Search Results

Relationship of Attitudes Toward Mathematics, School, and Teachers to Mathematics Achievement
The present study was designed to investigate the interrelationships of various school-related attitudes and mathematics achievement in a sample of 104 fifth-grade students. A version of the Semantic Differential was used to assess student attitudes toward school, mathematics, teachers, and mathematics teachers. Achievement in mathematics was measured using the Wide Range Achievement Test and classroom grade in mathematics. Higher correlations between the attitude and achievement variables were obtained when classroom grade was used as the achievement measure. Weights generated for each of the attitude variables in multiple regression equations designed to predict each achievement measure were nonsignificant for males, females, and the total sample. Results were discussed and recommendations for future research were made.
Performance on Selected Mathematics and Reading Assessment Tests as Predictors of Achievement in Remedial Mathematics
The problem of this study was performance on selected mathematics and reading assessment tests as predictors of achievement in remedial mathematics. The purpose of the study was twofold. The first was to determine the internal consistency of a locally developed remedial mathematics placement test and the mathematics section of the Pre-TASP Test. The second was to determine the predictive validity of performance on (a) the local remedial mathematics placement test, (b) the mathematics section of the Pre-TASP Test, and (c) the Descriptive Tests of Language Skills, Reading Comprehension Test in combination with demographic variables for mid-semester achievement, end-of-semester achievement, and course success in three levels of remedial mathematics at Richland College, Dallas, Texas.
Mathematics Anxiety and Mathematics Self-efficacy in Relation to Medication Calculation Performance in Nurses
The purpose of this study is to identify and analyze the relationships that exist between mathematics anxiety and nurse self-efficacy for mathematics, and the medication calculation performance of acute care nurses. This research used a quantitative correlational research design and involved a sample of 84 acute care nurses, LVNs and RNs, from a suburban private hospital. the participants filled out a Mathematics Anxiety Scale, a Nurse Self-Efficacy for Mathematics Scale and also completed a 20-item medication calculation test. Significant practical and statistical relationships were discovered between the variables utilizing multiple linear regression statistics and commonality analysis. As the Nurse’s Mathematics anxiety score increased the scores on the medication test decreased and the scores on nurse self-efficacy for mathematics scale also decreased. the demographic item of “Hours a nurse worked in one week” had the greatest significance. the more hours a nurse worked the lower their score was on the medication calculation test. This study agrees with others that nurses are not good at mathematics. This study also correlated that as the number of hours worked increased so did the medication calculations errors. and many nurses have a measurable level of anxiety about mathematics and dosage calculations and this may influence calculation ability. Suggestions for further research include refinement of instruments used in study, further differentiation of barriers to successful medication calculation performance, and testing of interventions used to teach, train and evaluate accurate medication administration in nurses.
Yearbook of the Texas Academy of Mathematics and Science, 2010
Yearbook for the Texas Academy of Mathematics and Science (TAMS) in Denton, Texas includes photographs of and information about the program, student body, classes, and organizations.
[Physics-Mathematics Building]
Photograph of the Physics-Mathematics Building, a three-story brick building that was built in 1959. In 1977, it became known as the Physics Building. Small trees can be seen on the buildings' lawn.
[Physics and Mathematics Building]
Photograph of the Physics-Mathematics Building on the North Texas campus in Denton. A three story brick building, it was constructed in 1959 and became known simply as the Physics Building in 1977.
[Physics and Mathematics Building]
Photograph of the Physics-Mathematics Building on the North Texas campus in Denton. A three story brick building, it was constructed in 1959 and became known simply as the Physics Building in 1977.
[Physics and Mathematics Building]
Photograph of the Physics-Mathematics Building on the North Texas campus in Denton. A three story brick building, it was constructed in 1959 and became known simply as the Physics Building in 1977.
[Mathematics and string theory]
Work on this grant was centered on connections between non- commutative geometry and physics. Topics covered included: cyclic cohomology, non-commutative manifolds, index theory, reflection positivity, space quantization, quantum groups, number theory, etc.
Mathematics and string theory
The continuation of the collaboration with Liu and Lian on the calculation of the II A model opened up the possibility to understand calculations for higher genus curves also; many detailed calculations were carried out. They provided evidence that the method is powerful enough to calculate GW invariants in many cases. Local mirror symmetry was worked out with Chiang, Klemm, and Zaslow; it is consistent with physics intuition. Work was carried out to advance the ideas of Stroninger-Yau-Zaslow's geometric version of mirror symmetry in terms of special Lagragian torus fibration. Several papers were written on understanding such duality; it fits well with the predictions, and the ideas are still being studied.
