A Comparison of 1:1 Flashcards and a Tablet App on Student Mathematics Proficiency

2020 ◽  
Author(s):  
Kourtney R. Kromminga ◽  
Robin S. Codding
Keyword(s):  
Mathematics Proficiency

Implementing Mathematics Proficiency Testing

1980 ◽  
Vol 73 (1) ◽  
pp. 19-22
Author(s):  
Warren Mott
Keyword(s):  
School Districts ◽  
Proficiency Testing ◽  
Basic Skills ◽  
Mathematics Proficiency ◽  
Student Proficiency ◽  
Public Demand

Due to public demand for increased emphasis on basic skills, the California Legislature revised the education code. Effective 1 January 1977 the new regulations require school districts to establish proficiency standards in reading, writing, and computation, and to develop procedures to assess student proficiency in the above areas for grades four through twelve. After June 1980, any student who has not met the locally adopted standards will not be given a diploma.

Grand Challenges and Opportunities in Mathematics Education Research

2015 ◽  
Vol 46 (2) ◽  
pp. 134-146 ◽  
Author(s):  
Michelle L. Stephan ◽  
Kathryn B. Chval ◽  
Jeffrey J. Wanko ◽  
Marta Civil ◽  
Michael C. Fish ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
National Council ◽  
Significant Progress ◽  
Mathematics Proficiency ◽  
Socioeconomic Groups ◽  
Number Of Factors ◽  
Challenges And Opportunities ◽  
Teaching Learning ◽  
Racial Ethnic

Mathematics education researchers seek answers to important questions that will ultimately result in the enhancement of mathematics teaching, learning, curriculum, and assessment, working toward “ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, gender, and socioeconomic groups who attain the highest levels of mathematics achievement” (National Council of Teachers of Mathematics [NCTM], 2014, p. 61). Although mathematics education is a relatively young field, researchers have made significant progress in advancing the discipline. As Ellerton (2014) explained in her JRME editorial, our field is like a growing tree, stable and strong in its roots yet becoming more vast and diverse because of a number of factors. Such growth begs these questions: Is our research solving significant problems? How do we create a system and infrastructure that will provide an opportunity to accumulate professional knowledge that is storable and shareable as we work together to address significant problems (Hiebert, Gallimore, & Stigler, 2002)? How do we “facilitate research and development that is coordinated, integrated, and accumulated” (Lesh et al., 2014, p. 167)?

Analyses of children’s mathematics proficiency from ECLS-K 1998 and 2010 cohorts: Why early mathematics?

2017 ◽  
Vol 18 (1) ◽  
pp. 99-103 ◽  
Author(s):  
Joohi Lee ◽  
Mohan D. Pant
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Item Response Theory ◽  
Young Children ◽  
Item Response ◽  
Teaching Mathematics ◽  
Mathematics Proficiency ◽  
Early Mathematics ◽  
Kindergarten Class

This article presents the correlation analyses of mathematics item response theory scores from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 and 2010 data, and proposes the critical need for systematic efforts to improve the quality of pre- and in-service teachers of young children in teaching mathematics.

scholarly journals Kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA

2019 ◽  
Vol 6 (2) ◽  
pp. 133-149
Author(s):  
Anwaril Hamidy ◽  
Jailani Jailani
Keyword(s):  
Oecd Countries ◽  
Average Score ◽  
Mathematics Proficiency ◽  
National Examination ◽  
East Kalimantan ◽  
Mathematics Test ◽  
Ninth Grade Students ◽  
High Level ◽  
Mathematical Process ◽  
Better Than

Penelitian ini bertujuan untuk mendeskripsikan kemampuan proses matematis siswa Kalimantan Timur dalam menyelesaikan soal matematika model PISA (Programme for International Students Assessment). Penelitian ini dilakukan terhadap 300 siswa kelas IX SMP Kalimantan Timur yang belum pernah mewakili Indonesia sebagai sampel PISA bidang Matematika. Siswa tersebut tersebar dari tiga level sekolah (rendah, sedang, tinggi) yang ditentukan berdasarkan hasil Ujian Nasional 2016 pada mata pelajaran matematika. Pengumpulan data menggunakan 16 butir soal matematika model PISA (α = 0,835) yang mencakup tiga proses matematis: formulate, employ dan interpret. Kemampuan siswa dianalisis berdasarkan mean measure logit dan selanjutnya ditransformasi ke skala dan level kemampuan matematika PISA, sehingga dapat dibandingkan dengan rata-rata kemampuan siswa Indonesia dan negara OECD dalam studi PISA. Hasil analisis data menunjukkan bahwa kemampuan siswa Kalimantan Timur berada di bawah rata-rata negara OECD. Namun hasil tersebut lebih baik dibandingkan capaian skor siswa Indonesia yang menjadi sampel pada PISA 2015. Berdasarkan kemampuan dalam proses matematis, kemampuan siswa dari level tinggi ke rendah berturut-turut adalah formulate, employ dan interpret. Selain itu, kemampuan proses formulate siswa Kalimantan Timur dari sekolah kategori tinggi di atas rata-rata negara OECD. East kalimantan students’ mathematical process proficiency in solving PISA-like mathematicsAbstractThis study was aimed to describes East Kalimantan students’ mathematical processes proficiency in solving a PISA-like mathematics test. The study was carried out with 300 East Kalimantan ninth-grade students who haven’t represented Indonesia as Mathematics PISA samples. The students were spread across three school levels (low, medium, high) determined based on the results of the 2016 National Examination in mathematics. Data collection uses 16 items of PISA-like mathematics test (α = 0.835) which includes three mathematical processes: formulate, employ, and interpret. Student proficiency was analyzed based on mean measure logit and subsequently transformed to the scale and level of PISA mathematics proficiency so that it can be compared with the average proficiency of Indonesian students and OECD countries in the PISA study. The results of the data analysis show that the average proficiency of East Kalimantan students is below the average of OECD countries. However, these results are better than the average score of Indonesian students who were sampled at PISA 2015. Based on proficiency in the mathematical process, the proficiency of students from high to low levels consecutively namely: formulate, employ, and interpret. In addition, proficiency in the formulating of East Kalimantan students from high-level schools is above the average of OECD countries.

