http://dx.doi.org/10.1108/ijlls-11-2015-0036.

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Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.
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Russo, James, Toby Russo, and Anne Roche. "Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films." Education Sciences 11, no. 10 (September 27, 2021): 588. http://dx.doi.org/10.3390/educsci11100588.

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Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.
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Niemi, Hannele, and Shuanghong Jenny Niu. "Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199143. http://dx.doi.org/10.1177/1834490921991432.

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The aim of this study was to uncover how digital storytelling advances students’ self-efficacy in mathematics learning and what kinds of learning experiences contribute to self-efficacy. Four Chinese classes with 10- to 11-year-old students ( N = 121) participated in the project. The mathematics learning theme was geometry. Quantitative data was collected with questionnaires. The qualitative data was based on teachers’ and students’ interviews and observations. Both data sets showed that the students’ self-efficacy increased significantly during the project. The most important mediator was students’ perception of the meaningfulness of mathematics learning; digital storytelling enhanced the students’ ability to see mathematics learning as useful. They became more confident that they could learn mathematics and understand what they had learned. They also felt more confident in talking with their classmates about mathematical concepts. The role of self-efficacy was twofold: it supported students’ learning during the project and it increased due to meaningful mathematics learning experiences.
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Casinillo, Leomarich F., and Emily L. Casinillo. "Modelling Experiences And Its Factors In General Mathematics: The Case Of Grade 11 Students." Indonesian Journal Of Educational Research and Review 3, no. 2 (June 26, 2020): 25. http://dx.doi.org/10.23887/ijerr.v3i2.25670.

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Student’s experiences in learning plays an essential role in producing quality academic achievement. This study aimed to develop multiple regression models on the students’ experiences in learning mathematics in regards to its influencing factors. A simple random sampling of 112 grade 11 students in the first semester of school year 2018-2019 from Visayas State University were used as the respondents of this study. Result of the study reveals that grade 11 students’ learning experience in general mathematics is challenging and logical. However, it is found out that it is satisfying and rewarding since it develops their critical thinking and decision making in real life. The number of hours in studying and studying with internet positively influence the students’ learning experience in mathematics. It is also revealed that STEM students are more fond learning mathematics compare to non-STEM students. Furthermore, result also shows that a conducive learning environment and religious activities in the campus helps the students to have a peaceful and positive learning experience.
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Casinillo, Leomarich Fortugaliza, May Ann E. Palen, Emily L. Casinillo, and Paulo G. Batidor. "Assessing Senior High Student’s Learning Experiences in Mathematics." Indonesian Journal of Educational Studies 23, no. 1 (June 2, 2020): 44. http://dx.doi.org/10.26858/ijes.v23i1.13437.

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In this study, the learning experience and its cognitive factors of Mathematics among senior high school students of Visayas State University were investigated using a correlational research approach. A complete enumeration of 222 grade 11 and 12 senior high students in the second semester of school year 2018-2019 were used as the participants of the survey. Using a developed structured questionnaire, a primary data was employed. Results showed that the mathematics attitude of students influence their learning experience and academic performance. Mathematics anxiety has a negative effect on the students learning experience especially for females. However, mathematical resilience locates itself in a positive psychology which addresses mental wellness and makes the students positively perceived that mathematics is interesting even if it is challenging. Also, results revealed that senior high school students are mostly visual learners in mathematics, which implies that students practice visualizing or pictures numbers/equations and other concepts in their mind. Furthermore, it can be gleaned that an academic performance is not just derived from study habits but to their motivation and interest in mathematics
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Kirkham, Jane, and Elaine Chapman. "Gendered Decision-Making About Mathematics Courses: Contributions of Self-Perceptions, Domain-Perceptions, and Sociocultural Factors." Journal of Educational and Developmental Psychology 10, no. 1 (April 23, 2020): 43. http://dx.doi.org/10.5539/jedp.v10n1p43.

