Functional Forms and Educational Production Functions

Different Functional Forms Are Proposed and Applied in the Context of Educational Production Functions. Three Different Specifications - the Linerar, Logit and Inverse Power Transformation (Ipt) - Are Used to Explain First Grade Students' Results to a Mathematics Achievement Test. with Ipt Identified As the Best Functional Form to Explain the Data, the Assumption of Differential Impact of Explanatory Variables on Achievement Following the Status of the Student As a Low Or High Achiever Is Retained. Policy Implications of Such Result in Terms of School Interventions Are Discussed in the Paper.

Idoneidad de los contenidos indicativos para el área de Matemáticas en el octavo nivel de EGB : curso 1976-1977.

Idoneidad de los contenidos establecidos en un programa experimental, para el área de Matemáticas en el sexto nivel de EGB, así como los problemas que plantea conocer las condiciones adecuadas en cada nivel y cuáles son sus índices probables de éxitos; cómo debe ser la secuencialidad con que éstos se imparten y qué modificaciones deben hacerse en el planteamiento de esta área y, evaluar los conocimientos matemáticos que deben superar los alumnos en este nivel. Alumnos de distintos colegios de EGB de Granada y Almería. Aplicación de pretest y pruebas de control divididas en diferentes ítems. Se aplicaron a lo largo de 12 quincenas del curso escolar. Los alumnos que comparten la experiencia son calificados bajo el mismo criterio. Los datos obtenidos se pasan a fichas para realizar una calificación objetiva de los alumnos. Pruebas matemáticas propuestas por el equipo de investigacion. Prueba de kolmogorov-Smirnov. Desviación típica. Taxonomía de la National Longitudinal School Mathematics Achievement. Se muestran a través de tablas estadísticas. El 75 por ciento de los objetivos propuestos alcanzan o superan el nivel de idoneidad. Los contenidos propuestos para este nivel son idóneos de acuerdo con la interpretación del cuestionario propuesto y de las pruebas de control realizadas.

Idoneidad de los contenidos indicativos para el área de Matemáticas en el séptimo nivel de EGB, curso 1975-1976.

Investigación sobre la idoneidad de los contenidos establecidos en un programa experimental para el área de Matemáticas en el séptimo nivel de EGB, así como los problemas que plantea, para de este modo conocer con exactitud cuáles son las condiciones adecuadas en cada nivel y cuáles son sus índices probables de éxitos, cómo debe ser la secuencialidad con que éstos se imparten y qué modificaciones deben hacerse en el planteamiento de esta área y evaluar los conocimientos matemáticos que deben superar los alumnos de este nivel para introducirse con éxito en los contenidos del siguiente nivel. Alumnos de distintos colegios de EGB de Granada y Almería. Aplicación de pretests y pruebas de control divididas en diferentes ítems; estas pruebas se aplican a lo largo de 14 quincenas del curso escolar. Los alumnos que comparten la experiencia son calificados bajo el mismo criterio. Los datos obtenidos se pasan a fichas para realizar una calificación objetiva de los alumnos. Pruebas matemáticas propuestas por el equipo de investigación. Prueba de kolmogorov-Smirnov; taxonomía de la National Longitudinal School Mathematics Achievement. Se muestran a través de tablas estadísticas. 1. Un 75 por ciento de los alumnos dominan al menos un 70 por ciento de los contenidos. 2. Hay más capacidad de razonamiento que de cálculo en este nivel. 3. La distribución obtenida es altamente representativa del grado de asimilación que tienen los contenidos programados para el séptimo nivel de EGB.

Idoneidad de los contenidos indicativos para el área de Matemáticas en el sexto nivel de EGB, curso 1975-1976.

