scholarly journals To What Extent Does Hands-On Exposure to Algebraic Thinking Predict Mathematics Achievement for Urban Middle Schoolers?

2019 ◽  
Vol 5 (1) ◽  
pp. 118 ◽  
Author(s):  
Azure C. Covington ◽  
Peter Sheppard ◽  
Tori K. Flint ◽  
Nii A. Tackie
Keyword(s):  
Mathematics Achievement ◽  
Algebraic Thinking ◽  
Standardized Measures ◽  
Subsequent Performance ◽  
Math Scores ◽  
Middle Schoolers ◽  
Hands On ◽  
Eighth Grade Students ◽  
And Algebra ◽  
End Of Course Exams

In this study we investigated the relationship between urban eighth grade students’ Hands-On Exposure to Algebraic Thinking (HEAT) competition performance and their subsequent performance on standardized measures of mathematics achievement (ACT Composite Score, ACT Math Scores, and Louisiana Algebra End of Course Exams). It was found that the pictorial portion of the project was a relatively consistent predictor of participants’ high school academic performance. That is, as participants’ HEAT pictorial competition scores increased, so did their ACT composite, ACT math scores, and Algebra End of Course Exam Scores. Findings from the HEAT Project may contribute to conversations centered on ways to expose urban students to creative, social, hands-on pedagogy in non-evaluative contexts in order to position students for both immediate and long-term mathematics success without sacrificing intellectual rigor.

Relations Between Videogame Play and 8th-Graders’ Mathematics Achievement

2011 ◽  
Vol 3 (4) ◽  
pp. 33-53
Author(s):  
Scott Tobias ◽  
Duane Rudy ◽  
Jean Ispa
Keyword(s):  
Mathematics Achievement ◽  
Video Game ◽  
Cognitive Complexity ◽  
Preliminary Evidence ◽  
Math Performance ◽  
Math Scores ◽  
Main Effect ◽  
8Th Graders ◽  
The Relationship ◽  
Spatial Content

This study explores whether any relationships exist between math performance scores on the Missouri Assessment Plan (MAP), its subscales and time spent playing the child’s favorite videogame given the game’s spatial content and cognitive complexity. Relationships between gender and math scores were also examined. Findings indicate no main effect of time spent playing, spatial content, or level of complexity of games on math performance. However, several math scores interacted with time spent playing one’s favorite video game, such that higher levels of math performance occurred when participants played games high in spatial content at low amounts of time. A similar interaction occurred when examining complexity of the game and time spent playing. The study provides preliminary evidence that it may be important to consider the spatial or complexity content of videogames in addition to time spent playing when addressing the relationship between videogame play and adolescent math performance.

Monster, P.I.: Validation Evidence for an Assessment of Adolescent Language That Assesses Vocabulary Knowledge, Morphological Knowledge, and Syntactical Awareness

2020 ◽  
pp. 153450842096638
Author(s):  
Amanda P. Goodwin ◽  
Yaacov Petscher ◽  
Jamie Tock ◽  
Sara McFadden ◽  
Dan Reynolds ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Vocabulary Knowledge ◽  
Hierarchical Regression ◽  
Language Performance ◽  
Morphological Knowledge ◽  
Multiple Group ◽  
Reading Vocabulary ◽  
Middle Schoolers ◽  
Eighth Grade Students

Assessment of language skills for upper elementary and middle schoolers is important due to the strong link between language and reading comprehension. Yet, currently few practical, reliable, valid, and instructionally informative assessments of language exist. This study provides validation evidence for Monster, P.I., which is a gamified, standardized, computer-adaptive assessment (CAT) of language for fifth to eighth grade students. Creating Monster, P.I. involved an assessment of the dimensionality of morphology and vocabulary and an assessment of syntax. Results using multiple-group item response theory (IRT) with 3,214 fifth through eighth graders indicated morphology and vocabulary were best assessed via bifactor models and syntax unidimensionally. Therefore, Monster, P.I. provides scores on three component areas of language (multidimensional morphology and vocabulary and unidimensional syntax) with the goal of informing instruction. Validity results also suggest that Monster, P.I. scores show moderate correlations with each other and with standardized reading vocabulary and reading comprehension assessments. Furthermore, hierarchical regression results suggest an important link between Monster, P.I. and standardized reading comprehension, explaining between 56% and 75% of the variance. Such results indicate that Monster, P.I. can provide meaningful understandings of language performance which can guide instruction that can impact reading comprehension performance.

Race-Ethnicity, SES, Gender, and Lanuage Proficiency Trends in Mathematics Achievement: An Update

1997 ◽  
Vol 28 (6) ◽  
pp. 652-679
Author(s):  
William F. Tate
Keyword(s):  
Mathematics Achievement ◽  
Language Proficiency ◽  
Students Of Color ◽  
Cultural Policy ◽  
Quantitative Research ◽  
Basic Skills ◽  
Research Literature ◽  
Standardized Measures ◽  
Demographic Groups ◽  
Diverse Groups

The purpose of this article is to document changes in U.S. mathematics achievement by reviewing national trend studies, college admissions examinations, and Advanced Placement tests. This article examined this quantitative research literature to determine trends in mathematics achievement of various social groups defined along lines of race, class, gender, ethnicity, and language proficiency. The findings of this review indicate that over the last 15 years all demographic groups have improved in mathematics achievement—specifically, in basic skills. Moreover, the mathematics achievement gap is slowly closing between White students and students of color on assessments of basic skills. Males tended to outperform females on standardized measures; however, gender differences were small and generally not significant. Consistent with past reviews of mathematics achievement, course taking was a powerful variable, often resulting in similar achievement gains across diverse groups. This finding has serious implications for equity-related policy. The article concludes with two other recommendations: the need for fiscal and cultural policy to support standards-based reform.

