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1,583 results

1. Stability of School Contributions to Student Social-Emotional Learning Gains. Working Paper

Author

Stanford University, Policy Analysis for California Education (PACE), Fricke, Hans, Loeb, Susanna, Meyer, Robert, Rice, Andrew, and Pier, Libby

Abstract

School value-added models are increasingly used to measure schools' contributions to student success. At the same time, policymakers and researchers agree that schools should support students' socialemotional learning (SEL) as well as academic development. Yet, the evidence regarding whether schools can influence SEL and whether statistical growth models can appropriately measure this influence is limited. Recent work shows meaningful differences across schools in changes in SEL scores by grade (Loeb, Christian, Hough, Meyer, Rice, & West, 2019), but whether these differences represent the effects of schools is still unclear. The current paper builds upon this earlier work by examining the stability of the estimated school-by-grade effects on SEL across two years, using a large-scale SEL survey administered in California's CORE districts. We find that correlations among school effects in the same grades across different years are positive, but they are lower than those for math and English Language Arts (ELA). Schools in the top or the bottom of the school effect distribution are more persistent in their impacts across years than those in the middle of the distribution. Overall, the results provide evidence that these school effects measure real contributions to SEL. However, the low stability of effects from one year to the next draw into question whether including these school value-added measures of self-reported SEL in school performance frameworks and systems would be beneficial.

Published
2019

3. Application of Pattern Recognition Techniques for MathE Questions Difficulty Level Definition

Author

Azevedo, Beatriz Flamia, de Souza, Roberto Molina, Pacheco, Maria F., Fernandes, Florbela P., Pereira, Ana I., Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Pereira, Ana I., editor, Mendes, Armando, editor, Fernandes, Florbela P., editor, Pacheco, Maria F., editor, Coelho, João P., editor, and Lima, José, editor

Published
2024
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4. Teacher Training on Artificial Intelligence in Education

Author

Fissore, Cecilia, Floris, Francesco, Conte, Marina Marchisio, Sacchet, Matteo, Ifenthaler, Dirk, Series Editor, Sampson, Demetrios G., Series Editor, Isaías, Pedro, Series Editor, Gibson, David C., Editorial Board Member, Huang, Ronghuai, Editorial Board Member, Kinshuk, Editorial Board Member, and Spector, J. Michael, Editorial Board Member

Published
2024
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5. Dispositional Learning Analytics to Comprehend Blended Learning

Author

Tempelaar, Dirk T., Ifenthaler, Dirk, Series Editor, Sampson, Demetrios G., Series Editor, Isaías, Pedro, Series Editor, Gibson, David C., Editorial Board Member, Huang, Ronghuai, Editorial Board Member, Kinshuk, Editorial Board Member, and Spector, J. Michael, Editorial Board Member

Published
2024
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6. Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Technical Report. Working Paper

Author

Vanderbilt University, Peabody Research Institute (PRI), Farran, Dale C., Wilson, Sandra J., Meador, Deanna, Norvell, Jennifer, and Nesbitt, Kimberly

Abstract

The experimental evaluation of the "Tools of the Mind Pre-K Curriculum" described in this report was designed to examine the effectiveness of the "Tools of the Mind" ("Tools") curriculum for enhancing children's self-regulation skills and their academic preparation for kindergarten when compared to the usual prekindergarten curricula in use in the school system. In order to assess the long-term impacts of "Tools" on student academic achievement and self-regulation outcomes, students were followed into kindergarten and first grade. Participating classrooms were also observed three times during the prekindergarten year using multiple measures designed to capture implementation fidelity as well as child and teacher behaviors in the classroom. The project was fortunate to have participants from Franklin Special School District, Lebanon Special School District, Wilson County School District, and Cannon County School District in Tennessee as well as Guilford County Schools and Alamance-Burlington School System in North Carolina. The evaluation involved two cohorts of children. Cohort 1 (2010-2011) included the four Tennessee school systems and Guilford County Schools in North Carolina and involved children from 60 classrooms ("Tools" = 32) in 45 schools ("Tools" = 25). Cohort 2 (2011-2012) included Alamance-Burlington School System in North Carolina with children from 20 classrooms ("Tools" = 10) in 12 schools ("Tools" = 5). The research design investigated the effectiveness of "Tools," by conducting a longitudinal cluster-randomized experiment to address the questions: (1) Do children in "Tools of the Mind" classrooms improve more in literacy, math, social skills, and exhibit reduced behavior problems during the preschool year than children in "business as usual" comparison classrooms? (2) Do children in "Tools of the Mind" classrooms show greater gains in learning-related self-regulation than children in the comparison classrooms? (3) Are there differential effects of "Tools of the Mind" associated with characteristics of the children? And, (4) Do the effects of participating in a "Tools of the Mind" classroom sustain into kindergarten and first grade? In addition, an extensive battery of observational measures was employed to examine implementation fidelity and other classroom processes that might have mediated the curriculum effects. Overall, the authors found no significant effects of the "Tools of the Mind" curriculum on literacy, language or mathematics achievement when compared to business as usual classrooms whose teachers used a variety of curricular approaches. Similarly, they found no effects on Self-Regulation. Gains in achievement and self-regulation were correlated, r = 0.35. Additional outcomes and future directions are recommended. (Contains 53 tables.) [For "Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report," see ED574843.]

