Methods Of Using Mathematics For A Low Risk Environment

This document is the total ethnicity demographics within every individual Frisco ISD high school, middle school, and elementary school.Through these different statistical percentages, there is a visible trend that is seen in every Frisco ISD school is a sharp increase in the amount of Asians in each school. In specific schools, Asians are the largest minority and in certain schools are even the majority such as Fowler Middle School. This document highlights the increase in Asian representation within the schools and fulfills one aspect of the overall research components.

The definitions of gamification and game-based learning are both used under the umbrella term of “E-Learning”, however, there are differences between the two. The term ‘gamification’ was first coined by Nick Pelling in 2002 (Marczewski, 2012) and is the idea of bringing game design elements, mechanics, aesthetics and frameworks to non-game situations such as education, in order to motivate or encourage a particular behaviour by increasing user engagement (Deterding et al., 2011). On the other hand, game-based learning refers to using games in order to meet learning outcomes (Isaacs, 2015). According to a report on the current state of online gaming by Spilgames, more than 1.2 billion people play games worldwide (Takahashi, 2013) and by incorporating the persuasive elements of games through gamification into the mundane tasks of everyday life where repetition may be prevalent, such as education; motivation and interest may be aroused.

Also within the school is a very diverse group of children with around fifty-seven percent of students identifying as white, nineteen percent identifying as black or African American, and seventeen percent identifying as Hispanic or Latino.

The amount of high school graduates in the United States is significantly less for minority students (Wagner, 2008). Less than one-third of minority students in the United States high schools obtain a high school diploma (Wagner, 2008). As the Hispanic population continues to grow rapidly, the ratio of Hispanic students enrolled in K-12 public schools by 2020 will be one in four students (Maxwell, 2012). According to Noguera & Akom (2000), the achievement gap for Hispanics is relatively transparent through their high dropout rates, college completion rates, and their low educational achievement. The dropout rate for Hispanics is approximately

The school system serves 68.3% white families, about 11.9% Hispanic families, 12.2% black families, 2.4% Asian, and the other 5% multi-racial families. Bailly

Buenrostro emphasized the idea of Latino children being the majority ethnicity population attending K-12th California public schools. Documenting his research process Buenrostro demonstrated many statistics on school enrollment and challenging academic performance that Latino students from grades K-6th are facing. Buenrostro ultimately concludes that the results provided in this factsheet will help school districts and board members take action and come up with an idea on what can be improved in order to help these particular students succeed and obtain necessary resources. Ultimately, this fact sheet represents an important contribution to my research topic because it addresses numerous ideas about the education system in Latino students.

Of those 811 students, 402 of the students are female making up 49.6% of the population and 409 are male making up 50.4% of the population (Eddy 2017). The race and ethnicity in the school system is not much different than in the community. Making up the white population in the school is 740 students which would make that the majority. There are also six African American students and eight Hispanic students. With this being said, the school is made up of two students who use English as a Second Language (Eddy 2017). The school system must accommodate for these students during parent teacher conferences or when interaction with the parents is required due to the parents not speaking any English. When the parents are present at the school, the school system provides a translator for the parents (Eddy

Long Branch Middle School is a very urban school where diversity is predominant in all the departments and classrooms. In my observation, 75% of the students are Latinos or with Latino descent (first generation), 20% of students are black and the 5% remaining are white. This is because the vast majority of people living in Long Branch are Brazilian, Mexican or somewhere where Spanish is the main language spoken at home.

In terms of high school dropout rate, Oakland Technical High School has distinct differences between different races and sexes. Hispanics have lower

Included below are tables demonstrating a clearer view of the demographics, information was taken from California’s Secretary of State:

According to the book "Making Thinking Visible” students who are engaged in their work are motivated by four essential goals: success, curiosity, originality, and relationships. Teaching mathematics through critical and creative thinking allows us to

The school population consist of 45 % African Americans, 40% Hispanics, 9% whites, 2% other or more races, 1% Asians, 1% American Indians and 1% Hawaii Natives.

Leaning, M. (2015). A study of the use of games and gamification to enhance student engagement, experience and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), 155-170.

I propose the initiation of an online math program as a solution. The name of the program would be BBAM (Becoming Better At Mathematics) and it would be a good fit for the Mathematical Association of America (MAA) because they are both geared towards the core interest of advancing student’s understanding of Mathematics. Through this program, students will be better able to learn from their mistakes and apply the appropriate strategies to solve their mathematical problems. Occasionally, physical or face to face help is not readily available, however, with the implementation of this online program, students will receive help in a timely manner with little or no disruptions.

In education, gamification has shown some encouraging results, since some of the research done have report improvement in student engagement in forums, projects, and other learning activities (Anderson et al. 2014; Caton and Greenhill 2013; Akpolat and Slany 2014). Additionally, some studies have shown increase in attendance, participation, and material downloads (Barata et al. 2013; Goehle 2013). Dicheva et al (2015) presented a literature review of the state of gamification research in education based on a systematic mapping study. They presented the tendencies of the studies analyzed based on the design principles, game features, area of application, and academic subject covered. Their results showed that the most popular game features used were points, badges, and leaderboards follow by Levels, Virtual Goods, and Avatars. The badges were given for a wide variety of achievements (e.g. for challenge achievements and participation achievements, for learning time management, for reading content, or for performance)(Dicheva et al. 2015).