scholarly journals Teaching Students to Create Independent Equations based on Solving Problems by Constructing Equations

2020 ◽  
Vol 1 (2) ◽  
pp. 114-118
Author(s):  
Berdiyev Bakhodir Ravshanovich ◽  
Shodiyev Rizamat Davronovich
Keyword(s):  
Elementary Grades ◽  
Mathematics Proficiency ◽  
Mathematical Problems

Nowadays, the science of mathematics is advancing rapidly. Scientists are working on new examples and issues awaiting a new solution. This article focuses on teaching students to do mathematical problems independently in elementary grades using equations. The result of the study suggest that Each teacher should stimulate students in the classroom, develop children's skills in mathematics, the ability to make equations and inequalities, and solve them independently. It allows them to solve problems independently by creating mathematics proficiency equations in upper grades.

scholarly journals Teaching Mathematics Based on Graphic Management in Problem Solving Topics

2022 ◽  
Vol 7 (1) ◽  
pp. 352-366
Author(s):  
Dharshini Gunasegar ◽  
Siti Mistima Maat
Keyword(s):  
Problem Solving ◽  
Study Participant ◽  
Deep Understanding ◽  
Structured Interview ◽  
Research Approach ◽  
Mathematics Proficiency ◽  
Mathematics Problems ◽  
Four Corners ◽  
Mathematical Problems ◽  
Management Students

Problem solving is a very important skill in mathematics that students need to master. These skills require logical thinking, deep understanding, mastery of concepts and making connections with existing knowledge. This study aimed to determine the effectiveness of graphic management -based mathematics teaching in problem-solving topics. This study uses a qualitative research approach with a case study design involving one study participant. Participants of the study were randomly selected among year 3 students with a moderate level of Mathematics proficiency. To collect data, graphic management of “Four Corners and A Diamond” and semi -structured interview sessions were conducted. Data collection from graphics management was analyzed descriptively and these interviews were analyzed inductively to obtain specific themes based on the transcripts. Findings of the study show that with this graphic management, students can organize information from questions in the form of appropriate graphics and facilitate their understanding. The implication of this study is that students can solve mathematical problems through the arrangement of information correctly based on the graphic management of "Four Corners and A Diamond". This study can also encourage teachers to use graphic management in helping students to solve non-routine mathematics problems more conceptually.

Calculators in Testing Situations: Results and Implications from National Assessment

1981 ◽  
Vol 28 (5) ◽  
pp. 34-37
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert E. Reys
Keyword(s):  
Mathematics Curriculum ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
Mathematics Proficiency ◽  
National Assessment ◽  
School Settings ◽  
Widespread Access ◽  
Hand Calculator

Calculators are fast becoming a common and welcome computation tool in our society. The 1977–78 mathematics assessment of the National Assessment of Educational Progress (NAEP) revealed that over 75 percent of the 9-year-olds, 80 percent of the 13-year-olds, and 85 percent of the 17-year-olds bad access to at least one hand calculator. Clearly, calculators are available. Despite this widespread access to calculators, many questions regarding their use remain unanswered: How will calculators affect the mathematics proficiency of our youth? Should they be used in school settings? Will they alter the mathematics curriculum? (Suydam 1976, Esty and Payne 1976).

scholarly journals Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory

Pythagoras ◽  
2012 ◽  
Vol 33 (3) ◽  
Author(s):  
Tim Dunne ◽  
Caroline Long ◽  
Tracy Craig ◽  
Elsie Venter
Keyword(s):  
Teaching And Learning ◽  
Measurement Theory ◽  
Rasch Measurement ◽  
Assessment Instruments ◽  
Mathematics Proficiency ◽  
Developmental Approach ◽  
Rasch Measurement Theory ◽  
Number Of Factors ◽  
Mathematical Proficiency ◽  
And Function

The challenges inherent in assessing mathematical proficiency depend on a number of factors, amongst which are an explicit view of what constitutes mathematical proficiency, an understanding of how children learn and the purpose and function of teaching. All of these factors impact on the choice of approach to assessment. In this article we distinguish between two broad types of assessment, classroom-based and systemic assessment. We argue that the process of assessment informed by Rasch measurement theory (RMT) can potentially support the demands of both classroom-based and systemic assessment, particularly if a developmental approach to learning is adopted, and an underlying model of developing mathematical proficiency is explicit in the assessment instruments and their supporting material. An example of a mathematics instrument and its analysis which illustrates this approach, is presented. We note that the role of assessment in the 21st century is potentially powerful. This influential role can only be justified if the assessments are of high quality and can be selected to match suitable moments in learning progress and the teaching process. Users of assessment data must have sufficient knowledge and insight to interpret the resulting numbers validly, and have sufficient discernment to make considered educational inferences from the data for teaching and learning responses.

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