New GCSE AQA Mathematics: Unit 1 Higher.

Este libro cumple las expectativas de los alumnos de matemáticas en relación a los exámenes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: fracciones y decimales, índices, reuniendo datos (tipos de datos, métodos de reunión de datos, organización de los datos), porcentajes, ratio y proporción (encontrando y simplificando ratios, usar ratios para encontrar cantidades), medidas estadísticas, representando datos, dispersión de gráficos, probabilidad. Este libro presenta consejos sobre lo que los examinadores están demandando.

New GCSE AQA Mathematics: Unit 1 Foundation.

Este libro cumple las expectativas de los alumnos de matemáticas en relación a los exámenes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: fracciones (multiplicando y dividiendo integrales positivas y negativas), decimales (sumando y restando decimales), colección de datos (tipos de datos), porcentajes (porcentajes, fracciones y decimales), ratio y proporción (usar ratios para encontrar cantidades), medidas estadísticas, representación de datos, gráficos, probabilidad. Este libro presenta consejos sobre lo que los examinadores están demandando.

New GCSE AQA Mathematics: Teacher´s Book Unit 3 Higher.

Este libro cumple las expectativas de los alumnos de matemáticas en relación a los exámenes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: fracciones y decimales, ángulos y áreas, trabajando con símbolos, porcentajes y ratios, ecuaciones y fórmulas, propiedades de los polígonos, gráficos, el teorema de Pitágoras, propiedades de los círculos, medidas, trigonometría, vectores, ecuaciones simultáneas, funciones exponenciales. Las respuestas a los ejercicios se encuentran al final del libro.

New GCSE AQA Mathematics: Teacher´s Book Unit 3 Foundation.

Este libro cumple las expectativas de los alumnos de matemáticas en relación a los exámenes de secundaria (AQA) para obtener el General Certificate of Secondary Education (GCSE). Los temas del libro son: fracciones y decimales, ángulos (ángulos y líneas, ángulos y líneas paralelas, ángulos y triángulos), trabajando con símbolos, porcentajes y ratios, perímetro y área (perímetro y área de un rectángulo, área de paralelogramos y triángulos, circunferencia y área de un círculo), ecuaciones, propiedades de los polígonos, gráficos, fórmulas, área y volumen, medidas, dibujando y midiendo líneas, ángulos y círculos.

Meteorology and climate inspire secondary school students

As part of its National Science and Engineering Week activities in 2009 and 2010, the University of Reading organised two open days for 60 local key stage 4 pupils. The theme of both open days was ‘How do we predict weather and climate?’ Making use of the students’ familiarity with weather and climate, several concepts of relevance to secondary science were investigated. The open days also provided an opportunity for more than 30 research staff from the university to interact with the students. Feedback from students and teachers was extremely positive. This article shows how meteorological science can be used to illustrate elements of the secondary science and mathematics curricula.

Existence of secondary bifurcations or isolas for PDEs

In this paper, we introduce a method to conclude about the existence of secondary bifurcations or isolas of steady state solutions for parameter dependent nonlinear partial differential equations. The technique combines the Global Bifurcation Theorem, knowledge about the non-existence of nontrivial steady state solutions at the zero parameter value and explicit information about the coexistence of multiple nontrivial steady states at a positive parameter value. We apply the method to the two-dimensional Swift-Hohenberg equation. (C) 2011 Elsevier Ltd. All rights reserved.

Secondary nontwist phenomena in area-preserving maps

Phenomena as reconnection scenarios, periodic-orbit collisions, and primary shearless tori have been recognized as features of nontwist maps. Recently, these phenomena and secondary shearless tori were analytically predicted for generic maps in the neighborhood of the tripling bifurcation of an elliptic fixed point. In this paper, we apply a numerical procedure to find internal rotation number profiles that highlight the creation of periodic orbits within islands of stability by a saddle-center bifurcation that emerges out a secondary shearless torus. In addition to the analytical predictions, our numerical procedure applied to the twist and nontwist standard maps reveals that the atypical secondary shearless torus occurs not only near a tripling bifurcation of the fixed point but also near a quadrupling bifurcation. (C) 2012 American Institute of Physics. [http://dx.doi.org/10.1063/1.4750040]