Published
2015

7. How Covid-19 Affected the Slovak and Czech Mathematics and Physics Teachers’ Use of Resources

Author

Michal, Jakub, Kiss, Tünde, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Fulantelli, Giovanni, editor, Burgos, Daniel, editor, Casalino, Gabriella, editor, Cimitile, Marta, editor, Lo Bosco, Giosuè, editor, and Taibi, Davide, editor

Published
2023
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9. Bibliometric Analysis of Web of Science Database STEM Fields in Engineering and Mathematics. Ecuador’s Case Study

Author

Aldás-Onofre, Jhair, Cordero, Bernardo, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Botto-Tobar, Miguel, editor, Zambrano Vizuete, Marcelo, editor, Montes León, Sergio, editor, Torres-Carrión, Pablo, editor, and Durakovic, Benjamin, editor

Published
2023
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11. Reassessing Riemann's Paper : On the Number of Primes Less Than a Given Magnitude

Author

Walter Dittrich and Walter Dittrich

Subjects
Mathematics, History, Number theory, Elementary particles (Physics), Quantum field theory
Abstract

In this book, the author pays tribute to Bernhard Riemann (1826-1866), a mathematician with revolutionary ideas, whose work on the theory of integration, the Fourier transform, the hypergeometric differential equation, etc. contributed immensely to mathematical physics. The text concentrates in particular on Riemann's only work on prime numbers, including ideas – new at the time – such as analytical continuation into the complex plane and the product formula for entire functions. A detailed analysis of the zeros of the Riemann zeta-function is presented. The impact of Riemann's ideas on regularizing infinite values in field theory is also emphasized. This revised and enhanced new edition contains three new chapters, two on the application of Riemann's zeta-function regularization to obtain the partition function of a Bose (Fermi) oscillator and one on the zeta-function regularization in quantum electrodynamics. Appendix A2 has been re-written to make the calculations more transparent. A summary of Euler-Riemann formulae completes the book.

Published
2021

12. Integrating Video Production in Early Ages to Promote Motivation for Mathematics and Transversal Competences: Examples from ViduKids Project

Author

Vaz-Rebelo, Piedade, Thiel, Oliver, Bidarra, Graça, Santos, Vanda, Costa, Conceição, Evangelista, Simone, Nakken, Anne Hjønnevåg, Hanssen, Signe, Komočar, Silvija, Kostrev, Nataša, Vogrinc, Bojana, Graj, Jožica, Hotmann, Armin, Bartoletti, Corinna, Ferrini, Francesca, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Reis, Arsénio, editor, Barroso, João, editor, Martins, Paulo, editor, Jimoyiannis, Athanassios, editor, Huang, Ray Yueh-Min, editor, and Henriques, Roberto, editor

Published
2022
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14. Learning Geometric Transformations for Parametric Design: An Augmented Reality (AR)-Powered Approach

Author

Shaghaghian, Zohreh, Burte, Heather, Song, Dezhen, Yan, Wei, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Gerber, David, editor, Pantazis, Evangelos, editor, Bogosian, Biayna, editor, Nahmad, Alicia, editor, and Miltiadis, Constantinos, editor

Published
2022
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16. Utilization of the Paper Mode Quizizz Game in Mathematics Learning at Elementary School

