scholarly journals The Impact of Laboratory Teaching, Using the Educational Robot in the Development of Mathematical Achievement for Sci-12th grade students in Amman-Jordan schools

2017 ◽  
Vol 8 (15) ◽  
pp. 133-152
Author(s):  
أمل البدو ◽  
Keyword(s):  
Mathematical Achievement ◽  
12Th Grade ◽  
Laboratory Teaching ◽  
Educational Robot ◽  
The Impact

What the hands tell us about mathematical learning

Gesture ◽  
2018 ◽  
Vol 17 (3) ◽  
pp. 375-416
Author(s):  
Amanda Martinez-Lincoln ◽  
Le M. Tran ◽  
Sarah R. Powell
Keyword(s):  
Mathematics Achievement ◽  
Mathematical Knowledge ◽  
Mathematical Achievement ◽  
Verbal Instruction ◽  
Mathematical Learning ◽  
Mathematical Performance ◽  
Mathematical Instruction ◽  
12Th Grade ◽  
And Mathematics ◽  
The Impact

Abstract Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators’ perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning.

scholarly journals California DREAM: The Impact of Financial Aid for Undocumented Community College Students

2018 ◽  
Vol 48 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Federick Ngo ◽  
Samantha Astudillo
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Financial Aid ◽  
Undocumented Students ◽  
Access To Higher Education ◽  
12Th Grade ◽  
Financial Need ◽  
Hispanic Male ◽  
The Impact

Ineligibility for state financial aid has traditionally limited undocumented students’ access to higher education. Since 2013, the California Development, Relief, and Education for Alien Minors Act (CA-DREAM) has made state-supported aid available to undocumented college students with demonstrated financial need. We use a difference-in-difference strategy and administrative data to examine the impact of the policy on undocumented community college students’ enrollment behaviors and postsecondary outcomes. The availability of CA-DREAM aid for these students, in the form of enrollment fee waivers, drew in undocumented Hispanic male students, students with lower average incoming high school GPAs, and those who increased their 11th to 12th grade achievement. Receiving DREAM aid significantly increased the average number of units attempted and completed and, in some cases, improved persistence and attainment outcomes. Undocumented students receiving aid achieved at similar levels as U.S. citizen peers receiving aid and better than their undocumented peers not receiving aid.

scholarly journals The Impact of Using Educational Robot through Integrative Approach on the Achievement of Tenth-Grade Students in Trigonometry

2021 ◽  
Vol 45 (2) ◽  
pp. 200-227
Keyword(s):  
Public Schools ◽  
Integrated Approach ◽  
Modern Technology ◽  
Integrative Approach ◽  
Control Group ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Tenth Grade ◽  
Educational Robot ◽  
The Impact

The study aimed at investigating the impact of using the educational robot through the integrative approach on achievement among tenth grade students in trigonometry. To achieve the aims of the study the researchers developed an academic unit adopting the integrated approach by using Educational Robot. The sample of the study consisted of (120) students of the tenth grade students in public schools in the city of Amman, divided equally into two groups: experimental and control. Achievement test in mathematics was used, which were validity and reliability was verified. The results of the study showed a statistically significant difference (α≤0.05) between the averages of the two groups experimental (which used the educational robot) and the control group (which did not use the educational robot) in mathematical achievement in favor of the experimental group. The study did not show an interaction between the use of the educational robot and the gender of the student in the mathematics achievement in the students of the tenth-grade students. In light of the study's findings, the researchers recommend using modern technology tools such as robot to teach mathematics. Keywords: Educational robot, achievement, trigonometry, integrative approach

scholarly journals MENINGKATKAN HASIL BELAJAR MATERI POLIMER MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER PADA SISWA KELAS XII IPA SMAN 2 PONTIANAK

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Grardus Danggus
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Model ◽  
Science Program ◽  
Model Type ◽  
The Third ◽  
12Th Grade ◽  
Classroom Action Research ◽  
The Impact

This research has been conducted to recognize the improvement of the students study achievement in polymer lesson at 12th grade of science program in SMAN 2 Pontianak by the application of cooperative learning model type numbered heads together. The form of this research is Classroom Action Research. The research was conducted in three cycles. The students learn about the meaning and the reaction how the polymer is formed, the classification of polymer, kinds of plastic, the use and the impact of polymer as well. The instruments used are the students’ test achievement and questioners. Result of this research on the first cycle the percentage of the study completeness is 70,97%, the second cycle is 75% and the third cycle is 84,38%. It can be concluded that there is improvement on the students study result. It is recommended for the teachers to choose cooperative learning model type numbered heads together become one of the learning model alternative in polymer lesson to improve of the students’ study result. Keywords: Numbered heads together, polymer.

scholarly journals Do structured manipulatives aid understanding of additive reasoning, and addition and subtraction fluency in a sample of Year 7 and 8 students?