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Girls continue to be underrepresented in Year 11 and 12 intermediate and advanced mathematics courses in Australia, which has implications for their future educational opportunities and career aspirations. The present study compared the choices of 84 Year 10 girls and boys from one school for their Year 11 mathematics course, with their teachers’ recommendations for the same. Findings indicated that while most participants made course selections aligned with their teachers’ recommendations, girls tended to under-aspire and boys tended to over-aspire in their choice decisions, based on their teachers’ recommended course choices. In addition, utilising the Expectancy-value theoretical (EVT) framework, we surveyed participants to measure their self-perceptions (self-concept), and values about mathematics (intrinsic value, utility value, and attainment value). We also measured participants’ views on the domain of mathematics (sense of belonging, growth mindset, the status of mathematics, gender bias). Multivariate analysis of variance indicated that girls showed lowered self-concept, sense of belonging, and growth mindset than boys, also viewing mathematics as less of a high-status subject than boys. In addition, the survey obtained participants’ opinions on sociocultural influences on their mathematics course selections, with no significant gender differences noted.
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Radtka, Catherine. "How Place and Audience Matter: Perspectives on Mathematics Plural Identities from Late 1950s French and English Middle School Textbooks." Science in Context 29, no. 4 (December 2016): 473–521. http://dx.doi.org/10.1017/s0269889716000211.

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ArgumentIn this paper, I argue that studying school textbooks is a fruitful way to investigate mathematical conceptions in different national contexts. These sources give access to the written production of an extended mathematical milieu whose members write for various audiences. By studying the case of late 1950s French and English textbooks issued for a growing audience of 11- to 15-year-old pupils, I show that a plurality of conceptions was projected at the time onto pupils and their teachers in both national contexts. I link this diversity to contemporaneous debates regarding mathematics teaching and argue that textbooks themselves have to be considered as active agents of such debates.
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Mosothwane, Modise. "Teachers’ Perceptions of Essential Mathematics Concepts in Teacher Education Mathematics Courses." JOURNAL OF SOCIAL SCIENCE RESEARCH 10, no. 4 (November 30, 2016): 2241–47. http://dx.doi.org/10.24297/jssr.v10i4.4708.

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This study investigates pre-service teachers’ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachers’ responses .The results of the study suggest that student teachers perceived ‘history of mathematics, modelling, contemporary issues in mathematics education, beliefs and attitudes, mathematics and culture as non- essential parts of mathematics education. The results of the study also suggest that mathematics education courses offered by primary colleges of education do not prepare pre-service teachers for degree courses that would be taken at the university level. Implications for teacher education program are discussed in the light of the findings.
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Holopainen, Leena, and Airi Hakkarainen. "Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education." Journal of Learning Disabilities 52, no. 6 (August 6, 2019): 456–67. http://dx.doi.org/10.1177/0022219419865485.

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This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city ( N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students’ reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.
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23

Dirkzwager, A. "Testing with Personal Probabilities: 11-Year-Olds Can Correctly Estimate their Personal Probabilities." Educational and Psychological Measurement 56, no. 6 (December 1996): 957–71. http://dx.doi.org/10.1177/0013164496056006004.

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Johnston, Sue. "Choosing Mathematics ‘You Need it Even if You Don't Want to Do it’." Australian Journal of Education 38, no. 3 (November 1994): 233–49. http://dx.doi.org/10.1177/000494419403800304.

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Because of the concern about gender differences in participation in various school subjects and the policies to redress those differences, the reasons and processes for choosing subjects are an important consideration in the gender equity debate. In this paper, data from interviews with Year 11 girls are analysed to highlight some of the complexity of choosing mathematics in the post-compulsory years of schooling. Campaigns to encourage girls to choose mathematics and the impact these have had on subject choices are presented as being problematic. The importance of mathematics is justified in terms of its role as a filter for future pathways but the hierarchy of mathematics subjects in schools means that these pathways are not open to all girls.
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Cooper, Barry, and Máiréad Dunne. "Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing." Sociological Review 46, no. 1 (February 1998): 115–48. http://dx.doi.org/10.1111/1467-954x.00092.