Author

Cahyati, Upik Dwi, Maisaroh, Siti, Striełkowski, Wadim, Editor-in-Chief, Black, Jessica M., Series Editor, Butterfield, Stephen A., Series Editor, Chang, Chi-Cheng, Series Editor, Cheng, Jiuqing, Series Editor, Dumanig, Francisco Perlas, Series Editor, Al-Mabuk, Radhi, Series Editor, Scheper-Hughes, Nancy, Series Editor, Urban, Mathias, Series Editor, Webb, Stephen, Series Editor, and Kusuma Wardana, Ari, editor

Published
2023
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18. Game-Based Learning Models for Building Chinese College Students’ Disciplinary English Literacy in Mathematics

Author

Jin, Nana, Chen, Zili, Tian, Chenxu, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Jia, Weijia, editor, Tang, Yong, editor, Lee, Raymond S. T., editor, Herzog, Michael, editor, Zhang, Hui, editor, Hao, Tianyong, editor, and Wang, Tian, editor

Published
2021
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19. Mathematics and Music: Loves and Fights

Author

Paul, Thierry, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Kronland-Martinet, Richard, editor, Ystad, Sølvi, editor, and Aramaki, Mitsuko, editor

Published
2021
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20. Mathematicians at the Scottish Café

Author

Zielinski, Chris, Rannenberg, Kai, Editor-in-Chief, Goedicke, Michael, Editorial Board Member, Tatnall, Arthur, Editorial Board Member, Neuhold, Erich J., Editorial Board Member, Tröltzsch, Fredi, Editorial Board Member, Pries-Heje, Jan, Editorial Board Member, Kreps, David, Editorial Board Member, Reis, Ricardo, Editorial Board Member, Furnell, Steven, Editorial Board Member, Winckler, Marco, Editorial Board Member, Malaka, Rainer, Editorial Board Member, Pras, Aiko, Editorial Board Member, Sakarovitch, Jacques, Editorial Board Member, Furbach, Ulrich, Editorial Board Member, Leslie, Christopher, editor, and Schmitt, Martin, editor

Published
2019
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21. The Use of Computational Tools in Mathematics Teaching for Visually Disabled Students: An Analysis of the Brazilian Context

Author

Barbosa, Ana Cristina, Freire, Evelise Roman Corbalan Góis, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Yuan, Junsong, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Tsitouridou, Meni, editor, A. Diniz, José, editor, and Mikropoulos, Tassos A., editor

Published
2019
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24. Collected Papers of Srinivasa Ramanujan

Author

G. H. Hardy, P. V. Seshu Aiyar, B. M. Wilson, G. H. Hardy, P. V. Seshu Aiyar, and B. M. Wilson

Subjects
Mathematics
Abstract

'The influence of Ramanujan on number theory is without parallel in mathematics. His papers, problems, and letters have spawned a remarkable number of later results by many different mathematicians. Here, his 37 published papers, most of his first two and last letters to Hardy, the famous 58 problems submitted to the Journal of the Indian Mathematical Society, and the commentary of the original editors (Hardy, Seshu Aiyar and Wilson) are reprinted again, after having been unavailable for some time. In this printing of Ramanujan's collected papers, Bruce Berndt provides an annotated guide to Ramanujan's work and to the mathematics it inspired over the last three-quarters of a century. The historical development of ideas is traced in the commentary and by citations to the copious references. The editor has done the mathematical world a tremendous service that few others would be qualified to do'--Provided by publisher.

Published
2021

26. Effect of Using Digital Pen Teaching System Behaviors on Learning Achievements in a Mathematics Course

Author

Su, Yu-Sheng, Ding, Ting-Jou, Wu, Po-Han, Su, Chiu-Nan, Hutchison, David, Series Editor, Kanade, Takeo, Series Editor, Kittler, Josef, Series Editor, Kleinberg, Jon M., Series Editor, Mattern, Friedemann, Series Editor, Mitchell, John C., Series Editor, Naor, Moni, Series Editor, Pandu Rangan, C., Series Editor, Steffen, Bernhard, Series Editor, Terzopoulos, Demetri, Series Editor, Tygar, Doug, Series Editor, Weikum, Gerhard, Series Editor, Huang, Tien-Chi, editor, Lau, Rynson, editor, Huang, Yueh-Min, editor, Spaniol, Marc, editor, and Yuen, Chun-Hung, editor