Mathematics of Intermittent Irradiation
Initiation of reactions by intermittent irradiation is frequently encountered in physical, chemical, and biological systems. Mathematicai expressions for transient and steady state concentrations of reactive species in these systems are useful for predicting performance and for research purposes. A general method of formulation of the intermittent irradiation problem is presented herein, and illustrative solutions are obtained for radioactive decay chains and for the rotating sector method. 20 references. (auth)
(Mathematics and string theory)
Over the past year our research activities concentrated around: (1) non-commutative differential geometry and its connections with quantum physics and (2) 2-dimensional(super) conformal quantum field theories and related non-linear {sigma}-models. This paper discusses these topics.
Teachers' Use of Children's Literature, Mathematics Manipulatives, and Scaffolding to Improve Preschool Mathematics Achievement: Does It Work?
The primary purpose of this study was to determine if the implementation of an intervention involving teachers' use of children's literature, related storybook manipulatives, and a scaffolding (LMS) approach to learning would improve preschool children's mathematics test scores. Additionally, the LMS approach was examined to determine whether teachers' perceptions of their effectiveness in mathematics instruction changed from the beginning to the end of the study. The subjects of the study included 60 preschool-aged children and six teachers from two child care centers. The preschool teachers participated in either a control or experimental condition (the LMS approach) in their daily mathematics instruction with their preschool children. The researcher tested the children using the Test of Early Mathematics Ability and an abbreviated version of the Stanford-Binet Intelligence Scale. The study was based on two main research questions. The first question asked if there was a difference in the Test of Early Mathematics Ability total posttest scores between children in the literature-manipulatives-scaffolding intervention group and children in the control group after assuring equivalency of the two groups. The second question addressed if preschool teachers believed they were more effective in their mathematics instruction after implementing the LMS approach with young children. The answer to the first research question was that there was no statistically significant difference in the Test of Early Mathematics Ability total posttest scores between children in the literature-manipulatives-scaffolding group and children in the control group. However, the answer to the second question was that preschool teachers believed they were more effective in their mathematics instruction after implementing the LMS approach with young children. Recommendations for future research on early childhood mathematics include the investigation of preschool children's ability, achievement, and interest in mathematics; teachers' use of mathematics scaffolding techniques; and longitudinal mathematics interventions beginning during the preschool years.
The Effectiveness of a Guided Discovery Method of Teaching in a College Mathematics Course for Non-Mathematics and Non-Science Majors
The purpose of this study was to ascertain the value, as determined by student achievement, of using a discovery method of teaching mathematics in a college freshman mathematics course for non-mathematics and non-science majors.
The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students
This research grew from concerns relative to the mathematical performance of Spanish-speaking limited English proficient (LEP) public school students. This investigation studied the effects of the sheltered mathematics class on eighth-grade Spanish-speaking LEP students with regard to mathematical achievement, attitudes toward mathematics, the dropout rate, and the number of math credits earned in high school. The enrollment of a sheltered mathematics class was limited to LEP students. The purpose was to compare Spanish-speaking LEP students enrolled in sheltered mathematics classes with Spanish-speaking LEP students enrolled in regular mathematics classes. The research hypotheses were that achievement, mathematical attitudes, the dropout rate, and high school math credits earned would favor enrollment in sheltered mathematics classes. The data for achievement, dropout information, and mathematics course work completed were drawn from student records in the school district data bank. A mathematics attitude survey was given to a sample from the 1995-96 eighth-grade advanced level Spanish-speaking LEP students. The research hypotheses were not accepted. All of the populations did show an academic deficit. However, they did have more positive attitudes than negative attitudes toward mathematics. To improve achievement, staying in school, and a higher rate of inclusion in mathematics related careers the following recommendations were made: 1. Research should be done to write standardized mathematics tests that would be accurate and fair for Spanish-speaking LEP students. 2. Further research should be done into teaching strategies and classroom management particularly suited to Spanish-speaking LEP students. 3. Attitude measures should be used as pretest and posttest to study the effect of sheltered mathematics classes on LEP students in relation to attitudes toward mathematics and motivation to continue schooling. 4. Recruit and train qualified mathematics teachers to teach English as a second language (ESL) mathematics.
Yearbook of the Texas Academy of Mathematics and Science, 2008
Yearbook for the Texas Academy of Mathematics and Science (TAMS) in Denton, Texas includes photographs of and information about the program, student body, classes, and organizations.
Yearbook of the Texas Academy of Mathematics and Science, 2007
Yearbook for the Texas Academy of Mathematics and Science (TAMS) in Denton, Texas includes photographs of and information about the program, student body, classes, and organizations.
