7,873 research outputs found
Curious Math
No full textThe author of Curious Math, Clay Ford, enjoys mathematics. While Ford claims not to be an expert by any means he maintains a fun website full of math tricks and trivia. Examples of postings include how to \"quickly square a number that ends in 5\" and \"why the number 153 in the Bible is such an interesting number.\" Visitors can search a particular subject or browse the Math Topics, which are categorized as Facts, Trivia & Fun, News & Updates, or Tricks, Rules & Methods. The articles are also organized by Top 10 most read, most commented, and most active new submitters. This site will be useful for both students and instructors in early post secondary and developmental math. Registered users can post comments to the entry, submit a math article on tricks and trivia, contact other users, or join the discussion forum. Registration is free
A correlation study of ACCUPLACER math cut scores, developmental math modules, math prep, and academic preparedness in the shared nursing program at Nicolet Area Technical College
No full textPlan BThe purpose of this study is to determine the correlation between the current math ACCUPLACER cut score of 80% and the successful completion of the developmental math modules or math prep to academic preparedness in the shared practical nursing program at Nicolet Area Technical College. The study included three cohorts of nurses from June 2001 through June 2003. Seven questions were specifically addressed by the study. These questions were: 1) Of the number of students applying for the practical nursing program, how many achieve the 80% on the ACCUPLACER placement test?, 2) Is there a differential impact on student success on the first nursing math test based on developmental math modules, math prep, or an 80% on the first ACCUPLACER try?, 3) What is the relationship between students’ grades in math prep and their score on the first nursing math exam? 4) What is the relationship of students’ scores before taking the developmental math modules and their score on the first nursing math exam?, 5) What is the relationship of students ACCUPLACER cut score of 80% or better and the score on their first nursing math exam?, 6) What is the relationship of students’ scores before taking math prep or developmental math modules and their score on the first nursing math exam? and, 7) What is the number of practical nursing students that failed the practical nursing program based on inability to pass a nursing math exam on their third attempt
Gender differences in children’s math self-concept in the first years of elementary school
No full textIn the course of elementary school children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls’ math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education
Solving the Math Problem: Strategies For Teaching Biotech Math
No full textIn this video from InnovATEBIO, Lisa Seidman and Rodney Null talk about strategies to help students develop the skills and confidence they need to solve math-related challenges in biotechnology classes and jobs. Misconceptions about peoples' abilities to do math, math required in common biotechnology jobs, reasons for student struggles with math, solutions to these problems, and a site visit to Neogen are highlighted. The webinar also goes into detail on strategies for teaching unit conversions in biotechnology classes. Confidence building, common mathematical problems, and individual strategies are key aspects of this presentation. Strategies for teaching math in high schools are also provided. The video recording runs 59:29 minutes in length.Presentation slides are also provided.&nbsp
S4 E6: Math Support Online
No full textToday, Drs. Rebecca Hines and Lisa Dieker are back at it again answering questions from our listeners. Tune in to today\u27s episode for tips on precision teaching, taking data, and best practices to support students online with math.
Don\u27t forget we are still accepting questions from teachers to ask problems they would like some renewal ideas on. We look forward to receiving your questions on our Google Phone (407) 900- 9305, Facebook (Practical Access), Twitter (@AccessPractical), or Instagram (@Practical_Access)
S12 E9: Empowering Inclusive Math Education: Strategies for Equity and Engagement
No full textIn this episode of Practical Access, hosts Lisa Dieker and Rebecca Hines welcome Dr. Sarah Bush, Lockheed Martin Eminent Scholar at the University of Central Florida and co-author of The Math Pact series. The conversation dives into strategies for making math education accessible, equitable, and engaging for all students, including those with disabilities.
Dr. Bush discusses the synergy between high-leverage practices (HLPs), mathematics, and effective teaching practices (ETPs), emphasizing the importance of Universal Design for Learning (UDL) in both general and special education. She advocates for asset-based approaches to teaching, highlighting the need to leverage students’ strengths and avoid harmful deficit labels.