Published
2017
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27. Evaluating Student Performance amidst the COVID-19 Pandemic Using Propensity Score Matching

Author

Hudson, Kimberly M., Tomkowicz, Joanna T., and Li, Wen-Ching

Abstract

The purpose of the current research study was to investigate the extent to which student performance was influenced by the disruption to learning that occurred due to the COVID-19 pandemic. To explain observed differences in performance, we compared outcomes from a state-wide summative testing program between students who were administered the test in 2019 and 2021. Because the background and demographic characteristics of the two testing populations differed on several variables, including race/ethnicity, locale, and subgroup membership, propensity score matching was used to develop comparable groups for analyses. Independent samples t-tests were then conducted to assess whether there were significant differences in mean scaled scores and domain subscores between the two matched groups. In addition, the same procedures were used to develop and analyze differences for specific student subgroups (students with disabilities, economically disadvantaged students, and English language learners). Overall, results indicated that the 2021 test-takers earned lower scores than students who tested in 2019 for all subjects and grade levels, except English Language Arts (ELA) grade 8. Moreover, larger score differences were observed for mathematics than ELA. Lastly, results from subgroup analyses indicated that in mathematics all subgroups earned significantly lower scores in 2021 than 2019, whereas in ELA grades 5 through 7, English Language Learners and economically disadvantaged subgroups earned lower scores in 2021 than 2019. The results of this study suggest that after controlling for differences between the 2021 and 2019 populations, student performance was likely influenced by the disruption to learning due to pandemic-related factors.

Published
2022

28. A Pathway into Computational Thinking in Primary Schools

Author

Djurdjevic-Pahl, Aleksandra, Pahl, Claus, Fronza, Ilenia, El Ioini, Nabil, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Weikum, Gerhard, Series editor, Wu, Ting-Ting, editor, Gennari, Rosella, editor, Huang, Yueh-Min, editor, Xie, Haoran, editor, and Cao, Yiwei, editor

Published
2017
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30. Original Scientific Papers / Wissenschaftliche Originalarbeiten

Author

Walter Blum, Hans-Peter Dürr, Helmut Rechenberg, Walter Blum, Hans-Peter Dürr, and Helmut Rechenberg

Subjects
Mathematics, Elementary particles (Physics), Quantum field theory, Superconductivity, Superconductors
Abstract

This is the final volume of Heisenberg's Collected Works. It contains his papers on a (nonlinear) unified theory of elementary particles, as well as his contribution to superconductivity and multiparticle production. Especially interesting is the first group of papers, which is split intotwo sections dealing with, firstly, the formulation of the famous nonlinear spinor equation and, secondly,its applications. Among others the reader willfind a thorough discussion of Heisenberg's collaboration with W. Pauli on these matters. Illuminating annotations to the various sections in this volume have been provided by H. Koppe, R. Hagedorn and the editors.

Published
2019

31. Chess Playing and Mathematics: An Exploratory Study in the South African Context

Author

Kakoma, Luneta, Giannakopoulos, Apostolos (Paul), Akan, Ozgur, Series editor, Cao, Jiannong, Series editor, Coulson, Geoffrey, Series editor, Dressler, Falko, Series editor, Ferrari, Domenico, Series editor, Gerla, Mario, Series editor, Kobayashi, Hisashi, Series editor, Palazzo, Sergio, Series editor, Sahni, Sartaj, Series editor, Shen, Xuemin (Sherman), Series editor, Stan, Mircea, Series editor, Xiaohua, Jia, Series editor, Zomaya, Albert, Series editor, Bellavista, Paolo, Series editor, Vaz de Carvalho, Carlos, editor, Escudeiro, Paula, editor, and Coelho, António, editor

Published
2016
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32. Impact of Informatics on Mathematics and Its Teaching : On the Importance of Epistemological Analysis to Feed Didactical Research

Author

Modeste, Simon, Rannenberg, Kai, Editor-in-chief, Sakarovitch, Jacques, Series editor, Goedicke, Michael, Series editor, Tatnall, Arthur, Series editor, Neuhold, Erich J., Series editor, Pras, Aiko, Series editor, Tröltzsch, Fredi, Series editor, Pries-Heje, Jan, Series editor, Whitehouse, Diane, Series editor, Reis, Ricardo, Series editor, Furnell, Steven, Series editor, Furbach, Ulrich, Series editor, Gulliksen, Jan, Series editor, Rauterberg, Matthias, Series editor, Gadducci, Fabio, editor, and Tavosanis, Mirko, editor