Distributed mathematics in a heterogeneous environment
The advent of sophisticated window and operating system tools during the past several years has made it possible to provide user interfaces that are not as card- or line-oriented as previous interfaces. In addition, networking software has made it possible to distribute work among several computers so that optimal use is made of existing facilities. The computer Research and Application Group at Los Alamos National Laboratory uses these tools to access, control, and animate solutions to mathematical algorithms and to provide a simplified interface to large mathematical documentation databases. A mouse-driven menu system provides access to these documentation databases. Mathematical routines have been distributed between Sun Microsystems workstations and CRAY XMP Supercomputers. Controls of these algorithms is accomplished by using windows and panels that control input to computational modules executing on the cray. These modules return solutions to the workstation in real time. The solutions are then animated by using standard graphics. Evolution of time-dependent problems can be viewed by buffering solution data through the memory of the workstation. 7 refs., 4 figs., 4 tabs.
[Physics-Mathematics Building, Exterior]
Photograph of the Physics-Mathematics Building, a three-story brick building that was built in 1959. In 1977, it became known as the Physics Building. Small trees can be seen on the buildings' lawn. The number 2 has been written in the bottom left of the image.
[Physics-Mathematics Building, Exterior]
Photograph of the Physics-Mathematics Building, a three-story brick building that was built in 1959. In 1977, it became known as the Physics Building. Small trees can be seen on the buildings' lawn.
[Physics-Mathematics Building, Exterior]
Photograph of the Physics-Mathematics Building, a three-story brick building that was built in 1959. In 1977, it became known as the Physics Building. Small trees can be seen on the buildings' lawn.
[Physics-Mathematics Building, Exterior]
Photograph of the Physics-Mathematics Building, a three-story brick building that was built in 1959. In 1977, it became known as the Physics Building. Small trees can be seen on the buildings' lawn.
[Photograph of the Physics and Mathematics Building]
Photograph of the Physics-Mathematics Building on the North Texas campus in Denton. A three story brick building, it was constructed in 1959 and became known simply as the Physics Building in 1977.
[Photograph of Physics and Mathematics Building]
Photograph of the Physics-Mathematics Building on the North Texas campus in Denton. A three story brick building, it was constructed in 1959 and became known simply as the Physics Building in 1977.
National Mathematics Advisory Panel
The U.S. Department of Education, in partnership with the Conference Board of Mathematical Sciences, hosted the first National Math Panel Forum on October 6-7, 2008. This page documents the Forum activities, which brought together various organizations and other interested parties.
Experimental Mathematics and Computational Statistics
The field of statistics has long been noted for techniques to detect patterns and regularities in numerical data. In this article we explore connections between statistics and the emerging field of 'experimental mathematics'. These includes both applications of experimental mathematics in statistics, as well as statistical methods applied to computational mathematics.
Experimental Mathematics and Mathematical Physics
One of the most effective techniques of experimental mathematics is to compute mathematical entities such as integrals, series or limits to high precision, then attempt to recognize the resulting numerical values. Recently these techniques have been applied with great success to problems in mathematical physics. Notable among these applications are the identification of some key multi-dimensional integrals that arise in Ising theory, quantum field theory and in magnetic spin theory.
CONTRIBUTION TO THE MATHEMATICS OF ZONE MELTING
No Description Available.
Ten Problems in Experimental Mathematics
This article was stimulated by the recent SIAM ''100 DigitChallenge'' of Nick Trefethen, beautifully described in a recent book. Indeed, these ten numeric challenge problems are also listed in a recent book by two of present authors, where they are followed by the ten symbolic/numeric challenge problems that are discussed in this article. Our intent was to present ten problems that are characteristic of the sorts of problems that commonly arise in ''experimental mathematics''. The challenge in each case is to obtain a high precision numeric evaluation of the quantity, and then, if possible, to obtain a symbolic answer, ideally one with proof. Our goal in this article is to provide solutions to these ten problems, and in the process present a concise account of how one combines symbolic and numeric computation, which may be termed ''hybrid computation'', in the process of mathematical discovery.