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Mathematics is a central part of the school curriculum. Alongside studies in the dominant language of a society, success and failure in the discipline play an important role in the distribution of opportunities to children and young people. Until fairly recently, in England and elsewhere, success in primary school mathematics was achieved by demonstrating a capacity to memorise, reproduce and use relatively simple algorithms. However, in recent years, there has been considerable change in primary school mathematics with an increasing stress being laid, at least rhetorically, on understanding, investigation and the application of mathematics in ‘realistic’ settings. It seems likely that such changes, in so far as they affect the form and content of National Curriculum assessment, will produce changes in who succeeds and who fails, ie in selective processes within schooling. The paper draws on preliminary results from an ESRC project which is examining National Curriculum assessment in mathematics for 10–11 and 13–14 year-old children in relation to class, gender and ‘ability’. The paper examines the ways in which children from different sociocultural backgrounds approach assessment items which embed mathematics in supposedly ‘realistic’ contexts. Early data from the Key Stage 2 sample of 10–11 year olds will be presented which shows that there does seem be a social class effect in the response of children to ‘realistic’ items – one which leads to some working class children failing to demonstrate competences they have. The paper uses quantitative and qualitative methods, relating its findings to Basil Bernstein's account of sociocultural codes –in particular his theorising of the social distribution of recognition and realisation rules for reading educational contexts – and to Bourdieu's theorising of habitus.
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Adorf, H. M. "Hubble Space Telescope image restoration in its fourth year." Inverse Problems 11, no. 4 (August 1, 1995): 639–53. http://dx.doi.org/10.1088/0266-5611/11/4/003.

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Permatasari, Lintang. "Improving the Ability to Solve Mathematical Problems based on Higher Order Thinking Skills (HOTS) through Team Assisted Individualization (TAI)." Hipotenusa : Journal of Mathematical Society 2, no. 1 (June 17, 2020): 6–11. http://dx.doi.org/10.18326/hipotenusa.v2i1.6-11.

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The research aims to improve the ability of students insolving problems based on Higher Order Thinking Skills (HOTS) subjects Mathematics material bangun ruang sisi datar with the use of learning models Team Assisted Individualization (TAI). This research uses the Research method Classroom Action (CAR) with two cycles, where each cycle consists of four stages, namely planning, implementation, observation, and reflection. Data analysis using the percentage formula, if completeness is ≥ 85%, the cycle is terminated sign that the research has been successful. Based on research that has been done, obtained the increase in students completeness from the pre cycle results was 19.4%, in the first cycle amounted to 77.4%, and in the second cycle of 89.7%. This shows that the use of the Team Assisted Individualization (TAI) learning model can improve the ability to solve questions based on Higher Order Thinking Skills (HOTS) subject mathematics material to bangun ruang sisi datar in students VIII grade of SMP Negeri 1 Juwangi in the academic year 2019/2020.
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Sayal, Kapil, Christine Merrell, Peter Tymms, and Adetayo Kasim. "Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up." Journal of Attention Disorders 24, no. 1 (January 2, 2015): 66–72. http://dx.doi.org/10.1177/1087054714562588.

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Objective: For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Method: A 6-year follow-up of 4- to 5-year-olds ( N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. Results: For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes. Conclusion: The provision of evidence-based information about helping children with ADHD at school may have wider academic benefits.
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Shorrocks-Taylor, Diane, and Melanie Hargreaves. "Measuring the Language Demands of Mathematics Tests: The case of the statutory tests for 11-year-olds in England and Wales." Assessment in Education: Principles, Policy & Practice 7, no. 1 (March 2000): 39–60. http://dx.doi.org/10.1080/713613324.