Published
2016
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34. Student Course Grades -- Second Semester 2019, 2020, and 2021. Research Educational Program Report

Author

Houston Independent School District (HISD), Department of Research and Accountability

Abstract

In response to the COVID-19 pandemic, the Houston Independent School District (HISD) moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home beginning on March 30, 2020. The last nine weeks of the 2019-2020 school year were completed remotely. HISD extended remote learning through the 2020 summer school session and through the first six-week grading cycle of the 2020-2021 school year for all students. The 2020-2021 school year began remotely on September 8, 2020. The option for face-to-face instruction began on October 19, 2020, and parents had the option to choose remote or face-to-face instruction for the fall semester or the entire school year. It is important to understand how students enrolled in HISD performed academically for the second half of the 2019-2020 school year and the 2020-2021 school year, both as compared to the 2018-2019 school year (the most recent pre-pandemic school year) and as compared across different student groups within the district. This report analyzes the grades earned by students in the second semesters of the 2018-2019, 2019-2020, and 2020-2021 school years by grade level category, instructional mode (remote and face-to-face), race/ethnicity, student gender, and special populations including economically disadvantaged students, English learners, gifted/talented, special education, and homeless students. The report further disaggregates second semester grades by high school grade level (9th, 10th, 11th, and 12th) to ensure students are on track to fulfill high school graduation requirements.

Published
2021

35. Student Course Grades -- First Semester 2020-2021 and 2019-2020. Research Educational Program Report

Author

Houston Independent School District (HISD), Department of Research and Accountability

Abstract

In response to the COVID-19 pandemic, the Houston Independent School District (HISD) moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home beginning on March 30, 2020. HISD extended remote learning through the end of the 2019-2020 school year, through the 2020 summer school session, and through the first six week grading cycle of the 2020-2021 school year. All students began the school year remotely on September 8, 2020. The option for face-to-face instruction began on October 19, 2020, and parents had the option to choose remote or face-to-face instruction for the fall semester or the entire school year. Students are living through the most disruptive school year of their lives because of the COVID-19 pandemic. They are required to learn at home online or wear masks in classrooms without the benefit of their usual social, sports, and artistic outlets. It is important to understand how students enrolled in HISD are performing academically this school year, both as compared to the prior school year and as compared to different student groups within the district. This report analyzes the grades earned by students in the first semesters of the 2019-2020 and the 2020-2021 school years by grade level, instructional mode (remote and face-to-face), race/ethnicity, and special populations including English learners, gifted/talented, special education, and economically disadvantaged students.

Published
2021

36. Student Course Grades -- First Semester 2020-2021 and 2019-2020. Research Educational Program Report

Author

Houston Independent School District (HISD), Department of Research and Accountability

Abstract

In response to the COVID-19 pandemic, the Houston Independent School District (HISD) moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home beginning on March 30, 2020. HISD extended remote learning through the end of the 2019-2020 school year, through the 2020 summer school session, and through the first six week grading cycle of the 2020-2021 school year. All students began the school year remotely on September 8, 2020. The option for face-to-face instruction began on October 19, 2020, and parents had the option to choose remote or face-to-face instruction for the fall semester or the entire school year. Students are living through the most disruptive school year of their lives because of the COVID-19 pandemic. They are required to learn at home online or wear masks in classrooms without the benefit of their usual social, sports, and artistic outlets. It is important to understand how students enrolled in HISD are performing academically this school year, both as compared to the prior school year and as compared to different student groups within the district. This report analyzes the grades earned by students in the first semesters of the 2019-2020 and the 2020-2021 school years by grade level, instructional mode (remote and face-to-face), race/ethnicity, and special populations including English learners, gifted/talented, special education, and economically disadvantaged students.