(Applied analysis and computational mathematics)
This report discusses efficient methods of adoptive mesh refinement. (LSP)
Applied mathematics of chaotic systems
This is the final report of a three-year, Laboratory-Directed Research and Development (LDRD) project at the Los Alamos National Laboratory (LANL). The objectives of the project were to develop new mathematical techniques for describing chaotic systems and for reexpressing them in forms that can be solved analytically and computationally. The authors focused on global bifurcation analysis of rigid body motion in an ideal incompressible fluid and on an analytical technique for the exact solution of nonlinear cellular automata. For rigid-body motion, they investigated a new completely integrable partial differential equation (PDE) representing model motion of fronts in nematic crystals and studied perturbations of the integrable PDE. For cellular automata with multiple domain structures, the work has included: (1) identification of the associated set of conserved quantities for each type of domain; (2) use of the conserved quantities to construct isomorphism between the nonlinear system and a linear template; and (3) use of exact solvability methods to characterize detailed structure of equilibrium states and to derive bounds for maximal transience times.
Lectures on Modular Forms
Report consisting of an expository account of the theory of modular forms and its application to number theory and analysis.
[Executive Summary for the Texas Academy of Mathematics and Science]
Executive summary of the Texas Academy of Mathematics and Science, including how many students they hope to recruit each year, and their hope to increase the number of people in the fields of science and mathematics.
A comparison of the effects of two mathematics programs upon selected fifth, sixth, seventh, and eighth grade remedial mathematics students
The problem with which this investigation was concerned is that of determining whether remedial mathematics students who receive individualized attention in small groups with many special materials would gain more knowledge in the areas of computation, concepts, problem solving, and total composite mathematics than would remedial mathematics students taught as sub-groups of regular mathematics classes.
[Workshop for coordinating South Carolina's pre-college systemic initiatives in science and mathematics]. [A Mathematics and Sciences Education Summit]
On December 19, 1991, South Carolina's Governor, established the Governor's Mathematics and Sciences Advisory Board (MSAB) to articulate a vision and develop a statewide plan for improving science and mathematics education in South Carolina. The MSAB recognized that systemic change must occur if the achievement levels of students in South Carolina are to improve in a dramatic way. The MSAB holds two fundamental beliefs about systemic change: (1) All the elements of the science and mathematics education system must be working in harmony towards the same vision; and (2) Each element of the system must be held against high standards and progress must be assessed regularly against these standards.
Applied Mathematics Division Summary Report for November 1956 Through June 1958
The status of various projects undertaken to assist other scientists at ANL is reviewed. (T.R.H.)
Mathematics Division Annual Progress Report for Period Ending December 31, 1963
Research progress in mathematics and programing is summarized, together with the computer programs actually written. Developments in statistical research, applications, and programing are also reviewed. (D.C.W.)
Incorporating RTI and the Mastery Model into Mathematics Tutoring Sessions
Paper discusses an experiment testing the effectiveness of incorporating Response to Intervention (RTI) and the Mastery Model into math tutoring sessions with third grade students.
An Attitudinal and Correlational Study of Mathematics Instructors Concerning Certain MAA-NCTM Recommendations and the Teaching of College Preparatory Mathematics Courses
The purpose of the study is to find answers to the following questions. 1. Is there a significant difference in any of the three simple pair-wise comparisons of the attitudes of the three groups of mathematics instructors of college preparatory courses toward teaching those courses? 2. Is there a significant difference in any of the three simple pair-wise comparisons of the attitudes of the three groups of mathematics instructors of college preparatory courses toward the MAA-NCTM recommendations? 3. Is there a significant correlation between the attitudes toward the MAA-NCTM recommendations and the attitudes toward teaching the college preparatory mathematics courses held by the mathematics instructors in each of the three groups? The data led to the conclusion that all three groups held the same favorable attitude toward teaching college preparatory mathematics courses. Also, there were no significant differences among the three groups' attitudes toward the MAA-NCTM recommendations. However, while no significant correlation was found for the high school instructors, there did exist a significant positive correlation between the two attitudes for each of the other two groups studied.
The Association Between Computer- Oriented and Non-Computer-Oriented Mathematics Instruction, Student Achievement, and Attitude Towards Mathematics in Introductory Calculus
The purposes of this study were (a) to develop, implement, and evaluate a computer-oriented instructional program for introductory calculus students, and (b) to explore the association between a computer-oriented calculus instructional program, a non-computer-oriented calculus instructional program, student achievement on three selected calculus topics, and student attitude toward mathematics. An experimental study was conducted with two groups of introductory calculus students during the Spring Semester, 1989. The computer-oriented group consisted of 32 students who were taught using microcomputer calculus software for in-class presentations and homework assignments. The noncomputer-oriented group consisted of 40 students who were taught in a traditional setting with no microcomputer intervention. Each of three experimenter-developed achievement examinations was administered in a pretest/posttest format with the pretest scores being used both as a covariate and in determining the two levels of student prior knowledge of the topic. For attitude toward mathematics, the Aiken-Dreger Revised Math Attitude Scale was administered in a pretest/ posttest format with the pretest scores being used as a covariate. Students were also administered the MAA Calculus Readiness Test to determine two levels of calculus prerequisite skill mastery. An ANCOVA for achievement and attitude toward mathematics was performed by treatment, level, and interaction of treatment and level. Using a .05 level of significance, there was no significant difference in treatments, levels of prior knowledge of topic, nor interaction when achievement was measured by each of the three achievement examination posttests. Furthermore, there was no significant difference between treatments, levels of student prerequisite skill mastery, and interaction when attitude toward mathematics was measured, at the .05 level of significance. It was concluded that the use of the microcomputer in introductory calculus instruction does not significantly effect either student achievement in calculus or student attitude toward mathematics.
