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The purpose of this essay is to bring out the unique role of Mathematics in providing a base to the diverse sciences which conform to its rigid structure. Of these the physical and economic sciences are so intimately linked with mathematics, that they have become almost a part of its structure under the generic title of Applied Mathematics. But with the progress of time, more and more branches of Science are getting quantified and coming under its ambit. And once a branch of science gets articulated into a mathematical structure, the process goes beyond mere classification and arrangement, and becomes eligible as a candidate for enjoying its predictive powers! Indeed it is this single property of Mathematics which gives it the capacity to predict the nature of evolution in time of the said branch of science. This has been well verified in the domain of physical sciences, but now even biological sciences are slowly feeling its strength, and the list is expanding.

The purpose of this essay is to bring out the unique role of Mathematics in providing a base to the diverse sciences which conform to its rigid structure. Of these the physical and economic sciences are so intimately linked with mathematics, that they have become almost a part of its structure under the generic title of Applied Mathematics. But with the progress of time, more and more branches of Science are getting quantified and coming under its ambit. And once a branch of science gets articulated into a mathematical structure, the process goes beyond mere classification and arrangement, and becomes eligible as a candidate for enjoying its predictive powers! Indeed it is this single property of Mathematics which gives it the capacity to predict the nature of evolution in time of the said branch of science. This has been well verified in the domain of physical sciences, but now even biological sciences are slowly feeling its strength, and the list is expanding.

The purpose of this essay is to bring out the unique role of Mathematics in providing a base to the diverse sciences which conform to its rigid structure. Of these the physical and economic sciences are so intimately linked with mathematics, that they have become almost a part of its structure under the generic title of Applied Mathematics. But with the progress of time, more and more branches of Science are getting quantified and coming under its ambit. And once a branch of science gets articulated into a mathematical structure, the process goes beyond mere classification and arrangement, and becomes eligible as a candidate for enjoying its predictive powers! Indeed it is this single property of Mathematics which gives it the capacity to predict the nature of evolution in time of the said branch of science. This has been well verified in the domain of physical sciences, but now even biological sciences are slowly feeling its strength, and the list is expanding.

The purpose of this essay is to bring out the unique role of Mathematics in providing a base to the diverse sciences which conform to its rigid structure. Of these the physical and economic sciences are so intimately linked with mathematics, that they have become almost a part of its structure under the generic title of Applied Mathematics. But with the progress of time, more and more branches of Science are getting quantified and coming under its ambit. And once a branch of science gets articulated into a mathematical structure, the process goes beyond mere classification and arrangement, and becomes eligible as a candidate for enjoying its predictive powers! Indeed it is this single property of Mathematics which gives it the capacity to predict the nature of evolution in time of the said branch of science. This has been well verified in the domain of physical sciences, but now even biological sciences are slowly feeling its strength, and the list is expanding.

Focusing mostly on their application for primary schools, this document describes the educational key performance indicators (KPI) employed by the Wendsworth, England, Local Educational Authority (LEA). Indicators are divided into 3 areas, educational context, resource development, and outcomes. Contextual indicators include pupil mobility, home language, and numbers by age group; proportion of pupils entitled to free school meals; and ethnic breakdown of school population. Resource development indicators include overall budget, staffing expenditures, class size, and pupil to teacher ratio. Outcome indicators include pupil attainment measured by reading and mathematics tests, pupil attendance, and pupil exclusions. Additional indicators include equity of resource distribution and gender differences in educational outcomes. Using KPI can help researchers evaluate and compare schools. In addition, the employment of KPI improves accountability by providing governors with a way to ask relevant questions about school management and focuses attention on key educational outcomes of individual pupils. (Contains 11 references.) (JW)

Focusing mostly on their application for primary schools, this document describes the educational key performance indicators (KPI) employed by the Wendsworth, England, Local Educational Authority (LEA). Indicators are divided into 3 areas, educational context, resource development, and outcomes. Contextual indicators include pupil mobility, home language, and numbers by age group; proportion of pupils entitled to free school meals; and ethnic breakdown of school population. Resource development indicators include overall budget, staffing expenditures, class size, and pupil to teacher ratio. Outcome indicators include pupil attainment measured by reading and mathematics tests, pupil attendance, and pupil exclusions. Additional indicators include equity of resource distribution and gender differences in educational outcomes. Using KPI can help researchers evaluate and compare schools. In addition, the employment of KPI improves accountability by providing governors with a way to ask relevant questions about school management and focuses attention on key educational outcomes of individual pupils. (Contains 11 references.) (JW)

Focusing mostly on their application for primary schools, this document describes the educational key performance indicators (KPI) employed by the Wendsworth, England, Local Educational Authority (LEA). Indicators are divided into 3 areas, educational context, resource development, and outcomes. Contextual indicators include pupil mobility, home language, and numbers by age group; proportion of pupils entitled to free school meals; and ethnic breakdown of school population. Resource development indicators include overall budget, staffing expenditures, class size, and pupil to teacher ratio. Outcome indicators include pupil attainment measured by reading and mathematics tests, pupil attendance, and pupil exclusions. Additional indicators include equity of resource distribution and gender differences in educational outcomes. Using KPI can help researchers evaluate and compare schools. In addition, the employment of KPI improves accountability by providing governors with a way to ask relevant questions about school management and focuses attention on key educational outcomes of individual pupils. (Contains 11 references.) (JW)

