Academic literature on the topic 'Year 11 maths'
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Journal articles on the topic "Year 11 maths"
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Pollard, Dawn, and Sally Birdsall. "Who loves maths? Exploring ways to foster primary-aged learners’ positive emotions during maths Dawn Pollard and Sally Birdsall." Set: Research Information for Teachers, no. 1 (June 4, 2021): 28–35. http://dx.doi.org/10.18296/set.0194.
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Learning in maths is complex because it is a process that involves cognition and the affective domain. Indeed, learners experience many emotions during maths, both positive and negative, which influences their learning. In addition, the learner can believe that one’s capacity to do maths is static and cannot be changed. All these aspects are linked to mathematical learning outcomes. This small-scale inquiry investigated 11 Year 3 and Year 4 girls’ beliefs and attitudes towards maths and their maths learning. Findings showed that these girls held a range of beliefs and attitudes, and experienced a range of emotions during maths learning. Their responses also showed a range of beliefs about the malleability of their mathematical capacity. Strategies for engendering more positive emotions about maths are identified.
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Hartas, Dimitra. "Setting for English and Maths: 11-year-olds’ characteristics and teacher perceptions of school attitudes." Research Papers in Education 33, no. 3 (May 22, 2017): 393–410. http://dx.doi.org/10.1080/02671522.2017.1329338.
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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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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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Pimperton, Hannah, Fiona Kyle, Charles Hulme, Margaret Harris, Indie Beedie, Amelia Ralph-Lewis, Elizabeth Worster, Rachel Rees, Chris Donlan, and Mairéad MacSweeney. "Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial." Journal of Speech, Language, and Hearing Research 62, no. 8 (August 15, 2019): 2882–94. http://dx.doi.org/10.1044/2019_jslhr-h-19-0073.
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Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356
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Smith, Jane, and Mike Topping. "The Introduction of a Robotic Aid to Drawing into a School for Physically Handicapped Children: A Case Study." British Journal of Occupational Therapy 59, no. 12 (December 1996): 565–69. http://dx.doi.org/10.1177/030802269605901207.
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The Handy Artbox is a robotic system designed to enable severely disabled children with little or no hand or arm movement to draw unaided. A prototype system was constructed at Staffordshire University and tested over a one-month period at a special school in Newcastle, Staffordshire. The aim of the study was to evaluate the Handy Artbox prototype being used in a real life situation in order to determine whether or not it could play a positive role in the education of children with special needs. In conjunction with professionals at the school, three children with cerebral palsy were selected as possible candidates to take part in the study. These children were observed in their classroom situations for one week before they were introduced to the Artbox. From the sample of three children, an 11-year-old boy was chosen to take part in the main trial and evaluation study of the robot. A series of educationally interesting worksheets was developed specifically for use on the Artbox; this was based on exercises and worksheets from English and maths books currently being used at the school. The aim of the main trial and evaluation study was to allow the child to use the Artbox alongside his peers during his usual lesson periods, thus giving him the opportunity of completing his school work with the minimum of assistance. This article reports the observations and findings of this initial pilot study.
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Lamanauskas, Vincentas, and Laima Railienė. "CURRENT LITHUANIAN EDUCATION SYSTEM PROBLEMS: SENIOR CLASS PUPILS’ POSITION." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 2 (September 10, 2010): 39–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.39a.
