Mathematical Proficiency Research Articles

The influence of school type on pupils’ proficiency in selected school subjects: Implications for curriculum implementation in Ghana

This research examined the influence of private and public schools on pupils‟ proficiency in mathematics and English language subjects. The theoretical model that supported the study was the bioecological model of human development. The sample comprised 16,481 Primary 3 and 14,495 Primary 6 pupils from 448 and 426 schools respectively. The research design was a descriptive cross-sectional survey. Schools were sampled using a stratified random sampling technique. Data were analyzed using a multilevel modeling technique. The significance or otherwise of the influence of school type on pupils‟ proficiency in both subjects was assessed at p < 0.001. The results showed that many pupils performed below the minimum competency level in both subjects uniquely because they attended public schools. Conversely, many pupils were found to be proficient in both subjects exclusively because they attended private schools. The research findings suggest that the type of primary schools pupils attend in Ghana significantly mattered for their academic success and the progression from one grade-level to another. The results imply that learning opportunities are not equal for all pupils. This has implications for the effective implementation of the primary school curriculum in the country. To improve upon the academic achievement of primary school children in Ghana, first, there is the need to eliminate the achievement gap between private and public schools.

Understanding why immigrant children underperform: evidence from Italian compulsory education

ABSTRACT We aim to investigate the extent to which children of immigrants achieve lower levels of academic proficiency in reading and mathematics compared to native students in compulsory education in Italy. Advancing the current literature, we investigate in a more comprehensive way the importance of a variety of individual characteristics in accounting for children of immigrants’ penalties. In particular, we examine the role of family structure, parents’ socio-economic resources, parents’ cultural and educational resources and students’ school-related attitudes and behaviour. The empirical analysis makes use of a unique dataset collected by the National Institute for the Evaluation of the Italian School System (INVALSI) on the whole population of students enrolled in primary school (5th grade) and lower secondary education (6th grade) in 2012. We apply Kitagawa-Blinder–Oaxaca decomposition models to identify the net contribution of each characteristic to the disadvantages faced by immigrant offspring. We found partial support for the composition hypothesis (socio-economic resources) and culturalist explanations (especially language spoken at home), but pupils’ school-related attitudes – which received less attention in the previous literature – also contribute to explaining the gaps, especially in lower secondary school.

Dual-Language Teachers’ Use of Technology to Facilitate Mathematical Discourse

Teachers’ beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers’ use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional contexts of teachers, especially those working in less common settings, may enhance our knowledge of how technology shapes teachers’ instruction and, subsequently, student learning. This case study highlights three teachers’ beliefs and practices of incorporating technology to enhance mathematics learning and mathematical discourse in public dual-language elementary schools. Through interviews, video-recorded lessons, and workshop discussions, researchers examined why and how teachers leveraged technology to enhance mathematics learning in a bilingual program. The analysis indicates that teachers’ reasoning and technology use sought to increase opportunities for discourse, a significant component of the mathematical practices (National Governors Association Center for Best Practices, 2010), strengthening their bilingual students’ understanding and application of mathematical concepts, processes, and proficiencies.

An Analysis of Students’ Mathematical Competencies: The Relationship between Units

This study aimed to investigate students’ mathematical competence in learning relationships between units according to the students’ performance in a SUKEN test of Level 6. A total of 139 students were selected as our target group and involved as examinees. Research instruments include students’ answer sheets, test item analyses, and textbook analysis. SUKEN test is a mathematical proficiency test used to identify related issues to improve teaching practices. The results from the first phase showed that there were 24 examinees or 17.27 percent of them had been successfully passed the passing criterion as 70 percent of the total marks 100. However, there was a lowest percentage (33.21%) of examinees showed that they were able to answer correctly in the questions related to the content domain of Quantities and Measurement compared to other content domains. On top of that, only 38.49 percent and 31.09 percent of the examinees possessed their competencies in content knowledge and the method of application respectively while they answered the Quantities and Measurement questions. Besides, the results of in-depth analyses from students’ answer sheets revealed that there were seven different groups of answers by analyzing examinees' responses in terms of their reasoning skills to support their responses. Examinees were found to have problems finding the relationship between cm3 and m3, whenever they have to use a relationship in three dimensions. Therefore, teachers are suggested to use the geometry model to assist students in understanding the relationships between the units.