Focusing mostly on their application for primary schools, this document describes the educational key performance indicators (KPI) employed by the Wendsworth, England, Local Educational Authority (LEA). Indicators are divided into 3 areas, educational context, resource development, and outcomes. Contextual indicators include pupil mobility, home language, and numbers by age group; proportion of pupils entitled to free school meals; and ethnic breakdown of school population. Resource development indicators include overall budget, staffing expenditures, class size, and pupil to teacher ratio. Outcome indicators include pupil attainment measured by reading and mathematics tests, pupil attendance, and pupil exclusions. Additional indicators include equity of resource distribution and gender differences in educational outcomes. Using KPI can help researchers evaluate and compare schools. In addition, the employment of KPI improves accountability by providing governors with a way to ask relevant questions about school management and focuses attention on key educational outcomes of individual pupils. (Contains 11 references.) (JW)

Focusing mostly on their application for primary schools, this document describes the educational key performance indicators (KPI) employed by the Wendsworth, England, Local Educational Authority (LEA). Indicators are divided into 3 areas, educational context, resource development, and outcomes. Contextual indicators include pupil mobility, home language, and numbers by age group; proportion of pupils entitled to free school meals; and ethnic breakdown of school population. Resource development indicators include overall budget, staffing expenditures, class size, and pupil to teacher ratio. Outcome indicators include pupil attainment measured by reading and mathematics tests, pupil attendance, and pupil exclusions. Additional indicators include equity of resource distribution and gender differences in educational outcomes. Using KPI can help researchers evaluate and compare schools. In addition, the employment of KPI improves accountability by providing governors with a way to ask relevant questions about school management and focuses attention on key educational outcomes of individual pupils. (Contains 11 references.) (JW)

Focusing mostly on their application for primary schools, this document describes the educational key performance indicators (KPI) employed by the Wendsworth, England, Local Educational Authority (LEA). Indicators are divided into 3 areas, educational context, resource development, and outcomes. Contextual indicators include pupil mobility, home language, and numbers by age group; proportion of pupils entitled to free school meals; and ethnic breakdown of school population. Resource development indicators include overall budget, staffing expenditures, class size, and pupil to teacher ratio. Outcome indicators include pupil attainment measured by reading and mathematics tests, pupil attendance, and pupil exclusions. Additional indicators include equity of resource distribution and gender differences in educational outcomes. Using KPI can help researchers evaluate and compare schools. In addition, the employment of KPI improves accountability by providing governors with a way to ask relevant questions about school management and focuses attention on key educational outcomes of individual pupils. (Contains 11 references.) (JW)

Focusing mostly on their application for primary schools, this document describes the educational key performance indicators (KPI) employed by the Wendsworth, England, Local Educational Authority (LEA). Indicators are divided into 3 areas, educational context, resource development, and outcomes. Contextual indicators include pupil mobility, home language, and numbers by age group; proportion of pupils entitled to free school meals; and ethnic breakdown of school population. Resource development indicators include overall budget, staffing expenditures, class size, and pupil to teacher ratio. Outcome indicators include pupil attainment measured by reading and mathematics tests, pupil attendance, and pupil exclusions. Additional indicators include equity of resource distribution and gender differences in educational outcomes. Using KPI can help researchers evaluate and compare schools. In addition, the employment of KPI improves accountability by providing governors with a way to ask relevant questions about school management and focuses attention on key educational outcomes of individual pupils. (Contains 11 references.) (JW)

Given the increasing number of English Language Learners (ELLs) in post-secondary environments (Roessingh & Douglas, 2012), educational practices such as availability of language support for mathematics should be assessed to ensure that all students' needs are met. To explore the effects of language on mathematics in ELLs, mathematical test items were presented in four language contexts: vocabulary knowledge, negation, preposition use, and atypical sentence structure. Sixty students enrolled in mathematics courses volunteered to complete the mathematics task. Results suggest that math items falling into each of the four language contexts disadvantage ELLs, highlighting that the needs of ELLs should be considered at all levels, from classroom practices to educational policy.

Given the increasing number of English Language Learners (ELLs) in post-secondary environments (Roessingh & Douglas, 2012), educational practices such as availability of language support for mathematics should be assessed to ensure that all students' needs are met. To explore the effects of language on mathematics in ELLs, mathematical test items were presented in four language contexts: vocabulary knowledge, negation, preposition use, and atypical sentence structure. Sixty students enrolled in mathematics courses volunteered to complete the mathematics task. Results suggest that math items falling into each of the four language contexts disadvantage ELLs, highlighting that the needs of ELLs should be considered at all levels, from classroom practices to educational policy.

