scholarly journals Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels

2021 ◽  
Author(s):  
Blaine Pedersen ◽  
Matthew C. Makel ◽  
Karen E Rambo-Hernandez ◽  
Scott J. Peters ◽  
Jonathan Plucker
Keyword(s):  
Eighth Grade ◽  
Mathematics Classrooms ◽  
Grouping Students ◽  
Achievement Levels

Using TIMSS 2019 mathematics data, we investigated the variance in achievement within U.S. fourth and eighth-grade classrooms. Approximately 23% of students in a typical grade four classroom are expected to score at or below the low benchmark whereas 14% meet or exceed the advanced benchmark; these numbers are 35% and 14% for grade eight classrooms. Approximately 69% of grade four and 35% of grade eight classrooms included students across all four TIMSS benchmarks. About 68% and 37% of the variance lies within classrooms. Grouping students primarily based on age appears to yield classrooms with vast academic variability.

Mathematics Can Be Fun

1984 ◽  
Vol 31 (7) ◽  
pp. 38-40
Author(s):  
Lawrence P. Gross
Keyword(s):  
Eighth Grade ◽  
Recreational Activity ◽  
Mathematics Classrooms ◽  
Enormous Amount

A large sign prominently displayed on my classroom windows declares that “Mathematics Can Be Fun” (see photograph). Assuming that one accepts the statement as a truth, certainly one reason for it is that “Bingo Can Be Better.” Without a doubt, the most popular recreational activity that takes place in my fifth-, sixth-, seventh-, and eighth-grade mathematics classrooms is “Math Bingo.” I use real (professional) bingo sheets that I get from a local bingo hall. An enormous amount of excitement is generated. especially toward the end of a game, and I'm certain that other teachers who try math bingo will experience similar results

Prealgebra Mathematics for Above-Average Students

1984 ◽  
Vol 77 (2) ◽  
pp. 88-91
Author(s):  
Paul G. Dickie
Keyword(s):  
Eighth Grade ◽  
Average Students ◽  
Achievement Levels

An increasing number of students complete eighth-grade mathematics before they complete eighth grade. Although the familiar question of acceleration versus enrichment is alive and well, programs dealing with diverse achievement levels lean toward continued acceleration. To enrich, one must search, evaluate, and select materials or create them anew. Many teachers spend much time and effort gathering or producing significant amounts of appropriate, quality enrichment material. Small wonder that we see more acceleration than enrichment.

scholarly journals Feeling Good and Functioning Well in Mathematics Education: Exploring Students’ Conceptions of Mathematical Well-Being and Values

2020 ◽  
pp. 209653112092808
Author(s):  
Julia L. Hill ◽  
Margaret L. Kern ◽  
Wee Tiong Seah ◽  
Jan van Driel
Keyword(s):  
Mathematics Education ◽  
Thematic Analysis ◽  
Mathematics Anxiety ◽  
Well Being ◽  
Design Approach ◽  
Eighth Grade ◽  
Mathematics Classrooms ◽  
High Incidence ◽  
Student Values ◽  
Inductive Thematic Analysis

Purpose: The high incidence of mathematics anxiety and disengagement in mathematics points to poor student well-being in many mathematics classrooms. Poor well-being may arise in part from poor alignment between student values and classroom experiences. Yet, what student well-being is and how to support it within specific subjects is poorly understood, and intersection between students’ values and well-being in mathematics education is unclear. This article proposes a seven-dimensional framework of student well-being in mathematics education and examines alignment between well-being and values. Design/Approach/Methods: One hundred nineteen eighth-grade Australian students responded to three open-ended questions investigating their conceptions of mathematical well-being (MWB) and what they valued most when learning or doing mathematics. Responses were analyzed using a combined deductive/inductive thematic analysis. Findings: Findings supported the MWB framework and confirmed an alignment between students’ values and well-being in mathematics education. Originality/Value: Our study provides a framework for conceptualizing student well-being in mathematics education, points to areas to target to improve student well-being, and highlights congruences and discordances between well-being and values.

Differences among Urban, Suburban, and Rural Schools on Technology Access and Use in Eighth-Grade Mathematics Classrooms

1995 ◽  
Vol 24 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Emiel W. Owens ◽  
Hersholt C. Waxman
Keyword(s):  
Rural Schools ◽  
Technology Use ◽  
School Setting ◽  
Suburban Schools ◽  
Eighth Grade ◽  
Technology Access ◽  
Mathematics Classrooms ◽  
Teacher Survey ◽  
Use Of Technology ◽  
National Educational Longitudinal Survey

One of the potential dangers related to technology occurs when technology access and use are not equitably distributed. This study examined the access and use of technology in urban, suburban, and rural schools by using teacher survey data from the eighth-grade cohort of the National Educational Longitudinal Survey of 1988 (NELS:88). The subjects were 3,825 eighth-grade mathematics teachers who answered questions on the extent to which students had access to technology and how they were using it in their mathematics class. The results indicated that there were several significant differences on technology use by type of school setting. Teachers from suburban schools were more likely to report using calculators than teachers from urban and rural schools. Teachers from rural schools reported that they were less likely to use calculators and computers than teachers from suburban and urban schools. Finally, teachers from rural and suburban schools were more likely to report that their students used computers for enrichment purposes, while urban teachers were more likely to report that computers in their schools were used for remediation.

scholarly journals Eighth grade mathematical achievements: qualitative and quantitative aspects

2013 ◽  
Vol 54 ◽  
Author(s):  
Viktorija Sičiūnienė ◽  
Janina Dargytė
Keyword(s):  
Statistical Analysis ◽  
Qualitative Analysis ◽  
Eighth Grade ◽  
Qualitative And Quantitative ◽  
National Examination ◽  
Eighth Grade Students ◽  
Achievement Levels

This paper presents systematic and classified achievements of eighth grade students’ in the field of algebra and functions. The authors analyze different student skills of satisfactory, basic and advanced achievement levels in particulars themes: expressions, equations, inequalities, simulation and proportionality. Author’s suggestions on how to improve the curriculum are based on the qualitative analysis of the tasks and the statistical analysis of students’ work. Data collect from 8904 country’s students test books and analyze 134 tasks. The authors would like to thank the National Examination Centre for access to the student database.

scholarly journals Effects of Using Dynamic Geometry Activities on Eighth Grade Students’ Achievement Levels and Estimation Performances in Triangles

2015 ◽  
Vol 2 (3) ◽  
pp. 43-54 ◽  
Author(s):  
Bilal Özçakır ◽  
◽  
Cahit Aytekin ◽  
Bülent Altunkaya ◽  
Bekir Kürşat Doruk ◽  
...  
Keyword(s):  
Dynamic Geometry ◽  
Eighth Grade ◽  
Eighth Grade Students ◽  
Achievement Levels

Analogy Use in Eighth-Grade Mathematics Classrooms

2004 ◽  
Vol 22 (1) ◽  
pp. 37-60 ◽  
Author(s):  
Lindsey E. Richland ◽  
Keith J. Holyoak ◽  
James W. Stigler
Keyword(s):  
Eighth Grade ◽  
Mathematics Classrooms

The answer is only the beginning: Extended discourse in Chinese and U.S. mathematics classrooms.

2007 ◽  
Vol 99 (2) ◽  
pp. 380-396 ◽  
Author(s):  
Meg Schleppenbach ◽  
Michelle Perry ◽  
Kevin F. Miller ◽  
Linda Sims ◽  
Ge Fang
Keyword(s):  
Mathematics Classrooms
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