Socio-economic status and mathematics achievement

1964 ◽  
Vol 11 (7) ◽  
pp. 469-473
Author(s):  
Robert A. Passy
Keyword(s):  
Mathematics Achievement ◽  
Grade Level ◽  
Elementary Mathematics ◽  
Economic Status ◽  
Elementary School Mathematics ◽  
The Third ◽  
Mathematics Program ◽  
And Mathematics ◽  
School Records

This is an evaluation of the role of socioeconomic status in mathematics achievement in the elementary mathematics program in three programs of elementary school mathematics. Each of the programs was in operation for four or more school years. Two contemporary programs and one drawn from past school records were included in the samples. The evaluation took place at the third-grade level.

Adopting Technology in Third World Classrooms: Students' Viewpoint about Computers in Science Teaching and Learning

1992 ◽  
Vol 20 (4) ◽  
pp. 327-334 ◽  
Author(s):  
Olugbemiro J. Jegede ◽  
Peter Akinsola Okebukola
Keyword(s):  
Grade Level ◽  
Teaching And Learning ◽  
Third World ◽  
Economic Status ◽  
Effective Strategies ◽  
School Subjects ◽  
Nigerian Students ◽  
Senior Secondary ◽  
Developed World

The use of computers in education, which has emerged as a result of the considerable growth in information technology, has several implications for the global search for effective strategies in teaching school subjects. In contrast to what happens in the developed world, several developing countries like Nigeria are yet to fully appreciate the full benefits of computers and their usage in every day life. In Nigeria the Federal Government has only just taken the bold step to introduce computers into some selected classrooms as a modest beginning to the full scale use of computers in the society. The literature is replete with accounts indicating that the importation of several ideas into environments other than where they have been developed or meant, has often caused pedagogic and cultural problems. The paradigm of constructivism argues for the need to begin any instructional endeavor with pupils constructing their own knowledge using prior knowledge. This proposition motivated this study with the aim of seeking information that could be relevant to the effective introduction and use of computer in Third World classrooms. What for example, do Nigerian pupils perceive as the role of computers in the classroom? What is their concept of a computer and do they nurse any apprehensions? What sociocultural consequences would this have? This study was designed to gather and provide answers to these and other related questions. Using a four-part questionnaire with a total of 29 items, data were collected from a sample of 200 senior secondary one (grade level 10) students from the Lagos metropolitan area. The results of this study strongly suggest that the majority of Nigerian students: welcome and are enthusiastic about the introduction of computers into their classrooms; are concerned about their socio-economic status; demonstrate possession of computers have significant effect on their attitudes; and most of the students nurse some social and cultural apprehensions regarding the presence of computers in their classrooms.

scholarly journals Out of school opportunities for science and mathematics learning: Environment as the third educator

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Valeria M. Cabello ◽  
Vesna Ferk Savec
Keyword(s):  
Mathematics Learning ◽  
Special Topic ◽  
The Third ◽  
Educational Spaces ◽  
School Learning ◽  
And Mathematics ◽  
Conclusion Section ◽  
Selection Of ◽  
Out Of School

Out-of-school environments offer a unique opportunity for experiental learning which transcends the role of educational resources and teachers. This article introduces the special topic of out-of-school learning in science and mathematics education. First, we present the theoretical underpinnings from the movement towards crossing the boundaries of school in educational practices and broadening educational spaces. We continue with the key facets of out-of-school learning through a constructivist approach, aided by the concept of mediation environments as the third educator from a socio-material perspective. Furthermore, we focus our discussion on a selection of articles from this special number as an international overview on out-of-school learning. In the conclusion section, we discuss the gaps that the following works fill, as well as new questions that arise in the area. The closing remarks highlight the promotion of active learning in students, considering the role of the environment as the third educator. 

The Critical Role of Elementary School Mathematics in Equalizing Opportunity

1981 ◽  
Vol 29 (1) ◽  
pp. 44-45
Author(s):  
Lucy W. Sells
Keyword(s):  
Grade Level ◽  
Critical Role ◽  
Sixth Grade ◽  
Proficiency Tests ◽  
Remedial Courses ◽  
Elementary School Mathematics ◽  
Job Opportunities ◽  
Sixth Grade Students ◽  
Catch Up

In many school districts across the country, students' assignment to mathematics courses in the seventh, eighth, and ninth grades is based on scores on proficiency tests given in the sixth grade. Students who are seriously below grade level on these tests get assigned to remedial courses so that they have the opportunity to catch up. Students who do not master the basic skills needed to catch up will never make it through the algebra and geometry courses required for admission to many colleges, and increasingly required for advancement in technical fields that do not require a college degree. Thus, failure to achieve mastery of arithmetic skills at grade level presents a serious barrier to job opportunities for students.

scholarly journals Examining the Role of Spatial Skills and Mathematics Motivation on Middle School Mathematics Achievement

2020 ◽  
Author(s):  
Kinnari Atit ◽  
Jason R. Power ◽  
Norma Veurink ◽  
David Uttal ◽  
Sheryl Sorby ◽  
...  
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Spatial Skills ◽  
Linear Modeling ◽  
School Students ◽  
Science Technology ◽  
Mathematics Motivation ◽  
And Mathematics