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Interest in Lithuanian Education system problems is naturally understandable thing. On the one hand, in the process of constant changes appearing in the education system, it becomes important to know the current situation at every moment in time; on the other hand, it is important, referring to the available information, to be able to model effective changes or to carry out certain prevention measures in the case of undesirable phenomena. Attitude researches in Lithuania have already become an inseparable part of public discourse and are rather popular. An opinion exists that surveys are not a reliable method especially that very often we can guess what the predominant answers of the respondents will be. Such presumptions usually come true. However, even if the research confirms the presumptions it is not bad, because a survey carried out in a qualified way gives a lot of new and extra information about various analysed subjects. Especially that very often in the instruments of surveys, (e.g, questionnaires) open questions are presented as well, by which much deeper information is obtained. Research object is the assessment of Lithuanian education system. The aim of the research is to find out how Lithuanian comprehensive school pupils value current education system, quality of teachers’ provided knowledge and ability to prepare pupils for further studies at universities and other higher schools. The research was carried out between February and May, 2010, i.e, during the second term of the school year. The method of the research was survey in written form (questionnaire). The research is based on the attitude that pupils’ opinion and assessment researches are important because they allow to identify urgent problems or to specify already known ones. 11 and 12 form pupils of Lithuanian comprehensive schools participated in the research. On the whole, 1150 questionnaires were acknowledged acceptable. Generalising research results we can claim, that: • Senior class pupils critically evaluate current education system, express rather big distrust. • It was found, that respondents are prepared best in Lithuanian language and literature and natural science field. The respondents are the weakest in maths and foreign language field. • It was found, that girls are the strongest in the field of Lithuanian language and literature and boys in maths and natural sciences field. In fact, respondents agree that the atmosphere in schools is suitable for learning (SI=0.66), quality of knowledge provided at schools, on the whole, is good (SI=0.65), and teachers willingly give advice to pupils on different topics being learnt at school (SI=0.68). However, we need to emphasize, that significance indexes are relatively not high, though higher than 0.50. Respondents do not think that in bigger schools the quality of teaching is better than in smaller ones (SI=0.34), or that learning difficulties arise because of the problems of communication with friends (SI=0.30). Key words: general school, education system, questioning, opinion indicators.
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Lange, A. L., and S. Fischbein. "Qualitative and Quantitative Aspects on Mathematics Achievement in MZ and DZ Twins." Acta geneticae medicae et gemellologiae: twin research 39, no. 2 (April 1990): 221–30. http://dx.doi.org/10.1017/s0001566000005456.
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AbstractMathematics achievement test results have been collected for 22 MZ and 24 DZ same-sex twin pairs in the Swedish compulsory school. The twins were approximately 11-13 years of age and attended grades 4, 5, or 6. The twin pairs were part of a larger collaborative study between Israel and Sweden (the KAM-project). Teachers were asked how they planned and evaluated their work in the subjects Swedish and Mathematics. In addition to this, results for the twins on Maths tests given by the teachers in their regular work were collected. These tests were thus used by the teachers as an instrument to evaluate the educational process. Intrapair similarity for MZ and DZ twins has been compared for qualitative and quantitative aspects of the Maths tests. Different tests were used by the teachers but the same criteria have been used in the comparison. MZ twins are somewhat more similar than DZ twins for both the qualitative and quantitative aspects. Only one quantitative aspect, however, percentage of correct answers, shows a significant difference between the twin categories. A comparison was also made of intrapair similarity in classes, where the teachers differed according to planning and evaluation of their education. Irrespective of that, the MZ twins seemed to be more similar than the DZ twins in number of correct answers on the Maths tests. Educational implications are discussed.
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Mavilidi, Myrto, Kim Ouwehand, Nicholas Riley, Paul Chandler, and Fred Paas. "Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance." International Journal of Environmental Research and Public Health 17, no. 5 (February 27, 2020): 1523. http://dx.doi.org/10.3390/ijerph17051523.
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(1) Background: Test anxiety has been found to negatively affect students’ mental health and academic performance. A primary explanation for this is that anxiety-related thoughts occupy working memory resources during testing that cannot be used for test-related processes (such as information retrieval and problem-solving). The present intervention study investigated whether physical activity could decrease anxiety levels and improve maths test performance in sixth-grade children. (2) Methods: Sixty-eight children of 11–12 years from two primary schools in New South Wales, Australia were categorised as low or high anxious from their scores on a trait-anxiety questionnaire. After this assessment, they were randomly assigned to the activity break condition, in which they had to do several physical activities of moderate intensity (e.g., star jumps) for 10 min, or the control condition, in which they played a vocabulary game for 10 min. The outcome measures were children’s anxiety levels at the beginning, during, and at the end of the test, invested mental effort, perceived task difficulty and maths test performance. (3) Results: Results showed that regardless of the condition, low anxious students performed better on the maths test than high anxious children. No differences were found for any of the variables between the activity break condition and the control condition. (4) Conclusions: Although test anxiety was not reduced as expected, this study showed that short physical activity breaks can be used before examinations without impeding academic performance.
