... Nicole Galloway Math 601 Number Systems Research Paper The first and most important question I am going to ask is, is math important and why. Math, it's everywhere. You just can't avoid it; no matter how hard you try. We use math when we're trying to figure out how much fertilizer is needed for fields of corn, onions, or cotton. We use math when we want to bake two-dozen of those mouth-watering chocolate chip cookies that our children will devour as soon as they come barreling through the door. What do we use when we need to know how much money is in our checking account? You've got it, math! Just try to build that extra room without using math. It can't be done. Mathematics is one of the most important subjects that provide several vital skills to the learners. Some of the skills that people get from math include: the ability to identify and analyze patterns, logic and critical thinking skills, ability to see relationships and problem solving skills. Math is important because it allows people to perform complex calculations for everyday purposes using a set formula or mathematical procedure. Math allows for precise calculations and measurements for almost everything we do! Math is so important because it allows us to do everyday things with ease. Rounding, estimating, fractions and percentages are just a few of the ways we use math in our everyday life. So math is important as it is found in our daily lives every day. With math being important in our...
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...seemed to be the best option for myself. When I was coming up with questions to ask during the interview, I wanted to focus on my future at Penn State and what I should expect when it comes time for me to take courses related to computer science. By doing this, I hoped to gain a better understanding of the process of getting a degree in computer science. My first question I asked was to see if I was personally ready to begin taking college level computer science courses. I was not sure of the level of experience with computer programming was recommended for entry level classes in the field of study. As I would come to learn, there is no experience required for basic programming classes, and this came to me as sort of a surprise. Almost every major subject, whether it is math, writing, history, or science, usually requires some sort of background knowledge of the subject. Some people may not think of it that way, though. These...
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...For my task, I was asked a series of questions that required deep statistical analysis of the information provided and discovered. I was given a copy of date from the SAT Score Roster sent to the high school by the College Board. This roster showed gender, verbal and math scores of 303 students in a recent graduating class. With that information I took a random sample of 30 by number 1 to 303 on my list and generating 30 random integers with my calculator. I did not include repeats. I used that sample for each of the questions at hand after I concluded they were representative of the population. The first question I was asked to address was to find the true mean SAT- Math scores for students at the high school whose information I was given. I then checked my assumptions to make sure I could safely proceed with my calculations. I concluded that it was random because I took a random sample from the population, as stated in my opening. Next, I stated it was independent because my sample of 30 is less than 10% of the 303 student’s information. The last assumption I checked was to see it followed a normal model by making sure it was a large enough population. I used the central limit theorem because my population is equal to 30. After running my test, I came up with an interval of true mean SAT- Math scores as (559.02, 637.65). From this interval, I am 95% confident that the true mean SAT- Math score for this high school is between 559.02 and 637.65. I was then asked to use my interval...
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...Introduction WELCOME The TPR Plan Welcome to The Princeton Review! We’re delighted that you chose us to help you prepare for the GMAT. This course provides two important benefits: • A review of the content tested by the GMAT • Test-taking strategies to help you maximize your performance The Quantitative (or Math) section of the GMAT tests concepts from high school arithmetic, algebra, and geometry. The Verbal section measures your reading, grammar, and logical reasoning skills. The Analytical Writing Assessment essay tests your organization and writing skills. The Integrated Reasoning section tests much of the same content that you see on the Math and Verbal sections but does so using question formats that often display data in charts or tables. You have seen most of these topics previously, in high school or elsewhere. However, you probably haven’t used these skills in quite some time. This course will review these areas and introduce you to a few topics you may not have seen before. In addition to reviewing the material tested by the GMAT, you will learn testtaking strategies to help you best use your knowledge within the format of the test. You will learn the traps the test writers set for you and learn how to avoid them. You will learn how to use the multiple-choice format to your advantage. We’ll cover everything you need to know to meet the specific challenges posed by the GMAT. Use the multiple-choice format to your advantage. Structure...
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...of this study is to examine the effects of computer-based mathematics curriculum on problem solving and the students’ attitudes toward computer-based mathematics. Participants will be my 3rd grade students who will receive 2 hours weekly computer-guided math instruction along with their regular Math Investigations. The computer program that will be used in this study is Edutest. Edutest is a computer program that focuses on problem solving strategies, geometry, number sense, logic patterns, measurement, probability, and word problems that are in line with the district standards. The students will work independently on the computer with computer-guided instruction. During the study, students will take a pre test and posttest as well as on-going daily instruction in mathematics along with teacher made assessment tests in mathematics to measure their achievement levels. I will also take an attitude survey to gauge their feeling about using computer mathematics. A survey was given pre study and post study. This information was used to assist me in planning and implementing computer-based curriculum and to see whether their attitudes towards computer math will have an effect on how well they implement the program. I chose to study math because I enjoy teaching mathematics....