Gender Stereotypes and Gendered Vocational Aspirations among Secondary School Students

Research Topic/Aim: Horizontal gender inequalities appear to be rather stable, with girls more often choosing ‘female' service professions, and boys choosing career paths related to science, technology, engineering or mathematics, since measures to bring more women into typical ‘male' jobs and more men into typical ‘female' jobs did not turn out to be sustainable. This paper focuses on gender stereotypes, namely non-egalitarian patriarchal gender-role orientations and gender associations of the school subjects German and mathematics. Dealing with and abolishing such gender stereotypes may be key strategy to reach sustainability regarding more equal vocational choices. Thus, gender stereotypes will be theorised and empirically analysed as a major predictor of gender-typical vocational perspectives considering interest in these school subjects as a mediating factor. Furthermore, we focus on structural patriarchy as a root of gender-role orientations, and teacher gender regarding its impact on gendered images of subjects. Theoretical and methodology framework: Our analyses of gender segregation in vocational aspirations and vocational choice center on Gottfredson's (2002; Gottfredson and Becker, 1981) Theory of Circumscription, Compromise and Self-Creation. One of the main assumptions of this theory is that people associate jobs with particular sexes and those jobs that do not fit particular gender roles are not considered. Empirical analyses are based on survey data of eighth-graders in the Swiss canton of Bern (N = 672). Structural Equation Models (SEM) for male and female students are estimated. Conclusions/Findings: Results reveal different patterns for boys and girls; for boys, gender-typical (male) vocational perspective could be explained via gender role orientations, interest in mathematics and gender associations of the school subjects, for girls, the factors under consideration could be empirically linked to ‘atypical vocational perspective'. Relevance to Nordic educational research: The study focuses on gender relations in society and how they are reproduced. Gender segregation in vocational choice and at the labour market is a universal issue - affecting both egalitarian and non-egalitarian gender regimes in similar ways. Although in general Northern countries appear to be more equal regarding gender inequality, gender segregation is rather persistent (Jarman, Blackburn and Brooks, 2012) and therefore remains a relevant topic.

Online games for the teaching of mathematics

In this article we present a didactic experience developed by the GIE (Group of Educational Innovation) “Pensamiento Matemático” of the Polytechnics University of Madrid (UPM), in order to bring secondary students and university students closer to Mathematics. It deals with the development of a virtual board game called Mate-trivial. The mechanics of the game is to win points by going around the board which consists of four types of squares identified by colours: “Statistics and Probability”, “Calculus and Analysis”, “Algebra and Geometry” and “Arithmetic and Number Theory ”. When landing on a square, a question of its category is set out: a correct answer wins 200 points, if wrong it loses 100 points, and not answering causes no effect on the points, but all the same, two minutes out of the 20 minutes that each game lasts are lost. For the game to be over it is necessary, before those 20 minutes run out, to reach the central square and succeed in the final task: four chained questions, one of each type, which must be all answered correctly. It is possible to choose between two levels to play: Level 1, for pre-university students and Level 2 for university students. A prototype of the game is available at the website “Aula de Pensamiento Matemático” developed by the GIE: http://innovacioneducativa.upm.es/pensamientomatematico/. This activity lies within a set of didactic actions which the GIE is developing in the framework of the project “Collaborative Strategies between University and Secondary School Education for the teaching and learning of Mathematics: An Application to solve problems while playing”, a transversal project financed by the UPM.

Coordination of aproximations in secondary school students’ understanding of limit concept

The aim of this research is to characterize the coordination of the processes of approximation related to the understanding of the limit of a function. We analyze the answers of 64 post-secondary school students to 7 problems considering the dynamic and metric conception of limit of a function. Results indicate that the metric understanding of the limit in terms of inequality supports that the student is capable of coordinating the approximations in the domain and in the range when lateral approximations coincide. However, the student is not capable of this coordination when lateral approximations do not coincide. This indicates that the metric understanding of the limit begins with the previous construction of the dynamic conception in case of coincidence of the lateral approximations in the range.

