scholarly journals Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages

2021 ◽  
Vol 221 ◽  
pp. 103456
Author(s):  
Max Greisen ◽  
Carrie Georges ◽  
Caroline Hornung ◽  
Philipp Sonnleitner ◽  
Christine Schiltz
Keyword(s):  
Reading Comprehension ◽  
Mathematics Achievement ◽  
Mathematics Instruction ◽  
Learning Mathematics

Self-paced mathematics instruction: how effective has it been?

1976 ◽  
Vol 23 (2) ◽  
pp. 90-96
Author(s):  
Harold L. Schoen
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Instruction ◽  
Affective Domain ◽  
Interested Reader ◽  
Unpublished Studies ◽  
Mathematics Program ◽  
Teacher Effort ◽  
The Individual ◽  
Doctoral Dissertations ◽  
Traditional Approaches

The January 1972, issue of the Arithmetic Teacher was devoted to individualizing mathematics instruction in the elementary schools. Most of the articles in that issue dealt with self-paced, modularized approaches to individualization. Proponents of this approach have argued that mathematics achievement is increased, or at least not decreased, and that gains in the affective domain far outweigh the extra cost and teacher effort needed to implement a self-paced program. To date very little research testing this argument has appeared in educational journals. However, nearly one hundred recent unpublished studies, mostly doctoral dissertations, have been conducted in which the effectiveness of a self-paced mathematics program was examined. Studies that compared a self-paced program with traditional approaches to mathematics instruction in the elementary school have been summarized in another paper (Schoen 1975[a]). The major findings in that summary and some further studies that help to explain those findings will be included here. Due to space limitations, the individual studies will not all be cited. The interested reader may refer to the longer paper just cited.

Effects of Manipulative Materials in Mathematics Instruction

1989 ◽  
Vol 20 (5) ◽  
pp. 498-505 ◽  
Author(s):  
Evelyn J. Sowell
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Instruction ◽  
Meta Analysis ◽  
Attitudes Toward Mathematics ◽  
Instructional Materials ◽  
College Age ◽  
Concrete Materials ◽  
Students Attitudes

Using meta-analysis, the results of 60 studies were combined to determine the effectiveness of mathematics instruction with manipulative materials. Students ranged in age from kindergarteners to college-age adults and studied a variety of mathematics topics. Results showed that mathematics achievement is increased through the long-term use of concrete instructional materials and that students' attitudes toward mathematics are improved when they have instruction with concrete materials provided by teachers knowledgeable about their use. Instruction with pictures and diagrams did not appear to differ in effectiveness from instruction with symbols.

Self-Paced Mathematics Instruction: How Effective Has It Been in Secondary And Postsecondary Schools?

1976 ◽  
Vol 69 (5) ◽  
pp. 352-357
Author(s):  
Harold L. Schoen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Elementary School Students ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Individualized Instruction ◽  
Teaching Approaches ◽  
School Students ◽  
Post Secondary ◽  
Negative Findings

The May 1972 issue of the Mathematics Teacher contained eight articles dealing with individualizing mathematics instruction. Most of the articles discussed a modular, self-paced approach to individualization. Since that time a substantial amount of research testing the effectiveness of such programs has been reported. This paper is a review of studies comparing self-paced, individualized programs with other teaching approaches at the secondary and post-secondary levels. A recent review of similar studies conducted with elementary school students showed that the results were overwhelmingly against individualized instruction as measured by mathematics achievement, with some ambiguity on attitude and other affective measures (Schoen 1975). Do these negative findings continue into secondary school and beyond? Mathematics teachers at these levels will find the results summarized here very informative, especially if they are considering adopting an individualized program.

scholarly journals HUBUNGAN ANTARA KETERAMPILAN HITUNG, KEMANDIRIAN BELAJAR DAN LINGKUNGAN BELAJAR DENGAN PRESTASI BELAJAR MATEMATIKA

2017 ◽  
Vol 5 (1) ◽  
pp. 38
Author(s):  
Siti Bariroh
Keyword(s):  
Mathematics Achievement ◽  
Learning Environment ◽  
Descriptive Study ◽  
Multiple Correlation ◽  
High Category ◽  
Learning Mathematics ◽  
Class Viii ◽  
The Relationship ◽  
Academic Year ◽  
Very High