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Nur, Fitriani, Fitria Fitria, Nur Khalisah Latuconsina, Lisnasari Andi Mattoliang, and Ahmad Farham Majid. "KESESUAIAN ANTARA RENCANA PELAKSANAAN PEMBELAJARAN DENGAN PELAKSANAAN PEMBELAJARAN PADA GURU MATEMATIKA KURIKULUM 2013." Idaarah: Jurnal Manajemen Pendidikan 4, no. 1 (June 21, 2020): 100. http://dx.doi.org/10.24252/idaarah.v4i1.13602.

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The study aims to find out the suitability of the mathematics teachers’ lesson plan with the 2013 curriculum, the mathematics teachers’ learning implementation with the 2013 curriculum, and the lesson plan with the mathematics teacher’s learning activities with the 2013 curriculum. The study used descriptive research with qualitative approach. The research subjects were 3 mathematics teachers of class X in the State Senior High School (SMAN) 11 Makassar. The documentation, observation sheet, and interview guidelines were the instruments used in this study. The analysis results of the lesson plan with the learning activities based on the 2013 curriculum in accordance with the cultural and education ministry regulation number 22 of the year 2016 about the Elementary and Secondary Education Standard Processes showed that the suitability of those three mathematics teachers’ lesson plans with the learning implementation of the 2013 curriculum was categorized as very high with the percentage of 94.44%, the suitability of the learning implementation in SMAN 11 Makassar at class X with the learning implementation of the 2013 curriculum was categorized as high with the percentage of 81.68%, and the suitability of the lesson plan with the learning implementation based on the 2013 curriculum in SMAN 11 Makassar at class X was categorized as low with the percentage of 62.17%. The study finding also indicated that there was unsuitability between the lesson plan and the mathematics teachers’ learning implementation of the 2013 curriculum at class X of SMAN 11 Makassar.
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Opstad, Leiv. "Success in business studies and mathematical background: the case of Norway." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.

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Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014). Findings Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to the admission of less able students. Research limitations/implications There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses. Originality/value By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.
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Gerber, Brian L., Edmund A. Marek, and Ellice P. Martin. "Designing Research-Based Professional Development for Elementary School Science and Mathematics." Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/908014.

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A partnership including 11 school districts, a university, service agency, and private nonprofit education organization formed a collaborative partnership to improve teaching and learning in elementary school science and mathematics. The partnership designed research-based professional development for 150 teachers of grades 3–5. The professional development resulted in statistically significant increases for those elementary school teachers on math and science competency tests over a two-year period. The professional development was the vehicle for providing teachers with professional development so that they could (a) increase their content background in science and mathematics and (b) apply newly learned inquiry practices in their math and science instruction.
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Schoenfeld, Alan H. "Explorations of Students' Mathematical Beliefs and Behavior." Journal for Research in Mathematics Education 20, no. 4 (July 1989): 338–55. http://dx.doi.org/10.5951/jresematheduc.20.4.0338.

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A questionnaire with 70 closed and 11 open questions was administered to 230 mathematics students enrolled in Grades 10 through 12, the majority of whom were enrolled in the traditional year-long 10th-grade course in plane geometry. Sections of the questionnaire dealt with the students' attributions of success or failure; their comparative perceptions of mathematics, English, and social studies; their view of mathematics as a discipline; and their attitude toward mathematics. The data, which are closely tied to a series of classroom and protocol studies, suggest the resolution of contradictory patterns of data in other attitude surveys, where students simultaneously claim that “mathematics is mostly memorizing” but that mathematics is a creative and useful discipline in which they learn to think.
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Tarr, James E., Douglas A. Grouws, Óscar Chávez, and Victor M. Soria. "The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses." Journal for Research in Mathematics Education 44, no. 4 (July 2013): 683–729. http://dx.doi.org/10.5951/jresematheduc.44.4.0683.