A structural model of cognitive-motivational variables as explanatory factors of academic achievement in Spanish Language and Mathematics

In recent years, several explanatory models have been developed which attempt to analyse the predictive worth of various factors in relation to academic achievement, as well as the direct and indirect effects that they produce. The aim of this study was to examine a structural model incorporating various cognitive and motivational variables which influence student achievement in the two basic core skills in the Spanish curriculum: Spanish Language and Mathematics. These variables included differential aptitudes, specific self-concept, goal orientations, effort and learning strategies. The sample comprised 341 Spanish students in their first year of Compulsory Secondary Education. Various tests and questionnaires were used to assess each student, and Structural Equation Modelling (SEM) was employed to study the relationships in the initial model. The proposed model obtained a satisfactory fit for the two subjects studied, and all the relationships hypothesised were significant. The variable with the most explanatory power regarding academic achievement was mathematical and verbal aptitude. Also notable was the direct influence of specific self-concept on achievement, goal-orientation and effort, as was the mediatory effect that effort and learning strategies had between academic goals and final achievement.

Motivational profiles Spanish students of Compulsory Secondary Education: Differential analysis of academic self-attributions

Academic goals and academic self-attributions are relevant variables in school settings. The objective of this study is to identify whether there are combinations of multiple goals that lead to different motivational profiles and to determine whether there are significant differences between the groups obtained regarding causal attributions of success and failure (ability, effort, or external causes) in Mathematics and Language and Literature, and in overall academic performance. The Goal Achievement Tendencies Questionnaire (AGTQ) and the Sydney Attribution Scale (SAS) were administered to a sample of 2022 students of compulsory secondary education, ranging in age from 12 to 16 years (M = 13.81, SD = 1.35). Cluster analysis identified four motivational profiles: a group of students with a high generalized motivation profile, a group of students with low generalized motivation profile, a group of students with predominance of learning goals and achievement goals, and a final group of students with predominance of social reinforcement goals. Results revealed statistically significant differences between the profiles obtained in academic self-attributions.

Relationship between sociometric types and academic achievement in a sample of compulsory secondary education students

The aim of this study was to analyse the relationship between sociometric types, behavioural categories and academic achievement in a sample of 1,349 compulsory secondary education students (51.7% boys), ranging in age from 12 to 16 years. The students’ sociometric identification was performed by using the Programa Socio and academic performance was measured by school marks provided by teachers in the subjects of Spanish language, mathematics and average academic performance. The results show that sociometric types were significant predictors of academic achievement, as students who were rated positively by their peers (popular, leaders, collaborators and good students) were more likely to have high academic achievement (in mathematics, Spanish language and average academic achievement) than students rated negatively by peers (rejected-aggressive, rejected-shy, neglected and bullies).

Changes in how prospective teachers anticipate secondary students’ answers

This study focuses on how prospective teachers learn about students’ mathematical thinking when (i) anticipating secondary students’ answers reflecting different characteristics of understanding and (ii) propose new activities in relation to the classification of quadrilaterals. The data were collected from forty-eight prospective secondary school teachers enrolled in an initial training programme. The results indicate three changes in how the prospective teachers anticipate secondary students’ answers in relation to the role given to a perceptual or relational perspective of the classification of quadrilaterals. These changes are described considering how prospective teachers grasp the students’ understanding of the inclusive relation among quadrilaterals as a conceptual advance. We argue that prospective teachers’ learning was promoted after participating in a structured environment where they had the opportunity to discuss how to recognize the features of student’s understanding.

School science and mathematics.

Published: Chicago : School Science and Mathematics, 1905- ; Chicago : Smith & Turton, <1907- >; Mount Morris, Ill. : Central Association of Science and Mathematics Teachers, Oct. 1928-1970; Bloomington, Ind. : School Science and Mathematics Association, 1971-May/June 1981; Bowling Green, Ohio : The Association, Oct. 1981-; Hoboken, NJ : Wiley Subscription Services, Inc., .