Given the increasing number of English Language Learners (ELLs) in post-secondary environments (Roessingh & Douglas, 2012), educational practices such as availability of language support for mathematics should be assessed to ensure that all students' needs are met. To explore the effects of language on mathematics in ELLs, mathematical test items were presented in four language contexts: vocabulary knowledge, negation, preposition use, and atypical sentence structure. Sixty students enrolled in mathematics courses volunteered to complete the mathematics task. Results suggest that math items falling into each of the four language contexts disadvantage ELLs, highlighting that the needs of ELLs should be considered at all levels, from classroom practices to educational policy.

The purpose of this study was to determine the effects of environmental conditions of adult literacy and demographics prevalent during infancy and early childhood on mathematics and language arts literacy scores on eighth grade achievement tests. This study collected published scores for eighth grade math and language literacy from public schools in Arkansas using the 2003 administration of the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) and the adult literacy estimates for Arkansas counties as determined by the National Institute for Literacy (NIFL) using indicators of population size, employment, education level, and race from the 1990 US Census. Data collected from NIFL reports, school enrollments, and grand means of scaled literacy and math scores were entered by county in SPSS (v. 12.0) software for analysis. Bivariate correlations were used to determine relationships between ACTAAP scores, adult literacy and demographic variables. Multiple regression analysis was performed to determine relative influence of adult literacy, unemployment, dropout rates, and ethnicity on ACTAAP scores. Unemployment and underemployment among adults in 1990 were linked to low levels of education; dropout rates and unemployment were linked to racial minority status, reinforcing findings of the National Adult Literacy Study. Eighth grade test scores showed strong correlations to adult literacy especially at the lowest levels and moderate correlations to unemployment and dropout rates. The correlation between 2003 eighth grade scores and adult ethnicity in 1990 was stronger than for any other demographic or literacy variables, accounting for 57% of the influence on math scores and 42% of the influence on literacy scores. Early childhood experiences, as evidenced by the impact of conditions in 1990 have a significant impact on today's student achievement and programs should be developed to address literacy from a family or community perspective. The following are appended: (1) (Eighth Grade Enrollment and ACTAAP Test Scores by County in 2003; and (2) Adult Literacy and Demographic Census Data by County in 1990. (Contains 2 figures and 5 tables.)

A review of the literature pertaining to the effect and influence that interim assessments have on student achievement lacks quantitative data to determine the efficiency of their use in the classroom as a school reform tool. This study examined the strength and the direction of the relationships between interim pre and posttest assessments in language arts and mathematics in Grade 8 and student achievement on the New Jersey Grade 8 state standardized tests in those subjects. Analyses were conducted using simultaneous multiple regression models. All student data explored in this study pertained to 670 students in Grade 8 enrolled in four middle schools located in a suburban/urban central New Jersey community during the 2009-2010 academic school year. The results of the study revealed each school produced a combination of site specific results and the interim pretests accounted for the same or almost the same amount of variance in state test scores as the interim posttests. (Contains 1 table, 1 figure, and 3 footnotes.)

159 p

STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners and researchers need to possess a deep and working understanding of these standards. This study aims to examine how terms within the CCSSM and the NGSS are used and aligned by addressing the following research questions: (1) What common terminology is found across CCSSM and NGSS? (2) How does the terminology between the CCSSM and the NGSS compare to one another? (3) How do the cognitive terms found in CCSSM and NGSS change across grade bands? The findings indicate that there are numerous places where common terminology is aligned and used similarly both across grade bands and between the sets of standards. Conversely, many other terms are used with varying degrees of emphasis. Because STEM is presented as a holistic subject, these variable meanings and/or expectations reveal the potential for misguided expectations within the classroom as students, teachers, and principals use the same terminology in multiple, but distinct contexts.

STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners and researchers need to possess a deep and working understanding of these standards. This study aims to examine how terms within the CCSSM and the NGSS are used and aligned by addressing the following research questions: (1) What common terminology is found across CCSSM and NGSS? (2) How does the terminology between the CCSSM and the NGSS compare to one another? (3) How do the cognitive terms found in CCSSM and NGSS change across grade bands? The findings indicate that there are numerous places where common terminology is aligned and used similarly both across grade bands and between the sets of standards. Conversely, many other terms are used with varying degrees of emphasis. Because STEM is presented as a holistic subject, these variable meanings and/or expectations reveal the potential for misguided expectations within the classroom as students, teachers, and principals use the same terminology in multiple, but distinct contexts.

STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners and researchers need to possess a deep and working understanding of these standards. This study aims to examine how terms within the CCSSM and the NGSS are used and aligned by addressing the following research questions: (1) What common terminology is found across CCSSM and NGSS? (2) How does the terminology between the CCSSM and the NGSS compare to one another? (3) How do the cognitive terms found in CCSSM and NGSS change across grade bands? The findings indicate that there are numerous places where common terminology is aligned and used similarly both across grade bands and between the sets of standards. Conversely, many other terms are used with varying degrees of emphasis. Because STEM is presented as a holistic subject, these variable meanings and/or expectations reveal the potential for misguided expectations within the classroom as students, teachers, and principals use the same terminology in multiple, but distinct contexts.

STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners and researchers need to possess a deep and working understanding of these standards. This study aims to examine how terms within the CCSSM and the NGSS are used and aligned by addressing the following research questions: (1) What common terminology is found across CCSSM and NGSS? (2) How does the terminology between the CCSSM and the NGSS compare to one another? (3) How do the cognitive terms found in CCSSM and NGSS change across grade bands? The findings indicate that there are numerous places where common terminology is aligned and used similarly both across grade bands and between the sets of standards. Conversely, many other terms are used with varying degrees of emphasis. Because STEM is presented as a holistic subject, these variable meanings and/or expectations reveal the potential for misguided expectations within the classroom as students, teachers, and principals use the same terminology in multiple, but distinct contexts.

The realization that the areas of second language and mathematics education share some common features and that educators in these fields may profit by an exposure to research and practice in both fields motivated the production of this paper. From an introduction to the literature, parallels in the history of the two disciplines were recognized: in mathematics, movements emphasizing problem-solving and critical thinking, and in second-language education, the reconceiving of language as a tool for communication and for the making of meaning. This paper focuses on several contributions from theory, research, and practice in second language instruction, showing their relevance to mathematics education. Most of the paper analyzes three methods developed to teach second languages: (1) delayed oral production; (2) the silent way; and (3) counseling-learning/community language learning. The characteristics and principles of each method are discussed along with their implications for mathematics instruction. Also, an illustration of how the same pedagogical principles can be applied to the teaching of a mathematic topic is included. The discussion of this paper is presented in the form of a dialogue with the words of the mathematics educator appearing in Roman type and the second-language educator writing in italics. (RT)

The purpose of this research was to use a Tennessee high school as a research site to assess the impact of H. Gardner's Multiple Intelligences (MI) on students' academic successes in 10th grade English, social studies, mathematics, and science classes. The research used a two-part minimally intrusive data collection protocol. The student population of the high school's 10th grade was stratified into two academic groups: honors and regular. From these 2 populations, 60 students from each group were assigned to the research participation database. Each student was surveyed to determine the multiple intelligence that they had used in English, social studies, mathematics, and science classes. This process required each student to complete the Student Multiple Assessment Reporting Test four times, completing each survey in approximately 10 minutes and the entire process in 40 minutes. Students' semester, first quarter, and second quarter grades were collected. Stepwise multiple regression with hierarchical clustering was used to determine the typologies of successful and unsuccessful students in these core subjects. There were significant differences between successful and unsuccessful students in all subject areas. Overall, however, the theory of multiple intelligence was found to be unproductive in the areas of student metacognitive activities and awareness as well as in the areas of student academic success. Under the MI theory, the more successful student should have had a significantly different typology of metacognitive awareness and activities across all subject areas from that of the unsuccessful student. The typologies were significantly different, but the typologies themselves were not the same across differing subject areas. One appendix lists metacognitive factors and regression equations, and the other contains subject times factor graphs. (Contains 5 graphs and 36 references.) (SLD)

Tracklist: 1. Introduction and Notations for Sets 2. The Null Set, Subsets 3. Counting Numbers, Examples 4. Variable, Complement, Intersection of Sets 5. Union of Sets, Ordered Pair, Cartesian Product

"My Struggle with the Italian Language and the Morals I Drew from It for the Teaching of Mathematics" is an article from The School Review, Volume 15 . View more articles from The School Review . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-1075135

This meta-analysis aims to analyze and synthesis all language interventions implemented to improve students’ mathematics. The mean effect will be calculated, and potential moderators will be assessed. Additionally, it will be investigated which targeted language skill produces the largest effect, and whether there are divergent results across ages, mathematical domains, and intervention-characteristics.

In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem solving and oral explanations of third-grade dual-language learners (DLLs; n = 40) and non-DLLs (n = 40), all of whom were identified as experiencing MD. Students solved five additive word problems and provided oral explanations of their work, which were transcribed and coded for the number of words in each explanation, type of mathematics vocabulary terms used, inclusion of correct numbers in explanations, and descriptions of addition or subtraction. We identified no significant differences in word-problem scores between DLLs and non-DLLs with MD. For both DLLs and non-DLLs, students who answered problems correctly used more words in each explanation and used more mathematics vocabulary terms within their explanations. For incorrectly answered problems, the most common mistake for both DLLs and non-DLLs involved using the incorrect operation to solve the problem. [This article was published in "Learning Disability Quarterly" (EJ1323542).]

