Bibliografie tematiche / Mathematics achievement

Letteratura scientifica selezionata sul tema "Mathematics achievement"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 31 gennaio 2023

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Articoli di riviste sul tema "Mathematics achievement"

1

Maamin, Martina, Siti Mistima Maat e Zanaton H. Iksan. "Analysis of the factors that influence mathematics achievement in the ASEAN countries". Cypriot Journal of Educational Sciences 16, n. 1 (25 febbraio 2021): 371–88. http://dx.doi.org/10.18844/cjes.v16i1.5535.

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Mathematical achievements affect students in determining their future careers and the economy of a country. However, mathematical achievement in Association of Southeast Asian Nations (ASEAN) countries has not reached the target, except in Singapore. However, no systematic studies have examined this problem yet. Thus, this study was conducted to identify the factors that influence mathematical achievement in ASEAN countries. Using the guidance of the Preferred Reporting Items for Systematic Review and Meta-Analyses statement’s review methodology, systematic reviews using the Scopus and Web of Science databases identified 40 studies related to mathematics achievement in ASEAN countries. The results show that the factors of students, families, teachers, schools and policymakers influence mathematical achievements in ASEAN countries. Thus, mathematical achievement in ASEAN countries is not influenced by students alone. Suggestions in the future should pay serious attention to all factors in order to improve mathematical achievement in ASEAN countries. Keywords: Mathematics achievement, factors, ASEAN countries, systematic review;
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Obasi, Chinedu, e Chima Ugo. "Predicting Growth Rate of Students’ Achievement in Mathematics Using Mathematical Growth Model". SJME (Supremum Journal of Mathematics Education) 2, n. 2 (2 luglio 2018): 44–51. http://dx.doi.org/10.35706/sjme.v2i2.1319.

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Students’ mathematics achievements in secondary school have an influential effect on their performance in university and their future careers. There are numerous innovative teaching strategies which are promising and have shown to improve students’ achievement in mathematics; one will wonder if there will be corresponding achievement growth in mathematics. Therefore, this paper predicts growth rate of students’ achievement in mathematics using mathematical growth model. A developmental survey design was employed where students’ WAEC mathematics achievement results from 1991-2016 were collected from the Development Division, West African Examination Council (WAEC) Lagos, Nigeria. The Logistic growth mathematical model was used to compute predicted achievement growth rate. The Statistical Package for Social Sciences (SPSS) was also used to plot the graph of the achievement data from 1991 to 2016. The result indicates that the predicted growth rate of students’ achievement in mathematics is approximately increased by 25.3% per year. This shows a weak upward trend in predicted rate of achievement at credit level and consequently indicates unsteady sustainability in mathematics achievement as well as economic growth. It is recommended among others that there should be investigation into factors responsible for the weak and unsteady achievement growth in WAEC general mathematics in Nigeria. Also, effective teaching and learning of mathematics at all levels of schooling should be ensured by all concerned in other to sustain the achievement growth in the subject.
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Nepal, Binod. "Impact of Gender and Location on Mathematical Thinking and Mathematics Achievement". Journal of Advanced Academic Research 3, n. 3 (28 febbraio 2017): 11–21. http://dx.doi.org/10.3126/jaar.v3i3.16803.

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Educational empowerment is taken as the most important indicator of national development. Students' achievement is seen as the key to improve educational empowerment. So to enhance students' achievement we should pay attention to achievements of overall subject of the secondary level, which is the base of further education. This paper aimed to find out the level of Mathematical Thinking and the Mathematics Achievement of the students of grade X in Nepal gender and location wise. Three districts Sindhupalchok, Kathmandu, Mahottari were selected as the study area. 400 students were selected as the sample. Mathematical Thinking Test and Mathematics Achievement Test were used as the instruments and data was analyzed using t-test. Finally, the study found out that there is no significance difference on the level of Mathematical Thinking and the Mathematics Achievement between male and female and there was another finding was that there is significant difference between rural and urban students on the level of Mathematical Thinking and Mathematics Achievement. These findings are applicable to improve teaching strategies and create new plans to make better performance of the students from rural areas. Journal of Advanced Academic Research, Vol. 3, No.3, 2016, page:11-21
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Humphreys, Lloyd G. "Mathematics Achievement". Science 241, n. 4872 (16 settembre 1988): 1414. http://dx.doi.org/10.1126/science.241.4872.1414.a.

