How Effective is Tutorial Assistance for Aboriginal Students?

1983 ◽  
Vol 11 (1) ◽  
pp. 43-53
Author(s):  
P. Rendall
Keyword(s):  
Secondary Students ◽  
Superior Performance ◽  
List Type ◽  
Three Solutions ◽  
Assistance Program ◽  
Aboriginal Students ◽  
Tutorial Program ◽  
And Mathematics ◽  
State Schools ◽  
Type Of School

AbstractThis report is a limited evaluation of the Tutorial Assistance program within the Aboriginal Secondary Grants Scheme.Achievement of Aboriginal secondary students receiving tuition was analysed according to several criteria, including sex and the type of school attended. The major findings were: Tutored Aboriginal students had significantly higher achievement than untutored students, in both English and Mathematics.Aboriginal students in boarding schools had significantly higher achievement than those in state schools, regardless of tutoring.There were no significant differences between male and female students.It could not be concluded that tutorial assistance caused the superior performance of tutored students. Student motivation was a highly possible intervening factor, and there are probably many others.In addition, various solutions to the problem of underachievement by Aboriginal students were ranked according to their effectiveness as perceived by people in the tutorial program. Three solutions were judged equally preferable and viable: Employing more Aboriginal teachers, aides and counsellors.Providing tutorial assistance to Aboriginal students.Sensitising non-Aboriginal teachers to the problems faced by Aboriginal students.

scholarly journals What If Quantum Theory Violates All Mathematics?

Open Physics ◽  
2017 ◽  
Vol 15 (1) ◽  
pp. 598-602
Author(s):  
Elemér Elad Rosinger
Keyword(s):  
Mathematical Logic ◽  
Quantum Theory ◽  
Bell Inequalities ◽  
List Type ◽  
Elementary Argument ◽  
And Mathematics

Abstract It is shown by using a rather elementary argument in Mathematical Logic that if indeed, quantum theory does violate the famous Bell Inequalities, then quantum theory must inevitably also violate all valid mathematical statements, and in particular, such basic algebraic relations like 0 = 0, 1 = 1, 2 = 2, 3 = 3, … and so on … An interest in that result is due to the following three alternatives which it imposes upon both Physics and Mathematics: Quantum Theory is inconsistent. Quantum Theory together with Mathematics are inconsistent. Mathematics is inconsistent. In this regard one should recall that, up until now, it is not known whether Mathematics is indeed consistent.

scholarly journals Students’ Length Measuring Estimation Skills Related to The Daily Life Objects

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Ömer F. Çetin ◽  
◽  
Himmet Akkuşçi ◽  
Keyword(s):  
Secondary School ◽  
Daily Life ◽  
Research Process ◽  
Structured Interview ◽  
Seventh Graders ◽  
Class Level ◽  
Multiple Case ◽  
And Mathematics ◽  
State Schools

This research aims to explore the secondary school sixth and seventh graders’ length measuring estimation skills developing activities related to the daily life objects. The study is in a qualitative multiple case study model. The universe of the research consisted of the sixth and seventh graders. The sample of the research consisted of 85 students, who were studying at a secondary school in sixth and seventh classes in 2 (two) state schools determined with the purposive sampling method in the 2018-2019 educational year. The maximum variety was ensured for the class level, gender, and mathematics achievement scores; voluntariness for the easily accessible situation. The data were obtained with the scales and semi-structured interview forms prepared during the research process and analyzed descriptively. The research results suggest that the length measuring estimation skills of the secondary school sixth and seventh graders relevant to the daily life objects can be developed with the activities that will develop the students’ prior knowledge and skills.

Contextualizing Algebraic Word Problems through Story Using Technology

2015 ◽  
pp. 398-415
Author(s):  
Terri L. Kurz ◽  
Barbara Bartholomew ◽  
Amanda Sibley ◽  
Scott Fraser
Keyword(s):  
Language Arts ◽  
Secondary Students ◽  
Common Core ◽  
Word Problems ◽  
Common Core Standards ◽  
Digital Cameras ◽  
The Common ◽  
And Mathematics ◽  
The University

Using stories in mathematics helps students situate mathematics within a context. This chapter presents an activity for the integration of stories and word problems into an algebra course designed for pre-service teachers. The pre-service teachers designed and created stories using technology (digital cameras and PowerPoint) to support algebraic explorations at the elementary and secondary levels based on the Common Core Standards. A balance of technology, language arts, and mathematics content is possible with these stories. The activity can be extended beyond the university classroom by guiding secondary students in creating their own algebraic stories in the classroom.