Aprendizado, expectativas docentes e relação professor-aluno

Este artigo analisa as inter-relações entre o desempenho escolar e fatores que caracterizam os processos e ambiente da sala de aula, se concentrando nos efeitos diretos e indiretos das atitudes docentes (relação professor-aluno percebida e expectativas docentes) sobre proficiência em Matemática de estudantes do ensino fundamental. A análise empírica contou com a estimação de um modelo estatístico de equações estruturais ajustado a partir de dados do Estudo Longitudinal da Geração Escolar (Geres) realizado nas cidades do Rio de Janeiro, Belo Horizonte, Campinas, Campo Grande e Salvador, entre 2005 e 2008. Os resultados indicaram que: as expectativas docentes possuem efeitos diretos sobre o desempenho do aluno; fatores de composição das turmas afetam a formação das expectativas; e a relação professor-aluno afeta diretamente os ganhos de aprendizado, sendo inf luenciada pelo sexo, situação de atraso escolar do aluno e clima disciplinar da turma.

The Mathematical Proficiency Promoted by Mathematical Modelling

This study aims to investigate the mathematical proficiency promoted by mathematical modelling tasks that require students to get involved in the processes of developing mathematical models, instead of just using known or given models. The research methodology is grounded on design-based research, and the classroom design framework is supported by complexity science underpinnings. The research intervention consists of high-school students, from a grade 11 mathematics course, aiming to solve four different modelling tasks in four distinct moments. Data was collected during the intervention from students’ written mathematical work and audio and video recordings, and from recall interviews after the intervention. Data analysis was conducted based on a model of mathematical proficiency and assisted by interpretive diagrams created for this research purpose. This research study offers insight into mathematics teaching by portraying how mathematical modelling tasks can be integrated into mathematics classes to promote students’ mathematical proficiency. The study discusses observed expressions and behaviours in students’ development of mathematical proficiency and suggests a relationship between mathematical modelling processes and the promotion of mathematical proficiency. The study also reveals that students develop mathematical proficiency, even when they do not come to full resolutions of modelling tasks, which emphasizes the relevance of learning processes, and not only of the products of these processes.

Evaluation of a 12-Week Classroom-Based Gross Motor Program Designed to Enhance Motor Proficiency, Mathematics and Reading Outcomes of Year 1 School Children: A Pilot Study

This study explored whether Year 1 school children exposed to a 12-week classroom-based gross motor program progressed differently than Year 1 children undertaking their regular school program in motor proficiency, mathematics, and reading outcomes. Fifty-five Australian Year 1 school children (25 boys, 30 girls, mean age 6.77 ± 0.40 years) were exposed to either (i) their normal school program (Class N) or (ii) a 12-week program comprised of gross motor circuits and physically active: a) reading lessons (Class R) or b) mathematics lessons (Class M). Motor proficiency and academic performance in mathematics and reading were assessed using the Bruininks–Oseretsky Test of Motor Proficiency (2nd Edition) and the Wechsler Individual Achievement Test—2nd Edition—Australian Standardised Edition, respectively. Differences in outcomes between classes following the 12-week program were assessed. Mean change scores for the mathematics composite were significantly greater for participants in Class R (9.61 ± 5.62, p = .001) and Class M (7.57 ± 5.79, p = .019) than for participants in Class N (0.76 ± 8.00). Mean change scores for reading (11.54 ± 7.51, p = .017) and total motor composites (6.12 ± 5.07, p = .034) were also significantly greater for participants in Class M than Class N (4.47 ± 3.50 and 0.82 ± 4.38 respectively). A 12-week classroom-based gross motor program may be beneficial for motor skill development and learning in Year 1 school children. This pilot evaluation may usefully inform future experimental studies to further investigate whether classroom-based motor skill programs have a beneficial effect on motor proficiency and academic outcomes in children in the early years of primary school.