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Stanley, Julian C. "Mathematics Achievement". Science 241, n. 4872 (16 settembre 1988): 1414. http://dx.doi.org/10.1126/science.241.4872.1414.b.

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HUMPHREYS, L. G. "Mathematics Achievement". Science 241, n. 4872 (16 settembre 1988): 1414. http://dx.doi.org/10.1126/science.241.4872.1414.

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STANLEY, J. C. "Mathematics Achievement". Science 241, n. 4872 (16 settembre 1988): 1414. http://dx.doi.org/10.1126/science.241.4872.1414-a.

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Sherman, Brian F., e David P. Wither. "Mathematics anxiety and mathematics achievement". Mathematics Education Research Journal 15, n. 2 (settembre 2003): 138–50. http://dx.doi.org/10.1007/bf03217375.

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Fonna, Mutia, e Mursalin Mursalin. "Role of Self-Efficacy Toward Students’ Achievement in Mathematical Multiple Representation Ability (MMRA)". Jurnal Ilmiah Peuradeun 6, n. 1 (29 gennaio 2018): 31. http://dx.doi.org/10.26811/peuradeun.v6i1.174.

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Various studies showed that there are some points which affect students’ achievement; one of them is mathematics self-efficacy. Self-efficacy is feeling, trust, and confidence of affective behavior of students toward their ability. In learning process, the students find obstacles in solving their problem such as relating one representation to another representation. Previous studies indicated that students’ achievement of mathematical representation ability have obstacles because the students did not understand relationship between concepts, ideas, and materials to be represented. The other studies claimed that the higher students’ self-efficacy, the higher mathematical multiple representation ability (MMRA). It means that self-efficacy has positive correlation with mathematic ability. This article will discuss about role of mathematics self-efficacy toward ability achievement of mathematical multiple representation ability (MMRA) in solving mathematics problem in order to increase students’ achievement.
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Siregar, Machrani Adi Putri, e Eryanti Lisma. "THE EFFECT OF DISPOSITION ON STUDENT MATHEMATICS LEARNING ACHIEVEMENT IN MEDAN STATE 28 JUNIOR HIGH SCHOOL". Journal of Community Research and Service 3, n. 1 (27 agosto 2019): 22. http://dx.doi.org/10.24114/jcrs.v3i1.14402.

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This study titled as The Effect of Disposition on Student Mathematics Learning Achievement in Medan State 28 Junior High School. In this study, disposition is an independent variable and achievement in mathematics learning is a dependent variable. Mathematical disposition is a change of student’s tendency in assuming and behaving toward mathematics, also their act when learning mathematics. For example, when students can solve non-routine problems, their behavior and assumption of mathematics as a student become more positive. The more mathematical concepts understood, the more students convinced that mathematics can be mastered. Based on theory, there are many factors that influence student's achievement in mathematics learning. In this study, researcher only took disposition factor. This research took place at Medan State 28 Junior High School which located at Karya Bersama St. No. 17 Medan Johor. The method of this study is a quantitative method with all of VIII class students which amount to 273 students and divided into 8 (eight) study groups. The data obtained by giving a questionnaire consisting of 19 statements. The data then analyzed by using simple linear regression analysis. The data analysis was performed by using SPSS 21 software for Windows. From the results of this study, it can be concluded that there is an effect of disposition on students' achievement in mathematics learning or in other words, students' achievements in mathematics learning are influenced by the disposition attitudes that students have in mathematics learning. The influence occurs in the disposition of achievement in mathematics learning is positive, that is equal to 6.6%.Keywords: Disposition, Mathematics Learning Achievement.
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Tesi sul tema "Mathematics achievement"

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Rampersad, Roger. "Mathematics anxiety and achievement in mathematics 436". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19394.

