The Problem of the Week is designed to provide students with an ongoing opportunity to solve mathematical problems. Each week, problems from various areas of mathematics will be posted here and e-mailed to teachers for use with their students from grades 3 and up.
Find here an unlimited supply of worksheets with simple word problems involving ratios, meant for 6th-8th grade math. In level 1, the problems ask for a specific ratio (such as, "Noah drew 9 hearts, 6 stars, and 12 circles. What is the ratio of circles to hearts?"). In level 2, the problems are the same but the ratios are supposed to be simplified.
primary grade challenge math pdf 11
Kangourou sans Frontières (KSF) is an independent association, whose purpose is to organise the annual Kangaroo contest with the aim of promoting mathematics among young people around the world. Each year over six million school pupils aged 5 to 18 from more than 50 countries throughout the world take part at various levels. Awards are given to the top scoring students per grade at the national level. We decide to provide here a collections of past papers and solutions for those who wish to practice the math problems.
Get the Math is about algebra in the real world. See how professionals use math in music, fashion, video games, restaurants, basketball, and special effects. Then take on interactive challenges related to those careers.
" Thank you so much for the opportunity to get kids excited about math. We had 30 participants in 2nd grade. They choose to come to school twice a week at 7:30 am to prep for the test. They are always so excited and we are amazed. They are always so excited and we are amazed.. "Gidget A, Celebration K-8, FL
In this mixed-methods research, the relationship between four factors of individual online learners and their mathematics self-concept was explored. In addition, the challenges the students faced in learning mathematics online during the Coronavirus disease (COVID-19) pandemic were determined. The participant students were from two mathematics classes offered online during the summer of 2020. Pure online classes were first offered during this period because face-to-face learning sessions were suspended due to the COVID-19 pandemic. It was found that students owned the devices they were using for online classes. Internet connection and power interruption were the most problematic aspects of online learning. Students had positive as well as negative mathematics online learning self-concepts. Individual factors were partly related to mathematics self-concept. Qualitative data shows that students faced technological, personal, domestic, assessment, pedagogical, consultation, and test anxiety challenges. Implications and recommendations for teaching mathematics in an online environment are offered.
This study attempted to contribute to the existing threads of discussion of mathematics self-concept in the context of a fully online learning environment. The study investigated the mathematics self-concept of two classes of computing students during the summer of 2020. The results of the study served as a basis in the formulation of a checklist of suggestions for online mathematics teachers. Specifically, the study aims to answer the following research questions (RQ). (RQ) (1) What are the online learners-related factors in terms of device ownership, perceived Internet speed, personal physical learning space access, and mathematics learning autonomy? (2) What is the mathematics self-concept of online learners in terms of mathematics ability, mathematics interest, and perceived mathematics performance? (3) Is there a significant relationship between learner-related factors and mathematics self-concept? (4) Is there a significant difference in the mathematics self-concept of online learners between those with personal learning space and those without personal learning space?, and (5) What are the experiences of the respondents in terms of challenges in online learning?
Different studies reported the factors that influenced the achievement of online mathematics education students. The results of these studies served as focal points on improving online mathematics teaching. The study of Wadsworth et al. (2007) disclosed that four learning strategies (motivation, concentration, information processing, and self-testing) and self-efficacy predicted online mathematics grade achievement. They suggested that online mathematics educators provided real-world examples and conduct meetings with students regarding learning strategies. In a similar study, Glass and Sue (2008) showed that assignments were the most preferred learning object and had the most impact on learning. Thus, adequate practice drills and timely feedback were necessary for online mathematics education. The findings of Wadsworth et al. (2007) and Glass and Sue (2008) are consistent with the guidelines of Herrington et al. (2004).
The inability of the students to study at their own pace has also posed a barrier to students' online learning. Learner autonomy is the ability of learners to assume control or to take charge of their learning (Benson, 2001). Autonomous learners were able to understand the online learning process (Fotiadou et al., 2017), which enabled them to achieve high grades in online learning classes (Yen & Liu, 2009). In other words, mathematics learner autonomy is the ability of learners to understand and assume control learning of the online materials with little supervision (Benson, 2001; Fotiadou et al., 2017).