Embracing cultural relevance and fostering student metacognitive formative assessment through T.A.L.E. (Take Another Look Everyone) in a rural 5th grade math classroom: a collaborative action research project

ABSTRACT Many educators focus on the cognitive and/or cultural/contextual deficits that students bring to learning tasks, which are oftentimes used to explain poor academic performance. Metacognition that can be taught and learned for improving learning performance is regarded as an alternative. The purpose of this year-long collaborative action research is to describe how a culturally relevant metacognitive formative assessment strategy called TALE (Take Another Look Everyone) worked in a rural 5th grade mathematics classroom (N = 16). A variety of data was collected, recorded, co-transcribed, co-reflected, and systematically co-analyzed. Major findings were that students’ formative test scores substantially increased and two cases of students with different backgrounds, including Native American culture and academic levels, demonstrated different ways of improving mathematics proficiency. This paper concluded that students learned better when given an opportunity to metacognitively think about mistakes in a highly respectful classroom.

THE NEWMAN PROCEDURE FOR ANALYZING STUDENTS' ERRORS IN SOLVING SYSTEMS OF LINEAR EQUATIONS

This study aimed to analyze students’ errors in problem-solving activities for systems of linear equations. The descriptive qualitative method was adopted and applied to obtain and process the research data. Research subjects were selected using the purposive sampling technique. Three participants were chosen according to their mathematical proficiency levels. Data collection was conducted by tests to measure students’ problem-solving abilities and semi-structural interviews to gather qualitative information about students’ errors in solving systems of linear equations. The interview results were analyzed using narrative analysis to obtain accurate conclusions. The study found that (1) low-ability students tend to perform error at the comprehension stage, (2) medium-ability students are likely to perform error at the transformation stage, and (3) high-ability students tend to perform error at the process skills stage. The solutions based on the ability level are: (1) low-ability students are required to read the question carefully, educators should emphasize the problem-solving procedure, and students should strengthen their understanding of the prerequisite learning content in problem-solving; (2) medium-ability students have to focus on the emphasis and development of their skills in understanding the language of a problem and balance with improving their understanding of learning content and contextual exercising; (3) high-ability students are provided with exercises that can improve their counting speed and accuracy of the subject in resolving a problem.

The Impact Of Innovative Matrix Strategy And The Problem Tree Strategy On The Mathematical Proficiency Of Intermediate Grade Female Students

The research aims to know the impact of the innovative matrix strategy and the problem tree strategy in teaching mathematics to intermediate grade female students on mathematical proficiency. To achieve the research objectives, an experimental approach and a quasi-experimental design were used for two equivalent experimental groups. The first is studied according to the innovative matrix strategy, the second group is studied according to the problem tree strategy. The research sample consisted of (32) female students of the first intermediate grade, who were intentionally chosen after ensuring their equivalence, taking into several factors, most notably (chronological age, previous achievement, and intelligence test). The research tools consisted of test of mathematical proficiency with its four components: (conceptual comprehension, Procedural fluency, strategic competence, and adaptive reasoning) and a scale for the fifth component, which is productive desire.

فاعلیة برنامج مقترح قائم على المحطات العلمیة المدمجة فی تنمیة مهارات التفکیر التأملی والبراعة الریاضیة والاتجاه نحو مهنة التدریس لدى الطلاب المستجدین بکلیة التربیة شعبة الریاضیات The Effectiveness of A Proposed Program Based on Blended Scientific Stations in Developing Reflective Thinking Skills, Mathematical Proficiency and Attitude towards th