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Mathematics 436 is the advanced mathematics course offered to students in secondary IV in the province of Quebec. Although the course is designed to challenge students in the advanced stream, it has produced a high number of failures. This study examines the relationship between mathematics anxiety and achievement in Mathematics 436. Fifty-six students from an English high school on the island of Montreal took part in the study. The Mathematics Anxiety Rating Scale for Adolescents was used to measure the level of mathematics anxiety experienced by the students. In addition, grades from the previous year in mathematics were obtained, as well as grades from the present year, and the final examination. The results of the study suggest that students enrolled in Mathematics 436 experience a high level of mathematics anxiety. As well, higher levels of mathematics anxiety experienced by the students are associated with poor performance in mathematics.
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Shelton, Patty Jean. "ACHIEVEMENT AND ATTITUDES IN DEVELOPMENTAL MATHEMATICS". University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1176739746.

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Wolfe, Kristen E. "The Core Plus Mathematics Project and high school students' mathematics achievement". Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1216499106.

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Thesis (M.Ed.)--Cleveland State University, 2008.
Abstracts. Title from PDF t.p. (viewed on Jan. 29, 2009). Includes bibliographical references (p. 22-23). Available online via the OhioLINK ETD Center. Also available in print.
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Cavendish, Susan J. "Sex differences related to achievement in mathematics". Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4211.

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The study investigated biological, cognitive, and social factors relating to the under-achievement of girls compared to boys in mathematics. The phenomenon was investigated of girls being superior to boys in mathematics tests at the primary age but boys being superior to girls from adolescence. Historical considerations appear to have contributed to the delayed provision of mathematics education for girls. Gender differences in tests were found in a few specific classes only and were not the general case. The analysis of errors found that language determines the level of success in mathematics during the early years. Other social factors such as parent attitudes and teacher confidence build up during the primary years to manifest from about the age of eleven and work to the detriment of girls. Secondary age boys demonstrated more positive attitudes than girls, but girls did not demonstrate negative attitudes. The period between the second and fourth year juniors proved to be of significant importance In the development of mathematical achievement. During this period a change occurred in the types of test errors and omissions, the level of career aspirations, the number of male teachers experienced, the extent of whole class teaching, and pupil attitude scores. Teachers did not give more attention to boys compared to girls. A method of attitude assessment was trialled. Results suggested that most pupils viewed the teacher as a disciplinarian even though few discipline related interactions were observed in the classroom study. Male teachers appeared confident in mathematics, whereas females had less positive attitudes. Study of the classroom suggested that the curriculum area being taught influenced the teaching style employed which in turn influenced pupil behaviour. Differences within each curriculum area would allow for classroom factors to have a differential effect on girls and boys in mathematics and not other curriculum areas.
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Gottardis, L. "Deaf primary school children's achievement in mathematics". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f.

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The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors of their mathematical achievement. For five decades, studies have reported that deaf children lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011). Background factors such as age, degree of hearing loss, presence of cochlear implant and types of educational provision were previously hypothesised to be moderators of the extent of this delay but, up to now, they have not been tested. Pagliaro (2010) argued that number knowledge, working memory and degree of hearing loss could be possible causes of deaf children’s difficulties in mathematics but no clear conclusions were reached. The present investigation aims to provide insight into the causes of deaf children’s delay in mathematics. The survey study addressed the first aim of the present study. The maths test of the Performance Indicators for Primary School (PIPS) was used as outcome measure. Factors related to deaf children (degree of hearing loss, age, years in education, presence of cochlear implant, gender, causes of deafness) and background factors (highest maternal education, language used at home, type of educational provision) were assessed as possible predictors and moderators of the extent of deaf children’s delay in mathematics. The overall extent of deaf children’s delay in mathematics was of -1.76 SDs. The older the children get and the more years they spend in special schools for the deaf or in units for hearing impaired, the wider is their gap in mathematics achievement compared with their hearing peers. It is, therefore, necessary to intervene in their mathematical learning in the early years of schooling in order to create pathways for improvement. The second aim of the present study was addressed through a longitudinal design. Logical-mathematical reasoning, working memory and counting ability were chosen as predictors of deaf children’s mathematical attainment on the basis of theoretical framework, evidence from longitudinal studies and from the analysis of the difficulties that deaf children have in these factors compared with hearing peers. Hierarchical regression analyses were used to assess the independence of the contributions of logical-mathematical reasoning, working memory and counting ability to the prediction of deaf children’s mathematical achievement measured through the PIPS. Age, years in education, type of educational provision and non-verbal intelligence were used as controls. Counting ability and working memory did make independent contributions to the prediction of deaf children’s mathematical success but logical mathematical reasoning was by far the strongest predictor. When the predictors were entered in the model, none of the control variables predicted significantly deaf children’s mathematical achievement. This study makes several empirical contributions. First, it established age, years in education and types of educational provision as moderators of the extent of deaf children’s delay in mathematics. Second, it determined the plausibility of a causal link between logical-mathematical reasoning, counting ability, working memory and deaf children’s mathematical achievement. The implication is that schools must explicitly plan to improve deaf children’s mathematical reasoning, counting ability and working memory when they are in kindergarten and in the first years of school in order to help the children’s mathematical development.
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Broadway, Everly Estes Friel Susan N. "African American achievement in high school mathematics". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2216.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
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Costello, Joseph. "Relationship Between Noncognitive Skills and Mathematics Achievement". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6781.

