Timed tests cause early onset of math anxiety in students according to research. Studies have shown that students experience stress on timed math tests that they do not experience on untimed tests of the same material. Even young students in 1st and 2nd grade can experience math anxiety, and their levels do not correlate with factors like grade level, reading ability, or family income. Brain imaging has revealed that students who feel panicky about math show increased activity in areas associated with fear and decreased activity in areas involved in problem solving. Timed tests require retrieving math facts from working memory, and higher math anxiety reduces the available working memory. While timed tests are used with good intentions, the evidence suggests they should be reconsidered given the widespread issues
This is a presentation to help students who always become feared during Maths Exam. This presentation tells about what are the elements that initiates this phobia and what are the possible ways by both the teachers and the students to overcome such Phobia. This presentation also contains Vedic mathematics tricks that helps you to do calculations easily
This is a presentation to help students who always become feared during Maths Exam. This presentation tells about what are the elements that initiates this phobia and what are the possible ways by both the teachers and the students to overcome such Phobia. This presentation also contains Vedic mathematics tricks that helps you to do calculations easily
Sometimes steps are simple and multiple methods can resolve the equation. During the start of of 1900, mathematics take the real turn and still new processes are evolving out of the woods.
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Action Research Project Proposal
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Computer-Based Instruction (CBI) as a Way of Reducing Mathematics Anxiety
INTRODUCTION Comment by shravan uttakalla: this section can be much shorter than this.
Mathematics plays a vital role in people’s daily lives. The citizen of the modern world
could not afford to be ignorant of Mathematics because the world is highly mathematical (Betz as cited by Salazar, 2001). Hence, effective Mathematics instruction has become the absolute necessity in all levels of education. Despite explaining the importance of Mathematics, the students of today still have that negative attitudes toward the subject (Salazar, 2001). Most students think Mathematics is a boring subject, and it is difficult to memorize and understand formulas (Scarpello, 2007). Some students who cannot appreciate the importance of Mathematics even say that learning the four fundamental operations is enough, the use of graphs and formulas have no relevance to their daily living, so there is no need for further knowing the subject (Suinn, 1998).
In an international scene, particularly in America, a study was conducted by Gallup (2005) for determining the most difficult subject for American teenagers, surprisingly, Mathematics topped the list. About 29% named Mathematics generally, 6% specifically mentioned Algebra, and 2% named Geometry. Furthermore, according to the National Research Council, 75% of Americans stop studying Mathematics before they have completed the educational requirements for their career or job. With the basis from the statistics above, it is so unexpected fact that most Americans specifically teenagers find Mathematics difficult, considering that America belongs to the first class countries, a highly mathematical society because of its advanced technology. In the Philippines, a High School Readiness Test was administered to all Grade 6 graduates in public elementary schools in May, 2004 showed very low scores in Mathematics test. In the National Secondary Achievement Test (NSAT) given in year 2010, students got correct answers to less than 50% of the questions in Mathematics. Based on the Trends International Mathematics and Science Survey (TIMSS), the Philippines was evaluated for the 8th Gradient in 1999. It was reported that out of the 34 participating nations, the Philippines was third from the bottom of the participating countries. The Philippines got 345 points as compared to Singapore having 604 points for Mathematics. The two lower countries were Morocco (337) and South Africa (275). Thus, we can infer that many Filipino students are having difficulties in subject Mathematics.
In Tagum City, particularly at Tagum City National High school (TCNHS) a percentage of 19.63% of the students who took National Achievement Test (NAT) 2004 in Mathematics passed. Six years later, a percentage of 21.43% of the students who took NAT (2010) in the same subject passed. From the statis ...
Practical techniques for special educators to use in their math classrooms. The most recent developments in math assessments from SBAC will also be shared. (Presented by Dr. Julie Jones, USC Upstate. - uploaded here with permission from Dr. Jones).
With the 21st century upon us and an increasing amount of information at our fingertips, it would be to our students' advantage to realize the importance of thinking critically. And, if part of our job as teachers is to prepare our students for life after formal education, then it is our duty to provide opportunities for students engage in higher order thinking.
This slide show supports critical thinking in the classroom and provides a sample lesson that requires students in 6 thru 8th grades to use higher order thinking in math and science.
Please be informed that a significant portion of the lesson was created by another individual as noted in the Source page that concludes the slide presentation.
The importance of problem solving in the K - 12 mathematics curriculum is well documented. One of the most recent documentations is the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM] 2000). In this publication, problem solving is listed as one of the five Process Standards. “Problem solving is an integral part of all mathematics learning, and so it should not be an isolated part of the mathematics program” (NCTM, 2000, p. 52). Since problem solving has been accorded such prominence, it is necessary to have an understanding of what a mathematical problem is. After all, mathematical problems existed since the time of the ancient civilizations
Making and Justifying Mathematical Decisions.pdfChris Hunter
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning.
The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking.
The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate.
In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Multiplication -- More Than Repeated Addition and Times Tables.pdfChris Hunter
Multiplication is repeated addition... but it also means so much more than that! In this workshop, you will explore several fundamental meanings of this operation (e.g., equal groups, arrays and areas, how a quantity is “stretched,” etc.) through rich tasks that address each of these meanings. Also, you will explore and discuss relationships between the “basic facts.” More importantly, you will learn how to help your students see that these relationships extend to other types of numbers that they come across in BC’s intermediate and middle years mathematics curriculum (e.g., two-digit whole numbers, fractions, decimals, integers, etc.).