هدف البحث الحالي إلى استقصاء فاعلية برنامج مقترح قائم على المحطات العلمية المدمجة في تنمية مهارات التفکير التأملي والبراعة الرياضية والاتجاه نحو مهنة التدريس لدى الطلاب المستجدين بکلية التربية شعبة الرياضيات، ومن خلال الاطلاع على الأدبيات التربوية والدراسات السابقة المرتبطة بمجالات البحث تم إعداد إطار نظري عنها، وبناء قائمة بمهارات التفکير التأملي وأخرى بمکونات البراعة الرياضية التي ينبغي تنميتهما لدى الطلاب المستجدين بکلية التربية شعبة الرياضيات، وتصميم البرنامج المقترح بکافة عناصره وأدواته، وإعداد أداوت البحث وتمثلت في اختبار مهارات التفکير التأملي وآخر للمکونات العقلية للبراعة الرياضية ومقياس للرغبة المنتجة نحو الرياضيات وآخر للاتجاه نحو مهنة التدريس لدى الطلاب المستجدين بکلية التربية شعبة الرياضيات. وتم الاستعانة بمنهج البحث المختلط والذي أتاح الدمج بين استخدام المنهج التجريبي ذو التصميم شبه التجريبي القبلي بعدي لمجموعتين تجريبية وضابطة، والمنهج الوصفي التحليلي، وتکونت عينة البحث من (86) طالب وطالبة بالفرقة الأولى بشعبة الرياضيات عام بکلية التربية جامعة مدينة السادات، تم توزيعهم عشوائيا على مجموعتين أحداهما مجموعة تجريبية وعددها (42) طالب وطالبة، ومجموعة ضابطة وعددها (44) طالب وطالبة، وأظهرت نتائج البحث تحسن مهارات التفکير التأملي ومستويات مکونات البراعة الرياضية وأبعاد الاتجاه نحو مهنة التدريس لدى طلاب المجموعة التجريبية بالمقارنة بنتائج المجموعة الضابطة، مما أشار إلى تحقق فاعلية البرنامج المقترح وأهمية التوصية بتعميم مواده التعليمية وأدواته وتصميمه المنهجي على الطلاب المستجدين بکليات التربية شعبة الرياضيات The current research aimed to investigate the effectiveness of a proposed program based on blended scientific stations in developing reflective thinking skills, mathematical proficiency and attitude towards the teaching profession of faculty of education freshmen at Mathematics section. Through reviewing the educational literature and previous studies related to the fields of research, a theoretical overview was prepared about it, and a two lists of reflective thinking skills that should be developed for faculty of education freshmen at Mathematics section, and the design of the proposed program with all its elements and tools, and the preparation of research tools, which consisted of a test of reflective thinking skills, another for the mental components of mathematical proficiency, a scale of productive desire in mathematics, and another for attitude towards the teaching profession of faculty of education freshmen at Mathematics section. The mixed research approach was used, which allowed combining the use of The quasi-experimental pre-posttest with the descriptive analytical approach. The research participants were 86 first year, general Mathematics section students at Faculty of Education, University of Sadat City. The participants were assigned into two groups: an experimental group (No= 42) and a control group (No= 44). The results of the research revealed that there were a development in reflective thinking skills, mathematical proficiency components levels and the dimensions of attitude towards the teaching profession of the participants of the experimental group compared to the results of the control group. Thus, it was concluded that the proposed program was effective and it was recommended to generalize the program's educational materials, instruments and design to Faculties of Education Freshmen at Mathematics Section.

فاعلیة إستراتیجیة (الجیجسو2 Jigsaw2) فی تحصیل الریاضیات والبراعة الریاضیة لدى تلامیذ المرحلة الابتدائیة The Effectiveness of the Jigsaw2 Strategy in Mathematics Achievement and Developing Mathematical Proficiency among Primary School Students

ملخص الدراسة: هدفت الدراسة الحالية إلى معرفة فاعلية استراتيجية الجيجسو2Jigsaw2 في تحصيل الرياضيات وتنمية البراعة الرياضية لدى تلاميذ المرحلة الابتدائية، لذلک تم اختيار مجموعة من تلاميذ الصف السادس قوامها(60) تلميذا، تم تقسيمهم بالتساوي إلى مجموعتين متساويتين، احداهما تجريبية تدرس باستخدام إستراتيجية الجيجسو2، والثانية بالطريقة المعتادة، وتم إعداد وحدة الأعداد الأعداد الصحيحة وفقا لاستراتيجية الجيجسو2، بالإضافة إلى (اختبار تحصيلي – اختبار البراعة الرياضية – مقياس الرغبة المنتجة). وأهم ما توصلت إليه الدراسة من نتائج تمثل في أن إستراتيجية الجيجسو2 لها فاعلية في تحصيل الرياضيات وتنمية البراعة الرياضية، وزيادة مستوى الرغبة المنتجة کما توجد علاقة ارتباطية موجبة دالة إحصائيا بين التحصيل ومکونات البراعة الرياضية. وأهم ما أوصت به الدراسة هو: ضرورة استخدام إستراتيجية جيجسو2 Jigsaw2 في تدريس موضوعات الرياضيات المختلفة، والتأکيد على أهمية البراعة الرياضية وتنميتها لدى التلاميذ. The current study aimed to investigate the effectiveness of the “Jigsaw2” strategy in mathematics achievement and developing mathematical proficiency among primary school students. Therefore, a group of sixth-grade students, consisting of (60) students, was selected and assigned into two equal groups (an experimental group studied using Jigsaw 2 strategy and control group studied using the traditional method. The unit of integer numbers was prepared according to the Jigsaw 2 strategy, in addition to an Achievement test – the Mathematical Proficiency test – and the Productive Desire Scale. Findings of the present study revealed that the Jigsaw 2 strategy is effective in mathematics achievement, developing mathematical proficiency, and increasing the level of productive desire. There is also a positive correlation between achievement and the components of mathematical proficiency. Also, the findings confirmed the necessity of using the Jigsaw2 strategy in teaching various mathematics topics, and emphasizing the importance of developing mathematical proficiency among students.