Published
2021

37. Graph Processing Using SAP HANA: A Teaching Case

Author

Hwang, Mark

Abstract

The purpose of this teaching case is to develop a hands-on exercise on graph processing using a hybrid system. The paper provides a background on graph databases and how graph processing is supported in a hybrid system, SAP HANA. It also details step-by-step instructions on how to create, modify, and process a graph database using SAP HANA. The teaching case provides instructors with materials that can be readily implemented in classrooms. Because there is no software to purchase or install, there are no costs to the instructor or the school. The assignment can be completed by any student with knowledge of SQL. All the software tools are accessible to any instructor whose school is a member of the SAP University Alliances program, which is free to join.

Published
2018

39. Idaho Percentile Results for the SBAC English Language Arts and Mathematics Tests, 2015-2017, Grades 3-8 and 10

Author

Stoneberg, Bert D.

Abstract

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests. ISAT results have been reported almost exclusively as "percent proficient or above" statistics (i.e., the percentage of Idaho students who performed at the "A" level). This paper illustrates how a traditional normative statistic using scale scores--percentiles--can provide informative descriptions of student achievement trends. The 10th, 25th, 50th, 75th and 90th percentiles for the ISAT 2015, 2016, and 2017 English Language Arts and Mathematics tests for grades 3-8 and 10 were examined. These five percentiles provided an across-the-board look at student achievement (i.e., High, High Average, Average for Grade Level, Low Average, and Low performing students) and at how achievement has changed over time and graphically via boxplots and line graphs. Between 2016 and 2017, Idaho lost 26 percentile points statewide in English language arts but gained three in mathematics. Statewide from 2016 to 2017, the English language arts percentiles of Idaho's High and High Average performing students increased while the percentiles of Idaho's Average, Low Average, and Low performing students decreased. The mathematics percentiles of Idaho's High, High Average, and Average performing students increased while the percentiles of Idaho's Low Average and Low performing students decreased. These achievement trends in terms of percentiles could become an informative element of Idaho's comprehensive accountability system. (Contains 7 references, 2 tables, and 16 figures.)

Published
2018

43. Idaho Percentile Results for the 2015 and 2016 ISAT (SBAC) English Language Arts and Mathematics Tests in Grades 3-8 and 10

Author

Stoneberg, Bert D.

Abstract

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests (ISAT). ISAT results have been have been reported almost exclusively as "percent proficient" statistics (i.e., the percentage of Idaho students who performed at the "A" level on the ISAT). This paper examined whether one traditional normative statistic derived from ISAT scale scores--percentiles--can provide reasonable informative descriptions of student achievement. The 10th, 25th, 50th, 75th and 90th percentiles were identified from the ISAT 2015 and 2016 tests of English Language Arts and Mathematics. These percentiles provided the opportunity to look at student performance across the board (high, high average, average for grade level, low average, and low) and how it changes over time. The changes from 2015 to 2016 were tallied and presented in tabular format. The changes were also presented graphically via boxplots and line graphs. The tables and figures indicated that several grades in both subjects exhibited percentile gains across the board while only one grade had losses across the board in English Language Arts. This information was not discernible in percent proficient statistics, but important nonetheless for a comprehensive accountability system. Few Idaho districts and charter districts have staff with the skills and time to perform percentile analyses for the students in their districts and schools. With resolve, however, each year the state could provide the five percentiles with templates for tables and graphs to each group for which it reports ISAT "percent proficient" results. The following are appended: (1) ISAT English Language Arts 2015 and 2016; and (2) ISAT Mathematics 2015 and 2016 tables.

Published
2016

44. Connecting Mathematics and Mathematics Education : Collected Papers on Mathematics Education As a Design Science

Author

Erich Christian Wittmann and Erich Christian Wittmann

Subjects
Mathematics—Study and teaching, Teachers—Training of, Education—Curricula, Mathematics
Abstract

This open access book features a selection of articles written by Erich Ch. Wittmann between 1984 to 2019, which shows how the “design science conception” has been continuously developed over a number of decades. The articles not only describe this conception in general terms, but also demonstrate various substantial learning environments that serve as typical examples. In terms of teacher education, the book provides clear information on how to combine (well-understood) mathematics and methods courses to benefit of teachers. The role of mathematics in mathematics education is often explicitly and implicitly reduced to the delivery of subject matter that then has to be selected and made palpable for students using methods imported from psychology, sociology, educational research and related disciplines. While these fields have made significant contributions to mathematics education in recent decades, it cannot be ignored that mathematics itself, if well understood, provides essential knowledge for teaching mathematics beyond the pure delivery of subject matter. For this purpose, mathematics has to be conceived of as an organism that is deeply rooted in elementary operations of the human mind, which can be seamlessly developed to higher and higher levels so that the full richness of problems of various degrees of difficulty, and different means of representation, problem-solving strategies, and forms of proof can be used in ways that are appropriate for the respective level. This view of mathematics is essential for designing learning environments and curricula, for conducting empirical studies on truly mathematical processes and also for implementing the findings of mathematics education in teacher education, where it is crucial to take systemic constraints into account.