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We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-level hierarchical linear models of scores on 3 end-of-year outcome measures: a test of common objectives, an assessment of problem solving and reasoning, and a standardized achievement test. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement, gender, and ethnicity. At the teacher level, in addition to Curriculum Type, the Opportunity to Learn and Classroom Learning Environment factors demonstrated significant power in predicting student scores, whereas Implementation Fidelity, Teacher Experience, and Professional Development were not significant predictors.
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Gavin, M. Katherine, Tutita M. Casa, Jill L. Adelson, Susan R. Carroll, Linda Jensen Sheffield, and Ann Marie Spinelli. "Project M3: Mentoring Mathematical Minds—A Research-Based Curriculum for Talented Elementary Students." Journal of Advanced Academics 18, no. 4 (August 2007): 566–85. http://dx.doi.org/10.4219/jaa-2007-552.

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To date, there has been very little research-based mathematics curriculum for talented elementary students. Yet the gifted education and mathematics literature suggest support for curriculum that is both enriched and accelerated with a focus on developing conceptual understanding and mathematical thinking. Project M3: Mentoring Mathematical Minds is a 5-year Javits research grant project designed to create curriculum units with these essential elements for talented elementary students. These units combine exemplary teaching practices of gifted education with the content and process standards promoted by the National Council of Teachers of Mathematics. The content at each level is at least one to two grade levels above the regular curriculum and includes number and operations, algebra, geometry and measurement, and data analysis and probability. The focus of the pedagogy encourages students to act as practicing professionals by emphasizing verbal and written communication. Research was conducted on the implementation of 12 units in 11 different schools, 9 in Connecticut and 2 in Kentucky. The sample consisted of approximately 200 mathematically talented students entering third grade, most of whom remained in the project through fifth grade. Students in this study demonstrated a significant increase in understanding across all mathematical concepts in each unit from pre- to posttesting. Thus, Project M3 materials may help fill a curriculum void by providing appropriate accelerated and enriched units to meet the needs of mathematically talented elementary students.
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Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools." International Journal of Educational Reform 27, no. 1 (January 2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.

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This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implications of the findings were discussed as to whether charter schools keep their promises of providing quality education.
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Kovarik, Dina N., Davis G. Patterson, Carolyn Cohen, Elizabeth A. Sanders, Karen A. Peterson, Sandra G. Porter, and Jeanne Ting Chowning. "Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers." CBE—Life Sciences Education 12, no. 3 (September 2013): 441–59. http://dx.doi.org/10.1187/cbe.12-11-0193.

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We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.
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Vinha, Luís Gustavo do Amaral, Camila Akemi Karino, and Jacob Arie Laros. "Factors Associated with Mathematics Performance in Brazilian Basic Education." Psico-USF 21, no. 1 (April 2016): 87–100. http://dx.doi.org/10.1590/1413-82712016210108.

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Abstract Several studies have indicated that student performance is strongly influenced by school context. Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. The information of 4,338,885 students who participated in the Brazilian national assessment of educational progress of 2009 was used. Multilevel analysis showed an intra-class correlation of .27 and .19 for the 5th grade of elementary school and 9th grade of middle school, the last year of middle school. In both models, more than 50% of school level variance and more than 11% of the variance on student level was explained. The final model is composed of control variables, 13 student level variables, 9 school level variables, and random and interaction effects. The results contribute to a better comprehension of factors that affect school performance, which permits the orientation of public policies.
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English, Lyn D., and Donna T. King. "Designing an Earthquake-Resistant Building." Teaching Children Mathematics 23, no. 1 (August 2016): 47–50. http://dx.doi.org/10.5951/teacchilmath.23.1.0047.