Mailing a Publication: Exploring Linear and Step Functions in a Real-World Context

2005 ◽  
Vol 10 (7) ◽  
pp. 349-355
Author(s):  
Esther M. H. Billings ◽  
Melanie Schultz McClure
Keyword(s):  
Real World ◽  
Linear Functions ◽  
Seventh Grade ◽  
Step Functions ◽  
Real World Application ◽  
Hands On ◽  
And Algebra

How the context of mailing a package was used with seventh-grade students to explore and connect the different representations of step and linear functions. Students will learn geometry concepts and algebra concepts through this hands-on, real world application.

scholarly journals Linking TIMSS and NAEP assessments to evaluate international trends in achievement

2017 ◽  
Vol 25 ◽  
pp. 11 ◽  
Author(s):  
Hwanggyu Lim ◽  
Stephen G. Sireci
Keyword(s):  
No Child Left Behind ◽  
Mathematics Achievement ◽  
Eighth Grade ◽  
Advanced Mathematics ◽  
Achievement Level ◽  
Left Behind ◽  
International Trends ◽  
The Us ◽  
Eighth Grade Students ◽  
Mathematics And Science

The Trends in International Mathematics and Science Study (TIMSS) makes it possible to compare the performance of students in the US in Mathematics and Science to the performance of students in other countries. TIMSS uses four international benchmarks for describing student achievement: Low, Intermediate, High, and Advanced. In this study, we linked the eighth-grade Math TIMSS and NAEP scales using equipercentile equating to (a) help better interpret U.S. eighth-grade students’ performance on TIMSS, and (b) investigate the progress of eighth-grade U.S. students over time relative to the progress of students in other countries. Results indicated that relative to other countries, U.S. eighth-grade students increased with respect to the “At or Above Basic” NAEP Achievement level, but that other countries saw larger improvements in the higher achievement level categories, relative to the US. This finding may reflect the emphasis of No Child Left Behind on raising lower achievement to “proficient.” However, with respect to “Advanced” mathematics achievement, eighth-grade U.S. students showed less improvement than students in other countries. 

scholarly journals A Course-Based Teaching Experience for STEM Undergraduates Improves Student Perceptions of Teaching Self-Efficacy and Attitudes Toward Teaching Careers

2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Seth Bush ◽  
Ashley Calloway ◽  
Emily Bush ◽  
Ed Himelblau
Keyword(s):  
Student Perceptions ◽  
21St Century ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Stem Majors ◽  
Positive View ◽  
Attitudes Toward Teaching ◽  
Hands On ◽  
Eighth Grade Students ◽  
Learn By Doing

In the Learn By Doing Lab, STEM majors teach hands-on science to third- through eighth-grade students visiting the campus. Participants develop confidence in their ability to teach science and a more positive view of the teaching profession. Participants recognize that the experience builds 21st-century competencies.

Mathematics Performance Assessment: Technical Quality and Diverse Student Impact

1993 ◽  
Vol 24 (3) ◽  
pp. 190-216
Author(s):  
Gail P. Baxter ◽  
Richard J. Shavelson ◽  
Sally J. Herman ◽  
Katharine A. Brown ◽  
James R. Valadez
Keyword(s):  
Mathematics Achievement ◽  
Large Scale ◽  
Multiple Choice ◽  
Reliability And Validity ◽  
Performance Assessments ◽  
Choice Test ◽  
Achievement Data ◽  
Hands On ◽  
The Difference ◽  
Traditional Curricula

Reform in mathematics education calls for a closer tie between instruction and assessment. This study developed performance assessments from hands-on instructional activities and examined their reliability and validity for obtaining individual achievement data in large-scale surveys. The major source of unreliability was the tasks, not the raters. Many tasks are needed to get a dependable measure of a student's mathematics achievement. With respect to validity, results suggested that the performance assessments measure different aspects of mathematics achievement than do traditional multiple-choice tests. Moreover, the performance assessments, but not the multiple-choice test, distinguished the performance of students in hands-on and traditional curricula with the former scoring higher, on average, than the latter. Ethnic group comparisons indicated that Anglos scored higher, on average, than Latinos on all achievement measures. The magnitude of the difference varied by the curricular experience of the student. For students in traditional curricula, qualitative analysis indicates that Anglo and Latino students approached the problems similarly, made the same types of errors, and employed the same strategies in solving the mathematics problems.

Effects of Vigorous Intensity Physical Activity on Mathematics Test Performance

2015 ◽  
Vol 34 (3) ◽  
pp. 346-362 ◽  
Author(s):  
David Phillips ◽  
James C. Hannon ◽  
Darla M. Castelli
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Test Performance ◽  
Repeated Measures ◽  
Repeated Measures Design ◽  
Math Scores ◽  
Mathematics Test ◽  
Eighth Grade Students ◽  
Intensity Physical Activity ◽  
Activity Condition

The effect of an acute bout of physical activity on academic performance in school-based settings is under researched. The purpose of this study was to examine associations between a single, vigorous (70–85%) bout of physical activity completed during physical education on standardized mathematics test performance among 72, eighth grade students at a school in the Southwestern United States. Students received both a physical activity and nonactive condition, in a repeated measures design. Academic performance measures were collected at 30 and 45-minutes post condition. It was hypothesized that students would have greater gains in mathematics test scores post physical activity condition compared with post nonactive condition. Results reported students achieved 11–22% higher math scores at 30 minutes post physical activity condition compared with other time points (45 minutes post PA, 30 and 45 minutes post sedentary) (F(1, 68) = 14.42, p < .001, d = .90). Findings suggest that physical activity may facilitate academic performance in math.

Sign in / Sign up

Export Citation Format

Share Document