This report summarizes the activities and findings of a focus group study of teachers' perceptions of the Montgomery County (Maryland) Public Schools instructional program in reading language arts and the instructional system in mathematics. Two groups were organized to provide information to the school program planners to help them in revising and refining the curricula. A total of 33 primary, 31 upper elementary, and 20 J/I/M (junior high/intermediate level/middle school level) teachers participated in the 8 focus groups (43 teachers discussed reading language arts, and 42 discussed the mathematics instructional system, with 4 groups of 8-12 participants discussing each of the areas). Questions addressed by the group concern problems that the curricula may have due to an overly prescriptive orientation, heavy demands on teacher time, and lack of support for teachers in the form of staff training and assistance and materials. Group findings for the two curriculum program cover teachers' perceptions of the overall program, planning, testing, administrative supports, recordkeeping, and collaboration. Copies of the focus group discussion guides and a discussion of the methodology for conducting the focus groups are appended. (TJH)

This report summarizes the activities and findings of a focus group study of teachers' perceptions of the Montgomery County (Maryland) Public Schools instructional program in reading language arts and the instructional system in mathematics. Two groups were organized to provide information to the school program planners to help them in revising and refining the curricula. A total of 33 primary, 31 upper elementary, and 20 J/I/M (junior high/intermediate level/middle school level) teachers participated in the 8 focus groups (43 teachers discussed reading language arts, and 42 discussed the mathematics instructional system, with 4 groups of 8-12 participants discussing each of the areas). Questions addressed by the group concern problems that the curricula may have due to an overly prescriptive orientation, heavy demands on teacher time, and lack of support for teachers in the form of staff training and assistance and materials. Group findings for the two curriculum program cover teachers' perceptions of the overall program, planning, testing, administrative supports, recordkeeping, and collaboration. Copies of the focus group discussion guides and a discussion of the methodology for conducting the focus groups are appended. (TJH)

This report summarizes the activities and findings of a focus group study of teachers' perceptions of the Montgomery County (Maryland) Public Schools instructional program in reading language arts and the instructional system in mathematics. Two groups were organized to provide information to the school program planners to help them in revising and refining the curricula. A total of 33 primary, 31 upper elementary, and 20 J/I/M (junior high/intermediate level/middle school level) teachers participated in the 8 focus groups (43 teachers discussed reading language arts, and 42 discussed the mathematics instructional system, with 4 groups of 8-12 participants discussing each of the areas). Questions addressed by the group concern problems that the curricula may have due to an overly prescriptive orientation, heavy demands on teacher time, and lack of support for teachers in the form of staff training and assistance and materials. Group findings for the two curriculum program cover teachers' perceptions of the overall program, planning, testing, administrative supports, recordkeeping, and collaboration. Copies of the focus group discussion guides and a discussion of the methodology for conducting the focus groups are appended. (TJH)

264 p. 26 cm

This paper reports on a mid-point evaluation of the Gauteng Primary Language and Mathematics Strategy (GPLMS), an innovative large-scale reform designed to improve learning outcomes. Using data from universal testing of all learners in 2008 on a provincial systemic evaluation, and data from the 2011 and 2012 Annual National Assessment (ANA) test, this paper addresses the key research question, namely whether the GPLMS is effective in closing the gap between performing and underperforming schools. Given the evidence we have presented of an instrument effect, namely that various versions of the ANA may not be strictly comparable, no definitive conclusions can be drawn about the effectiveness of the GPLMS.

To comply with the Every Student Succeeds Act of 2015 and related U.S. Department of Education peer review guidance, state education agencies must provide evidence demonstrating clear alignment (technically referred to as correspondence) between their K-12 English language proficiency standards and their academic content standards. This technical paper provides evidence of match, breadth, consistency [balance of representation], and depth of correspondence between WIDA consortium member state academic content standards in English language arts, mathematics, science, and social studies, as of Fall 2022, and the components of the WIDA English Language Development Standards Framework, 2020 Edition--specifically the four WIDA Key Language Uses and their grade-level cluster and content area instantiation in the WIDA Language Expectations. It also illustrates the relationship between the grade-level cluster Language Expectations and Proficiency Level 5 of the Proficiency Level Descriptors. State correspondence evidence helps ensure that K-12 students identified as English learners (referred to as multilingual learners by WIDA) have the opportunity to learn the critical elements of language that facilitate access to and achievement of academic content. [For the summary report, see ED631052.]

The purpose of this study was to assess the added value of dynamic assessment (DA) beyond more conventional static measures for predicting individual differences in year-end 1st-grade calculation (CA) and word-problem (WP) performance, as a function of limited English proficiency (LEP) status. At the start of 1st grade, students (129 LEP; 163 non-LEP) were assessed on a brief static mathematics test, an extended static mathematics test, static tests of domain-general abilities associated with CAs and WPs (vocabulary; reasoning), and DA. Near end of 1st grade, they were assessed on CA and WP. Regression analyses indicated that the value of the predictor depends on the predicted outcome and LEP status. In predicting CAs, the extended mathematics test and DA uniquely explained variance for LEP children, with stronger predictive value for the extended mathematics test; for non-LEP children, the extended mathematics test was the only significant predictor. However, in predicting WPs, only DA and vocabulary were uniquely predictive for LEP children, with stronger value for DA; for non-LEP children, the extended mathematics test and DA were comparably uniquely predictive. Neither the brief static mathematics test nor reasoning was significant in predicting either outcome. The potential value of a gated screening process, using an extended mathematics assessment to predict CAs and using DA to predict WPs, is discussed.