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...picture. This article will is also to discuss where the limitations are, how to dig deeply for more data and help the school to for its improvements, as well as for students’ achievements. I. Meaningful Patterns in the Data The 2013-2014 EQAO-Huron Heights report gives a good indication of how students performed relatively from 2009 to 2014, and relative to those throughout the board and the province. Some meaningful patterns are found in the data. Applied Mathematics - The school report for Grade 9 Applied Math assessment results shows a decreasing trend of percentage points of students at or above the provincial standard at Huron Heights from 47% in 2011-2012 to37% in 2013-2014, while the board and province reports show increasing trends. For each school year starting in 2009, the school has a lower achievementing rate than the board, while the board has a higher rate than the province. In 2013-2014, there are only 37% of all students that meet the standard (Level 3&4), which is 20% lower than the...
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...The students in this Algebra I course have proven to be the highest achieving math students in their grade based on their ability to qualify for the Algebra I as eighth graders, and they have spent the majority of their academic careers succeeding in math at this caliber. As a result, the students in this learning segment have a strong belief in their own ability to learn mathematics. Moreover, they desire to know the content as thoroughly as possible, because they know they are capable of high levels of conceptual understanding, refusing to settle for memorizing a procedure or being told an arbitrary fact without justification. This is most evident in how often I answer the question: why? It is the most commonly asked question in discussion...
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...of victims of emotional trauma particularly in disaster mental health studies. In this paper the value of spirituality in providing emotional care to survivors of trauma is analyzed. Why is the value of spirituality in emotional care important to me? Conventional wisdom has held to the notion that boys are better at math than girls. Perhaps, this age old belief was responsible for Mattel the company that produced “Teen talk Barbie” in 1992 to create a Barbie doll that had among its stored phrases, one phrase that said, “Math class is tough!”. This phrase was stored with 270 other girl talk phrases such as “I love shopping” and “Will we have enough clothes!”. The result was that Mattel was soundly criticized and quickly changed the doll’s offending phrase a few months later. In spite of Mattel’s effort to correct a message that verbalized an inherent cultural bias, one wonders if the is any accuracy to the stereotype that associate math being difficult with the female gender and whether math is less difficult for males. Bryner (2007) indicated that women are still outnumbered by men in math science and engineering fields. Tachibana (2010) posited that as much as 90 percent of the engineers in the United States are male. Mathematics is considered a gateway such to the hard sciences....
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...area of math. After reviewing state standardized tests results, Map tests results, and benchmarks, it is evident that all grade levels need remediation in math. During this remediation process, teachers should be willing to be retained and receive professional development in the area of math as well. Fixing the problem with students in math will increase math scores on standardized tests, benchmarks, and Map test. Remediating all grade levels in math will create a better number sense for all students which will help them become successful whenever reaching the grade level where standardized tests are offered. (Grades three through five). Through math remediation, new programs will be developed and ongoing professional developments for faculty and staff will come into action. According to the state and federal report card, Denmark-Olar Elementary School has received an At-Risk or Below Average in the area of math. Over 87% of students who take Map Test receive less than the mean score of 200 while over 92% of students are unable to score at least a C on the quarterly benchmark. Providing results from these assessments and teacher’s observation over the last five years, students are not working according to the state standards in the areas of math. (Numbers, Operations, Geometry, and Measurement). In order to find out what is the cause of the school becoming so behind in math there are several questions that may lead to the cause of students being so behind in math. In what...
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... dependent, intervening, or moderating variable. * The age, area of specialization and years of teaching experience of the Math teachers are independent variables. * The age and gender of the Grade V pupils are also independent variables. * The least learned skills in Math V is a moderating variable * The results in the Regional Achievement test is the dependent variable * The grades in Math of the Grade V pupils is also a dependent variable 3. Write all the research questions. For each question, a. Identify what kind of data (qualitative or quantitative) is asked from the respondents b. Identify the kind of statistical treatment/s (descriptive or inferential) used, if the question is quantitative in nature. b.1 If descriptive, what specific statistical tool was used? b.2 If inferential, what specific statistical tool was used? * What is the profile of the Mathematics teacher (s) in terms of: a. Age a. 1(QUANTITATIVE) i. Descriptive (ranging) b. Area of specialization(QUALITATIVE) c. Number of years of teaching experience b. (QUANTITATIVE) ii. Descriptive (ranging) * What is the profile of the Grade V pupils in terms of: a. Age a. (QUANTITATIVE) i. Descriptive (ranging) b. Gender (QUALITATIVE) c. Grade in Math a. (QUANTITATIVE) ii. Mean * What is the...