Explore Jordanian mathematics teacher's perception of their professional needs Related to Mathematical Proficiency

Mathematically proficiency as being described by five strands: conceptual understanding, procedural fluency, strategic competency, adaptive reasoning(National Research Council, 2001), and. The purpose of this study is to Jordanian mathematics teacher's perceptions of their professional needs Related to the Five Strands of Mathematical Proficiency and to search for the effect of teachers' demographic factors on their perceived needs. Participants included (171) teachers with varying qualifications and years of experience teaching at multiple grade levels schools in Jordan. The study uses a 35-item questionnaire to evaluate a teacher's professional development needs within five Strands of Mathematical Proficiency. The results offer more insight into mathematics teachers’ most essential needs in terms of specific knowledge and experience within different categories. This information aids in planning professional development programs and workshops that will meet teachers’ needs

Mathematics and science proficiency of young refugees in secondary schools in Germany

Reliable information on the integration of refugee students in the German educational system is scarce. In this paper, we examine refugee students’ proficiency in mathematics, biology, chemistry, and physics in comparison to other students with and without an immigrant background, including non-refugee foreign-born students. We analyzed test data from 44,882 ninth-grade students, including 939 refugees, who participated in a national educational monitoring study in Germany (IQB Trends in Student Achievement 2018). In a series of regression models, we estimated the extent to which differences in students’ language proficiency and their families’ social background account for disparities in mathematics and science achievement. Compared to students without an immigrant background, refugee students’ achievement scores were on average 15 to 17 points lower (on a scale with SD = 10 for all ninth-grade students in Germany). Refugees also scored substantially lower than non-refugee foreign-born students (difference of 7 to 10 points). Taking social background and language proficiency into account substantially reduced refugees’ achievement disadvantage to 2 to 5 points compared to students without an immigrant background and to 1 to 5 points compared to non-refugee foreign-born students, with language proficiency explaining the largest proportion of variance. The remaining disparities correspond to a learning gain of roughly one school year in Germany. The results emphasize the importance of providing effective support aimed at fostering refugees’ proficiency in the language of instruction.

Students’ Performance in General Mathematics Under Modular Class, Candijay National High School, Candijay, Bohol

The study intended to determine students' performance in General Mathematics under the modular class of Grade 11 students of Candijay National High School, Candijay, Bohol during the academic year 2020-2021. The study used a descriptive normative survey method and a correlational quantitative research design. A total of 150 Grade 11 students of Candijay National High School were included. The research used a self-constructed instrument patterned from Essential Learning Competencies (MELCs) in General Mathematics. The majority of the respondents took the Humanities and Social Sciences strand. In terms of the gadgets available, mobile phones had the highest frequency. More than half of the students used mobile data as interconnection with internet speed connectivity of moderate. It showed that the student's proficiency in General Mathematics was on the Beginning Level. All the problems encountered stated were found as less serious. It showed that the student's academic performance in General Mathematics for the first semester was fairly satisfactory. The data inferred that there is a significant degree of correlation between students' strands and academic performance. The data resulted from an insignificant correlation between students' strands and problems encountered in teaching mathematics and proficiency levels in modular classes. The data revealed a significant degree of correlation between students' academic performance and problems encountered in modular classes in teaching mathematics and between students' academic performance and proficiency level. The data reflected an insignificant correlation between students' proficiency level and problems encountered in modular classes in teaching mathematics.

