Howard, R.

English

VCU Scholars Compass

STUDENT WORK SECTION R. Howard - Section Editor The Universit1'o(Tulsa. Tulsa. OK, 74104-3189 The paper in this section describes work undertaken by a student at the Academy for the Advancement of Science and Technology, Bergen County Academies, Hackensack, New Jersey. This work was presented in the poster session of the 2004 Annual Meeting of the National Council of Teachers of Mathematics held in Philadelphia, Pennsylvania. ANALYSIS OF SOCIO-ECONOMIC FACTORS IN CORRELATION TO STANDARDIZED EDUCATIONAL TEST SCORES Abstract M.F. CONNOLLY Academyfi>r the Advancement of'Science and Technology Bergen County Academies, Hackensack, New Jersey 07601 This paper describes the analysis of socio-economic factors in correlation to standardized educational test scores. The scores used were from the Elementary School Proficiency Assessment exam distributed to fourth graders in New Jersey during the years 1999. 2001- 2003 [1-4]. The socio-economic factors arc from the 2000 United States Census [5]. Simple rq,,rrcssion and other statistical equations were used to compare the data from both sources with Microsofi Lffcl as a programming tool to perform the analysis. Introduction The Greek philosopher Pythagoras believed that numbers were the basis for understanding our existence, or certain aspects of our existence. He suggested that mathematics told the story of life and that through comprehension of their connection, we could better understand ourselves and our lifestyles. Aristotle frequently wrote about the Pythagoreans. In his Metaphysics, he wrote," ... the Pythagoreans, who were the first to take up mathematics, not only advanced this study, but also having been brought up in it they thought its principles were the principles of all things." [ 6] 167 The Journal of Mathematics and Science: Collaborative Explorations Volume 7 (2004) 167 - 182 

Student Work Section

STUDENT WORK SECTION R. Howard - Section Editor The University of'Tulsa, Tulsa, OK. 74104-31X9 The first paper in this section describes work that was undertaken by three students from Saint Catherine's School in Richmond, Virginia, in a class offered in the school's minimester. The name of the course was The Return of Hard Problems - The Sequel. The second paper was written by Wendy Griffin who is a teacher and Chair of the Department of Mathematics at Liberty Middle School in Hanover County, Virginia. This paper was written while she was on a leave at Virginia Commonwealth University as a National Science Foundation GK-12 Fellow. MA TH EMA TICS FROM CHINA TO VIRGINIA BY WAY OF SINGAPORE Abstract H. KIM, C. WU, and A. XUE St. Catherine's School Richmond. VA ]3]26 J. BOYD St. Christopher's School Richmond. VA 23::26 Our article follows from an interesting concurrence of mathematical and educational lines. At least the concurrence seems so to us and we hope that those who read on will agree. The lines or streams are a joint minimester program at St. Catherine's and St. Christopher's Schools, an interest in problem solving, and a Singapore connection. We shall describe the lines first and then describe the mathematics that we found at their intersection. Minimester at St. Catherine's and St. Christopher's Upper Schools The academic session at our two schools is divided into three trimesters and a two-week minimester. The minimester takes place during the two weeks in late February and early March between the end of the second trimester and the start of spring break. All girls in the St. Catherine's Upper School and all seniors, as well as some juniors from St. Christopher's, participate in the minimester program. Regular academic courses (with the exception of certain Advanced Placement courses) for' minimester students are suspended. Participants may choose 207 The Journal of Mathematics and Science: Collaborative Explorations Volume 6 (2003) 207 - 215 

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