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Applied Longitudinal Data Analysis Modeling Change And Event Occurrence

【The purpose of this study is to introduce the Common Core State Standards (CCSS) for mathematics which is released on June 2, 2010 in the U.S.A. The common core state standards are aligned with college and work expectations, and include rigorous content and application of knowledge through high-order skills. The most distinguishable differences between the CCSS standards and the NCTM standards are that the CCSS standards considers the mathematical modeling as one of the mathematical content domains such as algebra, geometry, ets, and the standards are designed by working together with school leaders of all states.】

미국 Common Core State Standards for Mathematics 소개

Parental involvement and attitudes towards young Greek children’s mobile usage

CONTEXT: Young children have increasing access to interactive applications (apps) at home and at school. Existing research is clear on the potential dangers of overuse of screens, but there is less clarity around the extent to which interactive apps may be helpful in supporting early learning. OBJECTIVE: In this systematic review, we present a narrative synthesis of studies examining whether children DATA SOURCES: The PsycInfo, PubMed, ACM Digital Library, and ERIC databases were searched. STUDY SELECTION: Studies were included if the study design was randomized or nonrandomized controlled (quasi-experimental), the sample mean age was DATA EXTRACTION: Of 1447 studies, 35 were included. RESULTS: Evidence of a learning benefit of interactive app use for early academic skills was found across multiple studies, particularly for early mathematics learning in typically developing children. Researchers did not find evidence of an intervention effect for apps aiming to improve social communication skills in children with autism spectrum disorder. LIMITATIONS: Risk of bias was unclear for many studies because of inadequate reporting. Studies were highly heterogenous in interventions, outcomes, and study design, making comparisons of results across studies difficult. CONCLUSIONS: There is emerging evidence to suggest that interactive apps may be useful and accessible tools for supporting early academic development. More research is needed to evaluate both the potential of educational apps to support early learning, and their limitations.

https://pediatrics.aappublications.org/content/pediatrics/early/2019/12/19/peds.2019-1579.full.pdf

Apps As Learning Tools: A Systematic Review

Research Findings: Effective preschool mathematics instruction is especially important for low-income children. Previous research demonstrates that low-income children enter kindergarten behind their middle-income peers. They receive less mathematics support at home and from public preschools. The aim of this study was to test Math Shelf, a tablet intervention designed to improve at-risk preschoolers’ mathematics performance. A total of 100 children participated in a randomized controlled trial in a large urban Head Start center. Intervention students played Math Shelf on tablet computers for 6 weeks, whereas comparison students played the most downloaded and best reviewed preschool math apps on tablets for an equal amount of time. During game play, graduate student researchers supervised intervention and comparison students in separate rooms. Intervention and comparison groups did not differ on pretest assessments. Math Shelf students performed statistically significantly better (Cohen’s d = 0.57...

Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum

Mathematical modelling is garnering more attention and focus at the secondary level in many different countries because of the knowledge and skills that students can develop from this approach. This paper serves to summarize what is it known about secondary mathematical modelling to guide future research. A targeted and general literature search was conducted and studies were summarized based on four categories: assessment data collected, unit of analysis studied, population, and effectiveness. It was found that there were five main units of analysis into which the studies could be categorized: modelling process/sub-activities, modelling competencies/ability, blockages/difficulties during the modelling process, students’ beliefs, and construction of knowledge. The main findings from each of these units of analysis is discussed along with future research that is needed.

/pdf/what-is-known-about-secondary-grades-mathematical-modelling-uqfccef4pa.pdf

What Is Known about Secondary Grades Mathematical Modelling --A Review

Exploring 1:1 Tablet Technology Settings: A Case Study Of The First Year Of Implementation In Middle School Mathematics Classrooms

iPad Apps Utilized in Middle School Mathematics Classrooms with a 1:1 Setting

Growth mindset is an important belief for students to be successful in mathematics and in their current and future lives. Solving open-ended problems also has many positive benefits for students. Little research has been conducted though on growth mindset and mathematics at the middle school level and particularly growth mindset with open-ended problems. This study explored middle school students’ mindsets before and after a four-week Saturday program that incorporated open-ended problems. We also looked at the quality of solutions developed by the students. It was found that the students generally had growth mindsets with some fixed ideas at the beginning of the study that improved to strong growth mindsets at the conclusion of the four weeks. The students also improved on their quality of solutions from the first to the last open- ended activity. Implications for the implementation and research of open-ended problems are discussed.

/pdf/middle-school-students-mindsets-before-and-after-open-ended-383umzx2ed.pdf

Middle School Students’ Mindsets Before and After Open-Ended Problems

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