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Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. This article is a comprehensive Earthquake Engineering activity that includes the Designing an earthquake-resistant building problem. The task was implemented in sixth-grade classes (10–11-year-olds). Students applied engineering design processes and their understanding of cross-bracing, tapered geometry, and base isolation to create numerous structures, which they tested on a “shaker table.”
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Oppenheimer, Steven B., Jack I. Mills, Ali Zakeri, Trista R. Payte, Avi Lidgi, and MariaElena Zavala. "An Approach to Improving Student Success in Science, Technology, Engineering, and Mathematics (STEM ) Career Pathways." Ethnicity & Disease 30, no. 1 (January 16, 2020): 33–40. http://dx.doi.org/10.18865/ed.30.1.33.

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In this article, we report on an 11-year study that explores approaches to improve student success in college by a five-week summer program in Mathematics and Lan­guage Arts for entering freshmen. To recruit students into the program, we invited stu­dents accepted at the university and listed as underrepresented and economically disadvantaged (Pell-eligible) by the Office of Institutional Research at California State University, Northridge. The program con­sisted of all-day Math and English enhance­ment in mixed ability groups. Results of this program examining Math and English performance at California State University, Northridge showed that students com­pleting the summer programs during the 11-year study period had improved pass rates in Math and English at California State University, Northridge compared with students in a control group who did not participate in the summer program. The results show that intensive pre-college enhancement for entering freshmen can improve student success in college. Student graduation data from the early cohorts (2010, 2011, 2012) were obtained from Institutional Research. The summary results showed that students from the accepted/ attending group had substantially increased GPAs and graduation rates, essentially clos­ing the achievement gap. Increased interest in biomedical research careers was also de­veloped by the program, as demonstrated by a five-fold number of summer enrich­ment participants entering the PhD, MARC (Minority Access to Research Careers) and RISE (Research Initiative for Scientific Enhancement) programs than students who did not attend summer enrichment. Ethn Dis.2020;30(1):33-40; doi:10.18865/ed.30.1.33
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Xu, Gang, Qianqian Sheng, Qinggang Xin, Yanxin Song, Gaoyan Zhang, Lin Yuan, Peng Zhao, and Jun Liang. "EEG Assessment in a 2-Year-Old Child with Prolonged Disorders of Consciousness: 3 Years’ Follow-up." Computational Intelligence and Neuroscience 2020 (November 24, 2020): 1–8. http://dx.doi.org/10.1155/2020/8826238.

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A 2-year-old girl, diagnosed with traumatic brain injury and epilepsy following car trauma, was followed up for 3 years (a total of 15 recordings taken at 0, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 14, 19, 26, and 35 months). There is still no clear guidance on the diagnosis, treatment, and prognosis of children with disorders of consciousness. At each appointment, recordings included the child’s height, weight, pediatric Glasgow Coma Scale (pGCS), Coma Recovery Scale-Revised (CRS-R), Gesell Developmental Schedule, computed tomography or magnetic resonance imaging, electroencephalogram, frequency of seizures, oral antiepileptic drugs, stimulation with subject’s own name (SON), and median nerve electrical stimulation (MNS). Growth and development were deemed appropriate for the age of the child. The pGCS and Gesell Developmental Schedule provided a comprehensive assessment of consciousness and mental development; the weighted Phase Lag Index (wPLI ) in the β-band (13–25 Hz) can distinguish unresponsive wakefulness syndrome from minimally conscious state and confirm that the SON and MNS were effective. The continuous increase of delta-band power indicates a poor prognosis. Interictal epileptiform discharges (IEDs) have a cumulative effect and seizures seriously affect the prognosis.
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42

Uchio, Edward, Mihaela Aslan, John Ko, Carolyn K. Wells, Krishnan Radhakrishnan, and John Concato. "Velocity and doubling time of prostate-specific antigen: mathematics can matter." Journal of Investigative Medicine 64, no. 2 (January 14, 2016): 400–404. http://dx.doi.org/10.1136/jim-2015-000008.