2021 ◽  
Author(s):  
◽  
Daniel Green
Keyword(s):  
Individual Differences ◽  
Large Body ◽  
Later Life ◽  
School Intervention ◽  
Mathematical Achievement ◽  
Future Research ◽  
Additive Reasoning ◽  
Addition And Subtraction ◽  
The Impact ◽  
Subtraction Facts

<p>Mathematical achievement may impact on outcomes in later life; thus, identifying and improving key mathematical skills is a focus of a large body of educational research. Both additive reasoning, and knowledge of addition and subtraction facts, appear to predict later mathematical achievement. The current study explores the impact of a short intervention with a small group of year 7 and 8 students working at lower than expected academic levels. The current study is based on Cognitive Load Theory and research suggesting that counting strategies overload working memory. A mixed-methods approach was used to identify whether structured manipulatives improved the additive reasoning and, addition and subtraction fluency in a sample of ten participants. Participants attended after-school intervention sessions of 45 minutes for seven weeks. The intervention focused on teaching additive reasoning and fluency using structured manipulatives. Inferential statistical analysis showed a statistically significant mean improvement in participants’ ability to answer simple addition and subtraction questions. Tests constructed to operationalise additive reasoning also showed statistically significant mean improvement. Participants answered diagnostic questions operationalising various aspects of additive reasoning. Individual differences in understanding of additive reasoning were observed, and the inverse relationship between addition and subtraction proved to be a challenging concept. Semi-structured interviews provided themes of valuing the intervention and the manipulatives used. Due to the size and design of this study, it is not possible to extrapolate findings to other learners. However, the study may provide directions for future research. Structured manipulatives may have a role to play in enabling learners to begin to learn additive relationships and further securing recall of addition and subtraction facts. Students at years 7 and 8 may still need considerable exposure to additive concepts; moreover, returning to manipulatives may develop this knowledge. Finally, the findings from the diagnostic questions help show the complexity of additive reasoning. Classroom practitioners may need to further develop their knowledge of additive reasoning, its importance, and the individual differences and misconceptions that learners hold in order to provide considered learning experiences.</p>

scholarly journals The Impact of Using the Mathematical Modeling in Communication and Mathematical Achievement in Preparatory School Students

2021 ◽  
Vol 58 (2) ◽  
pp. 5482-5492
Author(s):  
Yousef Methkal Abd Algani , Wafiq Hibi , Younes Abo Al-Haija
Keyword(s):  
Mathematical Modeling ◽  
Mathematical Achievement ◽  
School Students ◽  
Mathematical Communication ◽  
Preparatory School ◽  
Arab Schools ◽  
Prep School ◽  
And Control ◽  
The Impact ◽  
Academic Year

The research aims to know the impact of using Mathematical Modeling in achievement and developing mathematical communication skills. The research sample consists of 42 prep school students in Arab schools in Israel in the academic year 2019-2020. The researcher follows the experimental curriculum. The students were divided into two experimental and control groups; the two groups were equalized in the pre-mathematical achievement. The research concludes that there is efficiency for mathematical modelling in mathematical communication and achievement favoring the experimental group. The researcher introduces recommendations and suggestions that contribute to achieving mathematical communication and developing its mathematical ability.  

The Impact of Self-Regulation on Preschool Mathematical Achievement

2013 ◽  
Vol 7 (4) ◽  
pp. 805-820 ◽  
Author(s):  
Caterina Gawrilow ◽  
Anika Fäsche ◽  
Lena Guderjahn ◽  
Catherine Gunzenhauser ◽  
Julia Merkt ◽  
...  
Keyword(s):  
Self Regulation ◽  
Mathematical Achievement ◽  
The Impact

scholarly journals Do structured manipulatives aid understanding of additive reasoning, and addition and subtraction fluency in a sample of Year 7 and 8 students?

2021 ◽  
Author(s):  
◽  
Daniel Green
Keyword(s):  
Individual Differences ◽  
Large Body ◽  
Later Life ◽  
School Intervention ◽  
Mathematical Achievement ◽  
Future Research ◽  
Additive Reasoning ◽  
Addition And Subtraction ◽  
The Impact ◽  
Subtraction Facts

<p>Mathematical achievement may impact on outcomes in later life; thus, identifying and improving key mathematical skills is a focus of a large body of educational research. Both additive reasoning, and knowledge of addition and subtraction facts, appear to predict later mathematical achievement. The current study explores the impact of a short intervention with a small group of year 7 and 8 students working at lower than expected academic levels. The current study is based on Cognitive Load Theory and research suggesting that counting strategies overload working memory. A mixed-methods approach was used to identify whether structured manipulatives improved the additive reasoning and, addition and subtraction fluency in a sample of ten participants. Participants attended after-school intervention sessions of 45 minutes for seven weeks. The intervention focused on teaching additive reasoning and fluency using structured manipulatives. Inferential statistical analysis showed a statistically significant mean improvement in participants’ ability to answer simple addition and subtraction questions. Tests constructed to operationalise additive reasoning also showed statistically significant mean improvement. Participants answered diagnostic questions operationalising various aspects of additive reasoning. Individual differences in understanding of additive reasoning were observed, and the inverse relationship between addition and subtraction proved to be a challenging concept. Semi-structured interviews provided themes of valuing the intervention and the manipulatives used. Due to the size and design of this study, it is not possible to extrapolate findings to other learners. However, the study may provide directions for future research. Structured manipulatives may have a role to play in enabling learners to begin to learn additive relationships and further securing recall of addition and subtraction facts. Students at years 7 and 8 may still need considerable exposure to additive concepts; moreover, returning to manipulatives may develop this knowledge. Finally, the findings from the diagnostic questions help show the complexity of additive reasoning. Classroom practitioners may need to further develop their knowledge of additive reasoning, its importance, and the individual differences and misconceptions that learners hold in order to provide considered learning experiences.</p>

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