In this article I explore how teachers and learners position themselves in relation to use of language(s) in multilingual mathematics classrooms. I draw from two studies in multilingual mathematics classrooms in South Africa. The analysis presented shows that teachers and learners who position themselves in relation to English are concerned with access to social goods and positioned by the social and economic power of English. They do not focus on epistemological access but argue for English as the language of learning and teaching. In contrast, learners who position themselves in relation to mathematics and so epistemological access, reflect more contradictory discourses, including support for the use of the their home languages as languages of learning and teaching.

Submitting an article to an English journal for publication requires enclosing an accompanying cover letter. Yet, the phraseology and rhetorical conventions of such letters are not comprehensively documented in literature. This article investigates two English corpora of genuine electronic submission letters to journal editors by Iranian English Language Teaching and Mathematics professionals. After gathering 200 e-mail correspondences of academics with journal editors worldwide, 60 messages (30 from each) sent with the purposes of "providing or requesting information" were selected and analyzed for specific rhetorical patterns following Santos' (2002) model. Eventually, the results were juxtaposed to a highly characteristic covering letter--provided in Okamura and Shaw (2000). With few exceptions in Math corpus, both corpora illustrate proper choices regarding phraseology. Concerning rhetoric, ELT submission emails are more compatible with those of English native academics, whereas Math messages carry the rhetorical patterns in Non-native academics' messages. With the diversity that may exist in the generic structure and function of submission letters, further research investigating communicative purposes of e-mail genre is needed.

A summary of the results of language arts and mathematics achievement tests that were administered to approximately 20,000 third and sixth grade students in Department of Defense Dependent Schools, this report provides a description of the testing objectives, assessment procedures, and achievement standards for the project and offers a brief analysis of three of the four tests. Bar graphs indicate third grade students' performance in six language arts content areas and 11 mathematics content areas. Graphs on sixth grade students' performance measure ten content areas in language arts and 14 content areas in mathematics. Viewed across all of the content areas, students scored above all of the desirable standards set by the school system. (MAI)

In this paper, four teacher educators present their ideas about some of the critical induction issues facing graduates of their programs as they begin their careers in secondary schools. A business teacher educator focuses on the ecology of the classroom, structural functions and the political environment, and support networks. An English and language arts teacher educator highlights coherence in the literature curriculum, process-oriented approaches to writing, grammar and usage, and media and technology. A foreign language teacher educator discusses academic standards, grammar wars, isolation and problems of interschool articulation, and foreign language instead of bilingual instruction. A mathematics teacher educator looks at teaching to the levels of the students, issues related to student background, and falling into practice. Common themes that emerge from these discussions include the tension between preparing teachers in general for a wide variety of possible school settings and the distinct characteristics of specific schools; the influence of assessment (particularly standardized testing) on secondary school teachers; and the impact of beginning secondary school teachers' own biographies on their induction into teaching. (Contains 15 references.) (SM)

Reading the language of mathematics textbooks is very different from reading the narrative in traditional basal textbooks, and children should be taught how to read in a mathematics course; teachers should not assume a transfer of skills will occur. Specific skills, such as noting details, following directions, and seeing relationships, should be taught. Students should be shown how to modify their flexible narrative reading styles to one of great deliberation, in order to understand mathematics reading material. The specialized vocabulary of mathematics and the special mathematical symbols must also be specifically taught, beginning with concrete examples when possible. Suggestions for instruction include getting the students to discuss the expository material or the verbal problem, in order to understand their thinking processes; being careful, as an instructor, not to talk too much; being sure that students understand the technical vocabulary; and preparing short-answer, multiple-choice tests to use as pretests before instruction in a particular concept. (MKM)

Differential item functioning (DIF) occurs when the responses of students with approximately equal ability differ systematically based on their group membership. Idaho contracted with the Northwest Evaluation Association (NWEA) to provide the Idaho Standards Achievement Tests of reading, language arts and mathematics at grades 4, 8 and 10. The tests included items in the NWEA Rasch-calibrated item bank and items written by Idaho teachers that were equated to the item bank metric. NWEA provided a random sample of data representing about half of the students taking part in the spring 2003 assessment. This study screened for gender-based (female-male) and ethnic-based (Hispanic-White) DIF. The Simultaneous Item Bias Test (SIBTEST) and the Mantel-Haenszel Chi Square Test were used to detect statistically significant DIF. The Bonferonni correction was employed to control for Type I error. Effect size procedures were used to determine whether statistical differences were large enough to have practical meaning. DIF findings from a NWEA analysis of spring 2003 test results were also noted. The proportion of items exhibiting gender-based DIF ranged from seven percent for the Grade 4 reading test to 37 percent for the Grade 10 mathematics test. The proportion of items exhibiting ethnic-based DIF ranged from seven percent for the Grade 8 mathematics test to 19 percent for the Grade 4 tests of reading and language arts. The study recommended that items exhibiting DIF be reviewed by curriculum specialists before further use, that the impact of the high occurrence of DIF on the ability to accurately interpret the spring 2003 student scores be examined, and that language requiring DIF analyses on all items used in future test administrations be added to the contract with the test developer.

