Factors Affecting Mathematics Performance of Laboratory High School Students at Laguna State Polytechnic University Academic Year 2009-2010

The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving). Additionally, data from the U.S. Bureau of the Census (2004) reinforced the integrity of the normative sample to establish the target counts in age, grade and season, race/ethnicity, geographic region and socioeconomic status.

Disturbingly, “nearly one-fifth of high school students and over 50 percent of middle school students are enrolled in math classes whose teachers neither majored or minored in math” (Drew, 2011, p.9). In 2000, 31 percent of high

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

After the school approved this research, all three teachers of 433 math were contacted for the possibility of the study being conducted in their classrooms. All three happily agreed to take part in this study. Approximately, three days before data collection, the teachers passed out an Opt-Out form (see Appendix I) to the students. This form allowed the students and their parents to choose not to participate in the study. All students who do not return the form participated in the Do-Now. The teacher received a manila folder with two different variations of the Do-Now, fluent and disfluent (see Appendix II and III). The folder contained the exact number of papers as students in the class. Within the folder, there was an equal number of fluent

Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice

[F]or more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is “a mile wide and an inch deep.”

Standards for Mathematical Practice Kindergarten- Grade 12; Measurement and Data: Work with time and money.

By twelfth grade U.S. was near the bottom in international rankings. Bill Schmidt is not the first to identify the “mile wide, inch deep” character of the American mathematics curriculum. A standard-setting process could be a powerful tool in narrowing and deepening the curriculum. (Haycock, 2002). It has been found that students will learn more mathematics when they are exposed to college-preparatory mathematics curriculum; even if they are not college bound. The Common Core standards emphasize critical thinking, creativity. and analysis over rote memorization. This curriculum makes a huge difference in student achievement (2014). The Common Core standards will also help build long-term abilities for our schools to deliver rigorous. meaningful

If schools would substitute mathematics for a skill that you use in the real world every day then you would see more successful young people. In the United states alone one in four ninth graders will not finish high school. Researchers say that algebra is one of the leading causes on this huge problem our nation is facing. Shirley Bagwell, a longtime Tennessee teacher, warns that “to expect all students to master algebra will cause more students to drop out”(Hacker).

The researcher’s main concern was to investigate differences in math perception between those students scoring highly versus those students scoring poorly on national exams. The researcher thought that the solution would be due to cross-cultural differences in achievement.

A Year in the Life of an Elementary School: One School's Experiences in Meeting New Mathematics Standards

In today’s society mathematics is a vital part of day-to-day life. No matter what a person is doing at home or at the workplace, he/she is constantly using different mathematics skills to simply function. Then what does this mean for mathematics education? When someone needs to utilize a skill every day then he/she needs a strong background in the skill. Therefore, today’s students need more than a just a working knowledge of mathematics or enough knowledge to pass a test. Today’s students need to understand how mathematics works and how to utilize mathematics skills in the best way possible.

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).

Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.

Mathematics is a type of reasoning. Thinking mathematically includes thinking in a rational way, developing and checking conjectures, understanding things, and forming and validating judgments, reasoning, and conclusions. We show mathematical habits when we acknowledge and explain patterns, build physical and theoretical models of sensations, develop sign systems to assist us stand for, control, and review concepts, and create treatments to address issues (Battista, 1999).