Investigación sobre la idoneidad de los contenidos establecidos en un programa experimental para el área de Matemáticas en el sexto nivel de EGB, así como los problemas que plantea, para de este modo conocer con exactitud cuáles son las condiciones adecuadas en cada nivel y cuáles son sus índices probables de éxito, cómo debe ser la secuencialidad con que éstos se impartan y qué modificaciones deben hacerse en el planteamiento de esta área y evaluar los conocimientos matemáticos que deben superar los alumnos de este nivel para introducirse con éxito en los contenidos del siguiente nivel. Alumnos de distintos colegios de EGB de las provincias de Granada y Almería. Aplicación de pretests y pruebas de control, divididas en diferentes ítems; estas pruebas se realizan a lo largo de 14 quincenas del curso escolar. Los alumnos que comparten la experiencia son calificados bajo el mismo criterio. Los datos obtenidos se pasan a una serie de fichas para realizar una calificación objetiva de los alumnos. Pruebas matemáticas propuestas por el equipo de investigación. Índice Kuder-Richardson; prueba de Kolmogorov-Smirnov; taxonomía de la National Longitudinal School Mathematics Achievement. Se muestran a través de tablas estadísticas. Se consigue un mayor equilibrio en la distribución de los objetivos, de acuerdo con su grado de dificultad. El curso en conjunto resulta asequible ya que el 74'6 por ciento de los objetivos propuestos alcanzan o superan el nivel de idoneidad. El cuestionario de este nivel es más adecuado a la capacidad de los alumnos que el correspondiente del quinto nivel.

Using assessment data : does gender make a difference?

Since 2000 gender differences in mathematics achievement in Australia have reappeared. In this paper we report on the achievement outcomes of girls and boys in a longitudinal study of reform in low economic school communities. Analysis of student data to inform teaching was one element of student centred approaches implemented by teachers. Teachers targeted students’ next point of learning and more girls than boys participated in mathematics intervention programs. Growth in achievement was greater for boys than for girls in the primary years, and so the achievement gap that favours males widened. It is concluded that student centred approaches need to be gender inclusive.

Student centred approaches : teachers' learning and practice

Student-centred approaches to teaching and learning in mathematics is one of the reforms currently being advocated and implemented to improve mathematics outcomes for students from low SES backgrounds. The models, meanings and practices of student-centred approaches explored in this paper reveal that a constructivist model of student-centred teaching and learning is being promoted and implemented with some success. The ways in which teachers and leaders are being supported through network and school-based professional learning are described.

The role of attention in the academic attainment of children with autism spectrum disorder

Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7–12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD.

The media, marketing, and single sex schooling

The Australian media's interest in education, as in many Anglophone countries, is frequently dominated by concerns about boys in schools. In 2002, in a country region of the Australian State of Queensland, this concern was evident in a debate on the merits of single sex schooling that took place in a small local newspaper. The debate was fuelled by the inclusion in this newspaper of an advertising brochure for an elite private girls' school. The advertisement utilized the current concerns about boys in schools to advocate the benefits of girls' only schools. Drawing on research that suggests that boys are a problem in school, and utilising a peculiar mix of liberal feminism alongside a neo-liberal class politics, it implicitly denigrated the education provided by government co-educational schools. The local government high and primary school principals, incensed at this advertisement, contacted the paper to refute many of its claims and assumptions and to assert the benefits, to both boys and girls, of their particular schools. A letters to the editor debate then followed an article representing these government school principals' views. These letters were from two private school principals. This country newspaper thus became a medium through which various school principals engaged with the current boys' debate, and research associated with it, in order to market their schools. This paper examines this particular newspaper debate and argues that, in the absence of nuanced, research based, and thoughtful policy responses to gender issues, many school policies on gender are being shaped through and by the media in ways that elide the complexities of the issues involved.

Effectiveness of the Teaching Enrichment Activities to Minorities (TEAM) program at increasing underrepresented students in gifted programs

This study examined the effectiveness of the TEAM (Teaching Enrichment Activities to Minorities) program in preparing and identifying underrepresented students for entrance into the gifted program. Miami-Dade County Public Schools (M-DCPS) developed the TEAM program as an intervention program aimed at developing student's thinking skills and critical thinking skills in all subject areas and prepare students for possible placement into the gifted program. ^ A systematic sampling strategy was utilized to select three TEAM schools from each of the six regions in M-DCPS for the sample, for a total of 18 schools. A pool of the students that participated in the TEAM program in 2003-2004 in the 18 schools selected were identified as the TEAM Sample students. A matching sample was created from 18 public schools in Miami-Dade County that did not implement the TEAM program in 2003-2004. The Matching Sample created a match for 806 students in the TEAM sample, for a total of 1612 subjects for the study. ^ This study used a logistical regression design to analyze the relationships of multiple independent variables, including: ethnicity, limited English proficiency, gender, free/reduced lunch status, grade level, reading achievement, mathematics achievement, and participation TEAM on the dependent variables of referral for the gifted program and eligibility into the gifted program. The first analysis found the variables of grade level, participation in TEAM, reading achievement, and mathematics achievement were all significant variables in determining if a student was referred for the gifted program. The second analysis found the variables of grade level, gender, free/reduced lunch status, reading achievement, and mathematics achievement were all significant variables in determining if a student was eligible for the gifted program. ^ Recommendations based on the results of this study include the expansion of the TEAM program in M-DCPS to include additional grade levels and schools. Additionally, adopting a broadened definition of giftedness and reviewing the screening and placement policies for potentially gifted students is recommended. Adopting multicultural and broader definitions of giftedness and constructing better tools and programs, such as TEAM, for assessing and identifying potential gifted students, represent small steps towards creating equitable education for all students. ^

Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States

Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem. U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S. The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement. Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country. U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.

PIAAC und die Erwachsenenbildung

Was man aus der deutschen PIAAC-Studie als prägnanteste Zusammenfassung herausziehen könnte, wäre: jeder sechste deutsche Erwachsene liest und rechnet auf dem Kompetenzniveau eines zehnjährigen Schülers und jeder zehnte deutsche Erwachsene kann mit einer "Maus" nicht umgehen. Oder, in Anlehnung an PIAAC: Im deutschen Bildungssystem besteht anscheinend nicht für alle Menschen die Möglichkeit, ein über elementare Grundkompetenzen hinaus gehendes Niveau zu erreichen. Diese Ergebnisse sind zwar statistisch valide und belastbar, verkürzen jedoch ohne weitere Differenzierungen das Gesamtanliegen von PIAAC. (DIPF/Orig.)

„Lernen durch Lehren“ in der Mathematik – Videotutorials und Apps im Praxistest

Das Fach Mathematik stellt Lehrende in vielfältiger Weise vor Herausforderungen: Die Inhalte fallen den meisten Studierenden schwer, die verschiedenen Lerntypen machen sich besonders deutlich bemerkbar und konventionelle Lehrmethoden erfordern hohe Selbstdisziplin, weil der Stoff hier kontinuierlich nachgearbeitet werden muss. Dies äußert sich in hohen Durchfall- und Abbruchquoten in einem Studienfach, das ausgezeichnete Arbeitsplatzchancen in Aussicht stellt und dessen Absolventen in der Wirtschaft und Industrie stark nachgefragt sind. Eine Überlegung, wie dieser Herausforderung zukünftig begegnet werden kann, besteht darin, Studierende mit Hilfe entsprechender Anreize mehr in die Lehrveranstaltungen einzubinden und auf diesem Weg eine tiefergehende Beschäftigung mit den Inhalten zu unterstützen. Dabei soll eine aktive und gleichzeitig im Semesterverlauf kontinuierliche Auseinandersetzung mit den mathematischen Inhalten angeregt und gefördert werden. In diesem Beitrag werden zwei Ideen vorgestellt, die sich an der didaktischen Methode „Lernen durch Lehren“ (LdL) orientieren und die eine Aktivierung sowie eine stärkere thematische Einbindung der Studierenden zum Ziel haben. (DIPF/Orig.)

Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel [Band 2]

Die Jahrestagung der Gesellschaft für Didaktik der Mathematik fand im Jahr 2015 zum dritten Mal in der Schweiz statt. [...] Mit rund 300 Vorträgen, 16 moderierten Sektionen, 15 Arbeitskreistreffen und 21 Posterpräsentationen eröffnete sich ein breites Spektrum an Themen und unterschiedlichen Zugangsweisen zur Erforschung von Fragen rund um das Lernen und Lehren von Mathematik. (DIPF/Orig.)

Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel [Band 1]

Die Jahrestagung der Gesellschaft für Didaktik der Mathematik fand im Jahr 2015 zum dritten Mal in der Schweiz statt. [...] Mit rund 300 Vorträgen, 16 moderierten Sektionen, 15 Arbeitskreistreffen und 21 Posterpräsentationen eröffnete sich ein breites Spektrum an Themen und unterschiedlichen Zugangsweisen zur Erforschung von Fragen rund um das Lernen und Lehren von Mathematik. (DIPF/Orig.)