This study examines the effect upon comprehension, as measured by cloze scores, of material in mathematics that is rewritten on the basis of elementary and junior high school subjects' oral language patterns. Syntactic structures were identified which appeared to inhibit or facilitate comprehension for the subjects involved. The mean number of occurrences of each of certain linguistic structures was calculated and was used as a basis of rewriting a representative passage. The passage was then given to the second of two matched groups. Analyses of results suggest that rewriting material had greater effects on the comprehension of the expository portion than of the narrative portion of the passage. Implications for the classroom teacher, regarding the communicaton process in this technical content area, are discussed. (Author/MB)

Pursuant to HB 3399, the Oklahoma State Regents for Higher Education (OSRHE) conducted a review for college- and career-readiness of the English Language Arts (ELA) and Mathematics Priority Academic Student Skills (PASS) standards. Two committees -- consisting of faculty subject-matter experts from State System colleges and universities -- were formed to review the ELA and Mathematics standards. The reviewers compared the alignment of the PASS standards with the ACT Standards for College and Career Readiness to determine whether students would require remediation. The ACT Standards for College and Career Readiness are listed according to ACT score ranges. The score ranges selected for alignment are consistent with OSRHE policy and research. The ELA review committee determined that each of the ACT standards in the ACT score ranges of 20-23 and 24-27 was aligned with at least one comparable ELA PASS standard. Similarly, the Mathematics review committee determined that each of the ACT standards in the ACT score ranges of 20-23 and 24-27 was aligned with at least one comparable Mathematics PASS standard. The Mathematics committee unanimously concluded that the Mathematics PASS standards are college- and career-ready and that students who mastered the standards would be prepared for a first-year college mathematics course such as college algebra. The committee also listed five specific concerns and recommendations to further strengthen the Mathematics PASS standards. The ELA committee unanimously concluded that the ELA PASS standards are college- and career-ready and that students who mastered the standards would be prepared for a first-year college English composition course. The committee also listed three broad concerns with recommendations to further strengthen the ELA PASS standards. Adopting rigorous standards is one of four academic factors that impact the college-readiness preparation of students. The other academic factors are curriculum, instruction and assessments. These conclusions and the OSRHE review process were independently reviewed and supported by Southern Regional Education Board (SREB) consultants.

Pursuant to HB 3399, the Oklahoma State Regents for Higher Education (OSRHE) conducted a review for college- and career-readiness of the English Language Arts (ELA) and Mathematics Priority Academic Student Skills (PASS) standards. Two committees -- consisting of faculty subject-matter experts from State System colleges and universities -- were formed to review the ELA and Mathematics standards. The reviewers compared the alignment of the PASS standards with the ACT Standards for College and Career Readiness to determine whether students would require remediation. The ACT Standards for College and Career Readiness are listed according to ACT score ranges. The score ranges selected for alignment are consistent with OSRHE policy and research. The ELA review committee determined that each of the ACT standards in the ACT score ranges of 20-23 and 24-27 was aligned with at least one comparable ELA PASS standard. Similarly, the Mathematics review committee determined that each of the ACT standards in the ACT score ranges of 20-23 and 24-27 was aligned with at least one comparable Mathematics PASS standard. The Mathematics committee unanimously concluded that the Mathematics PASS standards are college- and career-ready and that students who mastered the standards would be prepared for a first-year college mathematics course such as college algebra. The committee also listed five specific concerns and recommendations to further strengthen the Mathematics PASS standards. The ELA committee unanimously concluded that the ELA PASS standards are college- and career-ready and that students who mastered the standards would be prepared for a first-year college English composition course. The committee also listed three broad concerns with recommendations to further strengthen the ELA PASS standards. Adopting rigorous standards is one of four academic factors that impact the college-readiness preparation of students. The other academic factors are curriculum, instruction and assessments. These conclusions and the OSRHE review process were independently reviewed and supported by Southern Regional Education Board (SREB) consultants.