Mathematical Proficiency Profiles of Elementary School Student: Preliminary Study

The purpose of this study was to analyze the mathematical proxies of elementary school class students in Tasikmalaya. This research uses a descriptive-qualitative approach with an exploratory method. The subjects of this study were 100 elementary school students in Tasikmalaya City who were selected using purposive sampling. The data collection techniques used were test techniques, interviews, questionnaires, and document studies. The data analysis technique of this research uses an interactive analysis model with the stages: data validity, data collection, data reduction, data presentation, and drawing conclusions. The results showed: (1) 66.4% of students had mastered the understanding of the concept of fractions; (2) 62.33% of students have mastered the fluency of the procedure; (3) 64% of students have mastered strategic competencies; (4) 62.5% have mastered productive dispositions; and (5) as many as 74.33% of children’s productive dispositions can be easily seen. The conclusion of this research is the mathematical proficiency of elementary school students in Tasikmalaya must be improved immediately. Based on the results and conclusions of the research that has been done, the theoretical implications of this study strengthen the theory which states that mathematical proficiency are very important to be developed and have an impact on students.

Prior knowledge of students in analytical geometry in terms of gender analyzed using the Rasch model

The purpose of this study is to describe the prior mathematical proficiency of students in terms of gender analyzed by the Rasch model. Participants consisted of a class of second-semester students who contacted analytic geometry courses comprised of 11 men and 29 women at one of the universities in Indonesia. The research instrument was a test item describing five questions about points and lines in the plane. The results showed students answered questions according to their level of ability, and there was no gender bias. Therefore in learning that will carried out in groups should be heterogeneous from the prior level of mathematical and gender prior knowledge.

Mathematical Proficiency Profile of Prospective Mathematics Teacher Students

This study aims to look at the profile or category of prospective mathematics teacher students in terms of their mathematical ability. This research is important because it will provide data for lecturers and study programs to develop learning models and the curriculum development process. This research is a kind of qualitative research with a grounded theory approach, and involves 23 prospective mathematics teacher students as respondents. The respondent’s profile description is guided by a mathematical rubric proficiency and a set of written questions, questionnaires and interviews. The results of this study were obtained two categories of mathematical proficiency of prospective mathematics teacher students, namely the average category and the advanced category. Based on the indicators of each aspect of mathematical proficiency, it was found that in general the presentation of average category was still above 60% and the percentage of advanced category was still below 40%.

Correlation of learning disabilities to porn addiction based on EEG

Researchers were able to correlate porn addiction based on electroencephalogram (EEG) signal analysis to the psychological instruments’ findings. In this paper we attempt to correlate the porn addiction to various cases of learning disorders through analyzing EEG signals. Since porn addiction involved the brainwave power at the frontal of the brain, which reflects the executive functions, this may have correlation to learning disorder. Only three types of learning disorder will be of interest in our study involving dyslexic, attention deficit and hyperactivity disorder (ADHD) and autistic children because they involved reduced intellectual ability observed from the lack of listening, speaking, reading, writing, reasoning, or mathematical proficiencies. Children with such disorder when expose to the internet unfiltered porn contents may have minimal understanding of the negative effects of the contents. Such unmonitored exposure to pornographic contents may result to porn addiction because it may trigger excitement and induced pleasure. Experimental results show strong correlation of learning disorders to porn addiction, which can be worthwhile for further analysis. In addition, this paper also indicates that analyzing brainwave patterns could provide a better insight into predicting and detecting children with learning disorders and addiction with direct analysis of the brain wave patterns.

Supporting Preservice Secondary Mathematics Teachers’ Professional Judgment Around Digital Technology Use

The pervasiveness of digital technology creates an imperative for mathematics teacher educators to prepare preservice teachers (PSTs) to select technology to support students’ mathematical development. We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and evaluate digital mathematics tools. We found that PSTs primarily focused on pedagogical fidelity (ease of use), did not consider mathematical fidelity (accuracy), and at times superficially attended to cognitive fidelity (how well the tool reflects students’ mathematical thinking processes) operationalized as the CCSS for Mathematical Practice and Five Strands of Mathematical Proficiency. We discuss implications for implementing the assignment and suggestions for addressing PSTs’ challenges with identifying the mathematical practices and five strands.