Helping Aboriginal Students to Understand Mathematics and Science Concepts

1985 ◽  
Vol 13 (4) ◽  
pp. 8-15 ◽  
Author(s):  
R.M. Hastie ◽  
D.F. Treagust
Keyword(s):  
Direct Consequence ◽  
School Level ◽  
Aluminium Foil ◽  
Aboriginal Students ◽  
European Child ◽  
And Mathematics ◽  
Aboriginal Children ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science ◽  
Primary School Level

Teachers of Aboriginal children in Australia often have the problem of adapting or modifying curriculum materials which have been developed to meet the needs of the average white Australian/European child. For science and mathematics teachers especially, we believe that appropriate adaptation is essential to ensure that Aboriginal children are better able to comprehend the concepts involved. Many of these concepts at the primary school level involve some aspect of conserving quantities. For example, take a simple experiment where a child is asked to find out whether or not aluminium foil sinks in water. Its flotation, of course, is dependent on shape. The child may roll the aluminium foil into a ball, or flatten it out, and place it in the water. What happens can be observed and discussed and reported. But what if the child thinks this aluminium foil has some unexplainable properties? Maybe it not only changes shape but also its weight! Certainly, on the surface this may appear to be a typical case of nonconservation of weight, but perhaps this is a direct consequence of working with unusual materials and is not a true indicator of mental development!

An Analysis on the Selected Factors Contributing to Science and Mathematics Achievement Among Secondary Students in Two SEAMEO Member Countries

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Roger Awang ◽  
Lay Yoon Fah
Keyword(s):  
Mathematics Achievement ◽  
Secondary Students ◽  
Technological Tools ◽  
8Th Grade ◽  
Timss 2007 ◽  
And Mathematics ◽  
Additional Support ◽  
Better Than ◽  
Grade 8 ◽  
At Home

This paper sets out to examine critically the effects of selected factors contributing to science and mathematics achievement among 8th grade students in Malaysia and Singapore. The Trend in International Science and Mathematics Study (TIMSS) 2007 database was utilized to explore a) if there were correlations between students receiving additional support and/or gaining exposure from academic related enrichment activities at home and schools with their science and mathematics achievement and, b) How well do the knowledge/skills gained from the use of technological tools and Internet contribute towards their science and mathematics achievement among Malaysian and Singaporean Grade 8 students. The sample consists of 4,466 students from Malaysia and 4,599 students from Singapore who participated in the TIMSS 2007 assessment. This study will provide some insights on why some students perform better than others in science and mathematics by highlighting the effect of additional support and/or exposure from academic related enrichment activities at home and schools, and the knowledge/skills gained from the use of technological tools and internet on students’ science and mathematics achievement.

Career Camps

1978 ◽  
Vol 6 (3) ◽  
pp. 33-36
Author(s):  
M. Skehan ◽  
J. Smyth ◽  
R. Rendall ◽  
R. Morris
Keyword(s):  
Secondary Students ◽  
Department Of Education ◽  
Vocational Choice ◽  
Sufficient Information ◽  
List Type ◽  
School Career

Students receiving benefits under the Aboriginal Secondary Grants Scheme are visited by Education Officers of the Commonwealth Department of Education two or three times each year. It has become clear to the Education Officers that many Aboriginal secondary students in our region: i)had not sought or been provided with sufficient information or experiences with which they could form sound vocational judgments;ii)had not made a clear vocational choice during their school career.

scholarly journals Measuring individual identity information in animal signals: Overview and performance of available identity metrics

2019 ◽  
Author(s):  
Pavel Linhart ◽  
Tomasz Osiejuk ◽  
Michal Budka ◽  
Martin Šálek ◽  
Marek Špinka ◽  
...  
Keyword(s):  
Superior Performance ◽  
Individual Identity ◽  
List Type ◽  
Discrimination Score ◽  
Identity Information ◽  
Information Statistic ◽  
And Performance ◽  
Number Of Individuals

AbstractIdentity signals have been studied for over 50 years but there is no consensus as to how to quantify individuality. While there are a variety of different metrics to quantify individual identity, or individuality, these methods remain un-validated and the relationships between them unclear.We contrasted three univariate and four multivariate metrics (and their different computational variants) and evaluated their performance on simulated and empirical datasets.Of the metrics examined, Beecher’s information statistic (HS) was the best one and could easily and reliably be converted into the commonly used discrimination score (and vice versa) after accounting for the number of individuals and calls per individual in a given dataset. Although Beecher’s information statistic is not entirely independent of sampling parameters, this problem can be removed by reducing the number of parameters or by increasing the number of individuals.Because it is easily calculated, has superior performance, can be used to describe single variables or signal as a whole, and because it tells us the maximum number of individuals that can be discriminated given a set of measurements, we recommend that individuality should be quantified using Beecher’s information statistic.

scholarly journals Texas SuperStars: The Coordinated Educational Marketing Assistance Program in Texas

HortScience ◽  
2000 ◽  
Vol 35 (4) ◽  
pp. 565B-565a
Author(s):  
Wayne A. Mackay ◽  
Steve George ◽  
Tim Davis ◽  
Mike Arnold ◽  
Dan Lineberger ◽  
...  
Keyword(s):  
The United States ◽  
Superior Performance ◽  
Final Decision ◽  
Educational Marketing ◽  
Executive Board ◽  
Cooperative Effort ◽  
Assistance Program ◽  
Assistance Programs ◽  
The Public ◽  
The People