Pursuant to HB 3399, the Oklahoma State Regents for Higher Education (OSRHE) conducted a review for college- and career-readiness of the English Language Arts (ELA) and Mathematics Priority Academic Student Skills (PASS) standards. Two committees -- consisting of faculty subject-matter experts from State System colleges and universities -- were formed to review the ELA and Mathematics standards. The reviewers compared the alignment of the PASS standards with the ACT Standards for College and Career Readiness to determine whether students would require remediation. The ACT Standards for College and Career Readiness are listed according to ACT score ranges. The score ranges selected for alignment are consistent with OSRHE policy and research. The ELA review committee determined that each of the ACT standards in the ACT score ranges of 20-23 and 24-27 was aligned with at least one comparable ELA PASS standard. Similarly, the Mathematics review committee determined that each of the ACT standards in the ACT score ranges of 20-23 and 24-27 was aligned with at least one comparable Mathematics PASS standard. The Mathematics committee unanimously concluded that the Mathematics PASS standards are college- and career-ready and that students who mastered the standards would be prepared for a first-year college mathematics course such as college algebra. The committee also listed five specific concerns and recommendations to further strengthen the Mathematics PASS standards. The ELA committee unanimously concluded that the ELA PASS standards are college- and career-ready and that students who mastered the standards would be prepared for a first-year college English composition course. The committee also listed three broad concerns with recommendations to further strengthen the ELA PASS standards. Adopting rigorous standards is one of four academic factors that impact the college-readiness preparation of students. The other academic factors are curriculum, instruction and assessments. These conclusions and the OSRHE review process were independently reviewed and supported by Southern Regional Education Board (SREB) consultants.

Pursuant to HB 3399, the Oklahoma State Regents for Higher Education (OSRHE) conducted a review for college- and career-readiness of the English Language Arts (ELA) and Mathematics Priority Academic Student Skills (PASS) standards. Two committees -- consisting of faculty subject-matter experts from State System colleges and universities -- were formed to review the ELA and Mathematics standards. The reviewers compared the alignment of the PASS standards with the ACT Standards for College and Career Readiness to determine whether students would require remediation. The ACT Standards for College and Career Readiness are listed according to ACT score ranges. The score ranges selected for alignment are consistent with OSRHE policy and research. The ELA review committee determined that each of the ACT standards in the ACT score ranges of 20-23 and 24-27 was aligned with at least one comparable ELA PASS standard. Similarly, the Mathematics review committee determined that each of the ACT standards in the ACT score ranges of 20-23 and 24-27 was aligned with at least one comparable Mathematics PASS standard. The Mathematics committee unanimously concluded that the Mathematics PASS standards are college- and career-ready and that students who mastered the standards would be prepared for a first-year college mathematics course such as college algebra. The committee also listed five specific concerns and recommendations to further strengthen the Mathematics PASS standards. The ELA committee unanimously concluded that the ELA PASS standards are college- and career-ready and that students who mastered the standards would be prepared for a first-year college English composition course. The committee also listed three broad concerns with recommendations to further strengthen the ELA PASS standards. Adopting rigorous standards is one of four academic factors that impact the college-readiness preparation of students. The other academic factors are curriculum, instruction and assessments. These conclusions and the OSRHE review process were independently reviewed and supported by Southern Regional Education Board (SREB) consultants.

Book digitized by Google from the library of the University of California and uploaded to the Internet Archive by user tpb.

This study employed hierarchical linear modeling to investigate the student- and school-level factors associated with the secondary mathematics achievement of English language learners (ELLs) and non-ELL students among a nationally representative sample of ninth graders in the United States. While certain characteristics, such as socioeconomic status, attitudes and interest in mathematics, and school engagement and belonging were predictive of access to and achievement in mathematics for both student groups, the direction and relative magnitude of the predictors differed. School-level variables, such as whether the school was public or private and administrator perceptions of school climate, were only predictive of mathematics grade point average (GPA) for non-ELLs. Implications of the findings are discussed. [For the complete proceedings, see ED629884.]

In summer 2021, as exams could not take place, GCSE, AS and A level grades in England were awarded by teachers, in accordance with relatively broad official guidance. This guidance stressed that grades had to be based on evidence of candidate work, though what this was, how much was needed or where/when it should come from were not tightly specified. This was to deal with variations in teaching and learning across centres as a consequence of the variable impact of the COVID-19 pandemic. The quality of these teacher assessed grades (TAGs) was assured by awarding organisations by sampling a selection of the evidence used. This report looks at samples for GCSE Mathematics and English Language, to try to get an understanding of what this evidence looked like at different centres, how it varied, and how different centres combined evidence to come up with final grades. The data inspected was hugely varied in terms of the detail centres offered on what evidence was used to determine grades and how it was brought together. The report concludes that, while the TAGs process provided assessment outcomes to candidates in what was a difficult situation and that these grades were on the whole accepted by stakeholders and wider society (at least compared to the situation in 2020), there are questions about comparability of standards between centres because of the level of variation found. The report ends with four recommendations for improving possible future teacher assessment processes to enhance consistency, efficiency and comparability of standards. [The title on the report cover differs from the suggested citation. Title on cover: "What Do We Know about the Evidence Sources Teachers Used to Determine Teacher Assessed Grades? "]

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both paper- and computer-based testing. This manual includes instructions on: (1) Preparing for the Tests; (2) Administering the Tests; and (3) After Testing. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. [Cover title varies: "Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual. 2020 Edition." For the 2019 manual, see ED609945.]