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. “They’ll Need It for
High School”
Chris Hunter ⋅ K-12 Numeracy Helping Teacher
School District No. 36 (Surrey) ⋅ Surrey, BC, Canada
reflectionsinthewhy.wordpress.com ⋅ @ChrisHunter36
NCTM Boston ⋅ April 17, 2015
10. 47. Find the missing side length.
5
m
3 m
32 + 52 = x2
9 + 25 = x2
34 = x2
x = 5.83 m
47. Find the missing side length.
5
m
3 m
x2 + 32 = 52
x2 + 6 = 25
x2 = 19
x = 4.36 m
47. Find the missing side length.
5
m
3 m
x2 = 52 - 32
x2 = 25 - 9
x2 = 16
x = 8 m
47. Find the missing side length.
5
m
3 m
5 - 3 = 2
47. Find the missing side length.
5
m
3 m
isosalees
47. Find the missing side length.
5
m
3 m
What math mistake did each
student make?
What are some implications for
our work?
What role did memorization of
the times table play?
What are some implications for
the conversations we could be
having?
Pythagorean Mistakes
17. N1 – 5
N1
Ordering
fractions
and
decimals
N1 Card set A – Decimals
0.8 0.04
0.25 0.375
0.4 0.125
0.75
Malcolm Swan ⋅ Standards Unit
y = 2sin x y = 3cos
1
2
x + 90°
( )−1
y = cos x + 2 y = −2cos3 x − 60°
( )
y =
1
2
sin x + 60°
( ) y = cos2x − 3
y = −3sin2x y = sin3 x − 90°
( )+1
A B
C D
E F
G H
18. 1 2
3 4
5 6
7 8
N1 – 9
N1
Ordering
fractions
and
decimals
E1 E2
E3 E4
E5
E7
E6
E8
N1 Card set E – Areas
Malcolm Swan ⋅ Standards Unit
19. amplitude: 1
period: 360°
maximum: 3
minimum: 1
range: 1 ≤ y ≤ 3
vertical translation: up 2
amplitude: 1
period: 180°
maximum: -2
minimum: -4
range: -4 ≤ y ≤ −2
vertical translation: down 3
amplitude:
1
2
period: 360°
maximum:
1
2
minimum: -
1
2
range: -
1
2
≤ y ≤
1
2
horizontal translation: left 60°
amplitude: 3
period: 180°
maximum: 3
minimum: -3
range: -3 ≤ y ≤ −3
reflection: x-axis
amplitude: 3
period: 720°
maximum: 2
minimum: -4
range: -4 ≤ y ≤ 2
horizontal translation: left 90°
vertical translation: down 1
amplitude: 2
period: 120°
maximum: 2
minimum: -2
range: -2 ≤ y ≤ 2
horizontal translation: right 60°
reflection: x-axis
amplitude: 1
period: 120°
maximum: 2
minimum: 0
range: 0 ≤ y ≤ 2
horizontal translation: right 90°
vertical translation: up 1
amplitude: 2
period: 360°
maximum: 2
minimum: -2
range: -2 ≤ y ≤ 2
i ii
iii iv
v vi
vii viii
N1 – 10
N1
Ordering
fractions
and
decimals
N1 Card set F – Scales
Malcolm Swan ⋅ Standards Unit
20. 3. Affective Domain
“Give me a student with a positive attitude towards mathematics, who’s
persistent, who’s curious, … and she will be successful in high school.”
31. 1. The operations of addition, subtraction,
multiplication, and division hold the same
fundamental meaning no matter the domain
in which they are applied.
32. Addition Subtraction
Multiplication Division
6 ÷ 3
−6
( )÷ +3
( )
6
5
÷
3
5
11
4 − 1
2
5x − 2x
5 2 − 8
23×14
2 3
10 ×1 4
10
2x + 3
( ) x + 4
( )
!
231+145
2.31+1.45
2x2
+ 3x +1
( )+ x2
+ 4x + 5
( )
Evaluate, or simplify, each set of
expressions
Make as many connections as
you can:
conceptually procedurally
pictorially symbolically
How are they the same?
41. Which meaning is more meaningful?
Simplify 1.89t +15
( )− 1.49t +12
( ), where t represents
the number of pizza toppings
Determine F2 − F1
( ) C
( ), where F1 C
( )=
9
5
C + 32
and F2 C
( )= 2C + 30
Solve: x − 5 = 2
48. 25
#
Ratios are fractions that compare two or more
quantities. Shoppers use ratios to compare prices;
cooks use them to adjust recipes. Architects and
designers use ratios to create scale drawings.
FigureThis! If all grape juice concentrates are
the same strength, which recipe would you
expect to have the strongest grape taste?
?
?
?
?
G
R
A
P
E
JUICE JUN
G
L
E
Hint: For each recipe think about how much water
should be used with 1 cup (c.) of concentrate,
or how much concentrate should be used with
1 cup of water.
Which tastes
JUICIER