NAEP 1996 mathematics state report for Arizona /

"NCES 97-974 AZ"--P. [4] of cover.

NAEP 1996 mathematics state report for New York /

"NCES 97-974 NY"--P. [4] of cover.

NAEP 1996 mathematics state report for Missouri /

"NCES 97-974 MO"--P. [4] of cover.

NAEP 1996 mathematics state report for Alabama /

"NCES 97-974 AL"--P. [4] of cover.

NAEP 1996 mathematics state report for Utah /

"NCES 97-974 UT"--P. [4] of cover.

NAEP 1996 mathematics state report for Mississippi /

"NCES 97-974 MS"--P. [4] of cover.

NAEP 1996 mathematics state report for Washington /

"NCES 97-974 WA"--P. [4] of cover.

The Levels of mathematics achievement : initial performance standards for the 1990 NAEP mathematics assessment /

"November 1991"--Vol. 3.

Mathematics assessment report, Spring 1977 /

WI docs. no.: Ed.3/2:9320

NAEP 1992 mathematics state report for New York : the Trial State Assessment Program /

"April 1993."

Illinois Standards Achievement Test sample math materials.

Cover title.

Mathematics sample items : grades 3, 6, 8, and 10.

Cover title.

Vocabulary Instruction as a Tool for Helping Students of Diverse Backgrounds and Ability Levels to Understand Mathematical Concepts

This action research project describes a research project designed and implemented specifically with an emphasis on the instruction of mathematical vocabulary. The targeted population was my second period classroom of sixth grade students. This group of seventeen students represented diverse socioeconomic backgrounds and abilities. The school is located in a community of a population of approximately 5,000 people in the Midwest. My research investigation focused on the use of specific methods of vocabulary instruction and students’ use of precise mathematical vocabulary in writing and speaking. I wanted to see what effects these strategies would have on student performance. My research suggested that students who struggle with retention of mathematical knowledge have inadequate language skills. My research also revealed that students who have a sound knowledge of vocabulary and are engaged in the specific use of content language performed more successfully. Final analysis indicated that students believed the use of specific mathematical language helped them to be more successful and they made moderate progress in their performance on assessments.

The African Institute for Mathematical Sciences

Its mission is to promote Mathematics and Science in Africa and to provide a focal point for Mathematics university training in Africa. It offers scholarships for up to 50 students to come and study for a period of nine months. Of the 50 students, about 15 positions are reserved for females. In the 2006/2007 intake there were over 250 applicants. The students are housed and fed and their return travel from their home town is fully funded. Lecturers also stay at AIMS and share their meals with the students, so that a rapport quickly develops. The students are away from their families and friends for nine months and are absolutely committed to the discipline of Mathematics. When they first arrive, some of them have little ability in English but since all tuition is in English they quickly learn. Some find the transitions difficult but they all support one another and at the end of their time their English skills are very good. The students do a series of subjects that last for about three weeks each, consisting of 30 contact hours, as well as a thesis/project. Each course has a number of assignments associated with it and these get evaluated. AIMS has seven or eight teaching assistants who help with the tutorials, marking, advice, and who are a vital component of AIMS.