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Changes in prostate-specific antigen (PSA) values are often reported as velocity or doubling time. We compared the association of these two calculations—at the time of PSA failure after primary treatment for prostate cancer—with prostate cancer mortality. From a source population of 1313 US Veterans with prostate cancer, including 623 treated with curative intent, the study population included 242 men experiencing biochemical failure, 81 after surgery and 161 after radiation therapy. Clinically relevant calculations of PSA velocity (linear slope) and PSA doubling time (logarithmic slope) were assessed for their association with 11–16 years of mortality from prostate cancer. Death due to prostate cancer occurred in 52/242 (21.5%) men. Among men receiving surgery, PSA velocity ≥1.0 ng/mL/year was associated with increased prostate cancer mortality (HR=4.2, p value=0.037), whereas doubling time ≤12 months did not confer risk (HR=1.0, p value=0.95). Conversely, among patients receiving radiation therapy, doubling time ≤12 months was associated with increased prostate cancer mortality (HR=2.4, p value=0.049), but velocity did not confer a statistically significant risk (HR=3.8, p value=0.19). When assessing risk of prostate cancer mortality, PSA velocity can be more predictive after surgery and PSA doubling time can be more predictive after radiation therapy.
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43

Suliman, Ashairi, Mohamed Yusoff Mohd Nor, and Melor Md Yunus. "Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools." GATR Global Journal of Business Social Sciences Review 7, no. 1 (February 20, 2019): 91–97. http://dx.doi.org/10.35609/gjbssr.2019.7.1(11).

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Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.
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44

Polukhin, A. A., and M. V. Flint. "IN MEMORY OF PAVEL ANTONOVICH STUNZHAS (1940–2020)." Journal of Oceanological Research 48, no. 4 (December 18, 2020): 172–76. http://dx.doi.org/10.29006/1564-2291.jor-2020.48(4).11.

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The article is dedicated to Pavel A. Stunzhas, a highly qualified specialist in the field of Marine Hydrochemistry, a graduate from the Moscow Institute of Physics and Technology. He was a Senior Researcher at the Laboratory of Biohydrochemistry at the Shirshov Institute of Oceanology Russian Academy of Sciences, PhD on Physics and Mathematics sciences. July 2, 2020, he celebrated his 80th birthday, but by the will of fate and COVD'19, he suddenly passed away on October 29 of this year. He worked at the Institute of Oceanology for 46 years – from the first to the last days of his life.
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Oonk, Wil, Nico Verloop, and Koeno P. E. Gravemeijer. "Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice." Mathematics Education Research Journal 32, no. 4 (July 4, 2019): 563–88. http://dx.doi.org/10.1007/s13394-019-00269-y.

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Abstract This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially the low results of the third-year student teachers in their level of theory use. The outcome may have consequences for the design of the teacher education curricula and for the intake of first-year student teachers.
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Syyeda, Farhat, and Farhat Syyeda. "A Picture is Worth a Thousand Words: Examining learners’ illustrations to understand Attitudes towards Mathematics." Exchanges: The Interdisciplinary Research Journal 2, no. 2 (April 1, 2015): 234–48. http://dx.doi.org/10.31273/eirj.v2i2.113.

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This article presents my experience of using pictures/images drawn by children as a form of data in research and discusses the merits and implications of employing this method. It comes from research of a mixed method exploratory case study to investigate the attitudes of 11 and 15 year old secondary school students (in the East Midlands) towards Mathematics. The aim of this research was to gain an insight into the emotions, cognition, beliefs and behaviour of learners regarding Maths and the factors which influence their attitude. Besides using the tried and tested data collection tools such as focus groups and questionnaires, the children were asked to draw pictures illustrating their vision of Maths and its impact on their lives. The idea was to offer them an alternative medium of communication to exhibit their feelings and thoughts. Students used emoticons, numerals, figures, characters and mathematical symbols to show their favourable/unfavourable attitudes towards Maths and their understanding of the importance of Maths in future life. The results of visual data in this study conform to the findings of the other forms of data collected and show that boys and higher ability students have a more positive attitude towards Mathematics as compared to girls and low ability students.
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Denny, Eleanor. "To what extent does participation in extracurricular music affect the future aspirations of 11–12-year-olds? A small-scale investigation." British Journal of Music Education 24, no. 1 (February 9, 2007): 99–115. http://dx.doi.org/10.1017/s0265051706007248.