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Despite ongoing efforts to improve curriculum and instruction, students at an urban high school in New Jersey score low on the mathematics achievement components of the Partnership for Assessment of Readiness for College and Careers (PARCC) exam. Guided by Bandura's social cognitive theory, the purpose of this quantitative study was to investigate the relationship between students' noncognitive skills and their mathematics achievement. Students who were enrolled in the local high school in the 2017-18 school year and had completed the geometry component of the PARCC exam in 2016-17 were invited to participate in this study. In this cross-sectional survey design, 97 students completed 3 self-report noncognitive skills surveys measuring their mindset, grit, and self-control. Each noncognitive skill score was correlated with the students' mathematics achievement as measured by their 2016-17 geometry PARCC exam score. Pearson correlation analysis indicated no significant correlations between each of the 3 noncognitive skills and mathematics achievement. While some prior research suggested that developing noncognitive skills can be a basis for effective interventions, these results do not support that approach. Given that there was no significant relationship between noncognitive skills and mathematics achievement in this sample, a prudent next step seemed to be recommending an individualized instructional approach to working with students as a means for addressing mathematics skills. Thus, a policy recommendation was developed to promote a comprehensive and evaluative approach to instructional decision-making that can be individualized for each student. By adopting instructional practices that individualize decision-making for each student's needs, positive social change is likely to occur as students' mathematics achievement may increase over time.
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Thompson, Kent M. "The relationship between mathematical leadership skills and the mathematics achievement of elementary students". Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430511&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Hwang, Jihyun. "Bridge the gap between cognitive attributes and mathematics achievement: which cognitive attributes for mathematical modeling contribute to better learning in mathematics?" Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6145.

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Mathematical modeling is a thinking process that applies various sets of cognitive attributes – one component of intellectual resources (i.e., cognitive resources). Students are able to develop cognitive attributes when they engage in mathematical modeling activities. Furthermore, using many of the cognitive attributes developed during the mathematical modeling process, students solve mathematics problems, for example, in assessments. Examining students’ mastery of these cognitive attributes, we can investigate relationships between students’ cognitive development through mathematical modeling practices in classrooms and their performance on mathematics assessments. The purpose of this research is to quantitatively and empirically investigate the relationships between students’ development of mathematics cognitive attributes and their achievement. For the current study, we selected the four cognitive attributes representing different stages of the mathematical modeling practices – select, analyze, compute, and represent. The generalized DINA (deterministic inputs, noisy “and” gate) is applied to generate students’ mastery profiles of the cognitive attributes from their responses to test items. Using students’ mastery profiles as datasets, three secondary analysis studies are conducted with linear regression analysis and multivariate approach to repeated measure ANOVA. The findings show that development of the four cognitive attributes in mathematical modeling is positively related to mathematics achievement. In addition, students, who developed select and compute throughout 4th to 8th grades, scored higher in mathematics assessment with large degrees of effects. The findings suggest important implications to teachers: Students need to have opportunities develop a wide range of cognitive attributes of mathematical modeling, which would result in higher achievement. Teachers need to have instructional emphases on different stages of mathematical modeling depending on grade levels: students’ representing a solution at elementary-school levels; and analyzing a problem situation and selecting strategies at middle-school levels. The study also suggests teachers shift an instructional emphasis from learning mathematics contents to high-order thinking like mathematical modeling to accomplish higher mathematics achievement.
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Jost, Oliver R. "Computer anxiety, mathematics anxiety and achievement in an adult basic mathematics course". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0024/MQ30487.pdf.