descriptively, the purpose of this study is to know the tendency students’ of computational skills, independece of  learning, learning environment and the academic mathematics achievement of the students class VIII SMP Negeri of  in Panjatan district on 2013/2014 academic year. Correlatively, the purpose is to determine the relationship between computational skills, independece of  learning,  learning environment and the academic mathematics achievement of the students class VIII SMP Negeri of  in Panjatan district on 2013/2014 academic year. The population of this study was all students of VIII SMP Negeriin Panjatan district on 2013/2014 academic year. Sampling is taken by using cluster randomsampling technique.. The researcher took and selected class of  VIII B and VIII C SMP N I Panjatan and class VIII A and VIII B SMP N 2 Panjatan as the sample class with the number of responders is 108 students. The data analysis is using multiple correlation and multiple regression of two variables. The results of this descriptive study showed that the computational skills is in a very high category, while their independece of  learning is in the high category, while their the  learning environment is in the high category and their learning mathematics achievement in a high category.From the calculation of multiple correlation test, the value ofR=0,647 by p= 0,000 <α=0,05, it means that there is a positive and significant relationship between computational skills, independece of  learning,  learning environment and the academicmathematics achievement.

scholarly journals Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance

2020 ◽  
Vol 3 (2) ◽  
pp. p1
Author(s):  
Raymart O. Basco
Keyword(s):  
Mathematics Instruction ◽  
Basic Education ◽  
Instructional Materials ◽  
State University ◽  
Mathematical Performance ◽  
Learning Mathematics ◽  
Timss 2003 ◽  
Post Test ◽  
Education Act ◽  
Filipino Learners

This study examined the effectiveness of SoDriGa strategy in teaching mathematics among 4th-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. The data from the results of TIMSS (2003) and PISA (2018) revealed that there were poor mathematical performances among Filipino learners. On the need to address this issue on enhancing mathematics instruction, it is imperative that relevant efforts to be conducted to improve performance among Filipino learners. The aforementioned innovation in teaching is consonant to the provisions of Section 10.2 paragraph (a), (d), and (k) of Republic Act 10533, Enhanced Basic Education Act of 2013, that the curriculum shall be learner- centered, contextualized, and flexible enough to enable and allow schools to localize and indigenize instructional materials. Using multiple pre- and post-tests design, the findings revealed that respondents consistently performed well in their post-test. The result suggested that SoDriGa was a helpful study tool as it increased cognitive gains, motivation and built positive attitude towards learning mathematics while pupils’ mastery and retention of concepts being taught were improved. Thus, SoDriGa as an effective strategy may be adapted and implemented in schools to enhance mathematics’ instruction and further improve pupils’ performance.

Exploring Patterns, Relations, and Functions

1992 ◽  
Vol 39 (9) ◽  
pp. 19-21
Author(s):  
Charles P. Geer
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
First Century ◽  
Evaluation Standards ◽  
Learning Mathematics ◽  
New Knowledge ◽  
Paper And Pencil ◽  
Twenty First Century

As teachers use NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) to develop programs that will prepare students for the twenty-first century, some are discovering that mathematics instruction is going to be very different in the 1990s. Many previous programs placed a heavy emphasis on paper-and-pencil proficiency with computational skills and learning mathematics by memorizing rules. Because of advances in technology, new knowledge about how learning occurs, and the changing needs of business and industry, future programs will focus on mathematics with meaning, problem solving, and higher-level cognitive skills.

Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade

2013 ◽  
Vol 17 (2) ◽  
pp. 243-262 ◽  
Author(s):  
Erin R. Ottmar ◽  
Lauren E. Decker ◽  
Claire E. Cameron ◽  
Timothy W. Curby ◽  
Sara E. Rimm-Kaufman
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Instruction ◽  
Instructional Quality ◽  
Fifth Grade ◽  
And Mathematics

scholarly journals ACHIEVEMENT IN MATHEMATICS AMONG IX STANDARD STUDENTS IN TRICHY DISTRICT

2021 ◽  
pp. 109-112
Author(s):  
Dr. A. Edward William Benjamin ◽  
P.Murugaraju
Keyword(s):  
Mathematics Achievement ◽  
Family Background ◽  
Economic Status ◽  
Vital Role ◽  
Survey Method ◽  
Statistical Techniques ◽  
Achievement Score ◽  
Learning Mathematics ◽  
Mathematics Knowledge ◽  
Achievement In Mathematics

Acquiring Mathematics knowledge is an important factor in the achievement of the students. Learning Mathematics provides students with skill to analyze, explain, predict and find methodological solution to the problems they might face. Same students may have poor capacity to catch which may be due to several factors such as family background, economic status, education of the parents etc. Individual difference also play vital role in learning Mathematics. Achievement in Mathematics differs from type of schools, gender and locality etc. The present article aims at assessing the achievement in Mathematics among IX standard students in Trichy District. A survey method has been adopted with 90 samples from various type of schools. The investigator collected achievement score of Mathematics of IX standard students from selected schools. By applying proper statistical techniques it is proved that there is significant different in the study. KEY WORDS: Achievement, Mathematics, IX Standard Students

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