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I undertook this project as a 12-year-old student while studying research methods at the Children's Research Centre at the Open University. It has already been shown that doing music improves children's Mathematics and English scores. The aim of this study was to find out if it also raises the aspirations of the children taking part. A questionnaire was given out to 80 Year 7 children at two schools in Milton Keynes. Questions investigated the children's musical participation and future aspirations as well as their parents' attitudes and education.The most important findings are that the musical participation of the children is positively correlated with their future aspirations. Musical participation is most closely linked with parental enthusiasm for it. Parental pressure and education were found to have no link with musical participation, but families with low incomes may find affording musical activities hard to maintain.It is recommended that more money be put into music education so children of low socio-economic backgrounds can have more of a chance to play musical instruments.
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Cantero, María-José, Raquel Bañuls, and Paz Viguer. "Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program." International Journal of Environmental Research and Public Health 17, no. 20 (October 19, 2020): 7621. http://dx.doi.org/10.3390/ijerph17207621.

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There is clear agreement about the importance of promoting emotional intelligence in school through programs integrated in the academic curriculum. The objective of this study is to analyze the impact of the EDI program on the emotional intelligence trait and on general academic performance, as well as mathematics and language performance. The participants were 5th grade elementary school students between 10 and 11 years old. A quasi-experimental repeated-measures design was used, with a comparison group and four assessment points. The results showed, on the one hand, the effectiveness of a two-year intervention in improving emotional intelligence and, on the other hand, its positive influence on academic performance in general, and specifically on mathematics and language performance. In the non-intervention group, general academic performance and language performance declined. The results are discussed, and recommendations are made for future interventions.
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SHAIKH, YUSUF H., A. R. KHAN, M. I. IQBAL, S. H. BEHERE, and S. P. BAGARE. "SUNSPOTS DATA ANALYSIS USING TIME SERIES." Fractals 16, no. 03 (September 2008): 259–65. http://dx.doi.org/10.1142/s0218348x08004009.

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The record of the sunspot number visible on the sun is regularly collected over the centuries by various observatories for studying the different factors influencing the sunspot cycle and solar activity. Sunspots appear in cycles, and last several years. These cycles follow a certain pattern which is well known. We analyzed monthly and yearly averages of sunspot data observed from year 1818 to 2002 using rescaled range analysis. The Hurst exponent calculated for monthly data sets are 0.8899, 0.8800 and 0.8597 and for yearly data set is 0.7187. Fractal dimensions1 calculated are 1.1100, 1.1200, 1.1403 and 1.2813. From the study of Hurst exponent and fractal dimension, we conclude that time series of sunspots show persistent behavior. The fundamental tool of signal processing is the fast Fourier transform technique (FFT). The sunspot data is also analyzed using FFT. The power spectrum of monthly and yearly averages of sunspot shows distinct peaks at 11 years confirming the well known 11-year cycle. The monthly sunspot data is also analyzed using FFT to filter the noise in the data.
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Winston, Bente B., and Matthew T. Zunker. "Activities for Students: How Long Does It Take for a Person to Sober Up? Some Mathematics and Science of DUI." Mathematics Teacher 104, no. 1 (August 2010): 58–61. http://dx.doi.org/10.5951/mt.104.1.0058.

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The number of annual accidents and fatalities related to driving under the influence (DUI) across the United States is staggering. In 2008 alone, drivers under the influence caused 11,773 deaths, representing 32% of all highway fatalities that year. That is an average of one DUI-related death every 45 minutes, a number greater than three times the number of people killed on 9/11 and equivalent to the number of people killed if a large passenger airplane were to crash every week.
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