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Raveling, Dennis G. "Mate retention in Giant Canada Geese." Canadian Journal of Zoology 66, no. 12 (December 1, 1988): 2766–68. http://dx.doi.org/10.1139/z88-403.
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Of 73 pairs of Giant Canada Geese (Branta canadensis maxima) in which both members of the pair were marked with individually identifiable neckbands, 68 (93%) remained together for as long as both members were alive or retained their markers. Collectively, these data represent 183 years of pair histories (sum of pairs × years of records). One pair that had raised a brood in the summer they were captured and marked separated during the next breeding season; neither re-paired with another bird, and then they rejoined the following autumn and remained together for five consecutive breeding seasons (and winters). Members of four (5.5%) pairs obtained new mates while their former mates were still alive. Of 17 surviving members of pairs in which the mate died (or disappeared) over winter, 15 (88%) re-paired. Data on reproductive success of 4 of these new pairs were not obtained, but 10 of 11 of the other new pairs successfully reared broods.
Dissertations / Theses on the topic "Year 11 maths"
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Peard, Robert, and mikewood@deakin edu au. "The Effect of social background on the development of probabilistic concepts." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.154933.
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This research explores how the social backgrounds of a group of students contributed to their intuitive knowledge in probabilistic reasoning, and influenced their processing of the associated mathematics. A group of Year 11 students who came from families for whom the phenomenon of track gambling formed an important part of their cultural background was identified. Another group consisting of students in the same mathematics course (Year 11 Maths in Society) but from families for whom the phenomenon of gambling in any form was totally absent from their social backgrounds was identified. Twenty students were selected from each group.
The research employed a qualitative methodology in which a phenomenographic approach was used to investigate the qualitatively different ways in which individuals within the two groups thought about concepts involving probabilistic reasoning, and processed the related mathematical skills and concepts. The cognitive processes involved in the applications of probabilistic and related mathematical concepts in a variety of both gambling and non-gambling situations were studied in order to determine whether this culturally based knowledge could be viewed as a type of ethnomathematics.
Data were obtained through individual structured interviews which enabled patterns of reasoning to be compared and contrasted. Analyses of these data enabled intuitive mathematical understandings possessed by the gamblers not only to be identified, but also to be linked with their social backgrounds. Also differences between how individuals in the two groups processed probabilistic and associated mathematical knowledge were determined. This research complements and extends existing knowledge and theories related to culturally-based mathematical knowledge. Implications for further research, for classroom teaching, and for curriculum development in the study of probability in senior secondary mathematics classes are discussed.
Books on the topic "Year 11 maths"
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Maths for 10-11 year olds. London: Letts, 1996.
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Maths for 10-11 year olds. London: Letts Educational, 1990.
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Linda, Terry, ed. Homework helpers: Maths : ages 10-11, key stage 2, year 6. Harlow: Longman, 2000.
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Mills, Steve. Language book 2: Using maths vocabulary for 9-11 year olds. Oxford: Heinemann, 1999.
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Mathematics Today. Year 11. Maths B. McGraw-Hill, 1987.
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Mathematics Today. Year 11. Maths A. McGraw-Hill, 1986.
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Mental Maths Homework for 11 Year Olds (Mental Maths Homework). Scholastic Trade, 1999.
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Mills, S., and H. Koll. Maths Plus: Using Maths Vocabulary for 7-11 Year Olds. Heinemann Educational Books - Primary Division, 1999.
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Practising Mental Maths for 11 Year Olds (Practising Mental Maths). Scholastic, 1998.
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Developing Mental Maths with 9-11 Year Olds (Developing Mental Maths). Scholastic, 1997.
Find full textBook chapters on the topic "Year 11 maths"
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"The circle method." In 100 Years of Math Milestones, 57–60. Providence, Rhode Island: American Mathematical Society, 2019. http://dx.doi.org/10.1090/mbk/121/11.
