The Relationship Between Prior Experiences in Mathematics and Pharmacy School Success

Objective. To assess students’ pre-pharmacy math experiences, confidence in math ability, and relationship between experiences, confidence, and grades in math-based pharmacy courses. Methods. A cross-sectional survey of first year to third year pharmacy students was conducted. Students reported type of pre-pharmacy math courses taken, when they were taken [high school (HS) vs. college] and year of HS and college graduation. Students rated their confidence in math ability using the previously validated 11-item Fogerty Math Confidence Scale (Cronbach alpha=0.92). Math grade point average (GPA), Pharmacy College Admission Test quantitative (PCAT quant) scores, and grades (calculations and kinetics) were obtained from transcripts and school records. Spearman correlation and multivariate linear regression were used to compare math experiences, confidence, and grades. Results. There were 198 students who reported taking math courses 7.1 years since HS graduation and 2.9 years since their last schooling prior to pharmacy school. Students who took math courses with more time since HS/last schooling had lower calculations and kinetics grades. Students reporting having taken more HS math courses had better calculations grades. Students with higher math GPA, and PCAT quant scores also had higher calculations and kinetics grades. Greater confidence in math ability was associated with higher calculations grades. In multivariate regressions, PCAT quant scores and years since HS independently predicted calculations grades, and PCAT quant scores independently predicted kinetics grades. Conclusion. The number of pre-pharmacy math courses and time elapsed since they were taken are important factors to consider when predicting a pharmacy student’s success in math-based pharmacy school courses

Detracking Swedish Secondary Schools - Any Losers, Any Winners?

Whether or not to differentiate - or track - students according to ability has been debated over the years. In Sweden, secondary schools that practiced tracking and schools that did not practice tracking existed simultaneously from 1980 to 1997. This variation in tracking status between schools is used in a differences-in-differences approach. I estimate whether tracking math, or not, in Swedish secondary school had any effect on the probability of having graduated upper-secondary school, but also whether tracking had any consequence for the math grade in upper-secondary school. The results show that when considering the attainment of upper-secondary education and the mean achievement in math, there are no effects of tracking. However, there are effects when estimating the probability of receiving a specific grade, i.e. fail, pass, pass with distinction or pass with special distinction. Tracked students, from families with low-educated parents, are more likely to fail math than similar students in a non-tracked environment.Educational economics; Tracking; Ability grouping

Language counts: Early language mediates the relationship between parent education and children\u27s math ability

Children\u27s early math skills have been hailed as a powerful predictor of academic success. Disparities in socioeconomic context, however, also have dramatic consequences on children\u27s learning. It is therefore critical to investigate both of these distinct contributors in order to better understand the early foundations of children\u27s academic outcomes. This study tests an integrated model of children\u27s developing math ability so as to (1) identify the specific skills and abilities most clearly linked to early math achievement and (2) measure the influence of children\u27s socioeconomic context on each of these skills. We first evaluated the early vocabulary, number word knowledge (knower level), and Approximate Number System (ANS) acuity of a diverse group of preschoolers. Then, approximately 1 year later as they entered Kindergarten, we administered a test of early math achievement. We find that children\u27s early language (general vocabulary and number word knowledge) fully mediates the relationship between parent education and math ability. Additionally, number word knowledge mediates the relationship between ANS acuity and early math. We argue that increased focus on number word knowledge, as well as general vocabulary, may help to minimize disparities in math ability as children enter kindergarten. We also highlight the role of parent education on children\u27s learning and note that this may be an important locus for intervention

Time to Learn: When Classroom Engagement is at Its Peak

The purpose of the study was to investigate how the time of day affects the ability of students to focus and remain attentive in the math classroom and the level of engagement during the class period. The math classes that were included in this study included Honors Algebra 2, Precalculus, and Algebra 1. These classes had students from grades 9 through 12. The study took place over the course of three months. Students were asked to fill out a survey about how the time of day affects their own attention level and their own sense of engagement and observations of the teacher were recorded daily. The research showed that students and teachers feel as if the time of day greatly affects students\u27 ability to concentrate and the \u27Time to Learn\u27 seems to be in the mid-morning.\u2

Does Being Bilingual Make You Better At Math?

The purpose of this study is to examine if there is any relationship between being bilingual, defined as speaking your native language at home and another language in school, and your mathematical ability. Data from the National Longitudinal Study of Adolescent Health was used to compare the math grades of students who were not born in the US and speak English, Spanish, or Other at home. Also, data from the Bryant University first year students was used to test if students who speak a different language at home have a higher mathematical average than their monolingual peers. Results show that students who are classified as balanced bilinguals perform better at math than monolingual or one-dominant bilingual students

The relationship between Cognitive Reserve and Math Abilities

Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65-98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment

THE SKY IS FALLING: AN EXAMINATION OF BROILER CONTRACT DESIGN AND GROWER REVENUES

A math program is used to examine an integrators problem of assigning broiler growers into settlement pools. The integrator varies the size and frequency of flock placements by grower ability. This differentiates grower incentives by ability. Which growers receive the strongest incentives depends on amount of excess grow-out capacity.Research Methods/ Statistical Methods,

Pengaruh Kecemasan Matematika (Mathematics Anxiety) Terhadap Kemampuan Koneksi Matematis Siswa SMP

Mathematics is considered a scourge for students to grow when students are dealing with anxiety. The study of anxiety has become one of the important factors to be studied. This study was to determine the relationship between math anxiety and influence the ability of mathematical connections. The data were processed using the method of multiple regression-correlation using math anxiety questionnaire instrument is divided into three criteria mathematics anxiety, test the ability to connect mathematical description of the form of matter. The analysis showed a negative relationship between math anxiety with mathematical connection capabilities. Regression coefficient indicates a negative influence between mathematics anxiety with mathematical connection ability students.Keywords : mathematical connection ability students, math anxiet

Utilizing CoCoRaHS Climate Data to Improve Climate Literacy at the Middle School Level

One of the biggest obstacles seen in K-12 education today is the lower scores in math and science related subjects versus language arts and historical perspectives. Due to the need to improve these scores, many different methods are being tested and reviewed to improve overall understanding and ability. It is becoming more recognized in these efforts that the use of scientific method, experimentation, data collection and measurements are fantastic ways to improve understanding in math. One commonly noted difference is that math is “just numbers” and one can often go through the motions and complete the problem, but not necessarily understand the thought behind the numbers. However, science requires understanding of the situation and applying math accordingly, a skill that carries over into basic math understanding. The improvement of the sciences would not only benefit students in their science courses, but also in math as well