The Coordinated Educational Marketing Assistance Program (CEMAP) is one of the oldest marketing assistance programs for ornamentals in the United States. The goal of this program is to identify outstanding plants for Texas and to provide support for the nursery industry, thereby making plants with superior performance available to the people of Texas. The CEMAP program is a cooperative effort between the Texas nursery industry and Texas A&M Univ. The CEMAP Executive Board has eight individuals representing extension, research, and teaching plus two administrative liasions and the Industry Advisory Board has ≈50 members from all segments of the ornamentals industry in Texas. Funding for the CEMAP program comes from direct industry support and from the public through the sale of plant tags or other promotional materials which bear the Texas Superstars logo. The logo is trademarked and licensed to printing companies who handle the administration of royalties to the program. The Executive Board makes the final decision about which plants are designated Texas Superstars. Promotional support for the plants is provided by CEMAP through point of purchase materials and publicity through print, radio, and television. In addition, the Texas Nursery and Landscape Association in cooperation with the Texas Department of Agriculture are conducting a publicity campaign to inform the public about Texas Superstars.

scholarly journals Relationship between fatness, physical fitness, and academic performance in normal weight and overweight schoolchild handball players in Qatar State

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0246476
Author(s):  
Souhail Hermassi ◽  
Mohamed Souhaiel Chelly ◽  
Lars Bojsen Michalsik ◽  
Nilihan E. M. Sanal ◽  
Lawrence D. Hayes ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Fitness ◽  
Grade Point Average ◽  
Body Mass ◽  
Body Fat ◽  
Normal Weight ◽  
Superior Performance ◽  
Grade Point ◽  
And Mathematics ◽  
Mathematics And Science

The aim of this study was to examine the correlation between physiological parameters (namely fatness and physical fitness) with academic performance (namely mathematics and science grade point average [GPA]) in normal weight and overweight schoolchild handball players. Thirty-six young male team handball players (age: 9±1 years; body mass: 45.5±14.2 kg; height: 1.38±9.1 m; body fat: 19.7±5.6%) at the highest national league for their age group participated. Anthropometry was examined by measuring body mass, body fat percentage (%BF), and body mass index (BMI). Fitness testing included the Yo-Yo Intermittent Recovery Test (level 1), squat jumps (SJ) and counter-movement jumps (CMJ), and upper-limb throwing performance (2 kg medicine ball seated front throw), a 15 m sprint test, and a T-half test for change-of-direction (COD) ability. Academic performance was evaluated through school records of grade point average (GPA) of mathematics and science. BMI was negatively correlated with science GPA (r = -0.57, p<0.001) and mathematics GPA (r = -0.39, p<0.001). Significant correlations between Yo-Yo test performance and science GPA (r = 0.73, p<0.001) and mathematics GPA (r = 0.66, p<0.001) existed. T-half test score (less time taken meant a superior performance) was negatively correlated with science GPA (r = 0.48, p = 0.003) and mathematics GPA (r = 0.63, p<0.01). In conclusion, fatness and physical fitness (except for the upper-muscular strength) were significantly related to academic performance in in schoolchild handball players. Based on results of this study, it seems pragmatic and appropriate to engage young schoolchild in physical activity as it associates with superior academic performance.

scholarly journals Development of a Freeze-Dried CRISPR-Cas12 Sensor for Detecting Wolbachia in the Secondary Science Classroom

2021 ◽  
Author(s):  
Grant A Rybnicky ◽  
Radeen A Dixon ◽  
Robert M Kuhn ◽  
Ashty S Karim ◽  
Michael C Jewett
Keyword(s):  
Synthetic Biology ◽  
Secondary Students ◽  
Science Classroom ◽  
Biology Education ◽  
Educational Opportunities ◽  
Freeze Dried ◽  
Dna Technology ◽  
And Mathematics ◽  
The Cost ◽  
Biology Curriculum

Training the future synthetic biology workforce requires opportunity and exposure to biotechnology concepts and activities in secondary education. Detecting Wolbachia bacteria in arthropods using PCR has become a common way for secondary students to investigate and apply DNA technology in the science classroom. Despite this framework, cutting-edge biotechnologies like CRISPR-based diagnostics have yet to be widely implemented in the classroom. To address this gap, we present a freeze-dried CRISPR-Cas12 sensing reaction to complement traditional DNA technology education and teach synthetic biology concepts. The reactions accurately detect Wolbachia from arthropod-derived PCR samples in under 2 hours and can be stored at room temperature for over a month without appreciable degradation. The reactions are easy-to-use and cost less than $40 to implement for a classroom of 22 students including the cost of reusable equipment. We see this technology as an accessible way to incorporate synthetic biology education into existing biology curriculum, which will expand biology educational opportunities in science, technology, engineering, and mathematics (STEM) education.

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