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Gallea, Sandro, and Roberto Gallea. "A Math E-Learning Course to Improve Pupils’ Performances." In Handbook of Research on Didactic Strategies and Technologies for Education, 763–71. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch066.
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This chapter presents an e-learning teaching/learning activity to support the traditional activities at school. It was developed as a part of a P.O.R. project (Piano Operativo Regionale) of the Regione Sicilia for the Mathematics subject. The experiment was conducted at Libero Grassi school (Istituto Tecnico Commerciale Statale) in Palermo, Italy. The designated e-learning platform is the open source system, Moodle. The main purpose of the formative activity is to reduce students’ educational gap, which may generate “educational debits” at the end of the school year. If the students do not overcome these debits, they are not admitted to the next year. This activity took place during the second four-month term of the 2010/11 academic year. Results were excellent; no students had any educational debits. There was also an improvement in the students’ attitude towards the subject in the collaborative and cooperative approach between the students and the teacher. It was also positive for the rest of the class.
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Forrest, David, and Sue Vice. "Introduction." In Barry Hines. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784992620.003.0001.
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While this book is by no means a biography, the importance of environment in Barry Hines’s writing means that insight into his background and the journey to his writing career introduces us to the recurrent preoccupations of his work. The son and grandson of a miner, Hines grew up in Hoyland Common, a pit village between Rotherham and Barnsley in the heart of South Yorkshire’s Dearne Valley. Hines passed the 11-plus examination and attended Ecclesfield Grammar School, on the outskirts of Sheffield, from 1950 to 1957. This experience shaped Hines’s long-standing and vociferous criticism of the grammar school system: ‘Just because I sat down one morning when I was 10 years old and got a few more sums right than my mates seemed no reason for trying to make me into a snob’, he observed in 1975....
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Ghosh, Sanjukta. "Spelling Otherness." In Modern Societal Impacts of the Model Minority Stereotype, 35–62. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7467-7.ch002.
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In the last 15 years, as many as 11 young Americans of Indian descent have won the Scripps National Spelling Bee. This pattern of one small community's dominance in academic competitions has been seen not just in the spelling bee but also in geography bees, math competitions, and science Olympiads. This has led mainstream media to resurrect the notion of the “Model Minority,” with Indian Americans becoming the new holders of this eponym. This chapter analyzes the discursive construction of Indian Americans as racial emblems in media reports and online message boards. Using Eduardo Bonilla-Silva's notion of “color-blind racism” and Edward Said's theory of Orientalism, the chapter discusses how these children have become exemplars of racial assimilation even as they are indelibly marked as “forever foreign,” and why Indian-Americans feel the compulsion to attempt to conquer “the master's tools.”
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Mehta, Jal. "The Allure of Order: Rationalizing Schools from the Progressives to the Present." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0003.
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In late 2001, three months after the September 11 attacks, the No Child Left Behind Act (NCLB) passed both House and Senate with strong bipartisan majorities and was signed by a Republican president. Promising to use the power of the state to ensure that all children were proficient in reading and math by 2014, proponents heralded the act as the greatest piece of federal education legislation since the creation of the original Elementary and Secondary Education Act in 1965. By requiring the states to set high standards, pairing them with assessments that measured whether students were achieving those standards, and holding schools accountable if students failed to do so, NCLB, in the eyes of its sponsors, would close achievement gaps and make America’s schools the envy of the world. A decade later, the bloom is off the rose. While almost everyone today continues to share the aim of leaving no child behind, the act itself has come in for criticism from many quarters, to the point that Bush’s former Education Secretary Margaret Spellings declared that NCLB is now a “toxic brand” in American politics. Careful studies of the implementation of NCLB have shown that it has done what less bullish observers might have predicted from the outset. It has increased the focus on the education of poor and minority students, but it has not provided schools with needed tools to create higher quality schooling for these students. There has been improvement in some national test scores (e.g., 4th and 8th grade math), while others have remained largely unchanged (e.g., 4th and 8th grade reading). Even accounting for the progress in math, there is no sign that the reforms have had a significant impact in closing achievement gaps or in improving America’s mediocre international educational standing. Particularly in the most troubled schools, there has been rampant teaching to the test and some outright cheating. In-depth studies have shown that some schools now devote a large part of their year to test prep; Atlanta and DC public schools have both contended with widespread cheating scandals.