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...October 10th 2013 QUESTION 1 Explain the following variables with their categories. For example: categorical, continuous, discrete or qualitative or quantitative. 1. Nominal 2. Ordinal 3. Dichotomous 4. Interval 5. Ratio Answer: We need to grasp the different types of variables we may discover while doing our dissertation. Categorical variables and Continuous variables are the main types of variables. Categorical variables are also known as qualitative or discrete variables while continuous variables are known as quantitative variables. Categorical variables can be differentiated as: * Nominal * Dichotomous * Ordinal Categorical variables have categories or rates/level that is used to describe how the variables should be controlled, measured or presented. Continuous variables can be differentiated as: * Interval * Ratio Continuous variables are always within the form of numerical value which is used to describe how variables should be controlled, measured or presented. 1. Nominal Nominal variables cannot be ordered which is meant they cannot be measured by levels (e.g. a scale from 1 to 5) but by two or more categories (e.g. blue, black, brown or blonde hair). Nominal variables can answer questions such as: a. Gender : Male or Female b. Type of property : a house, apartment or bungalow c. Hair colors : blond, brown, red hair, black, etc d. Blood type: A, B, AB or O For example: Question : What is your...
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...1 Teenagers’ Reasons for Listening to Music and the Students’ Perception of the Effects of Listening When Completing School Assignments1 Jennifer Adriano Educational Leadership Doctoral Program Thomas DiPaola Educational Leadership Doctoral Program Center for Research and Evaluation The Alan Shawn Feinstein Graduate School Johnson & Wales University 1 Paper presented at the 42nd annual meeting of the New England Educational Research Organization, April, 2010, Portsmouth, NH. 2 Introduction Music is a significant part of our lives. People listen to music on the radio at home and in their car; they watch music videos on television or hand held technology; they buy CDs or download music; and they attend concerts. People also hear music in stores, restaurants, sporting events, and doctors’ offices (Schellenberg, Peretz, & Vieillard, 2008). Music is very important to many adolescents and they spend a considerable amount of their time listening to music. One study with N = 2,465 adolescents ages 13 and 14 found that participants listened to music for an average of 2.45 hours per day (North, Hargreaves, & O’Neill, 2000). Music has become a personal accompaniment in many teenagers’ lives because of the availability and popularity of personal music listening devices. In 2009, Jaffray released the results from the 18th semi-annual survey, “taking stock with teens.” The team of researchers surveyed approximately N = 1,200 students, with an average age of 16.3, in...
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...com/abstract=2152791 Academic Performance and Self-efficacy of Science High School Students Abstract 2 Primarily, the study was conducted to determine the relationship between self-efficacy and academic performances on Math and English subject of science high school students. The objectives are (a) to find what level of self-efficacy do High school students have and (b) to explore if there is gender difference among high school students in terms of their self-efficacy and academic performance. The data are gathered using survey type questionnaire which is composed of two domains, English efficacy and Math efficacy to find if there is significant relationship between academic performance and their self-efficacy. Data was analyzed using mean and test of difference (t-test). Result showed that students‟s performance on Math subject posed a high significant relationship with their self-efficacy beliefs with statistical interpretation as positive substantial relationship (p=.615**, a=.000). On the other hand, students registered a significant relationship and a moderate relationship (p=.401*; a=.015) on their self-efficacy and academic performance on English subject. The researcher also found out that Filipino science high school students possess a high level of self-efficacy. Moreover the researcher found that there are no significant gender differences. On High School students Mean grade in English, result showed that there are no significant difference on male and female performances...
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...has is the High School education system. Students have little or no preparation for life after high school compared to other nations which poses a disadvantage when trying to further their education. The United States is one of or the most powerful countries but continually flows short in the educational system. One of the major issues is the lack of the arts within the academic system. They focus today is typically how to take an exam. For example, Florida focuses so much on the FCAT that they typically focus only on English and Math. High Schools keep using this “Teaching to the Test “technique, which only teaches students how to prepare for the FCAT and this narrows the curriculum a lot. This issue leads to the question, “Is the Geography and Math knowledge of an American student as good as European student?” Every year a test is given to every student in High School. This test has basic questions about Geography and it measures the level of every student within their grade. Back in 2010 after collecting back the test from students and grading it, the National Assessment of Education Progress publicized that only a 25% of American schoolchildren passed the test and that only a 20% of 12th graders passed. This is probably one the saddest news America had to deal with when speaking of education. After the news was published to the public, Daniel Edelson, vice president for education with the National Geographic Society, explained in an interview with the Education Writers...
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...At the end of 8th grade, T’Niq’s average quarterly grades were 70 in ELA,100 in Health and Physical Education, 82 in Math, 51 in Science, and 88 in Visual Arts. T’Niq missed 13 days of school during his 8th grade year. It is likely that T’Niq’s frequent absences are having a negative impact on his academic skills. T’Niq’s teachers report that he is a wonderful and hard-working student who is well liked by both is peers and staff. He completes his classwork and homework on a regular basis. His teachers also note that T’Niq is able to advocate for himself by asking questions to clarify assignments and instructions. His math teacher reports that he has made academic and social progress over the past two years. Behavioral Observations During...
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