Published
2020

45. Is Collaborative Learning a Voluntary Process?

Author

Rasteiro, Deolinda M. L. D., Caridade, Cristina M. R., Gayoso Martínez, Víctor, editor, Yilmaz, Fatih, editor, Queiruga-Dios, Araceli, editor, Rasteiro, Deolinda M.L.D., editor, Martín-Vaquero, Jesús, editor, and Mierluş-Mazilu, Ion, editor

Published
2024
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47. The Hasse - Noether Correspondence 1925 -1935 : English Translation with Extensive Commentary

Author

Peter Roquette, Franz Lemmermeyer, Peter Roquette, and Franz Lemmermeyer

Subjects
Mathematics, History
Abstract

Providing the first comprehensive account of the widely unknown cooperation and friendship between Emmy Noether and Helmut Hasse, this book contains English translations of all available letters which were exchanged between them in the years 1925-1935. It features a special chapter on class field theory, a subject which was completely renewed in those years, Noether and Hasse being among its main proponents. These historical items give evidence that Emmy Noether's impact on the development of mathematics is not confined to abstract algebra but also extends to important ideas in modern class field theory as part of algebraic number theory. In her letters, details of proofs appear alongside conjectures and speculations, offering a rich source for those who are interested in the rise and development of mathematical notions and ideas. The letters are supplemented by extensive comments, helping the reader to understand their content within the mathematical environment of the 1920s and 1930s.

Published
2023

48. Research in History and Philosophy of Mathematics : The CSHPM 2019-2020 Volume

Author

Maria Zack, Dirk Schlimm, Maria Zack, and Dirk Schlimm

Subjects
Mathematics, History, Science—History, Mathematics—Philosophy
Abstract

This volume contains eleven papers that have been collected by the Canadian Society for History and Philosophy of Mathematics/Société canadienne d'histoire et de philosophie des mathématiques. It showcases rigorously-reviewed contemporary scholarship on an interesting variety of topics in the history and philosophy of mathematics, as well as the teaching of the history of mathematics. Topics considered includeThe mathematics and astronomy in Nathaniel Torperly's only published work, Diclides Coelometricae, seu valvae astronomicae universalConnections between the work of Urbain Le Verrier, Carl Gustav Jacob Jacobi, and Augustin-Louis Cauchy on the algebraic eigenvalue problemAn evaluation of Ken Manders'argument against conceiving of the diagrams in Euclid's Elements in semantic termsThe development of undergraduate modern algebra courses in the United StatesWays of using the history of mathematics to teachthe foundations of mathematical analysisWritten by leading scholars in the field, these papers are accessible not only to mathematicians and students of the history and philosophy of mathematics, but also to anyone with a general interest in mathematics.

Published
2022

49. Research Schools on Number Theory in India : During the 20th Century

Author

Purabi Mukherji and Purabi Mukherji

Subjects
Number theory, Mathematics, History
Abstract

This book is an attempt to describe the gradual development of the major schools of research on number theory in South India, Punjab, Mumbai, Bengal, and Bihar—including the establishment of Tata Institute of Fundamental Research (TIFR), Mumbai, a landmark event in the history of research of number theory in India. Research on number theory in India during modern times started with the advent of the iconic genius Srinivasa Ramanujan, inspiring mathematicians around the world. This book discusses the national and international impact of the research made by Indian number theorists. It also includes a carefully compiled, comprehensive bibliography of major 20th century Indian number theorists making this book important from the standpoint of historic documentation and a valuable resource for researchers of the field for their literature survey. This book also briefly discusses the importance of number theory in the modern world of mathematics, including applications of the results developed by indigenous number theorists in practical fields. Since the book is written from the viewpoint of the history of science, technical jargon and mathematical expressions have been avoided as much as possible.

Published
2021