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Libri sul tema "Mathematics achievement"

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Grouws, Douglas A. Improving student achievement in mathematics. [Columbus, Ohio]: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 2000.

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Crocker, Robert K. Achievement in mathematics and science. [Newfoundland: Newfoundland Task Force on Mathematics and Science Education, 1989.

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Hastedt, Dirk. Mathematics Achievement of Immigrant Students. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0.

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Education, Alberta Alberta. Achievement test: Grade 3 mathematics. [Edmonton]: Alberta Education, 1986.

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Education, Alberta Alberta. Achievement test: Grade 6 mathematics. [Edmonton]: Alberta Education, 1987.

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Education, Alberta Alberta. Grade 3 achievement test: Mathematics. Edmonton: Alberta Education, 1990.

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Judith, Pollack, e National Center for Education Statistics, a cura di. Mathematics course-taking and gains in mathematics achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Rock, Donald A. Mathematics course-taking and gains in mathematics achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Rock, Donald A. Mathematics course-taking and gains in mathematics achievement. [Washington, D.C.?: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.

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Haines, Christopher R. Rewarding student achievement in mathematics projects. London: Department of Mathematics, City University, 1993.

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Capitoli di libri sul tema "Mathematics achievement"

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Shear, Benjamin R. "Mathematics Achievement". In Encyclopedia of Quality of Life and Well-Being Research, 3879–80. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1746.

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Shear, Benjamin R. "Mathematics Achievement". In Encyclopedia of Quality of Life and Well-Being Research, 1–3. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_1746-2.

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Cass, Dwight. "Lifetime Achievement Award". In Finance, Economics and Mathematics, 7–12. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119186229.ch2.

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Afrassa, Tilahun Mengesha. "Monitoring Mathematics Achievement over Time". In Applied Rasch Measurement: A Book of Exemplars, 61–77. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3076-2_4.

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Allerup, Peter. "Gender Differences in Mathematics Achievement". In Measurement and Multivariate Analysis, 301–6. Tokyo: Springer Japan, 2002. http://dx.doi.org/10.1007/978-4-431-65955-6_32.

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Leonard, Jacqueline. "Culture, Identity, and Mathematics Achievement". In Culturally Specific Pedagogy in the Mathematics Classroom, 1–22. Second edition. | New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351255837-1.

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Leonard, Jacqueline. "Race and Achievement in Mathematics". In Culturally Specific Pedagogy in the Mathematics Classroom, 213–35. Second edition. | New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351255837-9.

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Tian, Huisheng, e Zhichang Sun. "Mathematics Assessment Report". In Assessment Report on Chinese Primary School Students’ Academic Achievement, 95–136. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-57530-7_3.

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Keeves, John P., e Dieter Kotte. "Patterns of Science Achievement: International Comparisons". In Gender, Science and Mathematics, 77–93. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0143-1_7.

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Hastedt, Dirk. "Introduction". In Mathematics Achievement of Immigrant Students, 1–9. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_1.

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Atti di convegni sul tema "Mathematics achievement"

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Risnanosanti. "Mathematical thinking styles of undergraduate students and their achievement in mathematics". In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995145.

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Sugianto, St Budi Waluya e Nuriana Rachmani Dewi. "Student's mathematic communication ability review from student achievement motivation". In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096134.

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Yang, Yenwen. "Cognitive Component Analysis of Basic Mathematics Achievement Assessment". In 2013 The International Conference on Artificial Intelligence and Software Engineering. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icaise.2013.25.

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Zhang, Yi. "Cognitive Diagnostic Assessment of PISA Mathematics Achievement Test". In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691131.