Conference papers on the topic "Year 11 maths"
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Echempati, Raghu. "CAPSTONE DESIGN PROJECTS: THEORY MEETS PRACTICE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/lhdx6058.
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This paper describes one example of an adjustable gooseneck trailer hitch assembly that was assigned as a senior capstone design project course at Kettering University, Flint, Michigan, USA to carry out their work from concept to testing phases of a real prototype – in short, following “Theory meets practice” concept. Typically at most other engineering colleges, students complete their capstone projects in one year, while at Kettering University, the students complete their capstone courses in one academic term that lasts only about 11 weeks. Using math and advanced Computer Aided Engineering (CAE) tools for analysis is expected. Three different groups of students enrolled in three separate courses over 3 academic terms developed two different trailer hitch devices. The first gooseneck hitch system briefly described here was the effort of a group of four students of the capstone course. They designed a manually adjustable device. However, due to time constraints, their fabricated device ended up being a rigid frame. These students carried out all the different tasks of the project more or less equitably. The second trailer hitch system described in this paper was the effort of a single student of the capstone course who designed and fabricated a compliant (adjustable) hitch system. However, due to time constraints, detailed finite element analysis (FEA) or testing of the device could not be done. A third group of two students enrolled in Applied Finite Element Analysis course in another academic term chose the compliant hitch design carried by the single student for their final class project, and attempted analysis by MatLab and FEA. Preliminary results obtained for both of these gooseneck trailer hitch systems are presented and discussed briefly in the paper. Majority of the capstone course projects carried out at Kettering University represent uniqueness in terms of completing them in one academic term.
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Latifah, Leny, Yusi Dwi Nurcahyani, Suryati Kumorowulan, and Diah Yunitawati. "Iodine Deficiency Associated with Adolescent Cognitive Performance in Endemic Iodine Deficiency Endemic Area." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.24.
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ABSTRACT Background: Iodine deficiency is one of the most important public health problems in the world today, especially among children and pregnant women who are considered to be the highest-risk groups. These diseases hinder the socio-economic development of the affected areas. This study aimed to determine iodine deficiency associated with adolescent cognitive performance in endemic iodine deficiency endemic area. Subjects and Method: This is a cross-sectional study conducted in Bulu district, Temanggung. A sample of 120 adolescents range age 11-14 years old was selected by cluster sampling. The dependent variable was Cognitive performance. The independent variable was Iodine deficiency. The data were collected by questionnaire, measurement and assessment. This study was analyzed by multiple logistic regression. Results: On cognitive performance. Adolescent IQs are below average (69.2%), mathematics tests (64.2%), and Indonesian language tests are below average (47.5%). A total of (30.8%) adolescents showed insufficient iodine intake, goiter enlargement (30.2%), stunting (35%), and anemia (20.8%). The linear regression model on IQ showed goiter enlargement as a factor associated with decreased IQ, even after accounting for confounding factors (p = 0.013; R2 = 0.07). Subjects with goiter enlargement had lower mean IQ (Mean = 10.32). IQ was related to Indonesian achievement (p = 0.031; R2 = 0.13), while UIE (p = 0.031), father’s education (p = 0.011), and IQ (p <0.001) were identified as factors related to math test scores (R2 = 0.23). after accounting for confounding factors. Conclusion: Iodine deficiency is negatively associated with cognitive performance in areas of endemic infested iodine deficiency. Goiter enlargement, which is an indicator of long-term iodine deficiency status, correlates with IQ. UIE, which reflects current indicators of iodine deficiency status, affects academic achievement. The cognitive impact of iodine deficiency lasts into adolescence. Therefore, ensuring adequate iodine intake in adolescents is essential to optimize their cognitive performance. Keywords: cognitive performance, iodine deficiency, early adolescence, nutrition, nutrition Correspondence: Leny Latifah. Research and Development Center for Health, Magelang, Central Java, Indonesia. Email: lenylatifah1@gmail.com DOI: https://doi.org/10.26911/the7thicph.05.24