The interviews were conducted through Google Meet. Informants were interviewed one-by-one on different occasions to protect their identities. Students were asked about their challenges in online learning. The students were asked about their study practices in a face-to-face class (e.g., attending classes, review preparations for quizzes and exams, practicing solving math problems, reading materials, and taking lecture notes), challenges experienced in an online learning class, their perceived abilities in a face-to-face and online learning class, and their recommendations relating to the improvement of online pedagogy.
The responses were coded and categorized based on Baticulon et al.'s (2021) classifications of barriers to online learning. The codes were keywords or phrases that represented the challenges of learning mathematics in an online environment or their recommendations to their teachers about teaching mathematics in an online setup. The authors also made their classifications if an item did not fit on the Baticulon et al.'s (2021) classification. The codes were then assigned to themes (i.e., challenges of online learning and the recommendations to improve online learning). One of the authors coded the responses. When coding the text, the coder was guided by the themes. The process was repeated until all keywords and phrases were assigned to the themes. Afterward, the research team deliberated whether they agree (or disagree) with the themes. In case of disagreement, the deliberation process was repeated until a consensus was reached (Bringula et al., 2019).
Despite these negative notions, students have positive outlooks in terms of achieving good grades, doing well in the course, attending classes, doing assignments, helping their classmates in their assignments, recalling the lessons, and passing the course. They perceive that learning through the LMS is interesting. These findings suggest that they believe that their abilities can still meet the demands of the course. They are confident that they can still perform well despite the challenges and uncertainties they are facing.
Further analysis was conducted to determine if mathematics self-concept differs between online learners with and without personal learning spaces. Both online learners (with personal learning space, 30%; without learning space, 33%) agreed that mathematics learning in an online environment is harder than face-to-face. However, they have different opinions in terms of their mathematics grades. Online learners with no learning space perceived that they might have a lower grade than in a face-to-face course (30%) while those who have personal learning spaces are unsure of what grades they will get at the end of the semester (28%). The test of the difference between the means of self-concept of learners explains these results.
Table 5 shows the challenges that the informants faced in learning mathematics in an online environment. All validators agreed that they experienced these challenges. All the informants and validators alike agreed that technological challenges are the most pressing concern in online learning. Only one of the informants reported power interruption. This informant is in the province and his province has been experiencing regular power interruptions. This statement confirms the study of Bhuasiri et al. (2012). The other informants and validators may not experience this because they are all in the National Capital Region where power interruption is rare.
This study investigated the classroom experience of online learners in a mathematics class during the summer of 2020. Toward this goal, the study attempted to determine the relationship between the online learners-related factors and their mathematics self-concept. Moreover, interviews were conducted to determine the challenges they faced in learning mathematics delivered on an online platform. The online-related factors in terms of device ownership revealed that they own 1 or 2 devices. Access to the device is not a problem to this set of participants relative to the general student population that may experience the digital divide (Cavanaugh et al., 2009; Pena-Bandalaria, 2009). This can be explained by the fact that the participants of this study are IT students, where learning activities, even before the pandemic, are highly dependent on devices.
The shift to an educational setting had a negative impact on the mathematics self-concept of learners. More than 80% of the respondents perceived that they will have a lower grade in mathematics. They also have negative notions of their mathematics self-concept in terms of understanding the lesson, solving problems, finishing the course, performing better relative to their classmates or schoolmates, and enjoying the online class. These negative notions on their capabilities and interest in online learning can be explained by the fact that full online learning is just implemented recently. While online learners have experience using the LMS before the COVID-19 pandemic, they are not yet fully familiar with a fully online learning setup. This is evident in one of the narratives of the informants. On one hand, the positive mathematics self-concept indicates that they are hopeful in the aspects of achieving good grades, attending classes, doing assignments, helping their classmates in their assignments, recalling lectures, passing the course, having the interest to learn, and doing well overall in the course. Teachers have to sustain these positive outlooks to achieve the course outcomes. 2ff7e9595c
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