Using Determinants for Determining Extreme Values of a Function of One Variable, Two Variables and Three Variables

Finding the maximum and minimum values of a function is essential in high school math. However, Vietnamese high school students have only been taught how to find the extreme values of a function of 1 variable. Seeing the extreme values of a function of 2 and 3 variables is a difficult problem for students. Using the determinants, our aim in this paper is to show the necessary and sufficient conditions for a continuous and differentiable function (1 variable, two variables, and three variables) to reach its maximum over a specified domain. Furthermore, our method can be used to find the extremes of n-variable differentiable functions.

It Matters How You Start: Early Numeracy Mastery Predicts High School Math Course-Taking and College Attendance

Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children’s mastery of three numeric competencies (counting, arithmetic operations using visual object representations, and abstract arithmetic operations) at 54 months of age. We find that, even after controlling for key demographic characteristics, the numeric competency that children master prior to school entry relates to important educational transitions in secondary and post-secondary education. Those children who showed low numeric competency prior to school entry enrolled in lower math track classes in high school and were less likely to attend college. Important numeracy competency differences at age 54 months related to socioeconomic inequalities were also found. These findings suggest that important indicators of long-term schooling success (i.e., advanced math courses, college attendance) are evident prior to schooling based on the levels of numeracy mastery.

Game-Informed Cooperative Assessments and Socially Responsible Learning in Public School Math Classes

This chapter draws upon data from an ongoing seven-year study of game-informed and game-based learning in public high school math classes in the northeastern United States. The researcher has worked closely with the same math teacher and his students to develop and refine a cooperative testing approach piloted and integrated into in the teacher's math classes since 2017. For this study, data from students' post-cooperative assessment reflections, along with hundreds of hours of classroom observation and eight student interviews, suggest that the cooperative features inherent in videogaming and esports can support a revised approach to assessing learning, one which honors social responsibility and meaningful learning.

PROSES PEMECAHAN MASALAH MATEMATIKA SISWA SMA BERDASARKAN KECERDASAN MAJEMUK

This study aims to analyze the mathematics problem-solving process of high school students based on multiple intelligences. In research, multiple intelligence is divided into dominant linguistic intelligence, interpersonal and kinesthetic intelligence, dominant musical intelligence, logical-mathematical and naturalistic, existential, intrapersonal, and visual dominant intelligence. The type of research used in this research is descriptive exploratory, and the approach used is qualitative and quantitative approaches. Determination of research subjects was carried out using purposive sampling based on multiple intelligences, to obtain 3 high school students of class X as research subjects. The research instrument used was a multiple intelligence test and two problem-solving tests adopted from the American High School Math Exam (AHSME) Problems and the Provincial High School Mathematics National Science Olympiad questions. The data obtained were analyzed, utilizing data reduction. The research results show that students with multiple different intelligence bits have different ways of solving them, but there are also similarities in solving problems.

Factors Affecting Mathematics Achievement In Central Asian Specialized Universities

This study examines variables explaining student’s academic performances in mathematics from specialized engineering institutions. A survey consisting of 42 items was conducted from 127 students and statistical multiple regression was carried out to analyze the data set. Based on Fennema-Sherman Mathematics Attitude Scales followed by the result of stepwise linear regression, found a significant impact of high school geometry grades in mathematics performance. Au-thors suggest that mathematics instructors in higher education should pay attention to improve their student’s confidence, which in turn would decrease the anxiety level towards mathematics. The high school teachers should not advise their students to go to technical sciences in higher education unless the student’s confidence and high school math grade are sufficiently high