Background: Spatial skills and mathematical ability have been repeatedly identified as criticalfor achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas associated with STEM achievement. The current study examined whether competency in spatial skills could be related to individuals’ motivation for mathematics. Measures of spatial skills and mathematics motivation were completed by 1,056 seventh grade students.Results: Using hierarchical linear modeling, spatial skills and math motivation were examined relative to students’ performance on a state standardized mathematics subtest. Results indicate that spatial skills and motivation interact to significantly predict students’ mathematics performance.Conclusions: These results suggest that spatial skills in combination with motivation play a significant role in middle school students’ mathematics achievement.

Introduction of a New Variable Asa Universal Technique of the Solution of Rational Equations Above the Second Degree

2018 ◽  
Vol 6 (2) ◽  
pp. 31-37
Author(s):  
И. Ульянова ◽  
I. Ulyanova
Keyword(s):  
Mathematics Teachers ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Fourth Degree ◽  
The Third ◽  
Higher Educational ◽  
And Mathematics ◽  
Second Degree

The article reveals the role of equations at the basic and profi le levels of teaching students mathematics at school. Various ways of solving rational equations of the third and fourth degree, based on the technique of the introduction of a new variable, are demonstrated. This technique is universal in mathematics. It fi nds its application both in algebra, in the solution of inequalities, in equations and their systems, and in geometry, where the additionally constructed geometric fi gure — a segment, an angle, a circle, a triangle — appears as a new variable. The methods of solving rational equations, shown by the author in this article, will be especially useful and interesting for students of profi le classes, as well as for applicants and students of higher educational institutions and mathematics teachers.

Teaching to Talent: Evaluating an Enriched and Accelerated Mathematics Program

1989 ◽  
Vol 12 (4) ◽  
pp. 253-267 ◽  
Author(s):  
Ann Robinson ◽  
T. D. Stanley
Keyword(s):  
Mathematics Achievement ◽  
Rockefeller Foundation ◽  
Stated Preferences ◽  
Mathematical Achievement ◽  
Seventh Grade ◽  
Accelerated Mathematics ◽  
Math Program ◽  
Mathematics Program ◽  
And Mathematics

The authors present an evaluation of the Gifted Math Program, which was established in 1984 and funded by the Rockefeller Foundation. Mathematics achievement, and mathematics preferences were assessed for second-seventh grade students who participated in the program, as compared with students who were accepted but did not participate. Significant differences were found on mathematical achievement favoring students in the program. The two groups did not differ on stated preferences for learning math, however, the groups differed dramatically on expressed opportunities in math. The authors conclude that there are programs which can address the needs of bright young mathematicians.

Mathematics Participation and Mathematics Achievement Across Secondary School: The Role of Gender

Sex Roles ◽  
2008 ◽  
Vol 59 (7-8) ◽  
pp. 568-585 ◽  
Author(s):  
Eva Van de gaer ◽  
Heidi Pustjens ◽  
Jan Van Damme ◽  
Agnes De Munter
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
And Mathematics

Basic Fact Thinking Strategies for Multiplication— Revisited

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Cathy J. Cook ◽  
John A. Dossey
Keyword(s):  
Retention Test ◽  
Grade Level ◽  
Basic Fact ◽  
Instructional Approaches ◽  
The Third ◽  
Multiplication Facts ◽  
Thinking Strategies ◽  
Growth Scores ◽  
Drill And Practice

The study replicated, with modification, Thornton's (1978) study on the role of thinking strategies in the learning of the multiplication facts. The study was carried out at the third-grade level, comparing Thornton and Noxon's Look into the Facts strategies with the factor size approach used in the students' basal text. The amount of drill and practice was equated across the groups. Growth scores from a series of tests during the instructional phase and a retention test were analyzed. The results indicate that the thinking strategies approach produced the greater overall learning growth for multiplication facts. The results also indicate that the thinking strategies approach produced the most rapid gains in multiplication fact knowledge during the instructional period. Other analyses were made on the relationships between the two instructional approaches, aptitude levels, and fact difficulty levels.

Experimental Programs: Textbook difficulty and mathematics achievement in junior high school

1965 ◽  
Vol 58 (8) ◽  
pp. 724-729
Author(s):  
L. Doyal Nelson
Keyword(s):  
Mathematics Achievement ◽  
Junior High School ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
Considerable Time ◽  
Text Book ◽  
Mathematical Ideas ◽  
Content Organization ◽  
And Mathematics

The importance of the role of the text-book in determining the content, organization, and mode of presentation of school mathematics can hardly be overemphasized. In recent years various groups and individuals have devoted considerable time and effort to the production of school mathematics textbooks with content strikingly different from that found in traditional textbooks. Probably more striking are the changes which have occurred in the methods of organizing and presenting the material. These changes have generated increased interest in the question of whether there is any one method of presenting mathematical ideas which is superior to all others in promoting maximum learning efficiency on the part of students.

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