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Verma, Neelam, Madhu Chitkara e Reetu Malhotra. "Statistical analysis of study habits in mathematics achievement". In DIDACTIC TRANSFER OF PHYSICS KNOWLEDGE THROUGH DISTANCE EDUCATION: DIDFYZ 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0080558.

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Hwang, Jihyun. "Effects of the Iowa Mathematics Proficiency Project on Mathematics Achievement of Fifth Graders". In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439096.

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Yin, Hongbiao. "Linking University Mathematics Classroom Environment to Student Achievement: The Mediation of Mathematics Beliefs". In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1568836.

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Nurfitriyanti, Maya, e Indra Martha Rusmana. "Emotional Intelligence and Positive Thingking in Mathematics Learning Achievement". In SEMANTIK Conference of Mathematics Education (SEMANTIK 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.124.

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W. Ker, H., S. M. Ho, M. C. Lee e K. K. Huang. "Factors Associated with Mathematics Achievement: An International Comparative Study". In Annual International Conference on Computational Mathematics, Computational Geometry & Statistics. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1911_cmcgs48.

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Herniza Bt Md. Tahir, Sharifah Norhuda Bt Syed Wahid e Zurah bt Abu. "Factors affecting UiTM Pahang students' achievement in learning mathematics". In 2010 International Conference on Science and Social Research (CSSR). IEEE, 2010. http://dx.doi.org/10.1109/cssr.2010.5773850.

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Rapporti di organizzazioni sul tema "Mathematics achievement"

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Ellison, Glenn, e Ashley Swanson. The Gender Gap in Secondary School Mathematics at High Achievement Levels: Evidence from the American Mathematics Competitions. Cambridge, MA: National Bureau of Economic Research, agosto 2009. http://dx.doi.org/10.3386/w15238.

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Ellison, Glenn, e Ashley Swanson. Heterogeneity in High Math Achievement Across Schools: Evidence from the American Mathematics Competitions. Cambridge, MA: National Bureau of Economic Research, agosto 2012. http://dx.doi.org/10.3386/w18277.

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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz e Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, febbraio 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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Abstract (sommario):
We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.
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Graham, Suzanne, e Lauren Provost. Mathematics achievement gaps between suburban students and their rural and urban peers increase over time. University of New Hampshire Libraries, 2012. http://dx.doi.org/10.34051/p/2020.172.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues e Elizabeth O’Grady. TIMSS 2019 Australia Highlights. Australian Council for Educational Research, dicembre 2020. http://dx.doi.org/10.37517/978-1-74286-616-1.

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Abstract (sommario):
Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the results for the Australian jurisdictions, and for different demographic groups within Australia.
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Nelson, Gena, e Allyson J. Kiss. Curriculum-Based Measures in Mathematics. Boise State University, Albertsons Library, gennaio 2022. http://dx.doi.org/10.18122/sped.144.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 96 studies that focused on Stages 1, 2, and/or 3 of curriculum-based measurement in mathematics (CBM-M) research. Stage 1 refers to evidence for using CBM at one point in time (i.e., static scores), such as for screening for difficulty. Stage 2 refers to evidence for using CBM repeatedly overtime, such as for progress monitoring. Stage 3 focuses on the instructional utility of CBM (i.e., instructional decisions to increase student achievement). The purpose of the systematic review was to update the Foegen et al., (2007) literature review on CBM-M. We evaluated 96 studies published since 2006 that included more than 540,000 participants. Nearly all studies (k = 83) reported results related to Stage 1, fewer studies reported results related to Stage 2 (k = 39) and Stage 3 (k = 4). The results of the systematic review report findings related to reliability, criterion validity, diagnostic accuracy, growth rates, and instructional utility of CBM-M.
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Mackin Freeman, Daniel. An Investigation of the Impact of High School Student Fine Arts Course Accumulation on Mathematics Course Achievement. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.6917.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues e Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, dicembre 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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Abstract (sommario):
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Author, Not Given. Evaluation and capacity building to improve precollege science and mathematics achievement in the US: 10 CFR, Part 605. Office of Scientific and Technical Information (OSTI), gennaio 1992. http://dx.doi.org/10.2172/6363393.

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler e Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, aprile 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Abstract (sommario):
Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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