Key insights include: Avoiding Deficit Labels: Shift focuses to students’ strengths and build on them to support areas of growth. Equity in Math Education: Replace rigid teaching rules with flexible, meaningful practices, like emphasizing the true meaning of the equal sign and avoiding ineffective keyword strategies in problem-solving. Creating Positive Math Experiences: Teachers should cultivate an open, contextual approach to math, encouraging engagement and reducing negative associations. Dr. Bush stresses the importance of never framing oneself as “not a math person” in front of students.
Dr. Bush also reflects on what makes an inclusive math classroom truly exceptional—empowered, confident teachers who foster a caring and nurturing environment, set high expectations, and provide tools for students to succeed.
This episode is packed with practical strategies for educators looking to create inclusive, effective math classrooms that inspire confidence and success in all learners.
We love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Twitter (@Accesspractical) or Instagram (@Practical_Access).
Resources:
Sarah Bush\u27s Bio: https://ccie.ucf.edu/person/sarah-bush/
National Council of Teachers of Mathematics: https://www.nctm.org/
Math Pact Series: https://www.corwin.com/landing-pages/the-math-pact?srsltid=AfmBOorx3GL6RwftuSyi3uY6dwF96tn9h_QvrDpPNwoNrO9Da0RpG366
NCTM and CEC Position Statement on Teaching Mathematics to Students with Disabilities: https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/NCTM-CEC-Disabilities-Position-Statement-December2024.pd
[[alternative]]A Study of Taipei County Junior High School Math Teachers' Cognition for Grade 1-9 Math Currriculum and Its Influences on Their Instructional Behaviors
No full text[[abstract]]This study is designed to research how public junior high school math teachers understand ”General Guidelines of Grade 1-9 Curriculum” and “the field of math learning.” And this study further aims to how different the teaching behaviors of math teachers of various backgrounds turn out to be. In addition, the author researches and points out how public junior high school math teachers’ understanding of the Grade 1-9 Curriculum makes an influence on teaching behaviors. The author also studies the problems they confront and provide ways of solving the teaching problems.
Concerning the research methodology of the author, first to sort out and analyze the documents, setting up the complete frame of the study. And then the author uses a questionnaire (that is, “How the public junior high school math teachers in Taipei County understand ‘Grade 1-9 Curriculum math teaching’ and how their understanding affects the teaching behaviors”) to collect the needed data. Through the investigation, the author got 150 valid samples by targeting qualified math teachers of Grade 7, 8, and 9 in public junior high schools. The statistic methods the author got adopted include number distribution, percentage, average, standard margin, single sample t test, independent sample t test and one-way ANOVA. And then the author makes a comparison by Scheffe methodology, and use Person’s Product-Moment Correlation to study how curriculum understanding is related to teaching behaviors, sorting out and analyzing the collected data.
Through the research, it is discovered that the public junior high school math teachers of Taipei County as a while have a very positive understanding of the Grade 1-9 Curriculum. And it also noted that the understanding and teaching behavior are distinctively affected by teachers’ gender, age, seniority, and research hours. Besides, the school’s location and size also make a great influence on teachers’ understanding and teaching of the math curriculum.
In addition, this study presents the ways of solving the problems which math teachers confront in teaching the curriculum.
A MATHEMATICAL GEOGRAPHY
No full textA MATHEMATICAL GEOGRAPHY If there is a proper beginning for this perhaps it was math class, algebra or geometry, it doesn’t matter, he was good at both. There was a mystery solved in the answer to any difficult problem. Sometimes he had forgotten a particular method, something studied months before, and its loss prevented the solution; in a moment of acute recovery he recalled the necessary principle, like a memory from early childhood, and the answer was there on the page a moment..
Math Difficulties
No full textMath is one of the most important and critical subjects taught nowadays. Though, it tends to be one of the most difficult subjects to master. Many students have trouble with math which only worsens when they reach adulthood. If students do not learn critical basic math, computation, and problem solving skills they struggle in all aspects of their life. Some students have math disabilities such as learning disabled in math or dyscalculia. These disabilities can severely affect their life skills that are necessary for successfully functioning as a part of society and their lives an adult. The purpose of this paper is to explore basic math skills, problem solving, and computation skills associated with math difficulties
Do The Math
No full textDo The Math is a game, developed in a BSc programme, by two students. The goal is to enable people to practice their math skills. The main focus of the project was the scalability of the backend systems.Game technologySoftware Computer TechnologyElectrical Engineering, Mathematics and Computer Scienc
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