Applied Mathematics Division Summary Report, July 1, 1961-June 30, 1962
A summary of each computer program initiated during the report period is given. Over 130 programs are described briefly. Work is also being carried out on the completion of the GEORGE-FLIP Computer system and the development of retrieval and pattern recognltion systems. (M.C.G.)
[Summary of the Texas Academy of Mathematics and Science]
Summary of the Texas Academy of Mathematics and Science, including an introduction, information on the curriculum, the cost, residence life, and nomination and selection criteria.
Texas Academy of Mathematics and Science Curriculum
Summary of the first and second year curricula for students of the Texas Academy of Mathematics and Science.
[Who's Who in Mathematics, Bill Townsend]
Photograph of Bill Townsend, the Who's Who in Mathematics for the Yucca yearbook in 1943. In the image Townsend is writing or solving an equation on a chalkboard inside a classroom. "Who's Who" was an honor to students who demonstrated collegiate leadership through the balance of both academic excellence and extracurricular involvement in their personal field.
[Who's Who in Mathematics, Jerry Stark]
Photograph of Jerry Stark studying material at a table. In 1941, he was voted Who's Who in Mathematics. Two large bookcases filled with books is the background with a window in the upper right corner. There is some distortion on the whole image.
Image Processing: Mathematics, Engineering, or Art
From the strict mathematical viewpoint, it is impossible to fully achieve the goal of digital image processing, which is to determine an unknown function of two dimensions from a finite number of discrete measurements linearly related to it. However, the necessity to display image data in a form that is visually useful to an observer supersedes such mathematically correct admonitions. Engineering defines the technological limits of what kind of image processing can be done and how the resulting image can be displayed. The appeal and usefulness of the final image to the human eye pertains to aesthetics. Effective image processing necessitates unification of mathematical theory, practical implementation, and artistic display. 59 references, 6 figures.
Experiences and Perceptions of Students in Music and Mathematics
Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the …
Towards a coherent theory of physics and mathematics.
No Description Available.
A study of the Teachers` Academy for Mathematics and Science
The Teachers` Academy for Mathematics and Science in Chicago (TAMS) is a freestanding institution founded in 1989 by scientists and a variety of other stakeholders, to advance the systemic reform of mathematics and science education in Chicago`s public schools. It focuses on the ``re-tooling`` of its elementary level teachers. The TAMS program, which has been funded in part by the DOE, contributes to strategic goals two through five of the Office of University and Science Education (OUSE). This evaluation of TAMS by the National Center for Improving Science Education is primarily a qualitative study that summarizes the history and current status of the organization and its programs. Data was obtained through extensive interviews, observations, and document review, using a framework of templates to guide data collection and analyses. The findings are organized around a series of lessons learned from the first three years of TAMS and conclusions about its current status.
Mathematics and biology: The interface, challenges and opportunities
The interface between mathematics and biology has long been a rich area of research, with mutual benefit to each supporting discipline. Traditional areas of investigation, such as population genetics, ecology, neurobiology, and 3-D reconstructions, have flourished, despite a rather meager environment for the funding of such work. In the past twenty years, the kind and scope of such interactions between mathematicians and biologists have changed dramatically, reaching out to encompass areas of both biology and mathematics that previously had not benefited. At the same time, with the closer integration of theory and experiment, and the increased reliance on high-speed computation, the costs of such research grew, though not the opportunities for funding. The perception became reinforced, both within the research community and at funding agencies, that although these interactions were expanding, they were not doing so at the rate necessary to meet the opportunities and needs. A workshop was held in Washington, DC, between April 28 and May 3, 1990 which drew together a broadly based group of researchers to synthesize conclusions from a group of working papers and extended discussions. The result is the report presented here, which we hope will provide a guide and stimulus to research in mathematical and computational biology for at least the next decade. The report identifies a number of grand challenges, representing a broad consensus among the participants.
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